IndexProblem SolvingConceptual Material LearningJudgmentProblem SolvingAs the years go by, my problem-solving skills are becoming more prevalent. While this may surprise many people, I get my problem-solving skills through mathematics. Keep in mind that it doesn't come from repeated calculation exercises, but from more complex mathematical problems that require both divergent and convergent thinking. Nationally and internationally, there are only a few questions in a mathematics competition, despite the numerous topics from which they can originate. This means that students cannot concentrate and study a specific topic. However, the central idea is the same: the solution requires students to think outside the box. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Personally, I highly encourage the development of problem-solving skills in classes since it is a transferable skill that will be useful regardless of what career path a student pursues in the future. However, teaching problem-solving strategies is different from training students to create their own “hacks.” Some teachers teach students some general problem-solving strategies, such as drawing a representative picture of the problem. However, students who are able to create more efficient and problem-specific problem solving strategies far outperform other students, who only know a few general strategies. Since it is a universal skill, problem solving has been very useful to me in the past. Of course I will continue to develop this skill as it is one of my strongest and most valuable skills. Learning Conceptual Material I find that I learn conceptual material, which requires a deep understanding of the material, faster than other people my age. Instead of memorizing material, I try to figure out how to derive certain ideas and theorems. In particular, my problem solving skills become a strong advantage as I try to grasp conceptual material. For example, I never memorize mathematical formulas. I never heard of Soh-Cah-Toa (a trigonometry rule) until others asked me to teach them. I try to find patterns and connections and, consequently, derive formulas. The ability to understand complicated concepts allowed me to learn faster than other students around me. Not only will I be able to understand more concepts in a shorter amount of time, but it will also be useful when I enter college. The speed of teaching at university is very fast compared to high school. As I enter university and higher education, I will not have much difficulty trying to adapt to the fast-paced learning environment. Even after university, I will be able to learn some skills faster when it comes to a work environment. Judgment I tend to look for evidence before coming to a conclusion. The events we judge and the conclusions we draw can be very situational. For example, one student, John, may suddenly start turning in homework late, despite his excellent work ethic. However, some people may overlook the reasons behind this occurrence. Perhaps John has had an abrupt change in his attitude toward school, homework, and academics. Perhaps John's father was diagnosed with cancer and John had to take care of his father and visit him whenever he was not at school. It is simply reckless to assume that John is not.