Learn to fail.” By Angel B. Perez, the author explains how a student gained his attention through the honesty the student provided when asked what he expects to learn or experience in college. The student answered with, “I look forward to the possibility of failure.” Failure
and I didn’t ever have to do extra work. Before our first test, I was still doing my work, and participating in class but I was not fully focused on doing my best. I was under the impression that I could get by while doing my bare minimum and relying on my smarts. This was not the case.
I also learned that failure is a lesson that builds character and leads to success. Sometimes things don’t happen as planned, and this is because there are better things that await us. Sometimes one door closes while another opportunity arises so we can fulfill what we are called upon, almost like our
A book about teenage brainiacs isn’t complete without a chapter dedicated to the SAT. As author Alexandra Robbins explained the history and composition of the test, she also shared with readers different types of learning methods students use to absorb what they are taught in the classroom. Two of these methods included the surface achieving method and the deep approach. The first focuses on the memorization of facts while the latter pertains to truly understanding the subject. “The study found that the higher-scoring students were those who used the surface and achieving approaches, while the lower-scoring students were more likely to use the deep approach, their love of learning unrewarded by the SAT” (Robbins 291).
In sixth grade I failed a Virginia history quiz. I sat quietly as my teacher indirectly talked about my grade. She ranted and raved about how as sixth graders we should know simple facts about the Powhatan Indians and the Jamestown Colony. However, I had no idea what she was talking about. I had learned about the Kumeyaay and Sutter’s Mill in California.
I can officially say I have put the pieces back together. I have learned that anything is possible, if you express hard work, dedication, and commitment. The lesson I have taken from failure will be the fundamental reason why I will succeed in college. The fundamental reason why I succeed in
We learned the material in class and was assigned homework everyday. However, when the test came along, the results I obtained were devastating. Test after test, I kept getting C’s, D’s and even E’s. Every time I get a bad test score back, I would shrug it off. “The next test will be better,” I kept telling myself.
I studied every time I had an opportunity. I stayed in my classes during my lunch period when I didn’t understand a topic. I practically gave up my social life and meeting new people to better myself and ensure that I would get the grades I wanted. Although I experienced failure I still achieved, demonstrating how gritty I was to succeed.
A failure that I experienced occurred during my freshman year at Chapman University with the women’s collegiate lacrosse team. During my high school lacrosse career, I was a leader and one of the best on the team, but at Chapman University, I was playing with women who were more skilled than I was. After tryouts at Chapman University, my coach singled me out as being one of two people to be put on the practice squad rather than the actual team. At the time, I was absolutely devastated, and felt like my coach was being exceedingly harsh. To me, not making the actual team was a failure.
The day finally came. A day filled with excitement, but also a knotted stomach. All day I was thinking about all the possible mistakes I could make, touching the cones, going over the curb and not using the turning signals. With all these thoughts spinning around in my head I started to feel overwhelmed by the idea of taking the test.
The day started with waking up at six o’clock in the morning, donning my obnoxiously sparkly costume, and slicking my hair back into what was possibly the world’s tightest bun. I was going to a dance competition. Four years ago, when I began competitively dancing, I decided to perform a solo. Now, as I prepared to step out onto the stage, I was no longer so confident with my decision.
During my Sophomore year of high school, I had to finish three out of the four parts of the Accuplacer in one sitting. They were reading, math, and elementary algebra. I made sure that I was focused in order to pass all of these three parts of the Accuplacer. In order to do this, I had to have been mentally prepared. I made sure I had a good breakfast and a good night's rest before I took the exam.
My misfortune in math later helped me realize that I needed to change my outlook on school. Instead of dismissing a subject just because I was not good at it, I would rather try and identify what I was doing wrong, and work to fix it. Taking the the ACT engage test helped me realize what my academic strengths and weaknesses are, and how I can use this knowledge to capitalize these strengths so I can be more successful in college than I was in highschool.
1) I would describe myself as being a funny, hardworking, friendly, loving, and happy person. I can be shy at times but I enjoy helping people. 2) My educational background and work experiences have prepared me to be a part of your university by pushing myself to be the best I can be. I know time management is a major key to success between school and the work place. 3) From my perspective, to be a part of this university would mean that all my hard work will have paid off and I can succeed even more.
After one year I was ready to take the test. It was not like what I imagined, the test was harder than I thought, and I realize that my knowledge was not ready for the college. I was so disappointed, and I want to give up. After the test, I know that I have to try harder if I want to go to college.
