(24-28) And then [in thermo] I felt like I started understanding more, so I felt like it started getting higher. And we had the strength class that I had, we only have two exams in the semester. And our first exam, I ended up doing very well on. So that really boosted my confidence as long as with doing well in these other classes. And that was right before we went on winter break.
(34-38) And then right when I came back, the classes almost unexpectedly have just seemed like a whole bunch more work, and not just in the classroom but outside the classroom with extracurriculars, seemed to be increased. So it kind of took a fast down slope. And I had multiple exams, I had two or three weeks where I had an exam or two every week. I was constantly walking around stressed. It was just a very difficult time. And obviously made it through it, and I did relatively well, but some of the grades weren’t as good as I’d like them to be. But it was still a stressful time.
(306-310) So the low point, I’d say was mostly because of stress, not because of any grades I was getting. Because I just felt like with all of the things I do on and off campus, and all my classes, I was constantly going somewhere and doing something. So I would feel like I don’t have any time in the day to relax, which is bad for me, because if I don’t have time to relax, then I’m just burning myself out day after day after day.
(311-312; 336-337) . . . the way that I got through that was through a combination of committing—It was more, what’s the word? I planned out more so, when I was going to do my work and how I was going to do it, than just going along and seeing what would happen. It’s having everything in the Google calendar and being able to look ahead and say this is when I can afford to take a break, this is when I have to do my work.