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concerningwolves · 8 months ago

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god I'm reading Devon Price's latest substack essay on burnout, and it's.. it's confirming and crystallising something that I've suspected for a long time, actually.

See, all throughout school, I would have days – roughly every month or so, sometimes two months – where I became Unwell. The symptoms never really fit anything, but I'd be exhausted, irritable, headachey, sometimes feeling kind of feverish. Most importantly, i'd just Know that I couldn't cope with school that day. I can remember these starting in middle school and getting more frequent and pressing into high school. When I did take the day off, I'd watch TV or films and sleep a lot, and then by the evening – if it wasn't a weekend night – I'd be in this weird place of feeling rested but also crushingly anxious with the knowledge that i'd just be back at school tomorrow. Holidays weren't truly restful either, except for maybe the middle two weeks of the six-week summer break. The two week Christmas and Easter breaks? I'd start to feel a bit better towards the end of the first week, then the dread would build up again throughout the second week. By my GCSEs, I couldn't keep up my academic drive, so I picked the subjects I most wanted to do well in (English, German, Biology, and History + maths because I needed to pass it so I could be done with it), focused my revision on those, and coasted by with perfunctory revision on the other seven subjects. It's honestly shocking to me that I got a full 12 GCSEs. People tell me that my results were good, and I know that logically they're right, but it took me a long time to be proud of them because I always knew that I hadn't really tried. It took me even longer to accept that if I had given every subject my all, it probably would have broken me.

As it was, I made it into my first term of college before I hit breaking point. Three A Levels (English lang & lit, history, psychology), dreams of a career in psychology or psychiatry, writing in all my spare time. I'd been very mentally unwell all through high school, but I'd always imagined that college would be my escape. First I was going to study philosophy, history, and English literature – but then that college had to drop the philosophy course. My next chosen college was an incredibly competitive college that held students to very high standards. I had the grades to get in, and I was dithering between a selection from English literature, history, classical studies, sociology, philosophy, or psychology. But I never made it in, because I missed the induction day. Students who missed the induction day automatically forfeited their placement. In hindsight, that was the first warning, but instead I felt wretched for a few days, then decided, fuck it, I was going to my final last choice college instead.

And in less than six months, I had an absolute breakdown. Anyone who was following me circa 2018 may remember the fallout. Skill regression. Low mood. Weeks spent just watching Supernatural or sleeping. Panic attacks. I never truly got my feet back under me. I dropped down to one a level and abandoned all thoughts of university, and scraped by college until I could just get out of there.

And reading this article, looking back at the trajectory of my life since 2018, it's... Eye-opening, to say the least. I don't know if I'm recovered or still recovering, or adjusting to my new baseline, nearly seven years later. Sometimes I wonder if an autism diagnosis earlier might have helped – might have given me the language and the tools to understand what was happening to me on all of those Unwell Days. So I grieve for that potential. I don't hate my life now, it's just.... I have to wonder, you know? What might have been. Could I have caught the burnout sooner? Headed it off? I don't know. I can't know. all I've got is where I'm at now, which is certainly something to be proud of, because I made it, even if I'm not anywhere near what's "normal" or "expected" of a 23 year old. and I have my whole life ahead of me yet. 23 years is nothing, in the grand scheme of things. Remembering that is always a balm.

But still I wonder. I grieve. It's hard not to.

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bitchynutcherryblossom-blog · 6 years ago

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and welcome to a new, blantanly raw gcse revision page

hello this is my intro post

im a yr 11 girl

i take the usual core subjects

(maths, english lang/lit, combined science)

alongside the following;

business GCSE

art

media studies

french

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basically i am very strange person

i like the little pleasing aesthetic things in life like peppermint tea, plants and lowercase text (and text emotions)

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recently started playing dungeons & dragons with some friends

also recently ordered some parts for my first gaming pc (yess)

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okay so about my grades, i’m aiming for:

5 maths higher

5/6 english literature

4/5 english language

4|5 combined higher science

distinction level 2 (8) media studies

6 business GCSE

5/6 art

hopefully 4 in foundation french

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so yup, my grades are low but the game design course i want to take is only looking for 5 passes so i’m gonna be okay. ;) also some predictions may be low idk

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i know i could be doing better but for context i was out of school for most of the end of last year dealing with personal issues.

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so these grades are good enough for me and basically im just trying to do my best to study in the Easter hols to get a grip of myself 0•0

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(will be posting study stuff idk maybe pc updates who knows these days)

thanks for reading this awkward rant and i hope you have a good day

#intro post #gcses 2019 #studyblr #gcse #gcse studyblr #revision #exam season

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bunchofrosies · 8 years ago

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How To Pick Your A-Levels

Hi All,

So I haven’t stuck to my schedule at all as I guessed I wouldn’t because I’m awful! But oh well! But I’m sick at home, and decided why not offer some advice to students doing their GCSE’s and thinking about picking their A-Levels! So, for a lot of people this is stressful because you go from being forced to do certain subjects like English and Maths to being able to completely choose everything you want to do! Which is exciting, but a lot of pressure because people tend to worry about making the wrong decision. So here are some tips that I have for picking the perfect A-Levels for you.

1. Pick A-Levels you are interested in

This is an obvious one, do not just pick A-Levels because you are good at them or find them easy at GCSE. Pick A-Levels that you are genuinely interested in the topics they discuss. Even if you’ve never studied that subject before if it sparks an interest in you do it! Because everyone finds at A-Level the subjects you enjoy, you enjoy revising and therefore it doesn’t feel like such a task to revise. For example, for me, Psychology and Business were so easy to revise for because I loved the subjects, I loved the teachers and I had a genuine interest in the subject. However, at AS Philosophy and Ethics confused and bored me, so I didn’t really revise. The only reason I got the grade I did was because of predictions of the questions, and having some really good teachers.

2. Do NOT pick subjects because you have heard they are easy

I fell into this trap. My GCSE RE teacher sold Philosophy and Ethics to me because she said it was easy and we talked about the meaning of life, and made posters... Boy was I disappointed! Yes, we made posters and did cover interesting topics but it was NOT easy in the slightest... Especially since I missed the entire Cosmological Argument due to going on a trip to Belgium... But that’s another story. Philosophy and Ethics is a very complex subject and one of the hardest A-Levels you can take, especially in the jump from GCSE to A-Level. And this goes for most subjects. Maths is one especially I have heard. I walked into my GCSE Maths exam not doing a single bit of revision and got a high A, at A-Level you have to revise for every single subject! So to sum up, expect every A-Level subject to be difficult because they are, not just in content, but the exam technique but the sheer amount of information you need to learn.

3. Find out what exam boards your chosen college or sixth form uses for different subjects

Okay, I never did this but I really wish I had. The exam board your sixth form or college uses can change everything. Someone doing AQA English Lit may have a completely different experience to Edexcel. Once you know what exam board they use, research into the qualification: find out about whether it is linear or reformed A-Level; whether it has coursework; how much is exam based; what texts you may need to learn; whether it is open or closed book and many other deciding factors. These may help narrow down your decision, if you prefer an element of coursework but the course doesn’t offer one, then question whether you would excel in it. If you think you would enjoy the subject none-the-less then this may not deter you from taking it as an A-Level, but researching into the topics may make it easier to decide between subjects.

4. Figure out what the end goal is

This is quite important. You need to be asking yourself why you are doing A-Levels. If it is to go to University start researching University entry requirements. I wish I had done this as having certain A-Levels for certain courses is compulsory or may help with a reduced offer. If you want to study Medicine for example you need to take two science subjects which are usually Chemistry and Biology, or sometimes Maths. So those would be A-Levels you would take. This can also help motivate you to do well in your GCSE as some Universities have GCSE requirements too. For example, for my course at Warwick I was offered AAB at A-Level and needed an A in GCSE Maths and an A in a Humanities subject. So if you know that now you can work to gain that grade now. It’s a win win really.

5. Don’t just fit the option blocks

So I did this, and so many people did. At most schools they have option blocks because they can only afford to offer a certain qualification if a certain amount of people subscribe to the course. Or because of timetabling. For example my school offered French and Music in block C, and combined them in one box as French//Music. So it was basically course that had the most students would be offered and the other one would be cut... Which was ridiculous because they offered German and Spanish to two students, even though French had way more people interested. This affected my friend who had to take BTEC ICT instead of French, which in the long run she did well and got a D* but it meant missing out on a subject she was interested in. So if your school or college has option blocks that mean you can’t do the subjects you want to, have a look at other schools in the area, some with more funding will not even have option blocks and some will have option blocks which fit perfectly for your A-Levels. This also goes for picking a subject just because you have a spare option... If you have a spare option research into all the subjects in that block. I really wish I had taken Accountancy over Philosophy and Ethics but I chose Philosophy and Ethics anyway because my Block B was free.

6. Don’t just pick a subject because your friends are too

So many people fall into this trap. Think of it this way. It’s not your friends who are gonna be stress revising a subject next Easter because they picked a subject they didn’t enjoy just because their friends did it. It’s so hard to think of going to a lesson and having no friends. But you really do gain friends or you find people you weren’t exactly friends with but you liked and could be friends with. For example, none of my friends were taking Philosophy and Ethics and I took it anyway, and found two girls I liked that I sat with until another friend transferred from another subject. Be responsible for your own future.

Those are some tips I have for you guys I hope they help!

As always if you have any questions or need help and advice just message me and I will message you back as soon as I can!

Whoosh!

Rosie :)

#a level #school #sixth form #student room #advice #warwick uni #warwick university #university blogger

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patriciaanderson357-blog · 6 years ago

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How to Head for the Highest Grades

Most teens strive to do their best when it comes to exams- and rightly so! It’s important to make their school years count. There’ll be nothing more satisfying- come results day- than when your teen opens that envelope and is chuffed with what they got! For some students, however, they’re pinning all their hopes on the highest grades. The pressure is on to make that ‘happy envelope’ happen! So, if this is your child, what can they do to head towards those high grades? How can they give a fair balance to their top subjects?

Know Your Exams

Much of exam success is down to how students handle the individual questions and tasks tested in front of them. Again, this is where a revision provider- such as ourselves- can be ideal for helping your child move towards higher levels! Our courses are led by subject specialists in National 5, Higher and Advanced Higher subjects (SQA exam boards,) so you can feel reassured that they’ll cover specific exam techniques and questions.

This includes timing

Timing can be such a crucial factor- even for those who usually achieve the highest marks in the class! This is because under exam pressure (let alone anything else your teen might have going on in their personal/home or social lives!) This includes timing. Timing can be such a crucial factor- even for those who usually achieve the highest marks in the class! This is because, under exam pressure (let alone anything else your teen might have going on in their personal/home or social lives!) because the timing of individual questions can be tricky to master- and to work effectively in timed conditions takes practice. Deepen Knowledge and Skill

Pupils who attain top marks are usually those who are willing to deepen their knowledge and skill. As the revision process progresses for your child, there’ll be time to refine techniques and skills, as well as moments to acquire some further knowledge of a topic. Revision shouldn’t really about learning new things- especially if your child’s aiming for high grades…it should be about mastering things at the maximum level. Teachers, our revision courses and subject specialists can help equip your child for jumping the further hurdles, should they need it.

To achieve top grades in exams students, must revise during the Easter break. Despite their best intentions, it can be difficult for students to possess the willpower and discipline to work effectively during the holidays.

Revision

It seems a given that if your teen is hoping for top grades, then they’ll be revising (so we won’t dwell on this one too much!) But, what we will point out is that revision doesn’t need to mean that your child is glued to the realms of their bedroom, studying alone. In fact, it can be very beneficial to revise alongside like-minded peers, who might be good to bounce ideas with or share topic knowledge with. Therefore, joining one of our revision courses can be an excellent way to boost your child’s grades and expert knowledge!

As a final note

Finally, aiming for the highest grades will involve working and focussing hard, but it will also involve a sense of balance. Eating well, sleeping well and resting well is, of course, vital for your teenager’s maximum output come exam time!

Easter School

We offer 8 hours of structured revision, led by qualified and experienced school teachers, many of our teachers are SQA markers.

Week One Monday 1st April – Thursday 4th April 2019 Week Two Monday 8th April – Thursday 11th April 2019

National 5 subjects covered: English, Maths, Chemistry, Biology, Physics, Geography, Business Management, Spanish & French

Higher subjects covered: English, Maths, Chemistry, Biology, Human Biology, Physics, Business Management, Modern Studies, Geography, Spanish & French.

Advanced Higher subjects covered: Maths, Chemistry Biology & Physics.

Click here to find out more about Easter School

See More Here: How to Head for the Highest Grades

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scholartutoring · 6 years ago

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How to Head for the Highest Grades

Know Your Exams

This includes timing

Pupils who attain top marks are usually those who are willing to deepen their knowledge and skill. As the revision process progresses for your child, there’ll be time to refine techniques and skills, as well as moments to acquire some further knowledge of a topic. Revision shouldn’t really about learning new things- especially if your child’s aiming for high grades...it should be about mastering things at the maximum level. Teachers, our revision courses and subject specialists can help equip your child for jumping the further hurdles, should they need it.

Revision

As a final note

Easter School

We offer 8 hours of structured revision, led by qualified and experienced school teachers, many of our teachers are SQA markers.

Week One Monday 1st April – Thursday 4th April 2019 Week Two Monday 8th April – Thursday 11th April 2019

National 5 subjects covered: English, Maths, Chemistry, Biology, Physics, Geography, Business Management, Spanish & French

Higher subjects covered: English, Maths, Chemistry, Biology, Human Biology, Physics, Business Management, Modern Studies, Geography, Spanish & French.

Advanced Higher subjects covered: Maths, Chemistry Biology & Physics.

Click here to find out more about Easter School

See More Here: How to Head for the Highest Grades

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shakeel786blog · 7 years ago

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Hotter years ‘mean lower exam results’

Image copyright Getty Images

In years with hotter weather pupils are likely to perform less well in exams, says a major study from researchers at Harvard and other US universities.

There is a “significant” link between higher temperatures and lower school achievement, say economic researchers.

An analysis of test scores of 10 million US secondary school students over 13 years shows hot weather has a negative impact on results.

The study says a practical response could be to use more air conditioning.

Heat wave

Students taking exams in a summer heat wave might have always complained that they were hampered by the sweltering weather.

But this study, from academics at Harvard, the University of California Los Angeles (UCLA) and Georgia State University, claims to have produced the first clear evidence showing that when temperatures go up, school performance goes down.

Researchers have tracked how secondary school students performed in tests in different years, between 2001 and 2014, across the different climates and weather patterns within the US.

Image copyright Getty Images

The study, published by the US National Bureau of Economic Research, found that students were more likely to have lower scores in years with higher temperatures and better results in cooler years.

This applied across the many different types of climate – whether in cooler northern US states or in the southern states where temperatures are typically much higher.

The study, Heat and Learning, suggested that hotter weather made it harder to study in lessons in school and to concentrate on homework out of school.

Researchers calculated that for every 0.55C increase in average temperature over the year, there was a 1% fall in learning.

Colder days did not seem to damage achievement – but the negative impact began to be measurable as temperatures rose above 21C.

The reduction in learning accelerated once temperatures rose above 32C and even more so above 38C.

Turning up the air conditioning

The study also found the impact of the heat was much greater on low income families and students from ethnic minorities.

There were suggestions that wealthier families and schools in disadvantaged areas were more likely to intervene if pupils were slipping behind and to find ways to compensate, such as extra tuition.

But it says a “simpler explanation” might be greater access to air conditioning in more affluent families and the schools their children attend.

Joshua Goodman, associate professor at the Harvard Kennedy School of Government, and his co-authors provide evidence that the “heat’s disruption of instruction or homework time is responsible for the observed drop in test scores”.

He says students were incrementally more likely to be “distracted, agitated and find it harder to focus”.

But Mr Goodman says it would have been harder to carry out similar studies in the education systems in the UK, because the differences in weather conditions would have been much narrower.

The wide range of weather conditions in the US allows comparisons within the same year group as well as with test performances in previous years.

Mr Goodman says the findings also raise bigger questions about whether climate change and global warming will have implications for school achievement.

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ivorystudyblog-blog · 7 years ago

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Hi gorgeous reader!

Study with Me: April 10th 2018

I started off my today by waking up at 10am and making myself breakfast. I always try to make sure I have breakfast because without it my focus will fall much faster than it should.