My ideal schoolI am glad to be in this beautiful school.I love my school so much that I want to stay with it all my life.I hope my school can be a place that there is no exam and full of happyiness.Every day ,when I go to school and see my beautiful school,I know it will be a place that I wont forget.Now ,a school with nice garden where we students can have a lessure time ,it is my ideal school and my ideal school life.-In my understanding， if we refer to an ideal college life as a formal western dinner， then a high GPA， that is， Grade Point Average， should be the main course， while an active part in activities， together with associations， means the appetizer. Some romances， of course， play the role as desserts. They are the 3 key elements for an ideal college life. Those， however， are not what college life is all about. As we all know， college is wildly different from middle school. It connects not only adolescence to adulthood， but also the ivory tower to the real society. Therefore， the ideal college life is that I become matured both physically and mentally， and that I obtain qualified academic knowledge and get well prepared for society at the same time. Under this circumstance， I never expect my college life to be too ideal， or you can call it too perfect. It is not realistic to make all things on my own way， with everyone liking me， winning the first prize all the time， and so on. Of course， Id like to lead a carefree life. However， this does little good to my future. What really helps is hardships like failure， betrayal， and unjust treatment. Only after experiencing those can I know what society is like， and what life is like. To conclude my speech， I wanna say， some positive experiences are surely part of the ideal college life. But， I should not forget about the negative sides. They are not less necessary.-My Ideal SchoolOne of my ultimate goals in life is to start a progressive school which focuses on developing a passion for living and self-knowledge in children. Schools nowadays have a rote, one-size-fits-all curriculum, which is conducive to learning for only a small percentage of students. My ideal school would be communication-based, blending aspects of social work, conflict resolution, team building, and traditional learning. Classes would be limited to fifteen students, a size small enough to allow individual attention but large enough to furnish the feeling of belonging to a group. Creative projects would be the cornerstone of the curriculum, incorporating all the life skills that make this method of education unique. The class would be presented with a number of ideas at the beginning of each project, and would also have the option of coming up with their own idea. Some examples are raising money to donate to a charity, creating an anthology of short stories to be bound and published, starting a website, writing and recording an original song, and patenting a new idea. Because of the amount of coordination required for each project, both successes and failures would inevitably spring up along the way, giving the children a meaningful experience of what it is like to work on a real-world project. The teacher would have an important role, psychologically coaching the kids through the highs and lows of the project and facilitating discussions to make them work better together and motivate themselves. Each school day would begin with a half hour of discussion of the project that the class is currently pursuing. The rest of the morning would be divided between various academic lessons. However, instead of standard lessons, my school would introduce each subject as a useful part of the real world. U.S. history lessons would be justified by explaining to students what their lives would be like if we were still a British colony, and by showing them what school is like in countries where political freedom does not exist. Math lessons would be justified by having the kids run a school store, or by introducing them to other practical uses of numbers. In addition, academic lessons would be split into two halves. The first half would be a basic skills seminar, and the second an advanced class. Students would be able to choose whether to stay the second half, or else they could leave to work on their current project, read, or pursue an independent study of another subject. The students who stayed - the “second halfers” - would be known as the students with the greatest passion for the subject. No grades or competition would exist. Rather, the motivation to work would come from a desire to earn the respect of teachers and fellow students and establish a positive self-identity. Kids would also decide the degree to which they would like to participate. Involvement would be based on interest and the satisfaction