<p>Throughout my high school career, I’ve done fairly well. approximately 3.9ish GPA. Why is it not a 4.0 though? Because of the easiest of the classes that my school offers - Gen Ed. (Exculding freshman year). Ive had straight A’s in my honors/AP classes, but I just cannot stand general education classes. Teachers treat me as if I understood nothing and they subtract points for the stupidest reasons possible. Am I the only one that cant stand Gen Ed? I find it to be interesting how I could score an A in my AP classes but not Gen Ed. </p>
<p>Also, how do you think colleges would react to that? I honestly think that I would be unique enough to make them wonder whats wrong with me and why I would receive lower grades in non-AP/Honors, potentially leaving admissions officers with a biased view against my application that I’d prefer they not have.</p>
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“School prepares you for the real world, which also sucks.”
~ Happy Bunny</p>
<p>A couple of Bs won’t hurt you no matter what classes they’re in, but consistently failing to live up to your potential in regular classes could make colleges think you’re lazy or potentially annoying (like you think you’re too good for regular classes, so you intentionally do badly). I think you could get As if you wanted to. </p>
<p>Some standard classes can be simply horrid. And it’s not only because of the simple material, but the students. Oh the students… The ones that don’t care about their grades do no service to the ones that do. </p>
<p>@awakeningvenus I was going to mention that, but I thought I’d be too harsh. I actually mentioned it to a teacher of mine. what’s “group” work ends work that’s all on me. All that ends up doing is weighing my grade down while elevating the other students’ grades. I personally feel like general education teachers are forced to teach in a very regulated way. There are state regulations (I think state) that force teachers to use certain methods that advocate “higher level thinking” (these usually consist of “thinking maps” where students draw a circle, write the topic in that circle, draw another circle around that and write things you know about the topic inside that circle, and then, draw a <em>square</em> around the two circles to conceal the knowledge. Literally, thats what were told; it stands as a frame of reference).
I don’t know how to go on like that; we are seriously treated as elementary students that understand next to nothing outside of writing our names on the top left hand corner of the paper, but heavens no, not the right hand side! Thats forbidden! </p>
<p>@frake53
I agree with you on activities. A lot of it is really unnecessary. I’d personally prefer it if I could just read material, maybe do a chapter outline, and have the reinforcement of additional material, like say primary documents in a history class. Work where I’m actually learning isn’t bad; it’s actually kind of nice. Not only do group assignments require “collaboration” of people that won’t actually help you, I don’t feel like I learn much. And as far as metaphorical, so called thought-provoking assignments go, I once had to do an English project on Holocaust symbolism. Here’s the great part: it had to be visual symbolism, not literary. We weren’t aloud to use English in our English project. (That wasn’t a group assignment, but it’s still ridiculous.)</p>
<p>@awakeningvenus I definitely agree with you. The best way to learn something is by simply reading about it. When I say reading, though, I mean true, thought provoking reading, not skimming the text, or just reading to turn the page. Maybe they should emphasize that more often instead of what’s actually being “taught”. Your project must’ve been amazing haha</p>