AHigh School Experience
AHigh School Experience
WhenI joined high school, I was eager to meet new friends, acquaintmyself with contemporary cognizance and explore numerousopportunities. Students are anxious and most of the times obliviousof the experiences that await them when joining institutions(Caldwell, 2012). Like any other learner, I valued friendship, and I knew it would beimperative to identify with a given group. Having parted with oldfriends after junior school, I dreaded the feeling of beingalienated, and I put myself to the task of observing groups toidentify the ones that could suit my social and academic needs.
Itwas during the maiden week that I spotted them individuals whoexuded an aura of confidence, dedication to studies and unquenchabledesire for success. Having a history of exemplary performance throughundiluted travail, I immediately knew that I had clicked home. Thegroup percolated all the attributes that I was struggling to annexconfidence, determination, and maturity. A few days in school saw meexhibiting the characteristics that the group held. I immediatelyloved my new transformation that was charged with activity andbattles to stand out from the rest. We would skip lunch to spend timein the library and joined the school team in playing golf. True to myexpectation, we became all-rounded learners.
Withoutregard to the collection achievements, I gradually developed anaversion to the group. The confidence progressed into arrogance andtheir determination to selfishness. Prodigiously, the maturity thatwas synonymous with the members transpired into callousness. I nolonger wished to be associated with the group, and I resolved to lookfor a better company. It was after the recollection that I discoveredhow cold I had become. However, one does not walk out on his friendspromptly. I spent my sophomore years associating with the achieversyet being burdened with their cut-throat competition.
Duringmy junior year, I bumped to another category of learners whom Ibelieved demonstrated all the values that would make me a modelstudent. Most of the members in the group were slack and did not seemto be in a race for success. After all, achievements could be madefrom varied approaches. When I joined them, I realized that schoolwas more than spending time in the library and trying to impressexperienced golf players. Life became more fun, and I met new peopleand tried a myriad of things. The group eliminated the fear offailure that had been cultivated by my former accomplices. I wished Ihad made such friends on my first day in the institution until Istarted turning skeptical about the ambitions of my newacquaintances.
Irealized that their slackness was only apathetic and theirspontaneous tendencies reckless. The more I spent time with them, theless caring I became. I was gradually denouncing the values that Ionce held so dearly. I felt alienated, and school became a burdenthat I was forced to endure. Unknowingly, I sought solace in publicgatherings where I would drink to forget my problems. I realized thatthere is nothing more confusing than losing an identity and directionin life. I wished that I would hurdle back to my former being, but Iwas already deep in the company.
Thetwo groups oriented me to experiences which I initially thought wereappropriate for the learning environment only to anguish me later. Itried to fit into behaviors whose philosophy I did not embrace. I wasnot an overachiever, and I would not accept slackness to dominate myschool life. I hated myself for failing to stand my ground. Myrecollective nature resolved that I had to rejuvenate my true self.
HereI am now with a newly found friend. He is confident but levelheaded.He is laid back but exudes self-drive. He is passionate but does notcourt unnecessary pressure to standout. Besides, he is responsibleand makes his moves with caution. I believe this is the kind ofrelationship I was looking for before plunging incautiously toinfluential yet unfavorable groups. Today, I am content with myachievements and school is no longer a yoke on my shoulders.
Caldwell,K. (2012). Sprechensie… What? Anxiety/Uncertainty Management in a German AmericanSchool.