超级军网幽默英语
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My freshmen year at Moeller, I had one big worry other than my Religion class. It was Math. My score for the mathematics entrance test was a 99%, the highest possible. During my stay at junior high, I had already jumped ahead of the regular math courses by two years. But I guess Moeller's opinion of Lakota was not high enough to just let me continue my accelerated course. If I wanted to be exempt from taking Algebra I and Geometry again, I would have to take a comprehensive test over both of them.
What does that mean? It meant that in the span of a week I was going to be tested on information that was learned over a 2 year period of time, classes which I wasn't even supposed to take until two years from now. I approached the tests with a sort of "Piece of cake" attitude and I tested past Algebra I, Geometry I, and the first half of Algebra II (In one week!). Only after testing out of both courses did the Dean of Academics grant me permission to skip Algebra and Geometry I.
After getting permission to skip the two classes, I found myself in a very intriguing position, because I now faced a slight dilemma.
I could have taken Algebra II and Trigonometry, which is a junior course, or I could have taken the Freshmen/Sophomore Honors Geometry I class. If I wanted to get more credit, I would have gone back to Geometry I. This way I could have gotten very high grades, worth a lot of credit with very little effort. On the other hand, if I took the harder, higher level Algebra II and Trigonometry course, I would be working harder to get lower grades for less credit.
Those two were my only options because that's all the school could let me take.
Headache? Don't worry about it. I found it extremely difficult to think about retaking geometry, so I decided there was no way I would take Geometry over again. To me, it felt like betraying myself for more credit when I could be learning something new. This left the junior math class, Algebra II and Trigonometry.
Every year since 7th grade I have been in classes 2 years ahead of my grade. I went through this process of worry every time. What if they are all smarted than me? What if the teacher moves too fast? What if I don't understand anything? What if I am expected to know stuff I have never heard of? These questions bothered me all day. Of course eventually I discovered that the older students were not even close to me when it came to math. I am always able to get the best scores. As I write about it, it's pretty funny. Some of the students in the classes that I had had before would ask me to do their homework for 2 dollars an assignment.
I would be in a class with kids 2 years older, meaning kids with two more years of experience in math. Moeller is famous for upper classmen picking on freshmen. At our age, a difference of two ages means a lot. The muscle bound football players and hulks which lurk the halls of Moeller are quite a sight to see.
And sure enough, by the end of the first week, I discovered this to my relief. Another stone was pulled off my chest when I realized that none of them wanted to give me any trouble like I thought they would. I soon became the smartest and most sought after source of "help" in the class. I even made friends with some of them.
This was the year that I believe I learned the most I have ever learned in any math class. Why? I attribute it to the teacher Mr. Ward.My freshmen year at Moeller, I had one big worry other than my Religion class. It was Math. My score for the mathematics entrance test was a 99%, the highest possible. During my stay at junior high, I had already jumped ahead of the regular math courses by two years. But I guess Moeller's opinion of Lakota was not high enough to just let me continue my accelerated course. If I wanted to be exempt from taking Algebra I and Geometry again, I would have to take a comprehensive test over both of them.
What does that mean? It meant that in the span of a week I was going to be tested on information that was learned over a 2 year period of time, classes which I wasn't even supposed to take until two years from now. I approached the tests with a sort of "Piece of cake" attitude and I tested past Algebra I, Geometry I, and the first half of Algebra II (In one week!). Only after testing out of both courses did the Dean of Academics grant me permission to skip Algebra and Geometry I.
After getting permission to skip the two classes, I found myself in a very intriguing position, because I now faced a slight dilemma.
I could have taken Algebra II and Trigonometry, which is a junior course, or I could have taken the Freshmen/Sophomore Honors Geometry I class. If I wanted to get more credit, I would have gone back to Geometry I. This way I could have gotten very high grades, worth a lot of credit with very little effort. On the other hand, if I took the harder, higher level Algebra II and Trigonometry course, I would be working harder to get lower grades for less credit.
Those two were my only options because that's all the school could let me take.
Headache? Don't worry about it. I found it extremely difficult to think about retaking geometry, so I decided there was no way I would take Geometry over again. To me, it felt like betraying myself for more credit when I could be learning something new. This left the junior math class, Algebra II and Trigonometry.
Every year since 7th grade I have been in classes 2 years ahead of my grade. I went through this process of worry every time. What if they are all smarted than me? What if the teacher moves too fast? What if I don't understand anything? What if I am expected to know stuff I have never heard of? These questions bothered me all day. Of course eventually I discovered that the older students were not even close to me when it came to math. I am always able to get the best scores. As I write about it, it's pretty funny. Some of the students in the classes that I had had before would ask me to do their homework for 2 dollars an assignment.
I would be in a class with kids 2 years older, meaning kids with two more years of experience in math. Moeller is famous for upper classmen picking on freshmen. At our age, a difference of two ages means a lot. The muscle bound football players and hulks which lurk the halls of Moeller are quite a sight to see.
And sure enough, by the end of the first week, I discovered this to my relief. Another stone was pulled off my chest when I realized that none of them wanted to give me any trouble like I thought they would. I soon became the smartest and most sought after source of "help" in the class. I even made friends with some of them.
This was the year that I believe I learned the most I have ever learned in any math class. Why? I attribute it to the teacher Mr. Ward.
What does that mean? It meant that in the span of a week I was going to be tested on information that was learned over a 2 year period of time, classes which I wasn't even supposed to take until two years from now. I approached the tests with a sort of "Piece of cake" attitude and I tested past Algebra I, Geometry I, and the first half of Algebra II (In one week!). Only after testing out of both courses did the Dean of Academics grant me permission to skip Algebra and Geometry I.
After getting permission to skip the two classes, I found myself in a very intriguing position, because I now faced a slight dilemma.
I could have taken Algebra II and Trigonometry, which is a junior course, or I could have taken the Freshmen/Sophomore Honors Geometry I class. If I wanted to get more credit, I would have gone back to Geometry I. This way I could have gotten very high grades, worth a lot of credit with very little effort. On the other hand, if I took the harder, higher level Algebra II and Trigonometry course, I would be working harder to get lower grades for less credit.
Those two were my only options because that's all the school could let me take.
Headache? Don't worry about it. I found it extremely difficult to think about retaking geometry, so I decided there was no way I would take Geometry over again. To me, it felt like betraying myself for more credit when I could be learning something new. This left the junior math class, Algebra II and Trigonometry.
Every year since 7th grade I have been in classes 2 years ahead of my grade. I went through this process of worry every time. What if they are all smarted than me? What if the teacher moves too fast? What if I don't understand anything? What if I am expected to know stuff I have never heard of? These questions bothered me all day. Of course eventually I discovered that the older students were not even close to me when it came to math. I am always able to get the best scores. As I write about it, it's pretty funny. Some of the students in the classes that I had had before would ask me to do their homework for 2 dollars an assignment.
I would be in a class with kids 2 years older, meaning kids with two more years of experience in math. Moeller is famous for upper classmen picking on freshmen. At our age, a difference of two ages means a lot. The muscle bound football players and hulks which lurk the halls of Moeller are quite a sight to see.
And sure enough, by the end of the first week, I discovered this to my relief. Another stone was pulled off my chest when I realized that none of them wanted to give me any trouble like I thought they would. I soon became the smartest and most sought after source of "help" in the class. I even made friends with some of them.
This was the year that I believe I learned the most I have ever learned in any math class. Why? I attribute it to the teacher Mr. Ward.My freshmen year at Moeller, I had one big worry other than my Religion class. It was Math. My score for the mathematics entrance test was a 99%, the highest possible. During my stay at junior high, I had already jumped ahead of the regular math courses by two years. But I guess Moeller's opinion of Lakota was not high enough to just let me continue my accelerated course. If I wanted to be exempt from taking Algebra I and Geometry again, I would have to take a comprehensive test over both of them.
What does that mean? It meant that in the span of a week I was going to be tested on information that was learned over a 2 year period of time, classes which I wasn't even supposed to take until two years from now. I approached the tests with a sort of "Piece of cake" attitude and I tested past Algebra I, Geometry I, and the first half of Algebra II (In one week!). Only after testing out of both courses did the Dean of Academics grant me permission to skip Algebra and Geometry I.
After getting permission to skip the two classes, I found myself in a very intriguing position, because I now faced a slight dilemma.
I could have taken Algebra II and Trigonometry, which is a junior course, or I could have taken the Freshmen/Sophomore Honors Geometry I class. If I wanted to get more credit, I would have gone back to Geometry I. This way I could have gotten very high grades, worth a lot of credit with very little effort. On the other hand, if I took the harder, higher level Algebra II and Trigonometry course, I would be working harder to get lower grades for less credit.
Those two were my only options because that's all the school could let me take.
Headache? Don't worry about it. I found it extremely difficult to think about retaking geometry, so I decided there was no way I would take Geometry over again. To me, it felt like betraying myself for more credit when I could be learning something new. This left the junior math class, Algebra II and Trigonometry.
Every year since 7th grade I have been in classes 2 years ahead of my grade. I went through this process of worry every time. What if they are all smarted than me? What if the teacher moves too fast? What if I don't understand anything? What if I am expected to know stuff I have never heard of? These questions bothered me all day. Of course eventually I discovered that the older students were not even close to me when it came to math. I am always able to get the best scores. As I write about it, it's pretty funny. Some of the students in the classes that I had had before would ask me to do their homework for 2 dollars an assignment.
I would be in a class with kids 2 years older, meaning kids with two more years of experience in math. Moeller is famous for upper classmen picking on freshmen. At our age, a difference of two ages means a lot. The muscle bound football players and hulks which lurk the halls of Moeller are quite a sight to see.
And sure enough, by the end of the first week, I discovered this to my relief. Another stone was pulled off my chest when I realized that none of them wanted to give me any trouble like I thought they would. I soon became the smartest and most sought after source of "help" in the class. I even made friends with some of them.
This was the year that I believe I learned the most I have ever learned in any math class. Why? I attribute it to the teacher Mr. Ward.