While at Nashoba, I have only had a few classes that have caused so much distress as my freshman World History class. I left eighth grade with a huge ego in history, but that was middle school and Mr. Sakellarion’s class was a whole new ballpark. Looking back, I should have dropped to accelerated and gotten an easy a, but my pride and love for that class got the better of me, and my grade. For those of you who were wise enough to stick with accelerated, Mr. Sakellarion’s tests and quizzes caused severe anxiety, breakdowns and stress from most of his students, however the day to day classes made that stress worthwhile. From the first test up until the final I struggled in that class, scraping by with mostly C’s and the rare and glorified B
I had to do a lot of catching up each time we moved, and it will be nice to not have to do that anymore. Learning is something I have always enjoyed, but not in the situation I was in, nor the subjects I had to learn. Switching schools took a toll on my grades, especially in core classes where the state standards varied. After my sophomore year, I realized that my grades were not going to be perfect because of how much we moved, and I started focusing on what subjects I enjoy instead of focusing my time and energy on memorizing information that was not going to be relevant anymore after taking a test. At a conference for the members of the Davidson Institute for Young Scholars I found a love for robotics and computers, so the past few years I have been focusing on that.
While taking AP Physics Mechanics, I had a teacher who taught strategically, leaving out critical information that would be on an assessment so he could teach it after people fail. After bringing most of the class down to a 50 percent average, I began to panic. I couldn’t believe that I was so behind; therefore, I decided to meet with my teacher, not asking for pity but for tips on how to prepare for these seemingly impossible tests. He confessed he is full of tricks, so I developed a coping method. I perceived the class as a game where I jump over every hurdle to win.
Ever since elementary school, he was put into programs where students had a hard time understanding the concepts of writing, but in time through the combination of taking foreign language classes and taking full advantage of the program, he did improve his writing skills. Another weakness that the author has that all traits have in common is adapting to online classes. He had past issues with taking online classes due to a combination of miscommunication, misunderstanding of assignments, and little to no assistance from previous professors. To reinforce the author’s issue regarding online classes, utilizing an article from a source that not only focuses of their issues, he will explain further the correlations between the article’s and the author’s issue regarding online classes (Shore, n.d., para. 1).
Each day the end of homework marked the beginning extra Music Theory. Whether it was playing pre-recorded audio to identify chords or writing my own progressions there was always something to do to prepare for the upcoming AP. The impact of “playing catch-up” after a virtually useless semester was still evident in my score, but that aspect hardly mattered. At the end of the year, even though many students had higher averages than me, I was the one who received the student of the year award for Music Theory. I am still in shock that my teacher decided chose me, yet I in a sense understand his decision.
Later in the semester, I learned the value of taking notes in class when I failed to answer a test question correctly on in class activities. The area of research was also a challenge with a 4.0. I later learned this was mainly from a lack of knowledge of what was available by ACC. However, that all changed on 3/24 when the Librarian Mrs. Chavez gave an in-depth overview on services and resources offered by the ACC library. The information I received from Mrs. Chavez is invaluable as I progress toward my goals.
Although my grades were not always consistent, I never earned less than a B for a final grade in my English courses. Often my instructors privately told me that my papers were the best in the class and shared my work with others. My writing secured me a free trip to London and Paris with my business club as well as my acceptance into multiple colleges. I am certain my extracurricular activities, including cheerleading, volleyball, community service projects, fundraisers and employment also played a vital role in these accomplishments. Of all the schools to which I applied, only VSU waitlisted me probably because of my phobia about standardized examinations, which caused me not to perform as well as I should have on the SAT.
Dr. Robeson answered each question thoughtfully; none were met with a simple answer. He said his job at Mount Mercy University was to be able to teach any math course to students and advise. His high school advisor initially influenced the reason he pursued math but then after the Navy he went back to school to become a math teacher. When asked his favorite thing about math, he instantly responded because “there was so much of it” and “that it’s beautiful and abstract”. One question was changed mid-interview; what is his least favorite thing about math.
But his math skills are far above those in his class this shows that the child already knows the information and the parents are just holding their child back for the purpose of high test scores and their kids to be considered the brightest of the class too low and it becomes boring well too high and it becomes on the morning if you put a person who is supposed to be an algebra and he and you put them in regular algebra they will surely get an A+ on every test an assignment but what if he 's truly learning and getting from this class eventually they will get bored and lose motive to excel as a student reading is a waste of Education time and bored the child