Sophomore year was a year of misconception for me. I registered to take my first advanced placement classes - AP Psychology and AP Environmental Science - and I was up for the challenge. Eager to earn my A average, the challenges that awaited me hadn’t even crossed my mind. Naivety had blinded me and the thought of not living up to my own expectations was a possibility that I neglected to acknowledge. I was convinced that I was indomitable, unbeatable, and unshakable. The workload had increased, as I expected it to. It now included daily readings and nightly videos - a little extra, but doable, nonetheless. A month had passed and I was pleasantly surprised to find that the classwork and discussions were manageable; that prized “A” seemed in close reach. With the unit one assessments for both classes quickly approaching, I began to comb through my notes until I felt that I was prepared to test my way to a 4.0. I had heard the horror stories and warnings to “expect the unexpected,” but I was still swollen with hope that I would do well. …show more content…
I expected nothing less from my AP Environmental Science test. Instead, however, I faced a bold “73” engraved in red ink in the spot where an “A” was supposed to be. My confidence and self-assurance had been silently squelched and trampled. Looks of disappointment littered the classroom as everyone received their scores and anticipated the plummet their grades would take. Although I was one of twenty to not do as well as I had expected, it was to my dismay that I hadn’t lived up to my own expectations. It’s one thing to fail in general, but to fail yourself is a whole other
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
Throughout the length of schooling, students go through various changes. In their first year of school, children are required to make the transition from being at home for the entire day to being in school for a number of hours a day. These transition periods happen many times through the schooling years, but the most drastic changes occur during the transition from high school to college, where students weather numerous lifestyle changes. While each individual student goes on their own journey, certain themes remain common between different students. Studies are done to look at these themes identifying the numerous differences and similarities.
It is expected that within a span of four years drastic changes can occur to any person. An example of such case is our experience throughout four years of high school or college; it is a time in which each obstacle that we surpass will become an experience that builds character. We have all left our childhood behind, but we have yet to taste the full essence of adulthood. Within these years of being cast astray to find our own paths, it is common for us students to experience regular episodes of anxiety, stress, and crippling self-doubt.
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.
Let me take you back to being a sophomore in high school: fifteen-about-to-turn-sixteen-year-olds, beginning thoughts of college just blooming in their minds, and they are taking more challenging classes than ever before. Every year, classes are changed in schools in order to fulfill new requirements and the difficulty is increased in order to challenge the new students. These new classes and the amount of choices students now have between the different classes available now put new pressures on students that the older generations may not understand. Not only do students have the choice of electives, but now they have the choice of different mathematics, sciences, and English courses on a range of sometimes four different levels. With all these choices, students may have a hard time deciding which is the proper course and level to take. Unfortunately, there is one more pressure in the mix of this decision: the pressure to take advanced placement (AP) courses. More students are taking AP classes every year but the number of students who “bomb the AP exams is growing even more rapidly” (Simon). This leads into the idea that students are not getting more intelligent than the previous classes, but simply that there is too much pressure on them to take these AP courses. Students in high school are being pressured too much to take advanced placement courses whether or not they are academically qualified for them.
During my early education, meaning elementary school and middle school, I was a very average student. I gave an average amount of effort to my grades, and I received above average results. This did not bother me, until the end of my 8th-grade year. At this point in the year, I was filling out what classes I desired to take the following year, my freshman year. I realized that from this point forward, I had to take my education much more serious, in order to get accepted to whichever college I desired. therefore, when planning my classes, I decided to challenge myself more than I ever have in the past, and take multiple honors courses. I assumed because of my grades, that I had what it took to be an honors-level student, but I was very wrong. One teacher, Mrs. Johnson, made me realize the kind of effort, time and energy needed to be devoted to my education.
Throughout the entire semester I’ve found difficulty and ease within assignments, readings, blogs, and attendance. At times I over think a certain assignment or reading and underestimate my abilities. With the help of sources such as the handbook, writing center, materials, and your advice as well as my peers I think that I’ve overall achieved a good grade in this class and I hold high hopes for myself in continuing this semester.
In high school, I have enrolled in AP, Pre-AP, and Dual Credit classes to prepare for the exceptionally challenging classes that lie ahead, especially in the subject of science. Taking Pre-AP/AP and dual credit classes has enabled me to persevere and has further improved my work ethic. When I was a junior, I had a lot on my plate. I was on a very demanding dance team, in National Honor Society, Service Cord, and had academics to worry about. I struggled for a long time with the course load, and contemplated on dropping some classes, but I didn’t. I began working harder than ever before, after practice ended at about 5:30pm, I would go to George Memorial Library every day to do homework until the library closed at 9:00pm. Then I would go home and continue doing my homework until it was complete. That year I learned how dedicated I was to my academics. The same drive that I had that year will be the same drive that will get me thorough
“Environmental Studies” were the most interesting and abstract words I had ever seen preceding “High School”. For this reason and the fact that it was near Central Park, I decided to apply and then attend. Because of the central theme of my classes I have been exposed in the shape of special speakers and class discussions to others who share my fear but not my growing sense of hopelessness. Quite recently, it has become more and more important to me that I am a part of the solution for the problems facing the environment. It is fear that I feel when I allow myself to dwell on the ignored warnings and the very complicated mess of problems and impossibilities that plague this planet. I don’t understand why there is even the possibility that one of the last natural, pristine ecosystem, in North America, namely that of Alaska, is in danger of being ruptured by the ever-powerful oil companies. I don’t understand why the heads of state who are infinitely more knowledgeable than me on the dangers of continued abuse of our gracious home don’t drastically and immediately cause change. I don’t understand why people haven’t listened. I guess it’s because they are not fifteen and scared.
“It’s awful. I just cringe every time I walk in the teacher’s room because these tests are the only topic of conservation in there, and it raises your anxiety just to hear how scared everybody is. A few years ago, I really loved teaching, but this is intense… I’m not sure how long I can take it “(Barksdale-Ladd, Thomas 390).
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
He we go. Just me and myself now. I can write whatever I want and Mrs. Wesbecher can’t read it. To this point I have wrote about a lot of fun things I have done throughout high school, but that was just the PG version. Sophomore year is when things really began to heat up. One day over at Alex’s we found the key to his parents liquor cabinet. We did exactly what 15 year old guys would do, took some sips and wow did we think we were badasses. Looking back opening the cabinet taking a few sips and locking it back up really quick was quite comical. One night during Sophomore year it was Alex, Cal, and I, Alex drank a lot and we started to walk around town (no license yet). We walked around town for a long time with Alex’s sloppy ass. After a while
Senior year. The year known for its “lasts” of everything and the start of one 's adulthood. It’s also a busy part of life- college applications, college acceptance, graduation, and even get to know what the terminal disease “senioritis” feels like. Senior year is the last year that I will get the chance to cheer on the football team every Friday night, running track every Thursday, as well as seeing my favorite teachers on a day to day basis. This year is my year, the year that is going to change everything that I have ever known. Senior year is the year that will impact myself, my friends, my family, as well as everyone that surrounds me. It will be the year of change.
Sophomore year was an easy going year compared to my other years before and after. Sophomore year was a year where I thought of my dreams and future. Even though I haven’t participated in any school clubs, I still felt fulfilled. Sophomore year was a year filled with new challenges.
In an uncomfortable black chair, I sat nervously trying not to bite all of my finger nails off. Today was the day that I would start my first year of high school. “You’ll enjoy it Angel.” My mom stated, trying her best to cheer me up.