The Paper Shuffle Challenge

Weeks passed quickly, and with them came a new challenge.

—Hoshinomiya —he announced—, as I mentioned before, you will have a special exam very soon. Now I will distribute the sheets with the complete explanation.

Hoshinomiya began to hand out the sheets to all of us. When he handed me mine, I prepared to read it carefully.

Special Exam: "Paper Shuffle"

The Paper Shuffle is a crucial exam designed to assess not only academic knowledge but also students' ability to work as a team under pressure and face strategic challenges. This exam takes place over a period of two days, during which students must complete a total of 400 questions, covering eight key subjects. The exam combines elements of collaboration, competition, and an "attack and defense" structure between classes that tests their intellectual and strategic skills.

Exam Structure:

Duration: 2 days.

Subjects: 8 in total, including Mathematics, Language and Literature, History, Science, Economics, Philosophy, Languages, and Physical Education (theory).

Questions per subject: 50 questions per subject.

Total questions: 400 questions.

Pairings:

Before the final exam, each class must complete a 100-question quiz. The scores obtained on this quiz will determine the pairings for the exam, with the highest and lowest scoring students paired together to form balanced combinations. For example, if one student scores the maximum (100 points) and another the minimum (0 points), they will be paired to balance their abilities.

Failing Criteria:

Subject Fail: If the combined score of the pair in any of the eight subjects is below 60 points, both students will be expelled from the exam.

General Total Fail: Even if both students score above 30 points in each subject, if their combined total score does not meet the minimum standard set by the school, both will be eliminated. The survival of both students depends on their joint performance.

Guidelines: "Attack and Defense": The exam also includes an attack and defense mechanic between classes, adding a layer of competition and strategy to the process. Classes must not only demonstrate their individual knowledge but also participate in a system of "attacks" against each other.

Question Creation:

Each class must brainstorm and write their own questions for the final exam. However, these questions will not be used by their own class but will be used for one of the other three classes. This process creates a system in which classes must "attack" others with difficult questions, while the targeted classes must "defend" themselves.

Target Class Selection:

Each class must nominate another class to attack with the questions they have created.

If more than one class chooses to attack the same class, the class representatives will be called for a draw to decide who has the right to attack that class.

Grade Comparison:

The school will compare the overall scores of the classes facing off, and the class with the highest score will be declared the winner.

The winning class will receive 50 class points from the losing class.

In the case of a direct confrontation (where two classes attack each other), the stakes will be doubled, and the prize will be 100 class points instead of 50.

If the total scores result in a tie, there will be no change in class points.

The upcoming special exam seemed fairly straightforward. It would just require an intensive study routine and, of course, preparing the "attack." I felt calm about it; my classmates have higher grades compared to other classes, so I would leave the pairing to chance.

…

When class ended, no one left the room. Everyone was waiting for something, and that something was what I had to say about this exam.

I stood up and moved to the front to speak.

—As you've read —I began—, this exam is not complicated, and there's no need for a grand strategy. The only thing you will need to do from now on is to study intensively. Just as we've done until now, we will form more study groups led by the most competent students. So don't worry, and focus on studying; I will take care of the "attack."

—Which class will you select? —asked Kanzaki.

—Of course, it will be Class B —I replied.

—Wouldn't it be better to go for Class D or C? I mean, they're easier —commented Mako.

—They are certainly easier, but it would be more beneficial for Class B to lose points. Even if the gap between our classes is large, it's better to keep widening it.

—I see. I also think it's the best option. Do you want me to help you with the quiz? —offered Kanzaki.

—No, it's fine. It's better for you to focus on leading a large group.

—Alright, but if you need help, count on me —he replied.

—Sure. Well, now everyone can go. Remember, if you have any problems, don't hesitate to call me —I said, and everyone began to leave.

As I headed toward the exit, someone stopped me.

—Kayden —called Honami.

—What's up, Honami? Are you ready to talk to me now? —I said, remembering that she hadn't spoken to me since the elevator incident.

—It's not about that. I wanted to ask if you need help with the quiz —she asked, just like Kanzaki.

—If I tell you that I need your help, will you talk to me? —I challenged.

—Only if it's about the quiz or the exam —she replied firmly.

—How long is this situation going to last, Honami? —I inquired, a bit frustrated.

—I'm sorry, Kayden, but I don't think I can talk about that right now —she answered, avoiding looking at me.

—Alright. I don't need help. You can focus on the others —I said, turning my back to her. I wasn't upset, but I felt she was overreacting. If I like her or if there's something else, she could tell me; somehow, I would respond.

As I walked, I couldn't help but think about how complicated our communication had become. Sometimes, I wished things were simpler. The emotions of teenagers, especially regarding love, are truly a headache. Every glance, every word, and every silence seem loaded with hidden meanings, as if everyone were playing a game for which I don't have the rules.

I wonder how something as natural as liking someone can become so confusing. The signals are often contradictory; one day, a smile can make you feel like everything is fine, and the next day, a distant expression leaves me wondering if I've said or done something wrong. The words that get stuck in my throat seem to carry more weight than the ones spoken, as if silence also speaks, but in a language I can't understand.

And then there are the jealousy and insecurities that seem to appear out of nowhere, like shadows darkening moments that should be light and joyful. Watching my classmates glide between emotions makes me feel like a spectator in a play where everyone knows their roles, except for me. Sometimes I wonder if I'm the only one feeling this pressure, this desire to be understood, while everyone else seems to navigate their own love stories with such ease.

It's a mystery I don't know how to solve. I try to decipher what Honami feels, but her evasive glances and measured words only add to the confusion. What does it really mean when she laughs at something I say or when she falls silent? The simple act of speaking becomes a labyrinth I can't escape, and every attempt to get closer feels like a misstep on a dance floor where everyone else knows the steps.

In the midst of all this, I can't help but feel a little lost. Perhaps love is a matter of patience, of waiting for the pieces to fall into place, but sometimes the uncertainty feels overwhelming. I long for clarity, a moment when everything makes sense, where I can understand what it really means to be with someone. Until then, I settle for observing and trying to learn from the complicated interactions around me.