(Continuation from yesterday)
が、「神の御技」に至らないまでも、技術(話術、図面、各種の整理学)を駆使して、なんとか生徒の成績を向上させることに、死力を尽している人がいました。
I know that there were some people who struggle against the difficulties using techniques(talks, figures and some arrangement methods), even if it is not enough as a blessing art, of course.
それは「3ヶ月ごとに、マークシートで、生徒が、講師を評価」し、「低評価の講師は、即日解雇」というシステムを採用していた予備校でした。
They were in a prep. school that students estimated qualities of lecturers, and the lecturers was going to be fired as quick as wink if their estimations were low.
「生徒を成績で評価する」のであれば、「教師を技能で評価する」のは、概ね妥当なトレードオフだと思います。
I think that it is a general reasonable trade-off that if the students are estimated by their performance, the lecturers also should be estimated by their techniques.
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その一方、予備校の講師とは異なり、教師は、成績だけでなく、生徒の精神状態、体調、交友関係、その他を総合的に観測し、かつ適切な手続をすることまでもを期待されています。
On the other hand, teachers who are not lecturers in a prep. school, are expected to check not only study performances, but also fiscal and mental conditions, associations, and others of each student, and manage them properly.
―― そんなことが可能なスーパーマン(スーパーパーソン)が、一体、世界にどれだけいるだろうか？
"How many persons who can do them for more than 30 students at the same time in the world?"
(何度も何度も言ってきましたが)少くとも、「私にはできない」と思いました。
( I have repeated it again and again until now) I thought I was very sorry but I couldn't do them.
だから、私は教職を断念したのです。
So I decided to give up committing myself to becoming a teacher.
(To be continued)