Every year, freshmen, sophomores and juniors face the daunting task of selecting courses for the next year. With dozens of options and limited space, we must balance rigor, practicality and enjoyment. The cost of making uneducated decisions can be high, such as semester-long misery or the inability to meet prerequisites for other courses.
Thankfully, we have resources to help us make informed decisions, such as the planning guide, the TPH course selection guide, and our counselors and peers. When we use the information available to us, we can all craft schedules that meet our interests and academic needs.
Thorough planning will allow us to make the most of the available opportunities. With sufficient forethought, a student can double up on math classes or take two free periods senior year.
While there are numerous effective methods for choosing classes, I would like to share the one that has worked for me.
To begin drafting my course choices in high school, I wrote a chart of four years’ of classes with seven blank spaces per year. On this chart, I wrote the required courses, which are outlined in the school planning guide.
Next, I considered my personal interests. What courses have I previously enjoyed? What do I want to further explore? Which courses will prepare me for the path I wish to take after high school?
With these interests in mind, I read through the planning guide, noting the courses that interested me and paying particular attention to the prerequisites.
When considering courses, students should focus on what they want to take rather that what they think they should take. For example, a student who dislikes reading would likely be unhappy in Honors English. On the flip side, a student who loves science and art might take three science courses while pursuing art.
Once I had an idea of which courses I wished to take, I consulted the TPH planning guide. This provided insight into the difficulty and workload of each course. As I read this, I paid attention to my academic and extracurricular commitments. For example, in crafting my senior year schedule, I know that sports and journalism will consume a significant portion of my time, so I chose courses that would challenge me without overburdening me.
At this point, I met with my guidance counselor. This was especially important because I chose to take an unusual path.
My meeting with my counselor during freshman year gave me a clearer sense of my options through senior year. Of course, this evolved due to scheduling logistics and changes in interest, but having a plan reduced the stress of uncertainty.
In getting feedback on my plans, perspective from older students has been indispensable. Some have warned against overextending while others have empowered me to confront difficult courses. It’s been important to seek advice from a range of people instead of following a single voice.
Informed course selection requires initiative and persistence. But it pays off when you are taking courses well-suited to your passions and ability-level.
