The Wisdom gained in Focusing Success

During my first semester I had a challenge of passing the English tests. Throughout the lessons I struggled with understanding English no matter how much effort I put towards improving in class. I attended all the lectures and could not miss any class because of fear of failing the English tests. I could not miss any English class, and I even went ahead to review the handbook. I would study the textbook early before the lessons and even looked at other related books regarding the subject. But still, there was no great improvement. Days before the midterm exam, I spent much time focusing on the exams. I could study until late hours, sleeping only for fours to the main exam, but I still attained an average performance. After a critical review of my performance and learning process, I realized that I was not working smart in my studies. I never understood the reason I could not perform better after putting all these efforts towards understanding and performing better in English.
Passing English tests was difficult for me, and I even thought of dropping the English class because I was not improving on this subject. I had to find another strategy to deal with my situation. So I came across a particular approach from the On Course referred to as the 32-Day Commitment (Downing 147). I recognized that I needed to acquire a vision of my success and translate it to a well-designed assessment that will enhance my performance in English. My instructor needed us to pinpoint a goal that we had a problem with.

So mine was passing English tests, and I had to figure out the effort I would put in the 32-day commitment. My instructor needed to know if I had any activity that I would do daily for 32 days and that would assist me to achieve my goal (Carter 27). I was excited and believed that this strategy would change my performance. I proposed a rigorous program that I would read up to 50-60 handbook pages daily. I was eager to improve on passing English, so I thought that reading up to 50-60 handbook pages per day would help enhance my performance. My instructor reminded me that when setting goals, they have to be realistic. My instructor also asserted that the 32-day commitment will not be easy, that I may miss a day or two in the commitment and this should not discourage my motive (Farr 148). So I decided to read ten handbook pages daily for the 32 days. It was engaging since I had to be persistent and create time for all the activities of the day as I look forward to achieving my goal. I attained my 32-day commitment, and I came out with all the techniques needed to determine the right choices. I know I am not a perfect student currently, but I came out of this plan with the tools needed to make the right choices. I now understand what I need to do and I believe I am capable of doing well in English. The 32-day commitment has positively affected retention in a positive course of my learning.
At the beginning of my 32-day commitment, everything seemed challenging, and there was too much to accomplish in a day. Reading and understanding all the grammar rules was engaging, and I had to give it a lot of attention (Ferlazzo 5). However, I kept my promise of reading ten pages daily. Although I did not improve immediately and never passed most of the problems, at least was up to something great. There was a positive sign that I could understand some of the questions that I never got right before and this motivated me since I could now understand English better. I continued attending classes and completing my assignments perfectly. In most cases, I would meet my instructor to discuss some of the assignments I could not understand and my other marked essays (Downing 146). By doing all these, I realized an improvement on my self-discipline. The first exam after my 32-day commitment brought me good news because I passed. I got the first highest score ever in English. However, my grammar was not perfect and up to the required standards. I had to encourage myself to continue working hard in the face of depressing news, and I had to finish strong. So I had to go back to my instructor to teach me how to correct my grammatical errors (Fry, Heather, Steve, and Marshall 107). We revised some of my previous essays, improving the grammar mistakes after the marking. I would create extra time for exercises in my grammar textbook. I rewrote the test essays for practice and submitted to my instructor to check if I got them right (Ashley 9). In applying self-control, my grammar continued to progress. By the end of my 32-day commitment, I realized that my grammar had improved, I had raised my quiz averages, and I had no fear of English grammar. I passed the English course with an 85 average on the exams. I may not be a perfect student in English, but my 32-day commitment has enabled me to understand English course better, and I am among the best and most improved on the subject. Thanks to On Course and there is no other text that contains the thoughtful, introspective, and accomplishment qualities that it does. It has guided my education and self-discovery and allowed me to develop in the student I have always desired to become.
Works Cited
Ashley, Linda. Dance Theory in Practice for Teachers: Physical and Performance Skills. Invercargill, N.Z: Essential Resources Educational Publishers, 2005. Print.
Carter, Christine E. Mindscapes: Critical Reading Skills and Strategies. Independence, Ky: Heinle & Heinle, 2013. Print.
Downing, Skip. On Course: Strategies for Creating Success in College and in Life. Boston : Houghton Mifflin Co , 2014. Print.
Farr, Steven. Teaching As Leadership: The Highly Effective Teacher’s Guide to Closing the Achievement Gap. San Francisco: Jossey-Bass, 2010. Print.
Ferlazzo, Larry. Helping Students Motivate Themselves: Practical Answers to Classroom Challenges. Larchmont, NY: Eye on Education, 2011. Print.
Fry, Heather, Steve Ketteridge, and Stephanie Marshall. A Handbook for Teaching & Learning in Higher Education. London: Kogan Page, 2003. Print.