I had always previously thought of myself as a good math student. At Penn Charter, I was put into the 7th-grade advanced math class which had a teacher who was known for teaching a difficult course. At my old school, I had always been able to get by without really doing any studying just because I was smart. At Penn Charter, I was in this math class with a bunch of other kids who were also very smart and very good at math. This made me slightly insecure because I’d always been one of the smarter kids in my class
Dave Snyder, a jock that loved to be a fool while embracing his independence in a certain level of maturity; Ted Richard, a baseball enthusiast who often had philosophical questions; and Ken Harvey a car enthusiast who strike up the memorable quote: “I just wanna be average.” Mr. Rose observed the unique traits that these young men possessed during their time in vocational school and drew an reasonable explanation for the scrutiny that many vocational students have to endured. He admits that high school is overwhelming to some extent. Teenagers try to find their identity and their voices in this new world that defies most of their assumptions and expectations while letting their emotions run wild. Kids like the author will be seen having this negative images of a “slow” student that can not understand basic knowledge.
INTRODUCTION Malattia Leventinese (ML), is genetically homogeneous macular dystrophy with an autosomal dominant mode of inheritance.1 ML is a rare macular disease characterized by the presence of amorphous sub-retinal pigment epithelium (RPE) deposits known as drusen between the RPE and Bruch’s membrane. Drusen forming a mosaic pattern named Doyne honeycomb retinal dystrophy.2 The importance of this disease is due in large part to the presence of drusen, a feature shared with age related macular degeneration (AMD). AMD is a heterogeneous late onset macular degenerative condition, accounting the most common cause of irreversible vision loss in the developed world. However, unlike AMD, drusen form at a much earlier age in ML.
I believed if I was smart things would come naturally and learning would be easier. I could personally relate to the charaterics that the “fixed minded”
“As a group, students who had been praised for their intelligence lost their confidence in their ability and their enjoyment of the task as soon as they began to struggle with the problem” (Dweck 19). There was a time in middle school where one of my fellow classmates would make working in groups very difficult. He believed that he knew everything there was to social studies, because the teacher would always praise him for his intelligence. Throughout the school year you could tell he had lost the confidence by the way he worked with others, the same teacher who praised him was not longer there. You could tell he wasn't enjoying class like he used too, his confidence had disappeared, he no longer felt smart enough.
The issue with this is, all my life I was told that I was incredibly advanced, until everyone caught up. Because I was lazy, because they cared, because I didn’t, so on and so forth, they caught up. So I hit a ceiling. I was average, and I didn’t know what to do with that. I had never tried before.
High school isn’t necessarily the best four years of everyone’s life. In a short time the audience was shown the complicated endeavors many teenagers either overcome or become wrapped up in. Although Brian is extremely successful in his academics he struggles deep beneath his skin with extensive pressure and societal acceptance. Brian Johnson is one example of someone who was almost defeated by the difficult
I felt similarly in elementary school, I always raced against others who were unaware they were in a race. Sometimes I feel like a specialist and other times I feel like a generalist. Everyone is good at multiple things, not just one. Just because you spend your entire life on a subject that interests you, doesn’t mean that you haven’t lived a normal life. Life is all about
I counted any and everything that could be counted. To my parents and peers, I was perceived as smart, elegant, bold, ambitious, and lastly a mathematician. My father drove my family and I 12o miles from home to Institute, West Virginia where I could finish my education from eighth grade all the way through college. It turned out my father made the right decision. By the time I was 10, I was a high school freshman which was prodigious for being an African- American female of my time.
You start preparing for the real world, and you realize that in high schools some of the teachers have no mercy no matter what the situation may be. You realize that you went from being the upperclassmen to the youngest people in the
In middle school I wasn’t always a strong student when it came to school which lead me to believe I wasn’t capable of doing big things. I was blinded by a shallow mindset that made me drag down my potential due to the simple thought of not being smart enough. This mindset traveled with me when I entered high school and sticked for a while, creating an obstacle that set me back from my potential. I went for regular classes because I was too scared to be in an advanced class even if it meant sitting in a classroom that didn’t do anything to challenge me. It was holding me back from showing who I truly was as a student.
Incoming freshman or 9th graders, commence out worried about the transition from midde to High School for various reasons. It is beneficial for 9th graders to stay seperated from the High School Community because it will give the freshman’s an opportunity for help and suggestions on how to manage High School Life. Dividing the 9th graders from the High Schoolers, will provide many advantages for not only the counselors but for the counselors as well. For example, in the first week of school, counselor’s are pressured with multitude of schedule changes, especially from freshmans.
This led to me questioning my goals in life and if I really wanted to continue playing baseball at all. Up until this point baseball was a fun extracurricular activity that I enjoyed. It soon became a more job-like experience and felt like a burden rather than a relief. The pressure to uphold my academics and the straining relationship between me and my coach were two of the main reasons I decided to quit baseball. Furthermore, there is an additional reason that contributed to my decision to quit my highschool baseball
From there I realised that if I can prove my parents wrong, realized that I can do anything. I started expanding my learning by taking advanced classes in school, joining after school
The past four years of my life hold both my highest of highs and my lowest of lows. High school can be a very awkward time period in a person’s life. Four years ago, I made the intimidating switch from St. Mary’s School to Algoma High School. There were certain aspects of high school which made me nervous, but academics was not one of them. I learned how to be a responsible student in my earlier years, and school had always come relatively easy to me.
