"INTJ moments" in school? - Page 5

**Hitorijime** · 04-07-2009, 10:37 AM

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	I used to do something bad like break a window or write something stupid on the wall and entertained myself by avoiding to get caught (Planted different evidence and such).

It was always such a fantastic adventure in school to see what I could get away with. On the very rare occasion that I did get caught (usually because someone squealed; another reason why working alone always works better), the teacher in charge would have such a hard time believing that such an intelligent, mature student as myself would have done such a thing that she would let me off the hook, scott-free.

**CarenRose** · 04-07-2009, 10:25 PM

Well, I was definitely more I than E at school ... so I've ended up totally relating to a lot of these.

Hmm ... I think I just realized how bad of an elementary school I went to, and how good of a high school I went to! Wow.

Elementary school: I was homeschooled until the 2nd half of 4th grade. I wasn't doing any school at all for the first half of 5th grade, then I went back to the same school (as I did for the last half of 4th grade) for my last half of 5th grade. I didn't miss anything, I was right along/ahead of the class.
(Since I was homeschooled, I took a placement test to determine where they would put me, I scored higher than 4th grade but that's where they put me for my social development and all that ...)

~The one thing I *had* to do, had no choice in, but just sets the scene for the kind of school this was: one or a few people would do something bad in class, and the teacher would make the *whole* class "write sentences" ... in other words, "I will not ..." 100 times or more (if it was a repeat offense) in cursive, perfectly neatly, no errors allowed ... AAUGH! It makes me angry just thinking about it.

Not sure if these all really qualify as INTJ moments, but they may ...
~The things I *didn't* do: Our teacher would write notes on the blackboard for us to copy down. Now, I was either too disinterested or couldn't write fast enough to keep up, but either way, I know I rarely got much of what went up on the board. I didn't really need the information anyway, at least I did fine without it. I just had to look like I was working.
Also, we had times where we would read long passages out of our textbooks, while the teacher sat and probably graded tests or something. I was so insanely bored by it ... it put me to sleep ... so I would pretend to read, staring at the page while daydreaming, then after a while, I would look around at where my classmates were in reading, and I would turn a chunk of pages to "catch up" ... and once again, it's not really like I missed anything. Anything I was curious about, I'd ask my (INTP) dad ... the walking encyclopedia.

Middle school, nothing major. I was the good kid, followed all the rules, etc. Except homework. I didn't really like homework, but I was still young enough that parents made me do it every night.

High school. Awesome.

Moved to another state where there was not as much push to get children into (public) school early (free daycare, anyone?) so instead of just being one year younger than everyone like I was before, now I was almost 2 years younger ... but I got the same response every time I told people how old I really was: "Really?" "No ..." "I didn't know that!"

I took geometry at 7 am (first semester only) my sophomore year. (Second semester it was my last class of the day! Yay!) Anyways, first semester geometry was all about proofs and stuff, second semester was all about shapes. I hated first semester, loved second. Second was more like algebra. Anyways, I'm rambling. Grr, I hate that I do that!!!!!
So, first semester, I just *couldn't* understand proofs! No matter how hard I tried, I didn't get them, I didn't get why we had to do them, etc. It was suggested that I may have still been too young to understand the abstract thinking necessary to do geometry (huh?) but after talking about it with my dad, I realized it was because I *knew* the answer, but not always every single minute little tiny step in how to get there. It's like, duh, this is the answer ... and I saw proofs as a completely useless waste of time. I remember when learning what proofs were at the beginning of the year, we did one on something like why 6*4=24 ... AARGH! (I had to pull up my calculator to do that problem, by the way ... I loved that my math teachers allowed us to use calculators for simple things like that ... cut down on errors of simply not remembering or being too tired.)

Anyways ... I liked algebra. It was fun, but the class tended to bore me. It was too much simplistic repetition. Show me how to do it in class. Give me the test. NO homework required. In fact, I got A's in my classes only because of my test scores, because my homework grades were so low, D's & F's for that part because of missing & late assignments. Thankfully, tests were weighted more than homework.

I *never* studied for tests in any of my classes, until one class my senior year. I might have reviewed a certain thing I was unsure of once or twice, but I never studied. The first class I actually had to study for was Anatomy & Physiology. That class was *hard*!! Especially first semester, there was so much rote memorization for the anatomy part, and so many strange concepts for physiology ... when we were learning about how each different type of cell functions, and how each part of each type of cell functions ... wow.
When I was in the class, first semester, I seriously considered dropping it for 2nd semester. I'm glad I didn't. It got much better, and looking back, it was my favorite subject *ever*!!

Group projects. Most often in social studies classes. Like a true INTJ (even though I'm and ENTJ) I would never set out to take charge of the group. I would wait in the background, only doing my little part, until it became quite perfectly clear that whoever was currently in charge was incapable, and we would fail. Then I took charge, delegating responsibilities, but often putting extra weight on myself, the only person who could do it *right* :D (This actually happened quite often :D)

English classes, usually I had the Artisan & Idealist teachers .... so I often just didn't understand them. Especially the Artisans, they sort of puzzled me. I've always loved writing, and reading, but I never particularly enjoyed english class. I sort of remember the teachers wanting me to feel *whatever* by what we were reading, then based on how it made me *feel*, analyze why the author wrote it the way they did, so that I would *feel* the way I supposedly did. I always had trouble with that. How do I *feel*? Umm ... I feel like my butt is hurting from these hard chairs?
But a lot of that teaching method was because I was in the "differentiated" classes, which focused a lot on passing the AP (Advanced Placement) tests, which you payed like $80 to take, to get college credit if you passed.

Sooooo, anyways, none of that was really a moment, none of that was really all that interesting, and I wrote a fracking 20-page paper here in this thread about something that most of you I'm sure don't really care about. So I'll shut up now. I just hate when I ramble on like this. :P

PS - even after promising to shut up, I thought of something else. Especially in anatomy class, I always had problems writing a 1-page paper, I had to pick and choose what important information to include and what to leave out. Thankfully, in most classes, teachers didn't care if your paper went too long, they thought of that as going above & beyond. :D

**Imposcillator** · 04-08-2009, 10:32 AM

Originally Posted by ProgFusionRoman
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So my INTJ like behaviors were:
- being not motivated but being responsible and efficient (minimum effort) to pass when needed.
- I think I got the good maths score by using a technique. I paid attention to how the test was scored. As a result I flew through the test not answering anything that looked like it would take some time to solve and so simply answered more questions than my friends (I believe many others did not do this to the degree I did, from what few discussions I had at the time, rather than me actually being better on the test).
- not caring about others opinions
- being socially unaware (why teacher said I had a brilliant mind - if he knew that had confused me he might have said "Umm...scratch that")
- unusual reading material (I guess could be any type in reality though)
- I guess in school I felt I was very smart in some ways and very stupid in others.

I imagine other INTJs can relate to the above points.

Oh. Yes. I can relate to everything. Especially not being motivated. I rarely ever find something challenging and interesting enough to motivate me, and that's a big problem for me because it usually means lower grades than what would reflect my actual knowledge and intelligence. I would normally not give a shit but I am considering an academic career and that could really screw my options up.

Sigh.
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**tarheel** · 04-22-2009, 08:32 PM

i actually started trying in school around sophomore year because i wanted to go a certain college... my grades went from low As not trying to high As the rest of high school.

particularly chemistry. for some reason i always had a 100 average a lot of people seemed to struggle. i just got it for some reason.

**soanyway** · 04-23-2009, 06:10 AM

I was an honor student every year in elementary school. I always thought I didn't have a single talent in Math but I had to do math in my head. I really struggled with getting the explanation on paper.
I still try to "slam" instructors with smartass questions when I know they are wrong. In fact, I still catch myself doing that. I try to let it go! Its really hard to listen and respect an instructor who doesn't relay the correct information.

**jm123** · 04-23-2009, 10:25 PM

The earliest was in kindergarten. My teacher was going down a page that had colored ribbons on it. She was following a diagonal pattern down the page, back and forth, so I finished the pattern and handed it to her. She told me I could not be done, as she had not finished. I told her you wanna bet
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My personal favorite was in high school. I had a teacher who was absolutely horrible at teaching math. Well he decided to attempt to show us the proof of .999 repeating equaling one (Mind you this was a magnet school for the gifted). Needless to say no one understood what he was attempting to show (memory filed away). Well a couple of weeks later he was teaching some function graphs. So needless to say, when he was stating that the particular graph he had, could be anything but 5. I just had to ask, if it could be equal to 4.999 repeating. He said yes, and then about 8 seconds later he realized that I baited him. He shouted NO!!! at that point the whole class erupted in laughter as they knew my twisted sense of humor.

**mar412** · 04-25-2009, 09:13 AM

In 6th grade, I was assigned to a group science project with a bunch of slackers. As many of you may have experienced, INTJs like to let other people lead until they demonstrate incompetence. Since I had no one I could let take that role, I had to passive aggressively manipulate everyone into doing what i wanted them to do for the project. We ended up doing well, and I remember it to this day because my teacher commented on how she was impressed with my ability to lead people without their knowing I was doing it. I think instances like these have repeated throughout my life...mwa ha ha.

**strangebird** · 04-30-2009, 03:00 PM

1. In Middle School I was constantly getting in trouble for not completing homework assignments even though I was a straight 'M' student (M for 'Mastering Subject Matter'- Gifted and Talented had a weird grading system where M was equal to an A elsewhere). I just didn't see the point in doing repetitive work if I understood the subject the first time around (example- math problems). The only homework I liked were the problem solving type questions if they were complicated enough (I skipped the simple ones). The worst was when we were supposed to go to the library and look up on microfiche the price of milk and eggs every ten years for the past 100 years- why not just make me read a book on inflation? What was always odd is that they would wait until quarterly parent teacher conferences to tell my parents instead of calling home. I never understood why they waited. And they refused to believe that I didn't do the work because I was bored even though I aced all the tests and was reading at a college level.

2. In 8th grade I was accused by my classmates of not actually reading the material during 'reading time' in class because I finished faster than everyone else. So, the teacher agreed to give me a timed reading test. I agreed and was able to finish the material 10 times faster and pass their 'quiz'. They never caught on that I was skimming the material and gleaning the answers from the context because the stories were so simple to comprehend compared to what I normally read at the time.

3. In high school I didn't really have a lot of friends, but the teachers all liked me and talked to me about things other than schoolwork (art, theatre, literature). Looking back, I realize a bunch of my teachers were only a few years older than me and that's when I started the trend of all my friends being 4-10 years older than me. With few exceptions, my peers only really associated with me when they needed help with school work (for which I studied moderately, but still got the senior class history and English awards and a bunch of science awards).

4. I did just fine in Math all through school until I took Intro to Calculus in my freshman year of college. Then I had a professor who refused to show us any practical application to calculus and wanted us to just memorize the formulas. So it was math with no history, context, or application. I just couldn't do it because it didn't have any purpose. I KNOW that if I go back now I could learn calculus if I had a reason to (business, music, chemistry- there are so many), but having someone tell me just to memorize formulas for the purity of it- I couldn't rationalize the point of it. It was the only time I couldn't understand math and it has always bothered me. But I blame the teacher.

**blackwatch** · 05-02-2009, 03:59 AM

Originally Posted by Shoeless
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For me, the moments occur whenever there is a project, and I'm grouped with people who are not that competent.

Looking back, I can identify a pattern. And it always goes like this:

- I won't be too bothered about things, and let the leader decide what has to be done, etc.
- If it appears to me that the group leader and members are not that competent in getting the work done, I'll just let it go, for now.
- When it appears to me that we're not going to get an 'A' due to the quality of work or ideas, I'll become the self-appointed leader, come up with a new idea (actually, this is the idea that I had all along, right from the start) and delegate new tasks to everyone else.
- When I'm satisfied that we're on the right track, I'll sink back to the background again.

I'm wondering if people I know have become accustomed to me fixing things whenever things do not go according to plan. Granted, only one has said something that makes it seem as if he knows I'll always pick up the broken pieces and clean up the mess. And what he said was, "You know, I was waiting for you to say that", after I had told him to hand over the task to me.

this is exactly what I had to do when I served on a Jury. - It was scary to see the kind of people that make decisions that send a person to jail (or keep them from it)

**cullen24** · 07-03-2009, 08:19 PM

For art projects I would draw maps complete with Interstates, Bypasses, US, State and county roads. It simply duplicated my playing cars at home. My idea of "cars" was a huge dirt driveway where I could build complex interchanges between 3-4 controlled access roads. I would take my fathers business cards, cut them in half and make road signs.

**blckprljinju** · 07-03-2009, 09:43 PM

I remember in first grade (back in Korea... where there were 40-some kids in each class), whenever a teacher asked anything, I'd somehow know the answer every time, although I never raised my hand and whispered the answer out for the fear of being wrong.
That teacher must have had good ears because she always heard me too.

**Dil** · 07-03-2009, 09:54 PM

From ages 1-13, I could not look strangers in the eye while talking to them, because I was incredibly introverted. I still get nervous talking to the opposite sex in meatspace (I'm 20). My parents sent me to boot-camp to beat some of the geek out of me. It kinda worked, after boot-camp, I could look people in the face while talking to them.

I started reading Nietzsche when I was 16, and I also read some of A Critique of Pure Reason when I was 16. I excelled in a senior class of philosophy of science, I got 10 percent above the class average even though I was the youngest person in that class. The two other 2nd years had to drop the course because they couldn't take the heat. I kickass in philosophy, even though my main area of study is science.

**Event Horizon** · 07-04-2009, 12:10 AM

As far back as I can remember, I've always had a low tolerance for bullshit, a trait that appears to be fairly common among INTJs. I usually keep fairly quiet about calling other people out on it since I want to keep things civil (especially if I have to deal with that person again in the future), but every once in a while I just can't help myself...

Being a computer science major in university, I was thrilled that I only needed to take two English classes for my degree. I did well within English classes and could write a reasonably good literary essay, but I never enjoyed doing it (I can write up a technical report no problem though
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).

The professor I had for my second English class was a complete prick, but only if you were one of the students who couldn't write a proper essay. I remember him entering the class one day after grading our first batch of essays and saying something along the lines of "Half of you couldn't write yourselves out of a paper bag." Since I wasn't one of the people who had a problem writing essays, I thought he was great. Often times these statements would lead into rants about how a large proportion of first-year university students have no idea how to write a proper essay because the high school English curriculum is a joke and his job was made all the more difficult because of it.

One of the girls in the class took issue with him one day during one of his rants. All I remember out of her entire argument was that she said "Not all of us grow up to be English majors - not all of us can write good".

I didn't even think before I opened my mouth. I spouted "You mean write well, right?" The entire class laughed (I might have even heard a couple people clap). Even the professor cracked a smile.

<rant>

Seriously, I can understand if you aren't proficient in something - nobody can be good at everything. Just don't waste my time complaining about how your lack of ability and/or initiative is the fault of someone else. "I always received good grades before, therefore the professor graded my paper wrong" is not a valid argument. If you have trouble with something, WORK AT IT. If the professor grades your work low, it does not mean that the professor is out to get you, it means YOU DON'T UNDERSTAND THE MATERIAL (there are exceptions of course).

</rant>

Oh, and I managed to finish the entire high school computer science curriculum in two weeks (basically, learn C++ syntax and programming structures (selection, loops, etc.)). I did all the exercises in the textbook for the applicable sections, so by the time the instructor told us what exercises to do for the assignment I had them done anyway. I spent the rest of the five month semester learning how to program games and turned in my work as the final project for the class. Got 98% in the class.

**ArtistTyrant** · 07-04-2009, 01:14 AM

At first in school I corrected teachers and textbooks when they were wrong. I was automatically labeled as a "distraction". After a while I stopped caring about school.

**eri** · 07-04-2009, 02:43 AM

One of my high school history teachers would give us very long, very difficult exams. I certainly wasn't the best student in the class. But his exams always had lots of typos in them...I used to count them and mark the tally on my paper for him. Not sure if that's INTJ or not, but it was passive aggressive I suppose.

I never thought of myself as a math person. But in college we had a course with lots of calculations, and I always fell asleep in it (ok, my friends would tell you I always fell asleep in all my classes). At any rate, I didn't read the book, do the practise problems, any of that. I would just set them up my own way, and I could usually do them faster than most students in the class (when we did them in class). And I would get them right.

**Iggy Hazard** · 07-04-2009, 05:18 AM

One time, I think in 2nd grade, I was in the gym at recess reading my favorite book all by my lonesome (but not feeling lonely). The book was one that my mom had given me -- an Old Dominion marine biology text book from the university of the same name (in ol' Virginie). A teacher, probably seeking to "socialize" my funky self, took the book away from me and forced me to play basketball with the other kids. I got the distinct impression that they resented my presense. Don't worry, I got the book back later.

I also used to read numerous entomology field guides back then. Just delved into them for hours. What is it about robots and insects that enraptures the INTJ mind? Hrm. Robot. Insect. What movie does that remind you of?

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**Algol** · 07-04-2009, 06:05 AM

Up until 8th grade I was in the top school around here. Unfortunately it was very expensive (our public schools are awful so all the good ones are private) and my parents decided to move me to another private school that was considerably cheaper but was also considered very good. You get what you pay for...

One day a teacher was making some point and said that you could divide something in half infinitely. I was generally an ass at that age and loved correcting people so I told her that after a certain point, whatever you were dividing would cease to be the original thing and would be broken down into the atoms that compose it... Needless to say she looked at me blankly and a couple of kids laughed, then she just got upset and said "that's not the point!!" People remembered that incident all the way through high school :-o

**StN** · 07-04-2009, 06:38 AM

As long as I remember, when I entered elementary school, I already knew how to count to million and do some math problems like plus or minus something and it was very easy in elementary school.. I never understood how come other kids can't understand simple stuff that we were being teached. I remember being first one in class when we started learning English at 3rd grade, it didn't changed until now, because I started watching "Cartoon Network" at age 4 or 5 (don't remember really) and learned a lot of English. Also when were we being forced to learn multiplication table, I didn't even look at it because I did all the multiplication in my mind and was surprised how other kids can't do it. I remember that there were 3 other "geniuses" in our class. Yet, they did a lot of homework as I remember. All 4 of us finished elementary school with compliments from our teacher. Though in 2nd grade I totally messed up and didn't see why should I learn all that shit, because I already knew everything, though all grades were only given from homework and I didn't want to do it because it's so useless, yet I had to do all the homework at the end of the year.. And it took me 2 weeks to pass all the 2nd grade.. I was wondering at that moment, why do we have to work all the year when everything can be done in 2 weeks O.o.
And as long as I remember from 5th grade I always asked my math teacher why do I have to write everything when I have the answer in my head already.. And she said it's a must.. I sometimes have the answer in my head and don't even know how I got it.. Though I always hated my native language lessons.. It's so complicated, like I don't see the point in having 3 different accent marks and using them on words in a so complicated way.. Meh, I'd prefer learning more English, than my native language.
And as long as I remember nor in Middle School, nor in High, I don't really remember doing any homework as I saw that I can leave them undone. Some dudes in my class noticed that I score a lot, though I never study anything at home and said I was a genius back in 6th grade, I didn't really took it seriously, but I guess it's INTJness..

**LoneReaction** · 07-04-2009, 10:29 AM

Oh god, it seems like you guys are all geniuses!

I did average in primary and secondary school, but managed to cram for my O levels to get a decent grade.

Went to do a Diploma in Info-communications... I put in alot of effort because I got sick of not doing my best. The course is an INTJ's dream, with alot of programming and some networking. Especially with programming, I find that my code would always be shorter and more complex. I could always understand complex code, given enough time (sometimes, alot of time).

When I studied, I made sure to understand everything first, then memorize everything (A bitch, but needed for written tests). I remember telling my friends that I was good at programming because of my personality.. turns out that that was correct!

I topped my cohort, barely winning my ISFJ girl friend. (Oh, she always tells me that she wished she had my brain, and I would tell her, if she had my brain, I would essentially be her. lol!)

**ziggeee** · 07-04-2009, 12:39 PM

All throughout elementary school I enjoyed spending my recess talking to the teachers and hated having to go find another child to play with. Also, in High School I had a lot of acquaintances and even won one of the senior class favorites, but spent my lunch everyday in the library. When the library was closed, I would eat lunch behind the school because I was tired of all the BS that comes with eating lunch with high school girls; talking about parties, sports etc. I had two good friends, a boy and a girl, but they both went to the continuation school.

I was an average student and I never really excelled at any subject other than art and astronomy, but astronomy came in College. I had a lot of potential, but never cared enough about any subject to apply it.

**Iggy Hazard** · 07-04-2009, 04:44 PM

In high school, back in the mid to late '90s, I loved study hall. Ordinarily, I'd get all my school work done at school. The idea of it being "schoolwork" made more sense to me than letting it become "homework." In study hall, I'd get all that crap out of the way first, then draw stuff. Usually clowns -- psycho killer mutant clowns -- of doom.
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Either that or I'd read Guns & Ammo, Guns & Weapons for Law Enforcement, or Electronic Gaming Monthly. This was before Columbine but the Dean was a prick (probably a liberal or a Neo-Bolshevik but he looked more like a Nazi genetic experiment with sunken eyes). It confiscated my gun magazines but I got them back. Keep in mind this was the KKKlinton years.

The Principal was a nice guy, though. Very understanding. Easy to communicate with. No personality conflicts. Perhaps he was..."one of us." But the Dean was a stereotypical high school authoritarian microtyrant just like a character out of an '80s high school movie (except this was the '90s). I like to think of myself as the Ferris Bueller of the '90s.
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In 1997, I became part of a group of students (close friends since middle school) who got our computer club reinstated. My role in the club was as sort of a bouncer. My job was to prevent hacking since that's what got the original club disbanded. We had LAN parties. A lot of LAN parties. And we're still doing it to this day!
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The games have changed but the spirit remains.

**Professor Bard** · 07-04-2009, 09:44 PM

I had my 'INTJ genius' moments as well, but the INTJ education moment that stands out for me involved something different.

As a Psychology freshman, I was required to participate as a subject in at least one of the department's ongoing research projects. When I arrived for my appointment for the (unknown experiment) to which I had been assigned, I was set in a windowless room and given a card with two questions, which I was to answer after five minutes of contemplation. The questions were "Describe the best thing that happened to you in the past year" and "Describe the worst thing that happened to you in the past year."

When the research assistant came in and sat down with her clipboard to record my answers, I informed her, "I have no intention whatsoever of answering either of these two questions, no matter what the department regulations say. For that matter, I can't imagine that people would answer them." In keeping with proper experimental design, the assistant recorded this answer and ended the interview without comment.

Later that semester, the prof of Psych 101 covered the results of that particular experiment in our lecture. Out the 350 subjects in the experiment, X-many subjects talked about personal relationships, X-many subjects talked about academic work, etc--but only 1 out of 350 participants (me) refused to answer. I found that baffling. Still do. Being an INTJ, I decided that the experiment identified one reasonable person and 349 silly sheep.

(p.s. Anticipating people's curiosity, let me clarify that nothing extravagantly good or bad had happened to me that year.)

**Zsych** · 07-04-2009, 10:41 PM

There was this teacher in 7th grade, for history and geography, that wanted some really long answers for questions. Only the questions themselves did not imply the need for such answers, and I couldn't for the life of me put in enough bullshit to satisfy her, while answering the question she had asked... Rotten grades in that class.

@Professor Bard: I almost wonder if I would've cared. On one side I don't care what people know about me, and the answer to those questions doesn't seem significant... On the other hand, I'm just plain secretive, and not likely to give away too much information to people.

**NamShub** · 07-05-2009, 09:24 AM

Sure, some elementary school stuff i guess...

Me and a friend used to spend every recess thinking up wierd and demoniac diseases, like "auxillary man" - a disease where an extra person starts growing inside of you and then finally pops out of your ribcage (something i had seen in Phangoria.) I took great pleasure in describing every minute detail and mechanism of these diseases.

I also spent nights flipping through a Maritime Medicine Encyclopedia, with everything from elephantiasis of the penis and "spanish collar" to generallized scurvy described in text and picture.

I didnt break windows and bully other kids, instead I spent most of my time in the library reading about biology, physics, the occult and psychology. At one time a wanted a pet (dog or cat) so I took the time to learn every breed there was.

A few years later I started constructing my own languages (two of them), and some rudimentary ciffer systems. At the same time we had a worthless english teacher (Sweden) who I taunted because I was better than her in english. The whole class made her quit.
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Im sorry Signe.

**Zsych** · 07-05-2009, 11:30 AM

I think I humiliated a fair number of my teachers in my younger age. I eventually decided that:
1. It was creating trouble for me.
2. It reduced what benefit that person had for the rest of the class.

04-07-2009, 10:25 PM	#102
CarenRose New Member [01%] MBTI: iNTJ Join Date: Apr 2009 Posts: 60	Well, I was definitely more I than E at school ... so I've ended up totally relating to a lot of these. Hmm ... I think I just realized how bad of an elementary school I went to, and how good of a high school I went to! Wow. Elementary school: I was homeschooled until the 2nd half of 4th grade. I wasn't doing any school at all for the first half of 5th grade, then I went back to the same school (as I did for the last half of 4th grade) for my last half of 5th grade. I didn't miss anything, I was right along/ahead of the class. (Since I was homeschooled, I took a placement test to determine where they would put me, I scored higher than 4th grade but that's where they put me for my social development and all that ...) ~The one thing I had to do, had no choice in, but just sets the scene for the kind of school this was: one or a few people would do something bad in class, and the teacher would make the whole class "write sentences" ... in other words, "I will not ..." 100 times or more (if it was a repeat offense) in cursive, perfectly neatly, no errors allowed ... AAUGH! It makes me angry just thinking about it. Not sure if these all really qualify as INTJ moments, but they may ... ~The things I didn't do: Our teacher would write notes on the blackboard for us to copy down. Now, I was either too disinterested or couldn't write fast enough to keep up, but either way, I know I rarely got much of what went up on the board. I didn't really need the information anyway, at least I did fine without it. I just had to look like I was working. Also, we had times where we would read long passages out of our textbooks, while the teacher sat and probably graded tests or something. I was so insanely bored by it ... it put me to sleep ... so I would pretend to read, staring at the page while daydreaming, then after a while, I would look around at where my classmates were in reading, and I would turn a chunk of pages to "catch up" ... and once again, it's not really like I missed anything. Anything I was curious about, I'd ask my (INTP) dad ... the walking encyclopedia. Middle school, nothing major. I was the good kid, followed all the rules, etc. Except homework. I didn't really like homework, but I was still young enough that parents made me do it every night. High school. Awesome. Moved to another state where there was not as much push to get children into (public) school early (free daycare, anyone?) so instead of just being one year younger than everyone like I was before, now I was almost 2 years younger ... but I got the same response every time I told people how old I really was: "Really?" "No ..." "I didn't know that!" I took geometry at 7 am (first semester only) my sophomore year. (Second semester it was my last class of the day! Yay!) Anyways, first semester geometry was all about proofs and stuff, second semester was all about shapes. I hated first semester, loved second. Second was more like algebra. Anyways, I'm rambling. Grr, I hate that I do that!!!!! So, first semester, I just couldn't understand proofs! No matter how hard I tried, I didn't get them, I didn't get why we had to do them, etc. It was suggested that I may have still been too young to understand the abstract thinking necessary to do geometry (huh?) but after talking about it with my dad, I realized it was because I knew the answer, but not always every single minute little tiny step in how to get there. It's like, duh, this is the answer ... and I saw proofs as a completely useless waste of time. I remember when learning what proofs were at the beginning of the year, we did one on something like why 64=24 ... AARGH! (I had to pull up my calculator to do that problem, by the way ... I loved that my math teachers allowed us to use calculators for simple things like that ... cut down on errors of simply not remembering or being too tired.) Anyways ... I liked algebra. It was fun, but the class tended to bore me. It was too much simplistic repetition. Show me how to do it in class. Give me the test. NO homework required. In fact, I got A's in my classes only because of my test scores, because my homework grades were so low, D's & F's for that part because of missing & late assignments. Thankfully, tests were weighted more than homework. I never* studied for tests in any of my classes, until one class my senior year. I might have reviewed a certain thing I was unsure of once or twice, but I never studied. The first class I actually had to study for was Anatomy & Physiology. That class was hard!! Especially first semester, there was so much rote memorization for the anatomy part, and so many strange concepts for physiology ... when we were learning about how each different type of cell functions, and how each part of each type of cell functions ... wow. When I was in the class, first semester, I seriously considered dropping it for 2nd semester. I'm glad I didn't. It got much better, and looking back, it was my favorite subject ever!! Group projects. Most often in social studies classes. Like a true INTJ (even though I'm and ENTJ) I would never set out to take charge of the group. I would wait in the background, only doing my little part, until it became quite perfectly clear that whoever was currently in charge was incapable, and we would fail. Then I took charge, delegating responsibilities, but often putting extra weight on myself, the only person who could do it right :D (This actually happened quite often :D) English classes, usually I had the Artisan & Idealist teachers .... so I often just didn't understand them. Especially the Artisans, they sort of puzzled me. I've always loved writing, and reading, but I never particularly enjoyed english class. I sort of remember the teachers wanting me to feel whatever by what we were reading, then based on how it made me feel, analyze why the author wrote it the way they did, so that I would feel the way I supposedly did. I always had trouble with that. How do I feel? Umm ... I feel like my butt is hurting from these hard chairs? But a lot of that teaching method was because I was in the "differentiated" classes, which focused a lot on passing the AP (Advanced Placement) tests, which you payed like $80 to take, to get college credit if you passed. Sooooo, anyways, none of that was really a moment, none of that was really all that interesting, and I wrote a fracking 20-page paper here in this thread about something that most of you I'm sure don't really care about. So I'll shut up now. I just hate when I ramble on like this. :P PS - even after promising to shut up, I thought of something else. Especially in anatomy class, I always had problems writing a 1-page paper, I had to pick and choose what important information to include and what to leave out. Thankfully, in most classes, teachers didn't care if your paper went too long, they thought of that as going above & beyond. :D
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04-22-2009, 08:32 PM	#104
tarheel New Member [01%] MBTI: INTJ Join Date: Apr 2009 Posts: 6	i actually started trying in school around sophomore year because i wanted to go a certain college... my grades went from low As not trying to high As the rest of high school. particularly chemistry. for some reason i always had a 100 average a lot of people seemed to struggle. i just got it for some reason.
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04-23-2009, 06:10 AM	#105
soanyway Member [08%] MBTI: INTJ Join Date: Mar 2009 Posts: 320	I was an honor student every year in elementary school. I always thought I didn't have a single talent in Math but I had to do math in my head. I really struggled with getting the explanation on paper. I still try to "slam" instructors with smartass questions when I know they are wrong. In fact, I still catch myself doing that. I try to let it go! Its really hard to listen and respect an instructor who doesn't relay the correct information.
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04-23-2009, 10:25 PM	#106
jm123 Member [13%] MBTI: XXXX Join Date: Mar 2009 Posts: 552	The earliest was in kindergarten. My teacher was going down a page that had colored ribbons on it. She was following a diagonal pattern down the page, back and forth, so I finished the pattern and handed it to her. She told me I could not be done, as she had not finished. I told her you wanna bet To view links or images in this forum your post count must be 2 or greater. You currently have 0 posts. My personal favorite was in high school. I had a teacher who was absolutely horrible at teaching math. Well he decided to attempt to show us the proof of .999 repeating equaling one (Mind you this was a magnet school for the gifted). Needless to say no one understood what he was attempting to show (memory filed away). Well a couple of weeks later he was teaching some function graphs. So needless to say, when he was stating that the particular graph he had, could be anything but 5. I just had to ask, if it could be equal to 4.999 repeating. He said yes, and then about 8 seconds later he realized that I baited him. He shouted NO!!! at that point the whole class erupted in laughter as they knew my twisted sense of humor.
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04-25-2009, 09:13 AM	#107
mar412 New Member [01%] MBTI: INTJ Join Date: Apr 2009 Posts: 44	In 6th grade, I was assigned to a group science project with a bunch of slackers. As many of you may have experienced, INTJs like to let other people lead until they demonstrate incompetence. Since I had no one I could let take that role, I had to passive aggressively manipulate everyone into doing what i wanted them to do for the project. We ended up doing well, and I remember it to this day because my teacher commented on how she was impressed with my ability to lead people without their knowing I was doing it. I think instances like these have repeated throughout my life...mwa ha ha.
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04-30-2009, 03:00 PM	#108
strangebird New Member [01%] MBTI: INTJ Join Date: Apr 2009 Posts: 1	1. In Middle School I was constantly getting in trouble for not completing homework assignments even though I was a straight 'M' student (M for 'Mastering Subject Matter'- Gifted and Talented had a weird grading system where M was equal to an A elsewhere). I just didn't see the point in doing repetitive work if I understood the subject the first time around (example- math problems). The only homework I liked were the problem solving type questions if they were complicated enough (I skipped the simple ones). The worst was when we were supposed to go to the library and look up on microfiche the price of milk and eggs every ten years for the past 100 years- why not just make me read a book on inflation? What was always odd is that they would wait until quarterly parent teacher conferences to tell my parents instead of calling home. I never understood why they waited. And they refused to believe that I didn't do the work because I was bored even though I aced all the tests and was reading at a college level. 2. In 8th grade I was accused by my classmates of not actually reading the material during 'reading time' in class because I finished faster than everyone else. So, the teacher agreed to give me a timed reading test. I agreed and was able to finish the material 10 times faster and pass their 'quiz'. They never caught on that I was skimming the material and gleaning the answers from the context because the stories were so simple to comprehend compared to what I normally read at the time. 3. In high school I didn't really have a lot of friends, but the teachers all liked me and talked to me about things other than schoolwork (art, theatre, literature). Looking back, I realize a bunch of my teachers were only a few years older than me and that's when I started the trend of all my friends being 4-10 years older than me. With few exceptions, my peers only really associated with me when they needed help with school work (for which I studied moderately, but still got the senior class history and English awards and a bunch of science awards). 4. I did just fine in Math all through school until I took Intro to Calculus in my freshman year of college. Then I had a professor who refused to show us any practical application to calculus and wanted us to just memorize the formulas. So it was math with no history, context, or application. I just couldn't do it because it didn't have any purpose. I KNOW that if I go back now I could learn calculus if I had a reason to (business, music, chemistry- there are so many), but having someone tell me just to memorize formulas for the purity of it- I couldn't rationalize the point of it. It was the only time I couldn't understand math and it has always bothered me. But I blame the teacher.
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07-03-2009, 08:19 PM	#110
cullen24 New Member [01%] MBTI: INTJ Join Date: Jun 2009 Posts: 53	For art projects I would draw maps complete with Interstates, Bypasses, US, State and county roads. It simply duplicated my playing cars at home. My idea of "cars" was a huge dirt driveway where I could build complex interchanges between 3-4 controlled access roads. I would take my fathers business cards, cut them in half and make road signs.
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07-03-2009, 09:43 PM	#111
blckprljinju Member [08%] MBTI: INTJ Join Date: Jul 2008 Posts: 330	I remember in first grade (back in Korea... where there were 40-some kids in each class), whenever a teacher asked anything, I'd somehow know the answer every time, although I never raised my hand and whispered the answer out for the fear of being wrong. That teacher must have had good ears because she always heard me too.
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07-03-2009, 09:54 PM	#112
Dil Member [02%] MBTI: INTJ Join Date: Jun 2008 Posts: 112	From ages 1-13, I could not look strangers in the eye while talking to them, because I was incredibly introverted. I still get nervous talking to the opposite sex in meatspace (I'm 20). My parents sent me to boot-camp to beat some of the geek out of me. It kinda worked, after boot-camp, I could look people in the face while talking to them. I started reading Nietzsche when I was 16, and I also read some of A Critique of Pure Reason when I was 16. I excelled in a senior class of philosophy of science, I got 10 percent above the class average even though I was the youngest person in that class. The two other 2nd years had to drop the course because they couldn't take the heat. I kickass in philosophy, even though my main area of study is science.
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07-04-2009, 12:10 AM	#113
Event Horizon New Member [01%] MBTI: INTJ Join Date: Apr 2009 Posts: 15	As far back as I can remember, I've always had a low tolerance for bullshit, a trait that appears to be fairly common among INTJs. I usually keep fairly quiet about calling other people out on it since I want to keep things civil (especially if I have to deal with that person again in the future), but every once in a while I just can't help myself... Being a computer science major in university, I was thrilled that I only needed to take two English classes for my degree. I did well within English classes and could write a reasonably good literary essay, but I never enjoyed doing it (I can write up a technical report no problem though To view links or images in this forum your post count must be 2 or greater. You currently have 0 posts. ). The professor I had for my second English class was a complete prick, but only if you were one of the students who couldn't write a proper essay. I remember him entering the class one day after grading our first batch of essays and saying something along the lines of "Half of you couldn't write yourselves out of a paper bag." Since I wasn't one of the people who had a problem writing essays, I thought he was great. Often times these statements would lead into rants about how a large proportion of first-year university students have no idea how to write a proper essay because the high school English curriculum is a joke and his job was made all the more difficult because of it. One of the girls in the class took issue with him one day during one of his rants. All I remember out of her entire argument was that she said "Not all of us grow up to be English majors - not all of us can write good". I didn't even think before I opened my mouth. I spouted "You mean write well, right?" The entire class laughed (I might have even heard a couple people clap). Even the professor cracked a smile. <rant> Seriously, I can understand if you aren't proficient in something - nobody can be good at everything. Just don't waste my time complaining about how your lack of ability and/or initiative is the fault of someone else. "I always received good grades before, therefore the professor graded my paper wrong" is not a valid argument. If you have trouble with something, WORK AT IT. If the professor grades your work low, it does not mean that the professor is out to get you, it means YOU DON'T UNDERSTAND THE MATERIAL (there are exceptions of course). </rant> Oh, and I managed to finish the entire high school computer science curriculum in two weeks (basically, learn C++ syntax and programming structures (selection, loops, etc.)). I did all the exercises in the textbook for the applicable sections, so by the time the instructor told us what exercises to do for the assignment I had them done anyway. I spent the rest of the five month semester learning how to program games and turned in my work as the final project for the class. Got 98% in the class.
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07-04-2009, 01:14 AM	#114
ArtistTyrant Banned MBTI: INFJ Join Date: Apr 2009 Posts: 4,559	At first in school I corrected teachers and textbooks when they were wrong. I was automatically labeled as a "distraction". After a while I stopped caring about school.
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07-04-2009, 02:43 AM	#115
eri Member [14%] MBTI: INTJ Join Date: May 2009 Posts: 565	One of my high school history teachers would give us very long, very difficult exams. I certainly wasn't the best student in the class. But his exams always had lots of typos in them...I used to count them and mark the tally on my paper for him. Not sure if that's INTJ or not, but it was passive aggressive I suppose. I never thought of myself as a math person. But in college we had a course with lots of calculations, and I always fell asleep in it (ok, my friends would tell you I always fell asleep in all my classes). At any rate, I didn't read the book, do the practise problems, any of that. I would just set them up my own way, and I could usually do them faster than most students in the class (when we did them in class). And I would get them right.
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07-04-2009, 05:18 AM	#116
Iggy Hazard Banned MBTI: INTJ Join Date: Jul 2009 Posts: 194	One time, I think in 2nd grade, I was in the gym at recess reading my favorite book all by my lonesome (but not feeling lonely). The book was one that my mom had given me -- an Old Dominion marine biology text book from the university of the same name (in ol' Virginie). A teacher, probably seeking to "socialize" my funky self, took the book away from me and forced me to play basketball with the other kids. I got the distinct impression that they resented my presense. Don't worry, I got the book back later. I also used to read numerous entomology field guides back then. Just delved into them for hours. What is it about robots and insects that enraptures the INTJ mind? Hrm. Robot. Insect. What movie does that remind you of? To view links or images in this forum your post count must be 2 or greater. You currently have 0 posts. To view links or images in this forum your post count must be 2 or greater. You currently have 0 posts.
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07-04-2009, 06:05 AM	#117
Algol Member [17%] MBTI: INTJ Join Date: Oct 2008 Posts: 703	Up until 8th grade I was in the top school around here. Unfortunately it was very expensive (our public schools are awful so all the good ones are private) and my parents decided to move me to another private school that was considerably cheaper but was also considered very good. You get what you pay for... One day a teacher was making some point and said that you could divide something in half infinitely. I was generally an ass at that age and loved correcting people so I told her that after a certain point, whatever you were dividing would cease to be the original thing and would be broken down into the atoms that compose it... Needless to say she looked at me blankly and a couple of kids laughed, then she just got upset and said "that's not the point!!" People remembered that incident all the way through high school :-o
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07-04-2009, 06:38 AM	#118
StN Member [03%] MBTI: INTJ Join Date: Jun 2009 Posts: 158	As long as I remember, when I entered elementary school, I already knew how to count to million and do some math problems like plus or minus something and it was very easy in elementary school.. I never understood how come other kids can't understand simple stuff that we were being teached. I remember being first one in class when we started learning English at 3rd grade, it didn't changed until now, because I started watching "Cartoon Network" at age 4 or 5 (don't remember really) and learned a lot of English. Also when were we being forced to learn multiplication table, I didn't even look at it because I did all the multiplication in my mind and was surprised how other kids can't do it. I remember that there were 3 other "geniuses" in our class. Yet, they did a lot of homework as I remember. All 4 of us finished elementary school with compliments from our teacher. Though in 2nd grade I totally messed up and didn't see why should I learn all that shit, because I already knew everything, though all grades were only given from homework and I didn't want to do it because it's so useless, yet I had to do all the homework at the end of the year.. And it took me 2 weeks to pass all the 2nd grade.. I was wondering at that moment, why do we have to work all the year when everything can be done in 2 weeks O.o. And as long as I remember from 5th grade I always asked my math teacher why do I have to write everything when I have the answer in my head already.. And she said it's a must.. I sometimes have the answer in my head and don't even know how I got it.. Though I always hated my native language lessons.. It's so complicated, like I don't see the point in having 3 different accent marks and using them on words in a so complicated way.. Meh, I'd prefer learning more English, than my native language. And as long as I remember nor in Middle School, nor in High, I don't really remember doing any homework as I saw that I can leave them undone. Some dudes in my class noticed that I score a lot, though I never study anything at home and said I was a genius back in 6th grade, I didn't really took it seriously, but I guess it's INTJness..
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07-04-2009, 10:29 AM	#119
LoneReaction Member [03%] MBTI: INTJ Join Date: May 2009 Posts: 127	Oh god, it seems like you guys are all geniuses! I did average in primary and secondary school, but managed to cram for my O levels to get a decent grade. Went to do a Diploma in Info-communications... I put in alot of effort because I got sick of not doing my best. The course is an INTJ's dream, with alot of programming and some networking. Especially with programming, I find that my code would always be shorter and more complex. I could always understand complex code, given enough time (sometimes, alot of time). When I studied, I made sure to understand everything first, then memorize everything (A bitch, but needed for written tests). I remember telling my friends that I was good at programming because of my personality.. turns out that that was correct! I topped my cohort, barely winning my ISFJ girl friend. (Oh, she always tells me that she wished she had my brain, and I would tell her, if she had my brain, I would essentially be her. lol!)
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07-04-2009, 12:39 PM	#120
ziggeee New Member [01%] MBTI: INtJ Join Date: May 2009 Posts: 68	All throughout elementary school I enjoyed spending my recess talking to the teachers and hated having to go find another child to play with. Also, in High School I had a lot of acquaintances and even won one of the senior class favorites, but spent my lunch everyday in the library. When the library was closed, I would eat lunch behind the school because I was tired of all the BS that comes with eating lunch with high school girls; talking about parties, sports etc. I had two good friends, a boy and a girl, but they both went to the continuation school. I was an average student and I never really excelled at any subject other than art and astronomy, but astronomy came in College. I had a lot of potential, but never cared enough about any subject to apply it.
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07-04-2009, 04:44 PM	#121
Iggy Hazard Banned MBTI: INTJ Join Date: Jul 2009 Posts: 194	In high school, back in the mid to late '90s, I loved study hall. Ordinarily, I'd get all my school work done at school. The idea of it being "schoolwork" made more sense to me than letting it become "homework." In study hall, I'd get all that crap out of the way first, then draw stuff. Usually clowns -- psycho killer mutant clowns -- of doom. To view links or images in this forum your post count must be 2 or greater. You currently have 0 posts. Either that or I'd read Guns & Ammo, Guns & Weapons for Law Enforcement, or Electronic Gaming Monthly. This was before Columbine but the Dean was a prick (probably a liberal or a Neo-Bolshevik but he looked more like a Nazi genetic experiment with sunken eyes). It confiscated my gun magazines but I got them back. Keep in mind this was the KKKlinton years. The Principal was a nice guy, though. Very understanding. Easy to communicate with. No personality conflicts. Perhaps he was..."one of us." But the Dean was a stereotypical high school authoritarian microtyrant just like a character out of an '80s high school movie (except this was the '90s). I like to think of myself as the Ferris Bueller of the '90s. To view links or images in this forum your post count must be 2 or greater. You currently have 0 posts. In 1997, I became part of a group of students (close friends since middle school) who got our computer club reinstated. My role in the club was as sort of a bouncer. My job was to prevent hacking since that's what got the original club disbanded. We had LAN parties. A lot of LAN parties. And we're still doing it to this day! To view links or images in this forum your post count must be 2 or greater. You currently have 0 posts. The games have changed but the spirit remains. Last edited by Iggy Hazard; 07-05-2009 at 04:21 AM. Reason: typo
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07-04-2009, 09:44 PM	#122
Professor Bard New Member [01%] MBTI: INTJ Join Date: Jun 2009 Posts: 22	I had my 'INTJ genius' moments as well, but the INTJ education moment that stands out for me involved something different. As a Psychology freshman, I was required to participate as a subject in at least one of the department's ongoing research projects. When I arrived for my appointment for the (unknown experiment) to which I had been assigned, I was set in a windowless room and given a card with two questions, which I was to answer after five minutes of contemplation. The questions were "Describe the best thing that happened to you in the past year" and "Describe the worst thing that happened to you in the past year." When the research assistant came in and sat down with her clipboard to record my answers, I informed her, "I have no intention whatsoever of answering either of these two questions, no matter what the department regulations say. For that matter, I can't imagine that people would answer them." In keeping with proper experimental design, the assistant recorded this answer and ended the interview without comment. Later that semester, the prof of Psych 101 covered the results of that particular experiment in our lecture. Out the 350 subjects in the experiment, X-many subjects talked about personal relationships, X-many subjects talked about academic work, etc--but only 1 out of 350 participants (me) refused to answer. I found that baffling. Still do. Being an INTJ, I decided that the experiment identified one reasonable person and 349 silly sheep. (p.s. Anticipating people's curiosity, let me clarify that nothing extravagantly good or bad had happened to me that year.)
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07-04-2009, 10:41 PM	#123
Zsych Core Member [309%] MBTI: XNTX Join Date: Apr 2009 Posts: 12,366	There was this teacher in 7th grade, for history and geography, that wanted some really long answers for questions. Only the questions themselves did not imply the need for such answers, and I couldn't for the life of me put in enough bullshit to satisfy her, while answering the question she had asked... Rotten grades in that class. @Professor Bard: I almost wonder if I would've cared. On one side I don't care what people know about me, and the answer to those questions doesn't seem significant... On the other hand, I'm just plain secretive, and not likely to give away too much information to people.
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07-05-2009, 09:24 AM	#124
NamShub Banned MBTI: INTJ Join Date: Apr 2009 Posts: 102	Sure, some elementary school stuff i guess... Me and a friend used to spend every recess thinking up wierd and demoniac diseases, like "auxillary man" - a disease where an extra person starts growing inside of you and then finally pops out of your ribcage (something i had seen in Phangoria.) I took great pleasure in describing every minute detail and mechanism of these diseases. I also spent nights flipping through a Maritime Medicine Encyclopedia, with everything from elephantiasis of the penis and "spanish collar" to generallized scurvy described in text and picture. I didnt break windows and bully other kids, instead I spent most of my time in the library reading about biology, physics, the occult and psychology. At one time a wanted a pet (dog or cat) so I took the time to learn every breed there was. A few years later I started constructing my own languages (two of them), and some rudimentary ciffer systems. At the same time we had a worthless english teacher (Sweden) who I taunted because I was better than her in english. The whole class made her quit. To view links or images in this forum your post count must be 2 or greater. You currently have 0 posts. Im sorry Signe.
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07-05-2009, 11:30 AM	#125
Zsych Core Member [309%] MBTI: XNTX Join Date: Apr 2009 Posts: 12,366	I think I humiliated a fair number of my teachers in my younger age. I eventually decided that: 1. It was creating trouble for me. 2. It reduced what benefit that person had for the rest of the class.
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