learning – Strings of Thought

The Labors of Finals Week

This year, a new experience for me was finals week, where you get tested on all the material from the first semester in all of your classes. At first, it felt really overwhelming, navigating how to study for seven classes while also doing the homework they assigned. I struggled with figuring out how to divide my time between classes and trying to determine which classes needed the most attention. It felt exhausting a lot of the time, but when everything was over, I felt really accomplished that I had gotten through my first semester and my first finals week.

One thing I enjoyed about finals was how students came together to study and support each other. There were many impromptu sessions during finals week where we explained concepts to each other and quizzed each other. It felt really nice to both aid others with the material and receive help when I was confused. These study sessions made finals week less stressful and helped me keep in mind that I was not the only one in this.

One challenge was the amount of work each teacher gave us during the week of and the week before finals. They recognized out loud that we have seven classes to study for and we had numerous projects to work on, yet they continued assigning work so they could finish their own curriculum. This created a heavy workload for the students, and many of us were not able to balance studying for the finals with the projects everyone assigned. I believe students would do much better on finals if teachers took into consideration the amount of work they assigned and the number of classes each student had to study for.

Another challenge was sitting through each of the tests for two hours. It was difficult, at least for me, in some classes to sit through the same format of tests over and over again for two hours straight. In my opinion, it helped a lot if the teachers had different styles and formats of questions on their tests because it kept my brain engaged, as it continued changing as the test progressed.

Starting to study three weeks before the final was extremely beneficial, even though I could have started before. Studying with my friends and asking my teachers about the final also helped immensely.

When I started studying, I was taken aback by the sheer amount of material we were supposed to study. I split the content into chunks and planned out what I would study each day, where I would take notes, and how I would review the notes. Due to this, I was able to finish reviewing the material properly by the day of the final. Additionally, if I did not understand something, I would consult one of my friends, and we would make a fun study session out of it. This allowed us to continue learning while also staying engaged and having fun. Asking my teachers questions about the finals themselves was also really beneficial because a lot of my teachers did not tell us the details of the final until I asked them. This allowed me to focus on what to study for and to be mentally prepared for the type of test I was going to be taking.

Overall, this was a very beneficial experience, and it has helped me understand how I am going to approach finals in the future. I learned how to study efficiently and effectively, and now I feel more confident going into finals week.

Echoes of Aletheia

What Happened

This week has been one of the most stressful and nerve-wracking weeks of my life, and it’s not even because of the workload. Some backstory: I worked on this one essay for four days, and I ended up getting a zero on it because it was flagged for AI. My teacher’s and the website’s case: too much copy-pasting.

And she wasn’t wrong; there was a lot of copy-pasting, but it wasn’t from AI. Our middle school teachers used to tell us that as a precaution, whenever you do a big assignment, put it through AI detection websites to check if it shows up as AI or not. Just in case, you know. I did this exact thing with this essay, but I copied and pasted it into the AI checker and pasted the same thing back onto my essay, which I shouldn’t have done. In my version history, it may have shown up as a “large copy-paste,” causing the website to look at it as AI, even though it wasn’t.

Another thing that happened was that I was using a grammar checker to check for spelling and grammar errors. But somewhere in the middle, it started suggesting rewrites to advertise a ‘pro’ plan. I stupidly accepted them without checking what they said, and that’s what made my essay show up as both copy-pasting and AI.

What I Think About It

In the end, all my work showed up as a lot of AI, and my teacher is not ready to believe me that I did not use it because the website has so much evidence against me. It honestly felt horrible to see days of work dismissed as a zero so quickly. I understand why my teacher reacted that way — from her perspective, it looks clear-cut. But what I think is that these websites cannot be blindly trusted, which is what my teacher might be doing. If you put one essay through 10 different AI checkers, it can range anywhere from 0% to 100%, which just proves how varying and inaccurate they can be.

What I Learned

The main lesson I learned from this is not to touch AI or even think about it, even in the form of grammar checks. If I want to do a grammar check, I can use the feature built into Google Docs, not any external website or extension. Also, I am definitely not going to even touch my Ctrl C and Ctrl V keys during any of these assignments. Another thing I learned is that the websites that teachers use for these types of essays do very thorough checks of everything, including version history, similarity to other students, plagiarism from websites, and AI language.

I know why this happened, and it was partially my fault, but I feel very helpless and frustrated, because it was a misunderstanding and complete stupidity on my part. Because everything looked so clear from my teacher’s side, she decided to give me a zero on this assignment, which has impacted my grade a lot.

On the positive side, it is good that this happened in my freshman year. If I have a low grade in this semester and a high grade in other semesters of English, then it will show up as movement, not a random bad grade in the middle of nowhere. I’m glad this happened now, when I can learn from it, rather than later when it could’ve mattered more. If anything, I hope other students can learn from this and avoid making the same mistake that I did 😊.

Navigating the Labyrinth: High School Survival Tips (Part 2)

In this post, I’d like to continue the tips I started last time. As I wrote last time, having a good strategy is key to surviving the challenges of high school without burning yourself out. Here are some more tips that I’ve learned so far.

5. Learn your teachers’ styles.

One of the first things you’ll notice in high school is that no two teachers are the same. Some are super detail-oriented, some love group projects, and some pile on homework like it’s their favorite hobby. Learning your teachers’ styles is important because it helps you adapt. You’ll know how to manage your time and how much effort each class will take. For example, if one teacher nitpicks every little detail and another cares more about creativity, you can split your energy wisely. Spend extra time polishing the work for the detail-focused teacher, and for the creative teacher, focus more on brainstorming good ideas before you even start the assignment. That way, you’re playing to each teacher’s expectations without burning yourself out.

6. Learn When to Say No

Another tip I learned quickly is the importance of saying no. In high school, it feels like everyone is asking you to join something—clubs, sports, projects, even last-minute hangouts. At first, it can feel like you have to say yes to everything or else you’ll miss out, but the truth is, you can’t do it all. It’s okay to take a step back and think about what you actually want to do. For example, joining six clubs might sound like a great idea during the first week, but by the time the meetings and events start piling up, you’ll feel like you’re drowning in commitments. When that happens, not only do you lose your free time, but you also don’t enjoy any of the things you signed up for in the first place. Saying no doesn’t make you lazy—it shows you know your limits and value your time. And when you choose fewer things, you can actually give them your full effort and enjoy them more.

7. Pick Activities You Actually Like

College applications. They’re a huge part of high school, and sometimes it feels like everything we do is just for that. Because of that, a lot of people end up joining activities only because they think they’ll “look good.” But honestly, every counselor and article I’ve seen says the same thing: passion is way more important. If you actually enjoy something, you’ll do better at it, and people will notice. For example, if you love writing, the school newspaper will be so much more fun (and impressive) than forcing yourself into debate just because it sounds good. When you don’t like what you’re doing, it just feels like work. But when you do, it actually feels exciting and worth it.

8. Celebrate the small wins and strive for your best

Last tip: high school gets overwhelming fast if all you ever focus on are the “big goals” like a perfect GPA, varsity, or getting into your dream college. Those things matter, sure, but if you only chase them, you’ll feel like you’re never doing enough. That’s why it helps to set smaller goals that keep you motivated along the way. It could be finishing a group project on time, studying for a tough test, or even just getting enough sleep during a busy week. Those little wins add up and give you the push to keep going. And remember—doing your best doesn’t mean being perfect, it means creating something you can actually be proud of.

At the end of the day, high school isn’t about being perfect—it’s about finding what works for you, managing your time, and making choices that keep you motivated and happy.

The Four Fates of High School

One of the first things I realized about high school is that all teachers have their own styles, and you have to adjust to them fast. So far, I’ve identified four types: the super particular one, the too-nice one, the one who goes off on tangents, and the teacher who talks way too slow.

I have this one teacher who is very particular about everything. She has everything color-coded, sources for every detail, and checks every word in your assignment. Honestly, though, I like these types of teachers because at least you know exactly what they expect, and you can edit your work to match. And you can actually learn something. That’s definitely better than the teacher who’s too nice to tell you what you’re doing wrong.

The too-nice teacher tries so hard to make everyone happy that just showing up feels like an achievement. She’s the sweetest person on Earth, but my class takes advantage of her constantly. She gets frustrated but won’t show it because she’s afraid of hurting feelings. Honestly, I think she’d be more effective if she reprimanded people more instead of letting us run the show.

Then there’s the tangent teacher. You learn about the subject maybe half the time, and the other half is their life story. It’s entertaining, and sometimes the class feels more like story hour than a lesson. But it’s also frustrating when a test is coming up, and instead we’re hearing about the time they spent three hours waiting in line at Disneyland.

And finally, the slow talker. We should get an A+ in that class just because we can stay awake. On the first day, they told us to write our names on index cards. But by the time they added, “If it’s the same as your preferred name, leave it blank,” we’d all already finished writing and were halfway through erasing. And the worst part is, this is one of my hardest classes, so if I zone out for even a second, I’m failing the next test.

At the end of the day, surviving high school means figuring out your teachers’ styles and adjusting fast. High school isn’t just about the subjects; it’s about learning to balance and adapt to all kinds of people, teachers included.