Margaret Thatcher once said: “Disciplining yourself to do what you know is right and important, although difficult, is the highroad to pride, self-esteem, and personal satisfaction.” This says, to me, that while pride, self-esteem and personal satisfaction can be achieved in any number of ways, the best way to achieve this is to choose something difficult, morally right and of importance. In other words, the achievement of doing something that is difficult, something that is right, something of importance is how one can take that “high road” to pride, self-esteem and personal satisfaction. Personal satisfaction plays a decent role in my pride. It all comes down to what I think of my own actions. Before I do things I often ask myself a few questions. “What effect will this have on me?” “What effect will this have on others?” “What will this say about me?” “Would I be willing to share this with others?” If I can’t say “yes” to ...view middle of the document...
I had heard that a pre-calculus class was fairly small, student wise, and they were offering juniors and seniors, who felt that the class was moving a bit slow, the opportunity to skip trigonometry. I then took it upon myself to talk with my current teacher and the pre-calculus teacher about doing so as well.
Because I was a sophomore having finished an Algebra 2 course the previous year, they were skeptical about allowing me to skip this vital course. Another three weeks later and the head of the math board approved me for the class switch. That’s when it hit me. I was the only sophomore in a much more challenging math class; I was four weeks behind on the work and I would have to not only learn it, but make it all up. I asked for a challenge and I definitely got one. During class I followed along as best as I could and asked as many questions I could, but still a week later I was lost and my letter grade was down to a D. I was told that if I couldn’t catch up, they would have to put me back in trigonometry. At that point all I could do was study and practice. I made a system and stuck with it. After school for a couple of days I went to math labs. When I came home I studied and read my book for hours. I stayed in on the weekend and made up all the work I could. After I had my work in and was caught up, my letter grade jumped to a high C. As the days went on, more assignments had evened my letter grade out to a B; I understood the work, followed along well during class, and my grade even sat at the top of the class.
I skipped a math course, taught myself four weeks’ worth of work they had covered in class without me, continued to learn the current work along with the class, brought my letter grade from a low D to a high B, and proved many people’s, and maybe even my own, doubts about myself wrong by doing so. This taught me about me about my self-motivation and academic potential and helped me grow as a person. I am proud of this because I know now that I can do a lot when I set my mind to it and others do too. I like to believe that me sharing my experience with friends and other students has and will influence them to push their minds to their greater potential when they have trouble understanding the curriculum.