What subject(s) did your school board make mandatory to take, but think it was a complete waste of time?
Robot
ArishMell · 70-79, M
We don't use "school boards" in the UK, but do (or did my day) have compulsory syllabi to fairly consistent, cohesive, minimum, national standards designed by the examination boards run independently of the Department of Education, Local Education Authorities, schools and school governors.
Of the compulsory subjects I thought French and History ones optionally to drop for the General Certificate of Eduation "Ordinary Level" examinations whose passes were intended as stepping-stones to employment or further education.
I was not to know as I turned sixteen that only a few years later I would enjoy my first of maybe a dozen holidays in France, over the next few decades - and yes, I did have the courtesy to at least try using their language when speaking to the locals.
Nor to realise the importance of a fair knowledge of History.
I thought a lot of Mathematics pointless but that was because I was weak at it, had no help at school which also failed to explain its value and uses in the wide world outside, and did not enjoy it. I must admit though, never having to Prove that Line OA is parallel to Line BC (Euclidean Geometry), nor to use Venn Diagrams that John Venn had never intended as "mathematical" !
I was not to know I would subsequently come to realise the importance of Arithmetic and Mathematics in so many areas of work and even my interests, but my poor numerical ability did scotch my early dreams of becoming a professional scientist or engineer. (I worked in various companies in those fields but at shop or lab. floor level not needing high qualifications.)
Of the compulsory subjects I thought French and History ones optionally to drop for the General Certificate of Eduation "Ordinary Level" examinations whose passes were intended as stepping-stones to employment or further education.
I was not to know as I turned sixteen that only a few years later I would enjoy my first of maybe a dozen holidays in France, over the next few decades - and yes, I did have the courtesy to at least try using their language when speaking to the locals.
Nor to realise the importance of a fair knowledge of History.
I thought a lot of Mathematics pointless but that was because I was weak at it, had no help at school which also failed to explain its value and uses in the wide world outside, and did not enjoy it. I must admit though, never having to Prove that Line OA is parallel to Line BC (Euclidean Geometry), nor to use Venn Diagrams that John Venn had never intended as "mathematical" !
I was not to know I would subsequently come to realise the importance of Arithmetic and Mathematics in so many areas of work and even my interests, but my poor numerical ability did scotch my early dreams of becoming a professional scientist or engineer. (I worked in various companies in those fields but at shop or lab. floor level not needing high qualifications.)
dancingtongue · 80-89, M
None. Technically, Physical Education for me was a waste of time since I was on restricted activity by my doctor, but the State mandated everyone had to take it. And I wound up being the equipment mgr/towel boys for the athletic teams which led me into sports reporting for local newspapers, getting a journalism degree, and a career in PR, so not a waste at all.
Schools in my era offered a far greater variety of options than today, including vocational (wood & plastics shop, auto shop), practical skills (homemaking, typing, driver education), in addition to College Prep. Math was not a strong suit of mine and nothing I have ever used to any extent, but my only regret is that the later semesters were skewed more to calculus than advanced geometry. I found the logic of geometry much more useful. The four years of a foreign language were difficult for me, but I understood the value of learning Spanish. The value of taking Latin as many did was beyond me.
Schools in my era offered a far greater variety of options than today, including vocational (wood & plastics shop, auto shop), practical skills (homemaking, typing, driver education), in addition to College Prep. Math was not a strong suit of mine and nothing I have ever used to any extent, but my only regret is that the later semesters were skewed more to calculus than advanced geometry. I found the logic of geometry much more useful. The four years of a foreign language were difficult for me, but I understood the value of learning Spanish. The value of taking Latin as many did was beyond me.
Not enough. But I guess that depends on the teacher too. I knew I didn't need French, yet I like language so I was curious but the teacher would make you read a line from a book and as I was always the 27th student by virtue of the beginning character of my last name, I could just rehearse the 27th line, I wanted to ask her are you teaching me french or arithmetic?
Heartlander · 80-89, M
DoubleRings · 51-55, F
When I was in grade 8 we had to design a physical model proposing a resolution to the preservation of a local beach for the people who were in charge of saving said beach. We were only 13 year olds trying to think of grandiose ideas to save a beach I, for one, never even visited. The people in charge were real environmental specialists and experts and so the whole idea felt kind of futile since we were just kids. Tf did we know about saving beaches?
I had absolutely zero interest in it. Everyone else did the work. And that’s not typical for me.
I had absolutely zero interest in it. Everyone else did the work. And that’s not typical for me.
ArishMell · 70-79, M
@DoubleRings You are admitting that because you were not interested you made no effort to understand the problem, so could not think of possible solutions - ones that should be simple, not grandiose, to be effective?
So you missed the evident points of the exercise both specifically and more broadly.
The project you describe seemed to have been intended to help you appreciate the real value of science and engineering; and how to approach real-world technical problems. Not to teach you geology, hydrology or civil-engineering specifically.
Was it based on a real beach, presumably under "threat" from erosion? Or perhaps more accurately, the threat was to human interests such as tourism and housing! Erosion is what Nature does to coasts, but we like to put ourselves in its way. (I live in a coastal area with some parts undergoing rapid erosion, so I do understand the processes and problems.)
Several years ago, science pupils in a school near me carried out a real, serious, biological study helping a University's genuine research. I attended the public presentation they gave.
Admittedly these were 16-17 year olds studying for the qualifications called General Certificate of Education "Advanced level" (entry qualifications for university) so interested in the subject generally. The project was a survey of the tick population and its Lyme Disease potential, in local woodlands. It was based on DNA profiling of the ticks and pathogens they carry, and the University (of Exeter? I think) loaned the equipment and taught the students how to use it.
So you missed the evident points of the exercise both specifically and more broadly.
The project you describe seemed to have been intended to help you appreciate the real value of science and engineering; and how to approach real-world technical problems. Not to teach you geology, hydrology or civil-engineering specifically.
Was it based on a real beach, presumably under "threat" from erosion? Or perhaps more accurately, the threat was to human interests such as tourism and housing! Erosion is what Nature does to coasts, but we like to put ourselves in its way. (I live in a coastal area with some parts undergoing rapid erosion, so I do understand the processes and problems.)
Several years ago, science pupils in a school near me carried out a real, serious, biological study helping a University's genuine research. I attended the public presentation they gave.
Admittedly these were 16-17 year olds studying for the qualifications called General Certificate of Education "Advanced level" (entry qualifications for university) so interested in the subject generally. The project was a survey of the tick population and its Lyme Disease potential, in local woodlands. It was based on DNA profiling of the ticks and pathogens they carry, and the University (of Exeter? I think) loaned the equipment and taught the students how to use it.
ABCDEF7 · M
When I learnt later that the history taught to me was biased and also bit false. I think it would have been better if they didn't taught that.
DeWayfarer · 61-69, M
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HoeBag · 46-50, F
@DeWayfarer hmm, well for us it was optional to take it. I did just because otherwise it meant sitting in class with the regular teacher. It was only 4th and 5th grade, mid 1980's.
We*rd thing though is that ours was also in some trailer that sat on the edge of the school property. I wonder what kind of law or policy caused that?
We*rd thing though is that ours was also in some trailer that sat on the edge of the school property. I wonder what kind of law or policy caused that?
DeWayfarer · 61-69, M
@HoeBag Likely a local ordinance. The classrooms had to be used for regular classes no matter what.
HoeBag · 46-50, F
@DeWayfarer oh yeah I looked that up. Separation of church and state and circumventing some constitutional thing.
BTW, the inside of those is basically just a couple rows of desks like in a class, kind of cramped but nothing special anyways.
In our classes, it was basically bible stories without the gru3some parts nor the "h3llfire d4mnation".
BTW, the inside of those is basically just a couple rows of desks like in a class, kind of cramped but nothing special anyways.
In our classes, it was basically bible stories without the gru3some parts nor the "h3llfire d4mnation".
Foreign languages... And specifically the choice between French and German. I've never needed to speak French or German since I left school.
WandererTony · 56-60, M
None. Have needed a bit of everything in life. Maybe not in so much detail.
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MrSmooTh · 31-35, M
Calculus
French 😐
MrBrownstone · 46-50, M
LordShadowfire · 46-50, M
@MrBrownstone I disagree. Algebra taught us both problem solving skills. You might not do algebra in your daily life, and I know I don't, but the thinking skills you used to solve the problems, you now use in other aspects of your life.
ArishMell · 70-79, M
@LordShadowfire Indeed, but further if you do not learn Algebra you will never learn Mathematics, so could never have any sort of technical career.
"Algebra" is not a separate syllabus subject, or should not be. It is integral (pun intended) to almost all mathematics, and most maths topics frequently interact anyway in solving real problems.
I must admit though that the lateral thinking aspect was never made in my school. The general impression was that each subject was taught with the eventual aim of passing an examination in its own subject, as a qualification for employment or further education. Beyond that list of exam results, any suggestion of use of any of the knowledge in adult life seemed never to enter our, or our teachers', heads.
"Algebra" is not a separate syllabus subject, or should not be. It is integral (pun intended) to almost all mathematics, and most maths topics frequently interact anyway in solving real problems.
I must admit though that the lateral thinking aspect was never made in my school. The general impression was that each subject was taught with the eventual aim of passing an examination in its own subject, as a qualification for employment or further education. Beyond that list of exam results, any suggestion of use of any of the knowledge in adult life seemed never to enter our, or our teachers', heads.
Thinkerbell · 41-45, F
None.
poisonouscupcake · 22-25, F
onewithshoes · 26-30, F
PE, and I hated that they made us go barefoot.
MarineBob · 56-60, M
Sr year P.E. .... only class I had 25 minutes in the morning
Jenny1234 · 56-60, F
Book reports
ChipmunkErnie · 70-79, M
None were a waste of time.
DearAmbellina2113 · 41-45, F
Foreign language.
It's valuable but to make it mandatory? Idk...
It's valuable but to make it mandatory? Idk...
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Sidewinder · 36-40, M
@DearAmbellina2113 French is somewhat of a second language to me, on account of having been in French Immersion during Grades 1 through 8.
LordShadowfire · 46-50, M
I didn't understand the purpose of Current Events class. We were all capable of watching the news, and it wasn't like the news stations were all promoting a different version of the truth in those days.
Sidewinder · 36-40, M
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SunshineGirl · 36-40, F
No learning is a waste of time.
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Thevy29 · 41-45, M
@awildsheepschase Grade 6 would have been better, maybe earlier.
All of them except English and Math.
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swirlie · 31-35
Finger painting and play-dough sculpting in my last year of high school.
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LordShadowfire · 46-50, M
@quesswhat I mean, I think you would have benefited from paying attention during spelling class, but what do I know?
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beetlebumdont · 26-30, F
PE
MethDozer · M
Gym class is objectively useless and a waste of time