The Revelation of Smarter Than My Professor

Education is a journey of discovery, both for the learner and the educator. However, the moment when a student realizes that they might be smarter than their professor can be a profound and eye-opening experience. This was the case for me during a high school Earth Sciences class, an elective course where the teacher seemed to disregard the importance of the material.

The Earth Sciences Class Dilemma

During my sophomore year, I was part of a class where we were divided into groups to complete a worksheet. The worksheet was apparently an easy task for seniors, and the teacher, much like the students, showed little interest. However, my enthusiasm for science led me to raise my hand often to provide answers, one of which would inevitably be pointed out with a strict disapproval. A question about the concept of isotope, which I was particularly interested in due to my passion for chemistry, led to a memorable encounter.

A Misstep in the Classroom

The teacher, looking down at her prepared answer key, corrected my definition of an isotope. I attempted to justify my answer, but the stern look from the teacher and the subsequent silence of the room made me eventually sink back into my seat, a stark reminder of authority.

Reflection and Redefinition

This incident marked a pivotal change in my outlook on authority and intelligence. It became evident to me that adults, even those in positions of authority, are not always more intelligent than the students. I found myself thinking about this for nearly a decade, reflecting on the experiences that led to this realization.

Mathematical Curiosities

Several instances during my years in secondary school supported this idea. In seventh grade, when I was introduced to negative exponents, I inquired about fractional exponents. After typing 20.5 into my TI-84 calculator, I discovered that am/n (am)1/n (a1/n)m. This revelation was followed by me experimenting with my calculator to find a generalized form for fractional exponents.

Additionally, in eighth grade during Algebra I, the concept of u03C0 22/7 was presented. I recognized that the symbol u2248 (approximately equal to) should have been used instead of . These experiences highlighted the limitations in the U.S. education system, particularly regarding the capabilities of math teachers at the secondary level.

Conclusion

This journey, from being a student to reflecting on my experiences, underscores the importance of challenging authority and questioning established knowledge. It also emphasizes the significance of educators embracing the intellectual curiosity of their students, fostering an environment where discovery and learning can truly flourish.