work at school to easy

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i have a question i am in year 8 but are doing really easy work in the academic excellence program here is an example of how easy my work is.
maths: a video store has reduced all stock by 25%. a customer who purchased a dvd from this store paid 24$. what is the usual price of this dvd and what is the cash discount. or another easy one
a business in australia buys wine overseas for$12 per bottle. when it is imported there is a 24% import duty, which the importer pays to the government and adds to the cost of the bottle when he sells it to the retailer. the retailer marks up the price by 30%. Finally gst must be charged and passed on to the customer. how much will a customer in australia end up paying for a bottle of this wine?
P.S gst is at 10% in australia.

how do i ask for harder work?

You could ask for additional English classes so that you can improve your spelling, grammar and punctuation.

Ouch Marcia.

I'll make a meaningful contribution rather than use snark: just straight up ask them.

My contribution was meaningful.

And yes, if you would like more challenging work then ask for it.

And yet the snark says otherwise...

Look, I'm here to help a kid, not get dragged in to a catfight.

Marcia is correct really - as a teacher i would advise any student to correct their educational deficits as opposed to building up their strengths. extra work or harder work can be requested in maths as well, but the focus should be on building up the weaker areas as it is more important in the long run.

OP, if you have a special interest in maths and the teacher is reluctant to give you harder work, you can purchase textbooks at a higher level or find work online that can challenge you more. also, your existing textbook at year 8 level most likely has challenge questions for each unit, or you can try working ahead in the book.

Im sorry but she is the one that provided any help you just criticized her advice.

If you think her advice is wrong you are more than free to provide your own advice and explain why Marcia´s advice may be wrong but I dont think your contributions to this thread have been helpfull in any way whatsoever

I As an un-diagnosed aspie I struggled in a few subjects and skill areas, these included handwriting, French, history and English. (This is a quite typical profile I understand)

The very real risk is that by over-compensating the weaknessess you risk seriously turning kids off schooling in general. More time spent on subjects that simply aren't working for them is going to really make school a painful experience.

The OP expressed dissatisfaction at the level of maths, if you don't keep him interested, then he might switch off that too. So not only is he now flunking Engish, he's flunking Maths as well. Brilliant move!

I now understand why I had difficulties in some subjects, but I also know how these could have been adapted. I am probably an aspie. I was however fortunate enough not to have been diagnosed as a child.

The issue with foreign languages and English to a degree is the problem of IMAGINATION, all foreign language learning revolves around generating small-talk and conversations, I spent more time worrying about what I was going to say than how I could contstruct the sentence in the other language. If the French teacher had handed my a good grammar book and a dictionary and asked me to translate a document I was interested in (read technical manual), I would have figured it out.

This become obvious to me as an adult while attempting to learn Welsh. I actually enjoy sitting with a dry grammar book and figuring out the rules for myself, and decoding written materials, but when faced with coming up with a FAKED conversation I floundered.

This same point is true with English. Generating fiction or the worst of all, sentence construction in primary school was a painful experience.

I didn't need extra help or more study, just different teaching methods, that emphasised imagination and creativity less. I had the same problems with Drama, Art and Music. In fact anything that required creativity, including cooking, design and technology, and so on. This is my own theory as to why sciences and maths come far easier to aspies. There is no reason why the teaching of other subjects can't be adapted to take this requirement for raw creativity out.

The other problem was that too much knowledge was assumed, particularly with essay writing. If a lesson a term had been spent in English and History recapping essay writing and giving us a set formula I'd have done much better at this. It wasn't until I was half-way through my masters degree that a professor handed me a formula and method for writing an essay that I had an OH moment, so that's what they were after in English and History. Why wasn't I told that before.

Teach smarter not harder I hope I'm not offending anyone, perhaps times have moved on and this has been figured out by teachers who handle aspies.

Jason.

Jtuk, that's some good advice. i really think a balance is necessary because feeding the student's strengths without improving the weaknesses will lead to future impairments in the weak areas. a broad coverage of all subjects is necessary for basic functioning as an adult, and that's the primary importance really. it's good to keep kids challenged, but also very important to make sure that they have all their basic skills down pat.

i will happily agnolidge that i have horrible spelling and puncuation (and possible a bad keyboard) although i am advanced compared to the rest of my class in reading and comprehension and thanks could you please spot out the puncuation that i got wrong as well as the spelling i would like to see what i am getting wrong.

my maths text books have no challenges in it (because half the pages you are required to use a calculator) and i agree that i have to work on my english (it would help if we stop missing our lessons due to sport cluster days and assemblys).

i agree that is the one thing that i hate about japenese i love doing the hiraganna but hate the social aspect that makes it "fun".

All this research on aspies and still teachers don't get it, even teachers with aspergers.

I'm stunned.

Jason

i have had some very big successes with students. i do know what works.

your own experiences do not equal the very best teaching for all aspies. when i was an aspie student i had accelerated education in my strong areas and i was still a dropout. your ideas are not universal to all aspies.

It sounds like we had opposite experiences, I was pretty much unnoticed in school. I scraped through school on the basis of my strengths.

So, how did a drop out end up becoming a teacher? I'm really curious how you made that jump.

Jason

i went to university as a non-matriculated mature student when i was 25. you don't need to have a high school diploma if you are over a certain age. after i got my university degree, i was awarded a high school diploma based on work experience because i needed to have it in order to teach in certain jurisdictions.