Freshman Year Transition

I moved from Fort Lauderdale, Florida to Washington, DC in the summer before the ninth grade and with that transition came four major obstacles that rocked my ecosystem which eventually negatively affected my grades freshman year. First, the move right before high school was a difficult time for me, because I had to restart my social life, and because of that, I spent the earlier parts of the school year reaching out and trying to make friends during times where I should have been working on assignments. Secondly, the rigor of Sidwell 's curriculum was hundreds of times more intense than that of my previous school. This was not just because I was making the leap from middle school to high school. But when I was at a school where I was a year

it was because of this fire i had to be better that I reached out to teachers and mentors I felt I had in my corner wanting my success. The teacher that I had sought out most often was Ms. Scattergood, an English teacher whom I had never actually had, except for during the two-week transition program Sidwell offered to all new ninth graders. Ms. Scattergood helped me with my subpar organization skills and my lack of self-advocation in order to be able to get assignments turned in by their deadlines and schedule time to meet with teachers. After trying to change my study habits and staying more attentive in class, i learned which tendencies i needed to learn to get ahead and which ones i needed to leave behind. It 's these tendencies which i believe will let me enter college with the upper hand relative to my peers, because while others may have been successful in their schools, they may not have had to garner the skills to achieve said success at a higher level with less support, as i had to. this sense of self-advocacy which i have intertwined in my own education is invaluable to a college student who has to handle schoolwork by