Determination Plus Hardwork Equals an Academic Achievement by Elizabeth

Determination Plus Hardwork Equals an Academic Achievement by Elizabeth - March 2014 Scholarship Essay

If you ever needed someone to explain a Geometry theorem to you or someone to check the answer to the Algebra homework, I was not your girl. Once upon a time, I was an A+ student in my math class. I could even go so far to say I enjoyed it. However, do to some discouraging behavior directed towards me by my fifth grade Math teacher, I developed an anxiety: second guessing. This anxiety spread briefly towards other classes in middle school, but I quickly recovered from it. Math and Science became my greatest enemies, a struggling war displayed across my transcript. It was never because I didn’t understand the material. No, I was quite quick to learn all the different formulas, proofs, theorems, equations, you name it. I knew how to use them effectively and understood their concepts, but for whatever reason, I couldn’t allow myself to perform to my actual standards. Instead, I settled for mediocre grades and I felt my academic pride slipping through my fingers through my freshman and sophomore years in high school.

Nevertheless, I am not a quitter. So eventually, I sat myself down and reassured my troubling doubts. I was more than capable to excel in my Math classes. Maybe it was the teachers. Maybe it was because my anxiety of being wrong when right was constricting me from success. My junior year, I can say I gave 110% simply because I didn’t want another C+ winking me in the face. Simple Mathematic concepts such as Algebra I and Geometry should not be so hard. So in Algebra II, I caught a break. A new teacher meant a fresh start. We were both new to the system (in a way) and perhaps I could bond with this specific teacher better than I had my previous Math teachers. I positioned myself in the center of the first row, the perfect seat to eliminate any distractions. Math homework easily became the first piece of homework I worked on. If I had missed any classes for community service projects or sick days, I always made sure to make contact and finish assignments on time. I convinced my distressed mind that I could do outstandingly well in this class if I just trust my gut. I never worked harder in any Math class as I had for Algebra II. My work paid off. I finished my junior year with a solid B, my first B in a Math class since seventh grade.

I see this as an achievement in my academic career because of what I proved in the year alone. I was afraid of ruining my chances and that my freshman and sophomore years might hold me back from performing well throughout the rest of high school. In my junior year, I never wanted more than to succeed and demonstrate my potential academically. I wanted to prove to myself mostly of the amazing things I could accomplish if I just terminated my self-doubt and worry. For me, that one Math class made a lasting impact. It reassured me that as long as I am determined, I really can master the very things I thought I couldn’t. I take pride in the work that I did that year and I use Algebra II as a firm example whenever I experience moments of self-doubt. It is what has helped me manage to keep a calm headstrong attitude about my final year in high school.