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My journey into high school
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Grades do not define you Failure, rejections, denial, failing quizzes, red marks, and low deportment grades, these are the words that we usually hear in school and make us feel not good enough. The good side of this is that, all these things that we are going through right now in school are trainings for us to succeed in the future. A very well known man, took several years for him to learn how to speak. Even though he was already 7 years old, he wasn't still able to learn how to read and write (Bass, 2013). His teachers even called him retarded or simply, stupid. He wasn't able to catch up on the lessons and would usually fail during exams. Also, he was rejected by a lot of colleges due to his low intelligence. Due to his eagerness to learn, now …show more content…
This just shows that exams do not measure a student's performance because not everyone has equal intelligence with others regarding their studies, not everyone could prove themselves by exam scores, and exam scores will not dictate how successful you will be in the future. Some people seems smart because they are studious while some people are naturally born geniuses. This is why not everyone has equal intelligence with others regarding academics. Failing your exams does not mean you are dumb or stupid because your classmates got an A+ on the test you studied hard for. You memorized all the mathematical equations and key terms in order for you to pass, but the most important key term that you should learn is the word ‘’understanding’’. Understanding that sometimes even if you give your best, it will never be enough in the real world. Give yourself the kind of appreciation you wanted to receive because overthinking about low grades would do no good to us. Also, not everyone could prove themselves just by
Education” by Russell Baker, the author argued that many student futures are based off of a test score - whether that test is a state-regulated test or a test required for admission to college. Society measures what we learn by tests and schools receive more funding for better scores. Baker explained that many students base their intelligence on these test scores, and many institutions focus on test scores more than anything else. However, every student learns that their education and their future is based off of the score that they receive on tests. Baker said that this is “[a period that a child] learns that success come from telling testers what they want to hear” (225). Teachers don’t teach the content but teach students how to make educational guesses. I considered myself to be “dumb” because I did not get a satisfactory score on the ACT. Therefore, I didn’t think I would be a good candidate for college because I would not receive personal funding in the form of scholarships and I didn’t know whether or not I would be accepted into college. This score convinced me that I would not be able to complete college work and that I would only have a future working minimum wage jobs. However, I realized that I was smarter than my test score told me that I was. In the end, the author and I both agreed that students should not be subjugated by the scores provided by an invisible
Some students simply do not test well, others try their hardest and still cannot reach the impracticable standards set for them. The individuals who create these tests do not understand the pressures of being a student, or the struggle to answer thirty-five questions in a compressed time period. One test cannot accurately measure the intelligence of a student.
The purpose of Afraji Gill’s piece is to clear up the misconceptions of what society perceives success to be. Afraji Gill himself who achieved high grades throughout his high school education felt that his educators’ and societies’ definition of success was wrong. To Afraji Gill success was not high grades, receiving awards or scholarships and being on the honour roll. To him success was defined as how well you grasped the learning material and knew how to put it to use. That a grade on a piece of paper should not define your intelligence and your success. For there are people in the world who receive outstanding grades because they happened to memorize the materials for their test, but as soon as the test is over they have not properly grasped the material and knowledge covered, to put into practical use. I think that Afraji Gill’s article’s purpose is to make people aware that you should not base a person’s success on their grades but on rather how well they know the material, and that failure should not be looked upon as being unsuccessful, but instead should be acknowledged as a stepping stone in becoming
Throughout my high school career, I have worked hard to maintain exceptional grades. Though from time to time I slip up, I always review to figure out what I missed and how I could avoid repeating the same mistakes. I’ve come to realize that failure is not to avoid at all cost, but when it does happen, though rare, I need to become a better person from the experience. If I’m not willing to take calculated risks
literature and even started to teach himself Polish. He still had his doubts for dropping out
Everyone strives to be the greatest, especially teenagers in school, failing can be upsetting when it comes to failing a class or grade. Failure in school can have a huge impact on a student's future. When students aim for a goal it's either accurate or precise depending on their mindset.
Students should not have to take a test just to enter in to college because students are more than a test score, they are people too. Why are students compared with a test score that – more often than not - does not reflect their academic ability? These tests are biased because people write the questions and, therefore, they can make the question wordy and choose which ones to omit (Pollard). These test do not measure a person’s intelligence; rather, their test taking ability. As proof, the ACT science portion of the test do not pertain to science knowledge at all; rather, it ...
It is a fact that some people are better at taking tests than other people. Intelligent students who challenge themselves throughout their high school careers and have high grade point averages can do poorly on a test, while a student who has only taken basic level classes can score significantly higher. Is that a fair representation of what was achieved in high school?... ... middle of paper ...
Students with less knowledge are given less opportunity. Placement tests and evaluations prove it, and more advanced students are given greater amounts of support and encouragement. These students are usually the ones who are told they can do anything they set their minds to, rather than “maybe that isn’t the best choice for you”. Students who are led to believe they are not as good as their more intelligent peers tend to fall into a rut. The learning path they are sent down is less challenging and less rewarding. Rose describes this path by saying, “… You’re defined by your school as ‘slow’; you’re placed in a curriculum that isn’t designed to liberate you but to occupy you, or, if you’re lucky, train you, though your training is for work the society does not esteem,” (Rose 350). The future of these students is affected by the way they perform early on, and many do not try to do better because they do not think they can. All many of them want to do is pass the tests and be on their way, never even considering college as an option for the future. To Rose, “The reality of higher education wasn’t in my scheme of things,” (356), and for many students in public education, the same goes for
Exams are suppose to be one of the most important things in your school life, teachers are always saying ‘all this work is for you to get good exam grades’ but actually your checked for your exam grades you need at least a C to get into a college in every subject a C is really high for a lot of students. ‘The GCSE pass rate has risen every year since the exams were first sat in 1988. Between 2000 and 2009, the percentage of GCSEs awarded an A* to C increased by more than 10 percentage points .’ This is a part of a government Q&A about the exam it is going to change because the pass rate is higher but has no one thought that students just might be practising a bit more or revising in different way or just in general trying harder yes in most
A statement from the Huffington Post states, “From a very young age, we are told the importance of getting good grades. Especially in high school, we are told time and time again that our grades affect what college we will get into. While grades are extremely important, people often forget about the importance of learning, not just getting good grades. There is a difference between the grade received in a course and the amount of learning that took place in the course.” Parents and institutions should teach the importance of learning. The society around the upbringing of students emphasizes getting good grades as apposed to getting every detail and aspect mastered. School priorities should be reevaluated and changed for future students
This placed much of the burden of recognizing academic talent on the high schools. Hindering a student’s performance with a bad grade in the middle of the year can make them give up for the rest of the year. Once a student has received a bad grade, they might lose faith in their academic ability. By giving up, a student does not reflect their academic ability and their bad grades are not based on what they learned.
He did not do so well with his grades at his first two schools.
In today’s society the average parent’s main focus is to ensure that their child does remarkably well in school. With the basic grading scheme being “A” for excellent and “F” for failure, can this be used to measure someone’s intelligence? How many of the A grades you have achieved in school helped you with your job today? Did finding “x”, or finding Pythagoras Theorem helped you to figure out what to say to your big marketing meeting? While growing up, society has taught us that in order to get a job you needed to obtain a degree and in order to gain that degree you needed good grades, however, does grades really matter? Does getting that letter grade on your final exam truly define your future and the way you think? How can you believe a society that tells us that natural beauty is everything however, applies make up and Photoshop to a model to make them “perfect”. Society is quite biased therefore how can this society define the comprehension and intellect of your brain based on how well you did in school? Although the author does agree that qualifications are needed to be hired on a job, an individual’s intelligence cannot be measured by the amount of good grades, certificates and degrees one possess.
“What makes a child gifted and talented may not always be good grades in school, but a different way of looking at the world and learning.” That’s what the senior United States Senator from Iowa Chuck Grassley once said. When students get a “F” on their exam, that does not necessary means they are stupid, or they do not know the material. It could only mean they have a different way of learning, or a different way of explaining the material which the teacher is not aware of. There are different ways of learning that students have, and there are different ways they apply their knowledge into real life. Therefore, grades are not the best way to judge the students’ standing in their classes, nor is it the best way to judge their learning process. In addition,