Mediocrity And Integrity

When I started middle and high school, making good grades was my new goal. I was introduced to pre-advanced classes and failed miserably my first year. I also joined the track and cross country team at the time. Once

I have a passionate desire to excel in my academic life. My early elementary school years were arduous because I have always been a very stubborn person; and at the time, I had simply decided I did not want to go to school. However, about halfway through my 1st grade year, I decided that I could no longer go without giving my best academically and I turned my stubborn rebellion against school into a

When I was a young child I was shy, socially awkward, and horribly insecure, so when I realized popularity would never be my strength I decided to put all my efforts into what I was good at: school. As early as kindergarten I was identified as an advanced student and teachers quickly highlighted my efforts as exemplary to the other students. I fed off the high praise. The better I performed academically, the greater the approval I received, the better I felt about myself, so as a naive child I determined my self-worth and academic performance were inherently linked. As long as I was successful in academics, I would be a successful person. For years, I believed that, putting school beyond all else.

My grades have always been a high priority for me, along with my friends, family, and personal health, all of which are important for my future as a productive citizen. Throughout my schooling I have never felt the animosity towards education which sadly many of my peers hold, in fack I have even come to enjoy the challenges that school can present. I think mainly because much of the skills needed to do well in school came fairly naturally to me. Due to my adeptness in school I have felt that I should help those around me which are struggling in school and since I began helping others in school, I have found that I can explain those subjects which came easily to me in a way that could be easily understood by those I

My grades have always been of high importance to me. I always tell the kids that I tutor that numbers do not define them, but I tend not to take heed to my own advice. I aim for the highest achievable grade to set me apart from others at school. I have a fear that if I don't have amazing grades, I’ll be stereotyped in that small percentage of uneducated, African American females. I refuse to be defined by a stereotype that rarely holds true. I try not to think about what others believe of me, because I’m me for me, not anyone else. My grades and my educational belief system will hopefully help me stand out among those who are brainwashed by society’s guidelines.

Throughout my academic career, my grades and accomplishments have always been of extreme importance to me. To keep up with my goals, for example, making honor roll every quarter, I have taken steps and faced setbacks that have enabled me to see the big picture rather than focusing on the little issues that could discourage me from reaching those goals. To make the honor roll at my high school means obtaining a 3.5 grade point average or above for the entire quarter. As a freshman, I made it my goal to meet this standard throughout my complete high school career. To do this, I studied hard for every one of my classes, always did my homework, and put in as much effort as I could; I gave it my all. Through tough classes and staying up all night

My moms raised me with a strong set of morals, including “hard work pays off.” Sometimes this can be discouraging when you work hard, but it doesn’t pay off as you’d like it to. I’ve always gotten the grades I strive for without much struggle. However, once high school started, everything changed. I’d work for weeks on a scholarship essay, and I wouldn’t even place. I’d work for months to get something published and then read other people’s names in the congratulations announcement. I’d constantly wonder: Who’s at the top of the class? Who’s going to win the end of year awards? When you consistently get the grades that I do, people just expect those grades. No one congratulates you on your hard work anymore, and you don’t always get recognized. Despite the lack of recognition, I still take pride in my grades, and continue to work hard. Getting great grades is something I know I can do, even when it’s difficult to do. The difficulty makes it even more satisfying when I see the hard work pay off, and I get the grade I wanted. I’ve encountered

Growing up, I’d always been expected to do well in school. Which isn’t out of the ordinary, every parent wants their child to be successful and have a beneficial career. So, since good grades were what my parents expected that’s what I got. All throughout elementary, I strived to do my absolute best in every subject. At my sixth grade graduation I was awarded the Presidential Award for Academic Achievement, in my junior high years I did well as well. My eighth-grade year I achieved my goal of obtaining a 4.0 G.p.a. The first year of high school was nerve-racking but I still managed to keep my grades up. However, Sophomore year was definitely a bump in the road for me. In all my ten years of being in school (including head start and kindergarten)

This article discusses specifically child abuse that leads to generational abuse. It says “Studies have shown over and over again that children who grow up being violently beaten by their caregivers repeat the abusive behavior toward their own children”.

I was used to getting A’s. In fact, it never came that hard for me if I listened a bit and didn’t barrel through my work. As did several others in 5th grade. I mean, doing a quarter-page worth of single-digit multiplication problems doesn’t come all hard to anyone if they’ve been gifted, so why work hard when you can just get 100’s without doing your best? This was sort of my mindset in elementary school. And then middle school happened. (Insert bomb-whistle and explosion here.) I started to struggle to keep my grades above B’s, and I was up until midnight doing my homework sometimes. A megaton-weight was dropped on my shoulders as soon as I moved up, or down, if you will, to middle school. I’m Ethan

When I was in middle school, we read A Child Called “It” by Dave Pelzer in my English class. I remember crying and wondering “How could someone you love and who is supposed to love you hurt you so bad?” I also remember thinking that there was no way this was really a serious issue. I didn’t think it really happened all that much, especially if the child never did anything wrong. I quickly realized this wasn’t the case. I had never been so shocked before. So many children are being hurt for no reason. I also learned that I knew people who had been abused in some way, and I even came to know more people. It made me appreciate my family so much more. Do we have our issues? Oh yes, we are far from perfect? But I was never neglected or abused in any sense by family. Then I did more research and learned about more abuse like domestic violence in adults. Anyone is vulnerable to abuse and there needs to be more people educated in the signs of abuse so we can save these people before it causes long-term or permanent affects. I wondered more than anything how this “tradition” got started.

Several tests of research were conducted on students of the two different grade levels, elementary and middle school. Two University students, Lisa Blackwell of Columbia University, and Kali H. Trzesniewski from Stanford University conducted research to observe that once the work became difficult, and the grading became a lot harder to please, how their grades were going to be affected. Parents or guardians accustomed their children to compliments on their intellect,

Grade retention, the act of holding students back a grade, often occurs during the early stages of schooling. During the early stages of education, students look to their parents and teachers to instill the importance of education. It is essential that early on students have support from their parents and teachers, working together to motivate and teach the skills necessary to succeed in school. However, many factors can lead to early grade retention, which later influences a student’s future education.

But fear of failure, whether economic or academic, can motivate both.” However I believe some children do value their education just as much as an adult might; not all children need flunking as a means of motivation for them to act studiously and get good grades. Although, I do concede that some children disregard their education, I still maintain not all children disregard their education. There are many children who value their education as much as an adult might without the fear of failing. AP students for example, AP students show how much they value their education by taking AP classes.

Whenever we talk about the subject of domestic violence, the first concern that we have is on adults who have experienced it. However, little attention has been paid to children who were exposed to domestic violence. The tragic reality of a long term effects for who have experienced domestic violence is not only to adult but their children. The younger the children is the harder for them to understand violence and coping with it. Therefore, children who witness their parents being abused are more likely to growing up thinking hurting people is a way to protect themselves or that is okay to being hurt by other. According to a study, nearly “4.8 million acts of physical or sexual aggression are perpetrated against women while 2.9 million physically