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  3. I have an uncle who was for years a Chicago public school teacher. Passionate and articulate about his subject, biology, Arnie c

I have an uncle who was for years a Chicago public school teacher. Passionate and articulate about his subject, biology, Arnie c

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问题     I have an uncle who was for years a Chicago public school teacher. Passionate and articulate about his subject, biology, Arnie cared a great deal about whether the kids learned in his class.
    But here’s the disturbing thing he recalls about his career;
    In the years that his classes were filled with kids from poor, broken homes who didn’t eat or sleep with any regularity, he worried that he wasn’t nearly as effective as he wanted to be. He reached some of the kids, sometimes, with some material, but not enough to his liking, no matter what he did or how hard he tried.
    When he changed schools and suddenly was teaching kids from middle-class families who valued education, he instantly became a brilliant teacher. His students progressed at a fast clip, and everything he did seemed to work.
    What some school reformers seem to forget is that the kids’ circumstances outside school affect their class performance; how much they eat, how much they sleep, how many words they heard when they were young, how many books were made available to them, the abilities and the disabilities with which they were born, etc.
    What happens in the classroom is incredibly powerful, but it is not the only thing that matters.
    This is why it was so disheartening to hear President Obama wade into a debate about last week’s firing of all of the educators at Central Falls High School in Rhode Island.
    The firings by the Central Falls school trustees made big headlines, not because reconstituting a school is new, but perhaps because it is the only school in the state’s poorest and smallest city, and because it was not reported as being the consequence of years of calculated efforts to fix the school(even if it was).
    Education Secretary Arne Duncan immediately applauded the move, saying the committee members were "showing courage and doing the right thing for kids. "
    And today, Obama felt the need to jump in, saying in a speech:
    "So if a school is struggling, we have to work with the principal and the teachers to find a solution. We’ve got to give them a chance to make meaningful improvements. But if a school continues to fail its students year after year after year, if it doesn’t show signs of improvement, then there’s got to be a sense of accountability."
    "And that’s what happened in Rhode Island last week at a chronically troubled school, when just 7 percent of 11th graders passed state math tests—7 percent. When a school board wasn’t able to deliver change by other means, they voted to lay off the faculty and the staff. As my Education Secretary Arne Duncan, says, our kids get only one chance at an education, and we need to get it right."
    One thing that Obama got right: the school board wasn’t able to deliver change, but, unfortunately, the school board didn’t fire itself. It fired all the administrators and teachers, as if they were the only things responsible for student failure.
    I wish someone would tell Obama the truth about school restructuring.
The author gave his uncle’s example to______.
选项 A、show the fact that education in poor areas is unexpectedly difficult
B、demonstrate that teacher is not the only factor affecting students’ performances
C、prove that he has deep understanding in the education matter
D、illustrate that teachers should be located where they could best perform
答案B
解析 推理题。根据题干关键词his uncle’s example定位到第一至四段。由此可知，作者的叔叔在芝加哥一所公立学校任教时，班级里的学生家庭出身不好，对学习无人问津，故叔叔虽竭尽所能，教学效果仍不显著；后来调职到另一所学校任教，教的是中产阶级家庭的孩子，这些学生及其家长对教育的重视使叔叔的教育成效显著。由此可知，作者欲以此例证明学生成绩不好，老师不是唯一的原因，故[B]正确，这一点在第五段全段得到具体阐释，也是全文论述的主要观点。依照这四段的逻辑关系，[A]、[C]和[D]的内容并非这几段所要强调的重点，故均可排除。
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