7th Grade Pre-AP Science Class

My earliest memory of Aaron was in our 7th grade Pre-AP Science class. According to him, it was our 7th grade Texas History class, but he’s wrong. Regardless, we had a sort of miscommunication and hated each other for a while. Interestingly enough though, he’s the love of my life at this point in time. Now how do two individuals with such differing views end up dating, you ask? Well, through years of friendship, high school antics, and simply getting to know one another we realized something that we were so naïve to miss before: We’re made for each other.

You know how middle schoolers are, with their rumors and crushes and pre-pubescent everyday activities. One evening Aaron and I found ourselves at our mutual friend, Cora’s, 13th birthday

We’ve had interactions here and there since the beginning of high school, we even sat next to each other in 9th grade Pre-AP Biology the year before, but we’ve never been in a situation where none of our other friends have been in class with us. The way this classroom was set up was a bit unconventional, as we were one of the few schools in North Texas that opted to be a part of the new “project based learning” program. With the program, instead of sitting for lectures and taking tests in class, we were assigned projects with very particular formats and instructions that we had to complete through team work and a flipped classroom. Aaron and I were inevitably assigned to a project together near the middle of the first semester. Berger and Calabrese’s uncertainty reduction theory states that people generally feel uncertain about other people they don’t know/aren’t very familiar with. This motivates them to communicate with said people in order to reduce this uncertainty they feel towards them. At this point, Aaron and I no longer hated each other, we simply didn’t know each other very well at all. Berger and Calabrese’s theory would argue that in an attempt to make the entire project experience better for the both of us, we, again, got to talking and, again, found that we had a lot in common. Because of this secondary first interaction between the two of us, Aaron and I

This time, it’s 11th grade Pre-AP Physics. Aaron had approached me near the end of the summer about needing help with our summer assignment. Personally, I think it was just an excuse to hang out with me because A) he was way better at physics than I was and B) we barely did any of the project the day we decided to get together and do it. Instead, we once again found ourselves catching up and becoming good friends. Whatever his intentions were, we pretty much picked up right where we left off. It was a truly effective way to get over our petty fallout from earlier that year. His approach for a project ended up blossoming into a beautiful friendship that in turn became a wonderful relationship filled with mutual respect, love, and