Throughout middle school and my first 2 years in high school, I’ve gotten mainly As in my classes with an occasional B here and there. So in my junior year of high school, when I heard that I can take more than 1 AP course, I immediately wanted to challenge myself. I registered for 4 AP courses along with orchestra, and spanish on top of my extracurriculars. “Are you trying to kill yourself?” is what all my friends asked when I told them about my plan. Their worries only fueled my urge to continue with this difficult challenge. So I ambitiously went on to starting the year with 4 AP courses. However, things did not go as expected.
If a teacher assigned something that I thought was “pointless”, I wouldn’t put much time and effort into it. But that was the first time I wanted to dig deeper after the assignment. It made me excited to
Some people say that high schools should not be allowed to teach AP classes. Some people think this because students are taking advantage of the weighted credit. They also argue high school teachers are not capable of teaching a college level course. Finally, they argue that AP courses reduce the opportunity of the exploration in college. The first argument they give is AP classes give a weighted credit to a student, even if the student did not take the AP exam (Honawar 2). Students who do not take the AP exam do not deserve the weighted credit since they did not see the course to the very end. The next argument that was said is “High school teachers lack the expertise of teaching college-level classes.” (Mattimore A33). Teachers that have never taught at a college are not capable of teaching a college level course. (Mattimore A33). The final argument is “Awarding college credit reduces students’ chances for wider intellectual exploration in college.” (Mattimore A33). College is a lot different from high school. Professors and teachers might teach and grade different depending on their personality. Since they are learning, a college level course and not in college they will not experience all of the ideas and techniques that professors will
It is hard for every kid to make the transition to high school classes, but coming from a small private school with about 250 kids to an enormous high school with almost 2000, I had no idea what to expect. After 3 years of hearing my older sister complain about horrible teachers, hard finals, and difficult SAT’s, I thought I was going to be far behind the other kids, but I was already committed to all A’s. I was still wondering how hard a class could be, even after I met new friends and nice teachers. Many people told me that honors
I am a hardworking and challenging student, who likes to take Advance Placement and Honors classes and challenge herself. I have taken 3 AP classes previously, and currently enrolled in 2 for senior year of high school. AP classes have prepared me for college classes which take time to study and comprehend. I have also taken plenty of Honors classes, by having the opportunity to expand my learning.
I took my first AP class during my sophomore year. The class was AP Biology which was incredibly difficult, but with hard work I was able to succeed. The year after I decided to enroll in AP Chemistry. I thought that if I was able to succeed in Biology, I would have no problem succeeding in Chemistry. The first week of junior year arrived along with AP Chemistry. The first week was relatively easy and I had no worries, but then the second week came along and changed my perspective of the class. The heavy amounts of math were not my favorite. I was sufficient in math, but this was more complex than any other math I had experienced before. I struggled on the first couple of quizzes and tests. I started to become discouraged with my capabilities.
AP courses are supposed to be hard. Their curriculums were designed by the Collegeboard to challenge motivated students and build up essential academic skills. However, aspects like the cost of taking AP exams, Arlington’s policy requiring students to take the AP exam with the course, and the north’s late school year start often create unintentional difficulties, adding stress to already difficult classes.
The nature of cheating originates from the common misconception of helping others and a student’s lack of self-confidence. Plagiarism, not so different from cheating, disperses from the broad range of information on today’s technology. Through an authentic study, it has been revealed that teachers have established many students who have cheated their way through complexed assignments. Even misleading students who have kept a high grade point average has been found as participants of academic dishonesty. Today, professors seek to find different measures that should be taken to decrease cheating and plagiarism. But, some of these particular professors treat this situation very poorly. Teachers should inform the students the consequences of cheating,
There are many students that are guilty about cheating on assignments in school. With easy access to the Internet students are able to pay other people online to do their work. It is a easy way for students now to go on the Internet and buy a paper, when they are too busy to sit down and do the paper themselves. It seems as technology grows and grows and more websites come up, more people will stop doing the work and stop being creative. When will they ever stop cheating or stop being lazy? that is the real question.adding to that, students with cell phone uses their phone to connect with their friends to get the answers for an exam in class. plagiarism is one hard thing to do when doing an assignment. when doing an assignment you need to make
As a student of Bronx Community College, I was so excited when I first entered campus. At the same time, I was frightened since the school system in the United States was different from my country Ghana. The term began and I started classes. There the problems started, I did not hear what both the lectures and the students were saying. Everything was like a foreign language to me, and neither do they understand me when I speak. Because of this, I could not speak out and read in class. I was always a spectator. I have to record every class lessons and play them over and over. I always try to pay critical attention to follow and understand what is been thought in class. Though, I could not speak or read in class, but I was performing well in the written exercises and examinations. After the first semester, then I started picking up with speech and asset but was not that much. I started taking the science class from the second semester. Some of the topics were okay to go with and some were hard and difficult.
I’m going to be talking about the following piece by Teresa Watanabe, her main stance is that increasing AP courses offered in school is allowing more access to low income students, however some students are taking the courses without fundamental, adequate academic skills needed in order to succeed. I’ll be critiquing the way AP classes are being offered in a widespread manner nationwide and I’ll be looking at the concept of culture capital, deficit perceptions related to educational achievement, the effects of AP courses as an intervening variable, and cultural straddlers. I argue against allowing students who are not ready the eligibility to participate in AP courses and I will be using Laureau, Wolfram, Klugman, and Carter’s work to prove
I have cheated at several points in my life, from spelling tests in first grade, to worksheets in ninth grade Physical Science. The most recent however, was on a Spanish test just this year. My uncle just died, so I haven't really been able to think of anything as being very important. One of these unimportant things on my mind was this Spanish test. I was completely unprepared and I didn't really have the will to actually make myself do it, so when I went in during second period to take my test, I had absolutely no idea what any of the answers were.
Yes, I am a teaching assistant for Chem 1011 this semester. I have experience explaining the topics with various teaching styles to students and guiding them toward the correct answers. I also oversee safety in the lab and ensured every student is taking necessary precautions. Every week, I grade lab reports and quizzes for the instructor.
For all of my life, I have had a skill and a great interest in the design and construction of a variety of objects and machinery. I have known since day one that all i wanted to do is design brand new and innovative technology. I have chosen Waterloo as my first choice of education for my future career as a mechanical engineer for many reasons. One being the schools amazing reputation as a school of applied sciences, having been given the nickname “MIT of the north” by many. I know a few people who have attended this University. It is always held in such high regards, and they greatly encouraged me to apply. My goals have always been to use my degree to get into a reputable company as a mechanical engineer and eventually my final ambition would be to create my own successful firm with my colleagues. I believe that a degree from this university will best set me on this path of success.
Upon entry to my exchange program in the United States, I was placed in a Junior Algebra Honors class despite of my previous completion of the course back in China. Accordingly, the tests were relatively simple. Shortly after a unit test began, I completed it and handed it in to the teacher confidently. This took a turn for the worst however, as she had associated my quickness with cheating. This was obviously not the case, yet she insisted it true. No evidence had proven me guilty of such acts and on advice from my host family, I switched classes; this was an opportunity for me to regain my dignity. I asserted myself and requested to be advanced to the AP calculus course, of which I had been unaware. After strenuous study and aid from volunteer