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Sep. 16th, 2004
(no subject)
Sep. 16th, 2004 08:55 pmIt's sad when you wake up in the morning and it hurts to blink.
Literally.
I guess the underside of my eyelid is bruised or something.. just weird.
__________
went to the fair, got a blue ribbon for my grandgetalltheoldladiestoloveme picture. Hoping for some money out of that.
Tomorrow! I get! to go to! Paris!. . .
Arkansas.
Yeah football game. Should be fun. We'll be wearing our uniforms (!) We tried them on today after after school practice. They're initially itchy, and they fit really really really weirdly until you zip them (up the back?!) but yeah. My bibbers are t3h r0x.
___________________
Must write about how I could learn math better if mr. cato threw eric out of the classroom.
Literally.
I guess the underside of my eyelid is bruised or something.. just weird.
__________
went to the fair, got a blue ribbon for my grandgetalltheoldladiestoloveme picture. Hoping for some money out of that.
Tomorrow! I get! to go to! Paris!. . .
Arkansas.
Yeah football game. Should be fun. We'll be wearing our uniforms (!) We tried them on today after after school practice. They're initially itchy, and they fit really really really weirdly until you zip them (up the back?!) but yeah. My bibbers are t3h r0x.
___________________
Must write about how I could learn math better if mr. cato threw eric out of the classroom.
While I do not study for math tests, I do believe that it is possible to do so. If I did study, I would probably do various exercises found in the back of the book in the Extra Practice sections. Also, I would reread the sections covered, to make sure I had a full grasp of any way that the problems oculd be twisted in strange manners. The strange bits are the ones most often seen on tests, and of course they being strange, they weren't covered in the normal class lectures. Thus they aren't readily understandable and the questions containing them are easily missed. So, familiarizing myself with them would be the best way for me to study.
It is of my opinion that the current ways lectures are run are sufficient for me to learn math. However, there's one crucial area where this plan fails time and time again. It is too lax. Certain students are able to freely disrupt the classroom and bringing the entire group down, wasting the day. And as we learned last year, wasted days add up and instead of being three-fourths of the way through the book at the end of the year, you find yourself only halfway done. So I propose that the current methods be kept, but a tighter rein is enacted on the tomfoolery during the class hour. Homework levels are already more than sufficient, and perhaps more on math theory could be included, but apart from the whole letting-Eric-ruin-fifth-hour, everything is groovy.
(I love that line. It'll probably give me a steady B in math class, but it is worth it.)
It is of my opinion that the current ways lectures are run are sufficient for me to learn math. However, there's one crucial area where this plan fails time and time again. It is too lax. Certain students are able to freely disrupt the classroom and bringing the entire group down, wasting the day. And as we learned last year, wasted days add up and instead of being three-fourths of the way through the book at the end of the year, you find yourself only halfway done. So I propose that the current methods be kept, but a tighter rein is enacted on the tomfoolery during the class hour. Homework levels are already more than sufficient, and perhaps more on math theory could be included, but apart from the whole letting-Eric-ruin-fifth-hour, everything is groovy.
(I love that line. It'll probably give me a steady B in math class, but it is worth it.)