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Transition from middle to high school
Self esteem and academic success
Transition from middle to high school
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The very beginning of my academic career started in elementary school. The very basis of education, setting the foundation for who I was as a learner. Though elementary is a distant memory, the lessons have impacted me still. I was told that I was smart and above my level. During then, I was actively involved in numerous sports and competitions. This made for quite the shock during the transition to middle school. My academic life changed dramatically in the following months. Insecurities I buried begun to show. The feeling of being unworthy, persistently comparing myself to others. My accomplishments were undermined by the notion that there was someone better. Yet, this was only middle school, a pivotal point in development. My grades began to fall abruptly. Previous achievements seemed meaningless in comparison. It felt like I was silently drowning underneath the schoolwork and the feeling of inadequacy. …show more content…
My grades plummeted lower than ever. The guise that I disregarded school crushed me. I had all my self-worth into what I thought was unchangeable: my grades and mental health. Though it felt like things had spiraled downwards, part of me believed there was hope. This prompted me to begin putting effort into my work like previously. There was a time when frustration prevented my learning. I remember a moment in the fourth grade where I had been brought to tears because I could not grasp long division. But I learned, eventually. It took time and perseverance, but I finally understood. Academically, this accomplishment is insignificant now, but it proves something about my character. That even in a seeming defeat, determination persists. Instead of striving for grades, my goals were improving
Although I started off strong determined to finish my assignments and in hopes of obtaining superb grades, my determination grew weak I when I was nearly or halfway done. I would just slack off until the assignment was nearly due, then I would rush to finish it. On the second essay that I was assigned, I started off strong, but halfway through I just didn’t give it my all. I did so because I believed that I would pass even if I didn’t try my hardest. My lack of motivation, as well as many other reasons, caused me to fail that essay. My determination helped me to achieve much in this class, but because I didn’t have enough of it I got lazy and it held me back from my full
Growing up, my parents never expected perfection but expected that I try to accomplish my best. The effort I’ve put forth in learning has been reflected in my grades throughout my high school career. I’ve entered myself in vigorous course work such as AP Government and AP English to become well prepared for my college career, all while maintaining a 4.4 grade point average this year. Not only do I engage in AP classes, but up until this year I had no study halls. I wanted my day to be packed full of interesting classes that I would enjoy learning about. My grades and choice of classes prove the effort that I put forth in my learning. Working hard now can only pay off in the future. Learning now creates a well-rounded human being. Working to learn is why I am so dedicated to my studies now.
As many people have told me before, it is a very different ballgame than middle school’s easy going years. There is much more work, the classes are harder, and the environment is completely different. Many people’s grades may slip and they may cower in fear at the barrage of assignments they receive class after class. Unlike other people, I am confident in my ability to excel at all classes and to sustain exemplary grades. Therefore, while many are trembling in fear at the prodigious assignments and work is bombarding them from all angles, I will be at ease, knowing that whatever obstacle is thrown my way, I will conquer it and be its own
My transition to college was successful, but it was nonetheless one of the most stressful times in my life. Unlike many of my peers at Saint Louis University, my rural high school experience did not truly prepare me for the academic rigors of college. Despite extensive preparation, I performed rather poorly on the first round of exams. While I didn’t fail any particular exam, my performance was seriously lacking. I knew that getting C’s on exams would not serve me well in the pursuit of my dream of becoming a physician. I remember feeling, for the first time in my life, that I was unintelligent and incompetent. I was also heavily fatigued from the excessive hours of studying, which I felt were necessary to reconcile the problem. I managed to
I got A’s and B’s in my class and extra-curricular activities. Being good boosted my confidence but I was always set back by the realization that my parents did not love me the same way other parents loved their kids. I also developed insecurities brought about by bullying. I was, in this 3rd stage, industrious yet inferior.
As I started to advance into my high school education, I noticed that my attitude about school and grades was not going to get me anywhere. I went to school and goofed off with my friends and did enough work to get a decent 70 on my work and go home. I had no “active responsibility”, as Freire would say, because I didn’t have anything to motivate me to want to do well. It all changed when I started high school at Bear Grass Charter School. Bear Grass had just reopened as a charter school my freshman year. I was a new beginning for me because not only was I starting out at a new school, but I started to realize that I needed to improve my self-effort in my classes. I knew that I wanted to be a nurse when I graduated and I
Entering my first year into high school my mind was juvenile I was not yet adjusted to the high school atmosphere. At the time I was still worried about the little things in school such as friends and associates. My first priority was never my work; it used to be entertainment over all. Along that came with my priorities came procrastination and that led to me delaying my assignments hoping for a teacher to give me a "second chance". Forthcoming, at the end of the second quarter my ninth grade year I received a rude awakening.
It was the fourth year of my school carrier. In other words, the year of truth if I would make the cut to the higher education track. I was nervous because I knew that I would be capable of going this route, but I the feeling of concern was stronger because I haven’t had performed very well in my fourth year so far. At the end of the school year, I received the shocking news that I didn’t make the cut to go to the school which would have had allowed me to go to University later on in my life. I was sad, disappoint in myself, and lost self-esteem in my educational abilities. At this time, I was more embarrassed then able to realize the real benefit of a system which early on tracks children’s
My story began on a cool summer’s night twenty short years ago. From my earliest memory, I recall my father’s disdain for pursuing education. “Quit school and get a job” was his motto. My mother, in contrast, valued education, but she would never put pressure on anyone: a sixty-five was passing, and there was no motivation to do better. As a child, my uncle was my major role-model. He was a living example of how one could strive for greatness with a proper education and hard work. At this tender age of seven, I knew little about how I would achieve my goals, but I knew that education and hard work were going to be valuable. However, all of my youthful fantasies for broader horizons vanished like smoke when school began.
I am the youngest out of four of my mother’s children. Since I had the pleasure of being the youngest, many lessons were learned from my younger siblings. So, I carried my wisdom into my school academics and community activities. I am currently a high school senior at Woodrow Wilson High School. Throughout my high school years at Woodrow Wilson I’ve experienced many things. Many of those things that I have experienced, while in high school were productively beneficial to myself and others. As a freshman in high school I was nervous as any other under class student; for this reason it was not until my 10th grade year that I participated in many after school programs. Instead, I focused more on my academics than extra curricular activities. Once I became comfortable with my
While looking over my transcripts, I observed that my grades for the most part either remained bad or got worse second semester. Despite how I perform in those classes I have the easiest time understanding math, and the hardest time with history. The trends in my transcript correlate to how I’ve been my entire life, I give up easily. Once the smallest thing goes wrong I give up rather than trying persevering. I choose to keep rolling down a hill because it's easier, rather than to push myself to climb it.
With ups and downs in my career and my personal life, I have become stronger, more modest and grateful for all the chances that life offered. I have always been one of the top 10 students in class. But, I wasn’t able to perform my best in my third and final years of dentistry due to some distractions at home. But my mother always encouraged me with the thought that a failure is life’s way to make you better at something, for which you must keep trying. Holding on to that thought, I worked even harder and not only proved my merit in my second attempt, but got a better conceptual understanding about the subjects than most students around
To begin, the greatest accomplishment in my life to date would be when I got accepted into the Accounting and Finance program. Throughout high school, one of the few courses that I really enjoyed would be Accounting, as the concepts were things that I really enjoyed. This later influenced me to pursue to apply for a great accounting program that will help make my dream of becoming a CPA a reality. To meet the goal of getting into a world-renowned program, I knew that I had to put in 101% of hard work, dedication, and more to achieve this. Throughout my grade 12, I began to struggle mentally as I was providing my hardest effort in all my 4 courses each semester, which forced me to lose sleep and other ways to regain energy to be successful.
In the fall of 2013, I was put on academic probation for failing a statistics class. It was a harsh irregularity, but it was the wake-up call I needed. When I arrived at Georgetown, subject matter no longer seemed to come as naturally as it did before. I felt lost and isolated in my new city, and consequently, my grades gradually slid into a state of mediocrity. When I failed a class and hit the nadir of my intellectual career, I realized something needed to change. I realized that I wanted to do better but not due to pressure from others or an academic stipulation. I wanted to do better for myself.
Throughout high school, apprehensions overwhelmed me with the perspective of how poorly I was performing in my education. The inadequate performance accentuated the idea that I needed to alter my perspectives and goals. My slow, rising grades showed my potential to improve and my improvements