单选题
As the fall semester ended, my students had a chance to turn to tables on their teacher. They got to grade me anonymously, assessing the clarity of my thinking, my organizational skills and the depth of my knowledge. At their best, such evaluations keep me alert to what works and what does not. Students reflect my performance back to me, and I am glad to learn what they think of my teaching, so that I might try to improve.
I am also aware that the students' comments become the primary evidence of my abilities, a paper trail following me throughout my career. When I come up for review, the promotion committee will examine my evaluations to determine just what kind of teacher I am.
There is, of course, nothing wrong with accountability. But this system assumes that what students need is the same as what they want. Reading my evaluations every semester has taught me otherwise. Many students' expectations for their courses have changed, reflecting, in part, the business model more universities are following. Classes are considered services, and parents are eager to get their money's worth from their children's education. Students feel pressure from their parents to derive practical use from their courses.
This could make sense for an engineering course, but in my field, creative writing, which rarely churns out polished 21-year-old writers, it is trickier to provide the results that the career-minded student craves. Then I stumbled upon some dubious teaching techniques, reversed the criticisms of these chronically unhappy students and improved my student evaluations for the semester. My record would reflect a smart, attentive, encouraging teacher. But I would argue that I taught these students little. They loved me because I agreed that writing should be easy.
I know other teachers who have done the same thing: teach your heart out to the teachable but be sure to please the unteachable, to keep your ratings high like a politician trying to improve his poll results.
I believe in the struggle, and most students I have met do too. But I still can't help wincing when I read, "The instructor is mean." "Marcus is not committed to my work." "This class sucks." The business model has taught me that the customer is always right. But maybe a few more dissatisfied customer would mean a better learning experience.

单选题 What does the phrase "turn the tables on their teachers" in Para. 1 mean?
A. Students turn the tables to their teachers.
B. Students praise their teachers.
C. Students evaluate their teachers.
D. Students criticize their teachers.

单选题 Why has the students' expectation of their courses changed?
A. Because the business model has changed.
B. Because they want to improve their other abilities.
C. Because they feel great pressure from the society.
D. Because they have to satisfy their parents,

单选题 Why does the author say "classes are considered service"?
A. Because education is commercial activity.
B. Because the parents are anxious to see their feedback of investment on their children.
C. Because the students are the school's God and the teachers must serve the students.
D. Because the relationship between the teacher and the students is the businessman and the customer.

单选题 What kind of teaching method does the author use in his writing class?
A. Dubious teaching method.
B. Encouraging the poor students.
C. Praising the excellent students.
D. Improving the evaluation for the students.

单选题 What was achieved at the end of the writing class?
A. The students all learned a lot.
B. The students liked his class very much.
C. The writing class became an easy course for the students.
D. The students sang the teacher's praises.