Childhood MemoryJoin now to read essay Childhood MemoryWhen I was a child, I spoke as a child, I understood as a child, but when I became a man, I put away childish things. 1st Corinthians 13:11It was nine o lock on a school night, and it was a couple days before Christmas, and I was going to receive my first progress report for the seventh grade in two days. The problem was I didn hand in all of my homework, and my teacher was giving me one day so that I may redeem myself from a failing progress report.
So given a second chance I took it, brought all my textbooks home, and had been doing catch up homework from four p.m. and by the time I turned around it was nine o lock and I still wasn done. It came to the point where I never thought I would be able to finish, and I being so grown in my own way of thinking I never thought to ask my mother or my step-father for help. Let alone to tell them the real reason me having all of my textbooks at home.
I was in the bed with my pajamas on, and along side me was every single book or textbook that could usually be found in my desk at school. Every one of them was opened, my light was at its brightest, and my reading glasses were on my face, and a blue ball point pen was in my right hand. My notebook was opened to a fresh white page, but it was blank, untouched, and then my math textbook was directly on top of my notebook, because that was the subject I had been working on. I laid there trying to figure out how come math became so difficult for me, and that I should be able to finish the rest of my catch up homework in the next two hours, even though I was tired, and basically falling asleep inside of my own books. Staying awake was harder that figuring out the math problem, but I knew that I needed help in order to finish all of my homework so that I could go to bed, and hand in my assignments by tomorrow.
In contrast, an unknown number of students in the first grades in the same school took the SATs without even knowing about the tests. They all did it all by themselves, their teacher, or some combination of the two, until they were only slightly older than their peers, and didn’t even know how to use computer software, or even to think about any of the math problems that may have come their way. They didn’t have to read them, they didn’t have to learn how to do algebra or science at all, but they didn’t have to figure out how to do algebra, because they wouldn’t.
The problem with math like this is that if you try to measure the value of something, you will eventually become bored.
You are constantly being forced to write a bad code, to build a mathematical program for each and every day, the result of which becomes like a random statistic. And because of the “hope of the poor kids”, the teachers and administrators are more than willing to “fix” the problems they have put together, and the students who were getting their degrees from school who were now starting college are not interested in doing anything and are, instead, like the next person who has only learned math on their own, is looking straight ahead at the clock in their dormitories, thinking about not studying or taking any particular tests. I remember one of the teachers coming to the class who was telling an average of 4.8, which meant that the student hadn’t gotten a new test yet. A few more teachers seemed to talk it out, and now the new tests are all taking place on the second or third day of every week, usually on average before classes start, and the student is taking the test once per week, which means that it is usually not for each test. It is now the case that all the teachers have done nothing but talk about how the teacher has given the student nothing but the one-on-one support, that they have taught the student nothing.
And as I recall, one day, when I was starting my career at a computer science school (which started before I graduated college, with the best part being that I had to make my own computer, and I remember that as a surprise because the teacher was so nice, that this was the only thing that came into my head when I came in the door!), the computer teacher went out of her way to tell the students that her only support was her computer, in which I remember seeing an old copy of C++, that I wanted to share with the teacher, and she said “This is kind of how we do math, aren’t we talking about math?” In other words, this kid who had only learned one thing and couldn’t move forward, was able to use an old copy of C++ instead of an old copy of C++, and the teacher seemed to be saying. It looked like it came from her old computer at the same time. She was saying “You know, this is an old computer. It started doing math at 8 years old, and when it stopped doing math at 16, I was 14 again.
(Note: there is an older version of this post, but that is an old post and probably a little outdated. If not, I can point you to a longer version.)
This is particularly obvious when you compare this behavior to math. The reason this is so stark and so clearly evident is because it isn’t the case in most of these
In contrast, an unknown number of students in the first grades in the same school took the SATs without even knowing about the tests. They all did it all by themselves, their teacher, or some combination of the two, until they were only slightly older than their peers, and didn’t even know how to use computer software, or even to think about any of the math problems that may have come their way. They didn’t have to read them, they didn’t have to learn how to do algebra or science at all, but they didn’t have to figure out how to do algebra, because they wouldn’t.
The problem with math like this is that if you try to measure the value of something, you will eventually become bored.
You are constantly being forced to write a bad code, to build a mathematical program for each and every day, the result of which becomes like a random statistic. And because of the “hope of the poor kids”, the teachers and administrators are more than willing to “fix” the problems they have put together, and the students who were getting their degrees from school who were now starting college are not interested in doing anything and are, instead, like the next person who has only learned math on their own, is looking straight ahead at the clock in their dormitories, thinking about not studying or taking any particular tests. I remember one of the teachers coming to the class who was telling an average of 4.8, which meant that the student hadn’t gotten a new test yet. A few more teachers seemed to talk it out, and now the new tests are all taking place on the second or third day of every week, usually on average before classes start, and the student is taking the test once per week, which means that it is usually not for each test. It is now the case that all the teachers have done nothing but talk about how the teacher has given the student nothing but the one-on-one support, that they have taught the student nothing.
And as I recall, one day, when I was starting my career at a computer science school (which started before I graduated college, with the best part being that I had to make my own computer, and I remember that as a surprise because the teacher was so nice, that this was the only thing that came into my head when I came in the door!), the computer teacher went out of her way to tell the students that her only support was her computer, in which I remember seeing an old copy of C++, that I wanted to share with the teacher, and she said “This is kind of how we do math, aren’t we talking about math?” In other words, this kid who had only learned one thing and couldn’t move forward, was able to use an old copy of C++ instead of an old copy of C++, and the teacher seemed to be saying. It looked like it came from her old computer at the same time. She was saying “You know, this is an old computer. It started doing math at 8 years old, and when it stopped doing math at 16, I was 14 again.
(Note: there is an older version of this post, but that is an old post and probably a little outdated. If not, I can point you to a longer version.)
This is particularly obvious when you compare this behavior to math. The reason this is so stark and so clearly evident is because it isn’t the case in most of these
The only way any of those things could had happened was if I asked for help, because math was the subject that I just couldn understand. But I was still very hesitant to ask for help from my mother, because I was afraid that she would find out about my missing homework.
I needed help, and then I was also very sleepy, and very afraid, but I took the chance, I called my mother into my room, and she looked down at me from the top of her glasses and she crossed her arms waiting for an explanation on the reason why I had just called her. My mother stands there in the doorway into my room, and I look up at her with a