Personal Narrative: Dealing With ADHD
One Friday afternoon, just before winter break, my guidance counselor pulled me aside and told me I had been accepted into Western New England University (WNE). This was one of the best schools I had toured and I was quite excited. However, in order to be accepted into the College of Engineering, I needed above a seventy-seven in my math class. For most people, motivation to achieve this would come with ease. However, for me, this was an extremely daunting task. Around sophomore year, I was diagnosed with ADHD. I was relieved because this answered many questions regarding my performance in school. My Academics were lacking at the time and the diagnosis gave me an opportunity to control this deficit. In essence, I knew why I was struggling; I could work towards finding solutions for dealing with ADHD. At first the solutions seemed easy; however putting the solutions into practice was where I lacked. Junior year was when I found I needed to explicitly communicate with my teachers on material I did not understand. My toolbox in dealing with ADHD
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Given feedback regarding past teachers, it was not necessarily a lack of interest in the math but rather low test grades which did not reflect my true capabilities. I enjoyed math. This was not the problem; the problem was remembering all the material for the test. Knowing the material one day and learning the material for the test are two different things. I would come to learn this later. After many more low test scores my grades in Pre-Calculus started to increase. The application of my tools and my determination had led to this improvement. This was exactly what I needed to reach a seventy-seven in Pre-Calculus. This was the point when I realized, as long as I felt that I had put in everything to achieve this grade then I would succeed. I had the tools to succeed in this class and all that was left was to actually follow through with my
Given feedback regarding past teachers, it was not necessarily a lack of interest in the math but rather low test grades which did not reflect my true capabilities. I enjoyed math. This was not the problem; the problem was remembering all the material for the test. Knowing the material one day and learning the material for the test are two different things. I would come to learn this later. After many more low test scores my grades in Pre-Calculus started to increase. The application of my tools and my determination had led to this improvement. This was exactly what I needed to reach a seventy-seven in Pre-Calculus. This was the point when I realized, as long as I felt that I had put in everything to achieve this grade then I would succeed. I had the tools to succeed in this class and all that was left was to actually follow through with my