my weakness as a student essay

Essay on My Weakness

Students are often asked to write an essay on My Weakness in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on My Weakness

Understanding my weakness.

Every person has strengths and weaknesses. One of my weaknesses is impatience. I often want things to happen quickly and can get frustrated when they don’t.

Impatience in Everyday Life

This impatience affects my daily life. I rush through tasks, which can lead to mistakes. It also affects my relationships, as I can be quick to react.

Working on My Weakness

Despite this, I am learning to manage my impatience. I practice mindfulness, which helps me stay calm. I am not perfect, but every day, I strive to be patient.

250 Words Essay on My Weakness

Introduction.

Everyone possesses a unique blend of strengths and weaknesses, shaping their character and defining their individuality. My journey of self-awareness and growth has led me to recognize one of my significant weaknesses – procrastination.

Understanding Procrastination

Procrastination, the act of delaying or postponing tasks, is a common human behavior. It is often misconstrued as laziness, but it is more complex. It’s a struggle with self-control, where immediate gratification takes precedence over long-term goals. As a college student, this weakness has often led me to squander valuable time, affecting my academic performance and causing unnecessary stress.

Impact of Procrastination

The impact of procrastination extends beyond academics. It has hindered my personal growth and the development of essential life skills. The habit of putting off tasks has, at times, led to missed opportunities and prevented me from reaching my full potential. It has also affected my self-esteem, creating a vicious cycle of delay, guilt, and stress.

Overcoming Procrastination

Recognizing procrastination as a weakness was the first step towards overcoming it. I have started implementing strategies like time management, setting realistic goals, and breaking tasks into manageable parts. I also practice mindfulness to stay focused and avoid distractions.

In conclusion, while procrastination remains a significant weakness, acknowledging it has opened avenues for self-improvement. It has taught me that weaknesses are not permanent obstacles but challenges that can be overcome with determination and the right approach.

500 Words Essay on My Weakness

Every individual possesses a unique mix of strengths and weaknesses. They shape our character, influence our actions, and guide our decisions. Acknowledging and understanding our weaknesses is not a sign of defeat but a step towards self-improvement. In this essay, I will share my personal journey of recognizing and addressing my primary weakness: perfectionism.

Understanding Perfectionism

Perfectionism is often misinterpreted as a strength. Striving for excellence and setting high standards is commendable, but when these standards are unattainable and one’s self-worth becomes dependent on achieving them, it becomes a debilitating weakness. As a perfectionist, I have often found myself in this trap, paralyzed by the fear of failure and criticism.

The Impact of Perfectionism

The impact of perfectionism is multifaceted. Firstly, it hampers productivity. The constant desire to perfect every detail often leads to procrastination and delays. Secondly, it fosters a fear of failure. The dread of making mistakes inhibits risk-taking, a crucial aspect of learning and growth. Lastly, it can lead to mental health issues like anxiety and depression, as the constant pressure to meet unrealistic standards can be overwhelming.

Recognizing the Issue

The first step in overcoming any weakness is acknowledging its existence. I realized my perfectionism was a problem when I noticed its detrimental effects on my mental health and productivity. I was constantly stressed, my work was always late, and I was never satisfied with my achievements. This realization was a wake-up call that prompted me to seek change.

Addressing Perfectionism

Addressing perfectionism requires a shift in mindset. I had to learn to distinguish between healthy striving for excellence and unhealthy perfectionism. This involved setting realistic goals and understanding that failure and mistakes are part of the learning process. I also had to learn to separate my self-worth from my achievements.

Seeking Help

Seeking professional help was a significant step in overcoming my perfectionism. Therapy provided a safe space to explore the root causes of my perfectionism and equipped me with coping strategies. It also helped me understand that my value as a person is not dependent on being perfect.

Perfectionism, my primary weakness, has been a challenging journey of self-discovery and growth. Recognizing and addressing it has not only improved my productivity and mental health but also enriched my understanding of myself. It has taught me that it’s okay not to be perfect and that our weaknesses, once recognized and addressed, can become stepping stones to personal growth and self-improvement.

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Reflective Essay: My Greatest Weakness

Every one of us has weaknesses, and so do I – quite many, in fact. But out of them all, I believe the greatest one is my lack of self-confidence. I don’t know how I came to have this low self-esteem, but I do know it is a problem I absolutely have to fix. Upon reflecting quite a while on this matter, I understand it is a flaw in my personality that is needlessly complicating my life on many levels and often hinders my development, both personally and professionally.

First of all, my lack of self-confidence too often leads to a lack of trust in others. Many times, I found myself suspecting others of having hidden agendas when offering their friendship or help, or making a kind gesture. “Why would they want to help me?” “Why would they want to have a coffee with me? They must be after something!” I know I not only missed many opportunities this way, but, most importantly, that I may have hurt good people because of this way of thinking.

Paradoxically, even though my self-confidence issues make me not trust others, when I do let people in, I start relying on them too much. Since I don’t believe in myself to find my own happiness, I tend to turn to others to fulfill that role for me. Thinking about this objectively, I understand I sometimes put too much pressure on others or burden them excessively, because I don’t trust my interior strength and my own judgment.

Mix the two above-mentioned ingredients together, add some spices, and you get a nice dish of troubles in your romantic relationships. Because of my trust issues, low self-esteem and emotional dependence on my partner, I constantly needed reassurance and I started many unnecessary fights. Luckily, I have an understanding partner and he still puts up with me, in spite of all this. I, too, have been doing my best to overcome these issues since I became aware of them, and I now try to view our relationship more objectively, more trustfully. However, sometimes, that crazy little leprechaun in my had still comes out to play.

Now, my self-doubt doesn’t affect only my relationship with others – it affects me, individually, as well. Because of this weakness of mine, I often give up on my self-development goals, thinking that I’m never going to accomplish them anyway. For instance, I started a 30-day home yoga challenge to get into shape and lose some weight. It’s been 3 months, and I’m on day 10 with the program. I think the facts speak for themselves.

Likewise, I’ve lost many job opportunities because I simply didn’t have the motivation or the courage to take action at the right moment – or even to complete a job application. “I’m going to fail anyway. Why put myself through this?”; “I’m not good enough.”; “I do have the skills, but the competition is much better than me. I don’t have a chance.” – and so on and so forth. It’s not laziness, as many might imagine. It’s just fear – most of the times silly, but still fear.

All in all, after extensive soul-searching, I realize that my self-doubt is my greatest weakness of them all, because it is a brick wall I keep hitting in all aspects of my life, be them personal or professional. Lack of self-confidence makes one suspicious of others, it hurts relationships, it hurts people, it hinders one’s development, and it simply complicates everything. Acknowledging the existence of a problem is a huge step towards solving it, and I will keep working on it until I demolish that brick wall – or banish the crazy little leprechaun in my head, if the metaphor feels more appropriate.

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Home / Essay Samples / Life / Strengths / Personal Strengths and Weaknesses as a Student Learner

Personal Strengths and Weaknesses as a Student Learner

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7 sample responses to "What's your biggest weaknesses?" for students

Frances chan.

Ever been stumped by the classic interview question, 'What's your biggest weakness?' You're not alone. It's a question that can make even the most confident candidates sweat.

Why? Because it's a balancing act – you need to be honest, but at the same time, you don't want to give an answer that throws a shadow on your abilities.

Don't worry, though. This post is all about mastering that balance. Through seven real-world sample responses, we'll unpack smart strategies to tackle this tricky question head-on, ensuring you come across as both self-aware and capable in your next internship interview.

But first, why do interviewers ask about your weaknesses?

• How to answer "What's your biggest weakness" (7 sample responses)
• How NOT to answer "What's your biggest weakness"

Before we dive into specific responses, let's explore why companies ask this question in the first place.

Well, when you're just starting your career journey, you might not have a ton of experiences or skills to back you up. Luckily employers understand that! They're not necessarily hiring you for your current skill set but for the potential superstar they think you can become.

But here's the kicker: How do they figure out if you've got that star quality? That's where this question comes in.

When companies ask about your weaknesses, they're basically trying to get a sense of a few things:

How mature & self-aware you are: They know you're not a seasoned pro yet, so they're checking if you've at least got maturity and self-awareness. Think about it like this: If you're aware of your strengths and weaknesses, you're on the right track. But if you claim to have zero weaknesses, you're probably not very mature. And if you can't pinpoint your own weaknesses, you're don't reflect on yourself enough.

Whether you're "coachable": Your superiors will need to spend a lot of itme coaching you, so companies want to make sure you're worth this investment of time and money. If you can admit to your own shortcomings and show you're open to improvement, that's a big plus. They want to see if you're the kind of person who can take constructive criticism and turn it into growth.

How honest you are: Being honest isn't just about following a rule; it's about gaining the interviewer's trust. They're not just after your weaknesses; they're also checking if you're being real and genuine. Trust goes a long way in building a strong working relationship, and honesty is the cornerstone of that trust.

So, there you have it! The "What are your biggest weaknesses" question isn't just small talk. It's a  way for employers to assess your potential, see how self-aware you are, test your coachability, and gauge your honesty. Now, let's take a look at some sample responses to see these ideas in action.

How to answer "What are your weaknesses?" (7 sample responses)

#1 not delegating enough.

In a group project last year, my teammates told me I was taking on too much by myself. They were right – I was trying to do it all, thinking it would help, but it was just overwhelming me and not letting others chip in. So, I decided to switch things up. I started sharing tasks more, playing to everyone's strengths, and keeping the lines of communication open. It really changed the game for us. I was less stressed, and everyone felt more involved. Our project turned out great – our professor even complimented us on how well we worked together. It was a real eye-opener for me about trusting my team and sharing the load.

✅ This response is great because:

• It mentions actual feedback you've gotten instead of something generic like "I work too hard" or "I'm a perfectionist" which most students default to. 
• It shows how you implemented the feedback. You didn't just say you got feedback. You shared how you applied it. This shows you'll likely be able to take feedback at work too. 
• It highlights positive outcomes that resulted from your change! Employers like it when you can translate learning into tangible results.

#2 Being uncomfortable with public speaking

One area I'm focusing on improving is my public speaking. I've always felt more comfortable writing than speaking, because when I'm writing, I have time to think and edit, but public speaking feels like you're on the spot, and that's always been a bit intimidating for me. But I know it's a key skill, especially in the workplace, so I've been actively working on it. I started recording my practice presentations to see where I stumble or get nervous. It's kind of strange to watch myself, but it's really eye-opening. I can actually see where I need to slow down or sound more confident. I also present to my friends whenever I can. They're great at giving me honest feedback, pointing out things like if I'm not making enough eye contact or if my points aren't clear. It's been really helpful in understanding what I need to work on. I'm not there yet, but I'm definitely making progress. I'm eager to continue improving, and I think this job is a great opportunity to keep working on my public speaking skills and really put them to use for the team.

• It provides context for your weakness.  By explaining that you're more comfortable with written communication, you offer insight into why public speaking is challenging for you. This context makes your weakness more relatable and understandable, showing that it's not a lack of effort but a specific area that doesn't come as naturally to you.
• It shows how you're proactively working on your weakness.  You didn't just say you're "working on it"! You detail specific, actionable steps you're taking to improve (recording yourself and seeking feedback from friends).
• It proves your willingness to tackle an area outside your comfort zone , which shows adaptability. This is a key quality in the workplace, where conditions and requirements often change, and employees need to adjust accordingly.

#3 Being disorganized

Organization hasn’t always been my strong suit, and there’s a pretty memorable incident that highlights this. It was during my first semester, and I had this habit of, let's say, 'optimistic procrastination.' I thought I had all the time in the world until the night before a major exam. I suddenly realized I had barely studied. So there I am, surrounded by mountains of notes, chugging coffee at 2 AM, trying to cram months of material into a few hours. It wasn't just stressful; it was comically tragic. I even tried to make flashcards out of cereal boxes because I ran out of paper! That night was a real eye-opener. I learned the hard way that winging it wasn’t going to cut it in university. So, I started using a digital planner, setting up study schedules well in advance, and breaking down my workload into manageable chunks. This new approach transformed my study habits. I was less stressed, my grades improved, and I never had to resort to cereal box flashcards again! That experience was a bit of a turning point for me. It taught me the value of being organized, not just in avoiding last-minute panics, but in improving my overall academic performance. I’ve carried these lessons with me, and they've been incredibly useful in group projects and other aspects of university life too.

• Your response is unique! Interviewers get a lot of canned responses to this question, so it's refreshing to hear something different. Your use of humor also makes your story more memorable and engaging.
• You establish a personal connection with the interviewer . Interviewers are human too, and your use of humor can help break the ice, making the interaction more enjoyable and personal. (Of course, this depends on the field – if you're in a more conservative field like government or finance, you may not want to get so personal.)
• You show you can learn from mistakes. Everyone makes mistakes, including at work. By sharing how a mistake led you to adopt better habits, you showcase your ability to learn from mistakes and grow. 

#4 Not asking for help

I've noticed that I really like to figure things out on my own, sometimes maybe a bit too much. For instance, there was this one time in my calculus class where we were tackling complex integrals. I spent hours trying to solve one particularly tough problem, determined to do it all on my own. Eventually, I realized that I wasn't making any progress and was just going around in circles. It's a habit I've been working on, especially with my studies. I love the challenge of solving problems independently, but I also know there's a lot of value in asking for help when needed.  So, I've set this personal rule: if I'm stuck on a problem, like a tough math equation or a coding issue, I give it a solid 30-minute try. If I don't have it figured out by then, I'll reach out to a classmate or a tutor for some help. This method has really helped me balance my desire to solve problems on my own with the practicality of seeking assistance. It ensures I don't waste too much time on one thing, but also encourages me to give it my best shot first. I think it's important, especially in a learning environment, to know when to be independent and when to reach out for help.

• It provides a tangible example of how you addressed your weakness. If you had just said "I have issues asking for help" and left it at that, the interviewer might have reservations about hiring you. But you showed them a specific strategy for how you addressed (and conquered!) your weakness. It's almost like it's not a weakness anymore, which is great!
• It highlights key qualities employers look for in potential interns: For example, this example shows that you recognize when you need help, a key skill that employers look for in early-career professionals. As a student, you don't know much and employers totally get it. What they won't appreciate is an itnern who spends an exorbitant amount of time trying to figure things out themselves when they could've just asked for help.

#5 Overthinking

My biggest weakness used to be overthinking, especially with assignments. I'd get so bogged down in the details that it slowed me down. But everything started to change after I read 'The Lean Startup' by Eric Ries. The book emphasizes starting quickly and refining as you go, rather than aiming for perfection from the outset. This approach really resonated with me. I've started applying these 'lean' principles to my study habits. Now, instead of trying to perfect an essay or project from the beginning, I focus on getting a basic version done quickly and then iteratively improving it. This method has made me much more efficient. I can complete assignments faster and have more time to refine them, which has actually improved the quality of my work.

• It shows that you can learn from external sources and adapt those learnings to improve yourself. This shows you'll likely be able to apply feedback well.
• It connects the weakness to professional skills. The response ties the weakness and the approach to overcoming it to skills that are valuable in a professional setting, like efficiency and quality.

#6 Something you don't have experience with

So, my biggest area for improvement? I'd say it's definitely getting up to speed with C++. In my computer science courses, we mostly focused on Python and Java, which I'm pretty comfortable with. But C++, not so much. It's a big deal in some software and systems development areas, and I just haven't had the chance to dive into it as much. I'm tackling this head-on, though. I've signed up for this online C++ course and I'm setting aside time each week to really get into it. Plus, I'm on the lookout for any projects, maybe something open-source, where I can actually use C++ in a real-world situation. I feel good about my coding skills in general, but I know adding C++ to my toolkit is important. It's all about being versatile and ready for different kinds of programming challenges, and I'm totally up for it.

• It shows you're self-aware: It's impossible for you to be familiar with every single programming out there. But if you can assess your own skill set critically and honestly, that means you're self-aware, which is key to growing personally and professionally in the long run.
• You balance confidence with humility: While you acknowledge your weakness in C++, you still expresses confidence in your overall coding abilities. This balance indicates that you'reneither overconfident nor underselling yourself, which is important in maintaining credibility.
• It shows you're eager to learn: For someone just starting out in their career, being ready to learn and tackle new challenges is important. It shows you're not just stuck with what you already know. Instead, you're always trying to learn more and do your job better, which is exactly what companies want in their team members

#7 A specific tool

One area I'm still getting the hang of is Google Analytics. As a marketing student, I've been really focused on the creative side – like ad design and campaign strategy. But I realized that understanding data analytics is super important for measuring the impact of those campaigns. So, I started diving into online resources and tutorials on Google Analytics. It's been a bit of a learning curve, not gonna lie. I've been spending a few hours each week trying to figure out all the features and how to interpret the data. Recently, I had a breakthrough when I successfully analyzed the traffic data for a small project, and it actually helped tweak our campaign strategy. I'm not an analytics guru yet, but I'm definitely on my way. Improving this skill is really important to me. I think getting better at Google Analytics will not only give me a more complete view of marketing but also help me make smarter, data-driven decisions in future projects.

• You acknowledge there's a learning curve: You openly admit the challenge you're facing with the learning process, which reflects honesty and humility. The interviewer is more likely to trust you as a result.
• It demonstrates an understanding of your field. You identify a weakness that is directly relevant to your field (marketing). This shows you understand the industry demands and the importance of data analytics in marketing, demonstrating an awareness of current market trends.
• It shows how you applied what you learned to a real project. You're not just learning in theory but also putting your new skills into practice, and doing so successfully! 

How NOT to answer "What are your weaknesses?"

#1 humble bragging.

The worst way to respond is to make a humble brag like "I work too hard," "I care too much," or "I'm a perfectionist." If you respond like this, don't be surprised if you see a funny expression on your interviewer's face!

75% percent of the time [candidates say something like] "Actually, Brad, my weakness is I work too hard, and I tend to be a perfectionist." That's arguably the biggest bull@#$% answer in the history of interviewing. I know what the student is thinking: "I'm going to take a strength and  disguise  it as a weakness, and this recruiting director here, who interviews people for a living, will never figure that trick out!" Guess what? You're not the first person to pull that stunt. –Brad Karsh, Confessions of a Recruiting Director

Humble brags are the absolute worst responses to this question, because:

• They're cliched. Interviewers have heard it a million times already.
• They're not convincing. If everyone claims to "work too hard" or "care too much," how do you expect the interviewer to believe you when you say it?
• You'll sound like you're unwilling to acknowledge real areas for improvement. For example, saying you're a perfectionist sounds like you're implying that you have higher standards than other people.

#2 Mentioning deal-breakers for the job

If the job needs a certain skill, saying you're not good at that skill can be a problem. For example:

These are all skills that are critical to the role, so if you say them, you'll make the interviewer wonder if you can do the job well.

🚫🚫🚫 Absolutely do NOT pick a skill that's on the list of qualifications listed in the job description!

Instead, pick a weakness that isn't a main part of the job, but show that you're working to improve it. This way, you can be honest without making the interviewer worried about your ability to do the job well.

#3 Blaming others

Another common mistake in answering "What's your biggest weakness?" is blaming others for your weaknesses. This is when you say your weakness is because of something or someone else, and not really about what you can or can't do.

So, instead of saying something like, "I missed deadlines because my team was slow," it's better to say, "I've had trouble with time management, but I'm working on planning better and setting earlier deadlines for myself." This way, you're being honest about a weakness but also showing that you're taking steps to improve it.

#4 Oversharing

Another mistake in answering "What's your biggest weakness?" is oversharing. An example would be saying something like "I'm not great with deadlines because I often feel overwhelmed due to personal stress and anxiety, which stems from my complicated family dynamics and past health issues."

Getting too personal too quickly can make the interviewer feel uncomfortable and in general, isn't very professional.  Remember: the interviewer is a professional contact, not a friend or therapist! 

#5 Mentioning weaknesses that can't be fixed

Your chosen weakness should be something genuine that you struggle with, but it shouldn't be so big that it can't be improved. For example, saying you're a little shy in meetings but are working on being more vocal is fixable. However, stating that you are extremely conflict-averse and struggle to work in any team setting might be viewed as a more serious issue that could impact your ability to perform well in many jobs.

Choose skills that are easily correctable through training or commitment. Work skills like data analysis, presentation skills, or software expertise are typically learnable, and interviewers understand that. But behavior challenges like being impatient, disorganized, or insecure may seem like personality flaws that are harder to overcome. – Harvard Business Review

#6 Not providing context or examples

A strong response paints a picture of your weakness and how you're working on it. It doesn't just answer "what" but also "why" or "how." So whether you're introducing your weakness or discussing how you addressed it, make sure to specific and concrete.

Notice how the "before" versions fall flat. The details bring the story alive, making it more convincing and doing a better job of showcasing your self-awareness and honesty.

Instead, be precise and transparent. Share a specific weakness, explain how it has impacted your work in the past, and most importantly, describe the actions you've taken or are taking to address it. This not only paints a clearer picture for the interviewer but also showcases your ability to recognize and actively work on self-improvement.

So remember, when it comes to discussing your weaknesses in an interview, the key is to be concrete, not abstract. Provide the interviewer with a well-defined picture of your weakness and your proactive approach to overcoming it. This not only answers their question effectively but also leaves a positive impression of your self-awareness and growth mindset.

We hope that by learning how to answer this classic interview question, you'll walk into your next interview brimming with confidence! 

And if you're still looking for internships, check out the thousands of opportunities on our jobs board !

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University of Notre Dame

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Why is Adjusting to College so Difficult, and How Can Colleges Support First-Year Students?

By Neel Gupta

Published: June 06, 2024

I closed the door to my black sedan and pressed the small button to open the trunk. It creaked as it slowly opened—revealing four black lawn chairs. I gently picked two of them up and handed one to my sister. My father and my mother gathered the other two. We set them up in the short grass around us. Together, we all sat down—staring at the brilliant sunset in front of us.

I had one week before I left home to attend the University of Notre Dame. This was one of the last times my family and I would have an opportunity to simply sit in peace and enjoy each other's presence.

“Are you excited for college?” asked my older sister. “I remember being nervous before I left.”

“So excited,” I replied without hesitation. Notre Dame was my dream school. Why would I be nervous?

“Do you think you’ll be homesick?” wondered my mother.

“Of course not,” I replied. “Homesickness only happens to kids.”

My family members smiled sadly; it was almost as if they knew something I didn’t.

Three months into my first semester of college, I now realize I was mistaken. I’m homesick; I miss my car, my friends, my shower, and my room. I miss waking up to the tantalizing smell of my mother’s butter chicken, playing tennis with my father, and laughing at Instagram reels with my sister. It’s challenging; in fact, I struggled so much that I submitted a transfer application to a college that is closer to my home in Pennsylvania before I had even spent a month at Notre Dame. I was fully willing to give up on my dream school that I had worked endlessly to get into just to be closer to the people I love. Why was this the case? Why has it been so difficult for me to adjust to college, and what can universities do to help similar students?

Homesickness and the issues associated with it may often seem like they are not that big of a deal, but they pose a significant challenge for first-year college students. Psychology and brain sciences professor Tammy English and others define homesickness as “the distress or impairment caused by actual or anticipated separation from home” (1). Research conducted by English and others found that homesickness was linked to several other issues, such as a more challenging time adjusting to college and participating in social interactions (4). In their study, they gathered 174 undergraduate students and measured each student’s weekly levels of homesickness on a scale of zero to four (where four is the highest level of homesickness); it was discovered from the results that homesickness tends to decrease over time (English, et al. 6). However, it was also found that time was only linked to a small decrease in homesickness (English, et al. 6). In other words, homesickness does generally decrease with time, but it does not dissipate by a substantial amount. This makes the issue challenging to deal with.

Another issue that homesickness can cause is a lack of concentration in the classroom. According to professor of psychology and sociology Christopher Burt, homesickness can make it more difficult for students to concentrate during class (333). In his study, Burt gathered 108 undergraduate students and showed each of them a set of 44 slides that reminded students of home (336-337). Immediately afterward, the digit span test (a procedure in which individuals are presented with 22 sets of numbers and asked to repeat them verbally) was used to assess students’ attention to a task at hand; from this data, it was found that homesickness was linked to a lower level of attention (Burt 336). It is important to note, however, that the study did not find any correlation between homesickness and academic performance (Burt 341). Thus, homesickness can make it more challenging to actually concentrate, but it does not necessarily lead to lower grades. My personal experience supports this idea; during classes, I’ve often become lost in thoughts of home. I’ll start thinking about the great memories I’ve made with the friends from my hometown, which eventually leads to me falling down a rabbit hole of melancholy feelings—making it much harder for me to focus on topics such as atomic orbitals and natural selection.

The four days of “Welcome Weekend” at Notre Dame were a complete blur. Members of my dorm raced around the parking lot during move-in day—screaming and waving flags proudly displaying Stanford Hall. I was lost in a whirlwind of new faces, locations, rules, and foods over the next few days. Although the sheer excitement of moving into such an electric dorm and environment for the next four years initially overpowered any feelings of homesickness, I began missing home about a day or two after moving in.

As I walked to my chemistry lecture with a student I had just met in my second week of classes, I decided to strike up a conversation.

“Are you homesick?” I asked.

“Not really,” he replied. “I love it here.”

Then, on the way to North Dining Hall after a philosophy class, I began speaking to a fellow classmate.

“Do you feel homesick here?” I questioned.

“No,” she said. “I really enjoy the freedom that comes with college.”

Roughly a week later, I met a Brazilian student in my dorm. I felt relieved. As a student who is so far from home, he would certainly be able to empathize with my homesickness.

“You’re from Brazil, right?” I asked. “How do you deal with your homesickness?”

“I’m not homesick at all,” he replied. “I call my parents once in a while, but I don’t really miss home other than that.”

These conversations made it more difficult for me to adjust. I could not find anyone else who was struggling with homesickness. It was as if I was the only homesick student in the entire university. As a result, I struggled to find people who I could speak to about the issues I was dealing with.

However, studies have shown that homesickness is actually a very prevalent issue . Research has shown that within the first ten weeks of college, 94% of students report feelings of homesickness (English, et al. 6). In addition, it was found that homesickness affects all people—regardless of age or sex (Burt 333). Yet, if homesickness is so prevalent, why did I struggle to find peers who empathized with my feelings?

The answer to this question may lie in a study conducted on an issue related to homesickness: loneliness. A nationwide survey conducted in 2020 suggested that two-thirds of college students struggle with loneliness (Eisenberg 5) . In addition, psychology professors Natalie Kerr and Taylor Stanley determined from their research that college students stigmatized loneliness (2). In their study, they found that college students involved in the study were less likely to think positively of individuals who were characterized as “lonely” (Kerr and Stanley 6). This suggests that it is possible lonely students may be reluctant to speak about topics relating to their feelings in fear of being viewed in a negative fashion.

Similarly, first-year college students may feel that there is a stigma surrounding homesickness. As a result, they may be worried to actually speak about their issues in fear that they will be viewed in a different light. This environment that makes it difficult to speak about issues such as homesickness and loneliness may also pose a deeper issue. It may cause students to believe that their feelings are not common—just as I felt when my peers all claimed to not feel homesick.

Yet, as challenging as it was to deal with homesickness, there were certain aspects of Notre Dame’s Welcome Weekend that aided in my struggle. For example, I met some of my first real friends at Notre Dame’s famous “DomerFest.” In addition, dorm-related activities, such as participating in a trivia competition with my roommate, playing several ferocious games of ping-pong, and engaging in heated scavenger hunts helped to foster new connections with my roommate and other members of the dorm. Other events, such as the welcome mass and official university welcome also made me feel at home.

Perhaps the most influential part of the four days was a peer-led social group. It consisted of roughly six freshmen and two upperclassmen; together, we all sat on the Library Quad and simply talked. The peaceful night air felt warm on my skin as freshmen bombarded the upperclassmen with questions—asking about parties, social life, academics, adjustment, and much more.

“What if I’m late to class?”

“How do I reserve a room in the library?”

“Where can I go to buy snacks?”

In my experience, this was by far the most helpful event of Welcome Weekend; it was nice to hear the perspectives of students who had specifically been in our shoes just a few years prior.

My personal experience with peer-support groups is mirrored in research that has been conducted on the matter. Psychology professor Jonathan Mattanah and others conducted a study and discovered that social support groups have a positive effect on students’ adjustment to college (104). Specifically, they found that students who were involved with groups that met roughly eight times in the Fall Semester experienced lower levels of loneliness and felt more socially supported by their peers (Mattanah, et al. 97). Students who are involved in such groups are able to freely express their concerns and feelings in an environment where they know they will not be judged. In addition, many upperclassmen have specifically experienced similar circumstances, meaning they may be able to provide guidance to struggling freshmen. However, the peer support group at Notre Dame was just a one-time meeting during Welcome Weekend. To further assist students, Notre Dame and other colleges can implement specific groups that meet more than just once a semester.

Another way colleges can aid in students’ adjustment to college is through the use of a summer bridge program. Professor of politics and global studies Gina Woodall and others explain that a summer bridge program is one in which recent high school graduates begin college prior to the Fall Semester; these programs can be beneficial because they help to create “momentum” for college students by giving them a first-hand taste of what the Fall Semester will be like (449). These programs generally have two purposes. Firstly, they help to foster social connections for first-years—allowing these students to have a general group before actually arriving for their first real semester (Woodall et al. 448). In addition, this concept allows students to get a sort of head-start on the skills they will need to succeed at college (Woodall et al. 448). Essentially, implementing a summer bridge program can theoretically help students in their adjustment to college by exposing them to a similar environment before their first semester.

When Gina Woodall and others further researched the idea, they found that students who participated in the summer bridge program typically felt more socially and emotionally connected to their university (1). In addition, the researchers found that, out of the students who participated in the program, 100% claimed that they would return for the spring semester; conversely, a smaller 92.5% of the students who were not a part of the program reported that they would attend the same college for the spring semester (460). This research shows that there is real promise in using summer bridge programs to ease students’ transition to college life.

During my first month of college, I was convinced that the intense feelings of homesickness would last forever. I was fully ready to give up on my dream school and transfer. Yet, times have slowly changed. Sure, I’m still homesick. I’m counting down the days until Christmas break when I can spend a whole month with my people, but little developments have shown me how far I’ve come. One day, I woke up and no longer needed to use Apple Maps to make it to the Coleman-Morse Center for my writing class. On a random Tuesday, I figured out how to order the Grubhub burgers at North Dining Hall. Recently, I’ve been able to make time to play Fortnite with my new friends without sacrificing my academic performance. In essence, the homesickness has become more bearable with time—just as it does for many other students. However, it doesn’t have to be a lonely battle. Notre Dame and other colleges can play a large role in helping students manage their feelings of homesickness. With the implementation of concepts like peer support groups and summer bridge programs, colleges can help freshmen make a smoother transition to college—allowing for a higher quality of life for these students in their first year.

Works Cited

Burt, Christopher D.B. “Concentration and Academic Ability Following Transition to University: An Investigation of the Effects of Homesickness.” Journal of Environmental Psychology , vol. 13, no. 4, 1993, pp. 333–342, https://doi.org/10.1016/s0272-4944(05)80255-5.

English, Tammy, et al. “Homesickness and Adjustment Across the First Year of College: A Longitudinal Study.” Emotion , vol. 17, no. 1, 2017, pp. 1–5, https://doi.org/10.1037/emo0000235 .

Eisenberg, Daniel, et al. “Fall 2020 Data Report - Healthy Minds Network.” Healthy Minds Network, 2020, https://healthymindsnetwork.org/wp-content/uploads/2021/02/HMS-Fall-2020-National-Data-Report.pdf . 

Mattanah, Jonathan F., et al. “A Social Support Intervention to Ease the College Transition: Exploring Main Effects and Moderators.” Journal of College Student Development , vol. 51, no. 1, 2010, pp. 93–108, https://doi.org/10.1353/csd.0.0116 .

Kerr, Natalie A., and Taylor B. Stanley. “Revisiting the Social Stigma of Loneliness.” Personality and Individual Differences , vol. 171, Mar. 2021, pp. 1–9, https://doi.org/10.1016/j.paid.2020.110482 .

Woodall, Gina Serignese, et al. “Is an Early Start the Best Start?: Evaluating the Effectiveness of a Political Science Summer Bridge Program.” Journal of Political Science Education , vol. 13, no. 4, 2017, pp. 447–463, https://doi.org/10.1080/15512169.2017.1358174 .

Neel Gupta is a member of the Class of 2027. He is majoring in Science PreProfessional Studies with a prospective supplementary major in Theology and minor in Foundations of Business; he one day hopes to pursue a career in the medical field. As an individual from a small town in Pennsylvania called DuBois, Neel was inspired to write this piece based on his experiences with homesickness during his first few months of college. This writing reflects a combination of personal experience and research in an effort to produce a paper that can connect to individuals dealing with similar circumstances. He is incredibly grateful for his Writing and Rhetoric professor, Dr. Joanna Want, for her guidance in the writing process and for her support and reassurance during some of his most challenging times. Neel is also very grateful for his family who have always been by his side throughout his life.

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• School Education /

Essay on My Hobbies For School Students 

• Updated on  
• Jun 5, 2024

Essay on my hobbies: What is your leisure time? If you could learn any new hobby without any constraints, what would it be, and why?  Hobbies are essential for a balanced and fulfilling life, offering a break from routine and fostering personal growth. My favourite hobby, Table Tennis, has significantly impacted my life. As a state player from Uttarakhand, this sport has provided me with physical fitness, mental agility, and social connections. Engaging in hobbies like Table Tennis highlights their importance in enhancing our overall well-being.

Table of Contents

• 1.1 My Favourite Hobby
• 1.2 Benefits of Having Hobbies
• 1.3 Importance of Hobbies
• 1.4 Conclusion
• 2 Essay on My Hobbies in 200 Words

Essay on My Hobbies in 500 Words

Hobbies play a crucial role in shaping our lives by providing a necessary balance between work and leisure. They enrich our existence, offer avenues for personal growth, and foster a sense of accomplishment. Among various hobbies, my favourite is table tennis, a sport that I am deeply passionate about. As a State player of Uttarakhand, my engagement with table tennis has profoundly influenced my life in multiple ways

Quick Read: Essay on Child Labour

My Favourite Hobby

Table tennis, often known as ping-pong, is more than just a sport to me; it’s a part of my identity. The rhythmic sound of the ball hitting the paddle, the swift movements, and the strategic gameplay are elements that draw me towards this sport every single day. My journey in table tennis began in childhood, and over the years, I have honed my skills, competing at various levels and ultimately representing Uttarakhand in state-level competitions. The thrill of the game, the adrenaline rush during matches, and the joy of victory are unparalleled experiences that keep my passion alive.

Quick Read: Essay on My Car in 500 Words

Benefits of Having Hobbies

Hobbies, such as table tennis, offer numerous benefits. Firstly, they provide a much-needed break from the monotony of daily life, helping to reduce stress and anxiety. Engaging in a hobby allows individuals to disconnect from their routine responsibilities and indulge in an activity purely for enjoyment. For me, table tennis serves as an excellent stress reliever, offering a mental escape from academic and social pressures.

Secondly, hobbies contribute to physical and mental well-being. Table tennis, in particular, enhances hand-eye coordination, reflexes, and overall physical fitness. It also sharpens mental acuity through strategic thinking and quick decision-making. Regular participation in this sport has kept me physically fit and mentally agile, enabling me to perform better in other areas of my life.

Moreover, hobbies can foster social connections. Playing table tennis has introduced me to a community of like-minded individuals who share my passion for the sport. Through tournaments and practice sessions, I have formed lasting friendships and developed a sense of camaraderie with my fellow players. These interactions have enriched my social life and provided a support system that extends beyond the confines of the sport.

Quick Read: Essay Topics for Students in English

Importance of Hobbies

The importance of having hobbies cannot be overstated. They are essential for personal development, allowing individuals to explore their interests and talents. Hobbies encourage creativity, boost self-esteem, and provide a sense of purpose. For young people, in particular, hobbies can be instrumental in teaching discipline, time management, and perseverance.

In the context of table tennis, the discipline required to practice regularly and the determination to improve my skills have instilled a strong work ethic in me. These attributes have translated into other areas of my life, such as academics and personal relationships, demonstrating the far-reaching impact of a dedicated hobby.

Hobbies are vital for a well-rounded and fulfilling life. They offer a plethora of benefits, from reducing stress and enhancing physical health to fostering social connections and promoting personal growth. Table tennis, my favourite hobby, has been a cornerstone of my life, shaping me into the person I am today. As a state player representing Uttarakhand, the sport has provided me with invaluable experiences and life lessons. The joy and satisfaction I derive from playing table tennis underscore the importance of nurturing and pursuing hobbies that we are passionate about. Engaging in such activities not only enriches our lives but also contributes significantly to our overall well-being.

Essay on My Hobbies in 200 Words

A.1 Think of the one thing you really enjoy doing. What is that one activity which makes you feel like yourself and you want to forget about all your worries and totally dive in? Some of the common hobbies are playing sports, listening to music, drawing, cooking, etc.

A.2 Identify your hobby (s). Use Simple Descriptive Language.  Explain Why You Enjoy Your Hobby.  Mention How Often You Do Your Hobby.  Share Your Achievements or Progress.

A.3 A hobby is considered to be a regular activity that is done for enjoyment, typically during one’s leisure time. 

Popular Essay Topics in English

For more information on such interesting topics, visit our essay writing page and follow Leverage edu .

Aayushi Vardhan

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The Ethicist

Can i use a.i. to grade my students’ papers.

The magazine’s Ethicist columnist on artificial intelligence platforms, and whether it’s hypocritical for teachers to use these tools while forbidding students from doing the same.

By Kwame Anthony Appiah

I am a junior-high-school English teacher. In the past school year, there has been a significant increase in students’ cheating on writing assignments by using artificial intelligence. Our department feels that 13-year-old students will only become better writers if they practice and learn from the successes and challenges that come with that.

Recently our department tasked students with writing an argumentative essay, an assignment we supported by breaking down the process into multiple steps. The exercise took several days of class time and homework to complete. All of our students signed a contract agreeing not to use A.I. assistance, and parents promised to support the agreement by monitoring their children when they worked at home. Yet many students still used A.I.

Some of our staff members uploaded their grading rubric into an A.I.-assisted platform, and students uploaded their essays for assessment. The program admittedly has some strengths. Most notable, it gives students writing feedback and the opportunity to edit their work before final submission. The papers are graded within minutes, and the teachers are able to transfer the A.I. grade into their roll book.

I find this to be hypocritical. I spend many hours grading my students’ essays. It’s tedious work, but I feel that it’s my responsibility — if a student makes an effort to complete the task, they should have my undivided attention during the assessment process.

Here’s where I struggle: Should I embrace new technology and use A.I.-assisted grading to save time and my sanity even though I forbid my students from using it? Is it unethical for teachers to ask students not to use A.I. to assist their writing but then allow an A.I. platform to grade their work? — Name Withheld

From the Ethicist:

You have a sound rationale for discouraging your students from using A.I. to draft their essays. As with many other skills, writing well and thinking clearly will improve through practice. By contrast, you already know how to grade papers; you don’t need the practice.

What matters is whether an A.I.-assisted platform can reliably appraise and diagnose your students’ writing, providing the explanation and guidance these students need to improve. In theory, such tools — and I see that there are several on the market, including from major educational publishers — have certain advantages. The hope is that they can grade without inconsistency, without getting tired, without being affected by the expectations that surely affect those of us who hand-grade student work.

I notice you haven’t raised concerns about whether the platform provides reliable assessments; you’ll have to decide if it does. (If it isn’t quite up to snuff, it might become so in a year or two, so your question will persist.) Provided the platform does a decent job of assessment, though, I don’t see why you must do it all yourself. You should review the A.I.-annotated versions of your students’ writing, check that you agree with the output, and make notes of issues to bring up in class. But time saved in evaluating the papers might be better spent on other things — and by “better,” I mean better for the students. There are pedagogical functions, after all, that only you can perform.

In sum: It’s not hypocritical to use A.I. yourself in a way that serves your students well, even as you insist that they don’t use it in a way that serves them badly.

Readers Respond

The previous question was from a reader who asked about professional boundaries. He wrote: “I am a retired, married male psychiatrist. A divorced female former patient of mine contacted me recently, 45 years after her treatment ended. Would it be OK to correspond with her by email? Or is this a case of ‘once a patient, always a patient?’”

In his response, the Ethicist noted: “The relevant professional associations tend to have strictures that are specifically about sexual relationships with former patients. … In light of the potential for exploitation within the therapist-patient relationship, these rules are meant to maintain clear boundaries, protect patient welfare, uphold the integrity of the profession and eliminate any gray areas that could lead to ethical breaches. But though you do mention her marital status, and yours, you’re just asking about emailing her — about establishing friendly relations. The question for you is whether she might be harmed by this, whether whatever knowledge or trust gained from your professional relationship would shadow a personal one. Yes, almost half a century has elapsed since your professional relationship, but you still have to be confident that a correspondence with her clears this bar. If it does, you may email with a clear conscience.” ( Reread the full question and answer here. )

As always, I agree with the Ethicist. I would add that the letter writer’s former patient doesn’t realize that the therapist is actually two different people — the professional and the regular person underneath. Therapists portray their professional selves to their clients. The former client may be disappointed upon meeting the therapist outside of the professional context. Additionally, the feelings she has toward the therapist may be based on transference, and they would need to address that. — Annemarie

I am a clinical psychologist. While the Ethicist’s description of professional ethical boundaries is correct, there is more to the story, and I disagree with his conclusion. A very big question here is why this former patient contacted him after 45 years. That is a question that is best explored and answered within the context of a therapeutic relationship. He would be well- advised to respond in a kind and thoughtful way to convey the clear message that he is not available for ongoing communication, and he should suggest that she consult with another therapist if she feels that would be helpful. — Margaret

In my case, it was the therapist who reached out to me, seeking to establish a friendship several years after our sessions ended. I was surprised, but he shared that he had since experienced a similar personal tragedy to one I had explored with him in sessions. Since it had been several years since we saw each other professionally, I responded. There was never any hint of romantic or sexual interest. Still, as he continued to reach out to me, clearly desiring a friendship, it never felt right to me. It did feel unprofessional, as his knowledge of me was borne out of a relationship meant to be professional, never personal, as warmly as we might have felt during our sessions. I ended up being disappointed in him for seeking out my friendship. — Liam

I am a (semi)retired psychiatrist who has been practicing since 1974. In my opinion, “once a patient, always a patient” is correct. Establishing any type of personal relationship with a former patient could undo progress the patient may have made in treatment, and is a slippery slope toward blatantly unethical behavior. As psychiatrists, our responsibility is to work with patients in confronting and resolving issues that are preventing them from having a reality-based perception of their life. With such an outlook, they are more capable of establishing satisfying relationships with others. An ethical psychiatrist is not in the business of providing such satisfaction to his or her patients. — Roger

I think there is a difference between being friendly and being friends with a former client. As someone who used to attend therapy with a therapist I think dearly of, she made it clear to me that it was OK to send her emails with life updates after our therapeutic relationship ended. But beyond that, I think it would be inappropriate and uncomfortable to pursue a friendship with her, and vice versa, because of the patient-provider relationship that we previously had and the power dynamic that existed between us. The letter writer didn’t share the content of the email his former patient sent to him, but if it’s just a friendly life update, I think it’s fine to write back and thank her for sharing. Beyond that, I feel like it would be unprofessional to meet or pursue a deeper relationship. — Meghan

Kwame Anthony Appiah is The New York Times Magazine’s Ethicist columnist and teaches philosophy at N.Y.U. His books include “Cosmopolitanism,” “The Honor Code” and “The Lies That Bind: Rethinking Identity.” To submit a query: Send an email to [email protected]. More about Kwame Anthony Appiah

‘I thought my legs would turn to jelly’: Reaction to day one of Leaving Cert and Junior Cycle exams

A record number of students – 136,000 – began their state exams on wednesday.

Leaving Cert students in Marian College, Ballsbridge, Dublin, on Wednesday morning. Photograph: Dara Mac Dónaill

* Leaving Cert students had English paper one at 9.30am, where elements of the paper “may have startled some students”. Home economics began at 2pm, where “students left the exam hall happy”.

* Junior Cycle students had English at 9.30am, which was “challenging” in parts, and religious studies at 1.30pm

* “ I thought my legs would turn to jelly ”: It was a nerve-jangling experience for many Leaving Certs who had never sat a State exam before

* ‘ Help them focus on the next challenge ’: Exam survival guide for parents by Brian Mooney

* Leaving Cert parent: Alison Healy is driven to distraction thanks to her son’s habit of sticking Post-It revision notes everywhere

Exam hall at Marian College, Ballsbridge, Dublin. Photograph: Dara Mac Dónaill

Last minute-tips

That’s it for now, folks - day one is finally over.

Tens of thousands of Junior Cycle and Leaving Cert students are back in the exam halls tomorrow. Hopefully, for many, that’s the worst of the nerves over.

For Leaving Certs, there is engineering (9.30am) and English paper 2 (2pm).

For Junior Cycle students, there is Irish (9.30am) and geography (1.30pm).

In the meantime, we’ve compiled some last-minute tips for students due to take on the final English paper tomorrow afternoon.

English, paper two: tips from Conor Murphy, an English teacher at Skibbereen Community College

• Ignore poet predictions. The poetry question is worth 50 marks, the main text (usually Shakespeare) is 60 marks and the comparative 70. Keep this in mind when you study.
• Narrow down the quotes you are learning off. Instead of having hundreds for the main text, look for a quote that will work for numerous elements. Look at a quote like the famous “get thee to a nunnery”. How many elements can this be used for? Hamlet, Ophelia, treatment of women, lust. This is why the quote is so often (over) used. Use this exercise as a way of revising Hamlet.
• Similarly for the comparative, narrow down the scenes you are studying to scenes that can be used when talking about at least two of the comparative modes. Obviously these will include the opening and closing of the text. When you have these narrowed down, zoom in on specific elements (dialogue, images, stage directions). These are your specific pieces of evidence needed to illustrate your essays.
• In general, test yourself on the various aspects of the course. Pick a topic and write down what you know, under headings. Use this as a way of revising and finding out what you need to study.

Ratzinger Monteiro (19), one of our Leaving Cert exam diarists at Stepaside Educate Together Secondary School. Photograph: Fran Veale

Student diary: ‘ Entering the hall this morning, I thought my legs would turn to jelly ’

Ratzinger Monteiro, a Leaving Cert candidate at Stepaside Educate Together Secondary School in Dublin, in one of our student diarists.

Like many of today’s Leaving Certs, it was his first ever State exam thanks to the cancellation of the Junior Cycle exams in 2021.

It was a nerve-jangling experience, he says, but he soon found his stride.

“Entering the hall this morning, I thought my legs would turn to jelly. But then I saw all my classmates and friends around me, and I thought: I’ve put the work in, I’ve got this,” he writes.

“I opened the paper and scanned it. Initially, nothing made sense and I felt a little overwhelmed, but then I calmed myself down and, bit by bit, read through English paper one.

“I answered a comprehension question on family connections and the natural world. I tackled a diary entry question, because I felt that it suited my writing style.

“I also wrote a personal essay reflecting on aspects of life that I find puzzling. A lot of things in life are puzzling! I wrote about death and how it can come when we least expect it, how we can find love when we least expect it, and how we are expected, at the age of 18 or 19, to make major life choices such as what college course to do.”

You can read his full diary here .

Students Aziz Abdulnasser (left) and his twin Rahaman (right) with Sara Pohorski and Ahlam Omar discuss their Leaving Cert exams on Wednesday at Trinity Comprehensive School, Ballymun, Dublin. Photograph: Dara Mac Dónaill

Leaving Cert home economics: ‘Students left the exam hall happy’

The higher-level home Leaving Cert home economics paper was connected to the real and lived experiences of people in contemporary society, teachers have said.

Peter McGuire has filed a detailed reaction piece here .

“It was a fair reflection of a living subject,” said Sandra Cleary, a teacher at the Institute of Education. “Students leaving the exam hall today will likely be happy, satisfied that whatever work they did will have been fairly represented. The paper rewarded those with a forensic engagement with past papers and the curriculum.”

Linda Dolan, Studyclix.ie subject expert and a home economics teacher at Mercy College, Sligo, said that the paper was fair, but challenging in parts.

“The anticipated topic of carbohydrates hadn’t reared its head since 2017, but appeared in question one, which would have left teachers and students relieved.

“The manufacture of food products was a common trend in this year’s paper as the manufacture of yoghurt came up in question three, and the stages in the production of oil was seen in the core question four. This focus on food production and technology was also popular in last year’s short questions.”

Leaving Cert home economics (higher level) section A

Leaving Cert home economics (higher level) section B and C

Preparing for start of the Junior Cycle exams in Marian College, Ballsbridge, Dublin. Photograph: Dara Mac Dónaill

Junior Cycle English: ‘Challenging’ paper which explored a wide range of topics and skills

My colleague Peter McGuire has filed a reaction piece on English teachers’ to today’s Junior Cycle Englsh exam. You can read the more detailed version here .

Broadly speaking, Junior Cycle students faced a challenging start to the exams, with the two-hour English paper examining a wide range of topics and skills.

“As always students would have found the timing of the higher-level exam challenging,” said Laura Daly, Studyclix.ie subject expert and a teacher at St Benildus College in Dublin.

Kate Barry, ASTI subject representative and a teacher at Loreto Secondary School in Fermoy, said that the paper was in line with previous years.

“Students would be happy enough, and there was good choice,” she said.

Leaving Cert students Sarah Daly, Kelsey Scully and Sophie Williams, after English paper one at Trinity Comprehensive School, Ballymun, Dublin. Photograph: Dara Mac Dónaill

Leaving Cert English paper 1: ‘Accessible’ paper with universal themes

The reaction from English teachers to the first of this year’s Leaving Cert exams is broadly positive: most think it was accessible and that its inclusion of universal themes gave students plenty of scope to keep writing up to the bell.

Peter McGuire has filed a report here .

Kate Barry, a teacher at Loreto Secondary School in Cork, said the higher level paper gave students a lot of direction, compared to previous years.

“The question A comprehensions provided direction around marks and the amount of points they should give for each question,” said Barry, a subject representative with the Association of Secondary Teachers Ireland (ASTI).

Clodagh Havel, an English teacher at the Institute of Education, said some of these prompts were more specific than expected and may have startled some, but that students would have lots of room to explore and expand in their answers.

Laura Daly, a teacher at St Benildus College in Dublin and subject expert with Studyclix, said overall, students would have been very satisfied with its accessibility, said.

Great expectations for Junior Cycle students in today’s English exam

Dickens and Shakespeare made an appearance in today’s Junior Cycle higher level English exam, where students faced questions on Great Expectations and Timon of Athens...

... while it was all action in the ordinary level Junior Cycle English paper: students faced questions on Bear Grylls and Tom Crean

To bee, or not to bee: English paper one

Time was when only classic tomes appeared on the Leaving Cert. These days, judging by today’s English paper one, books on bestseller shelves are just as liable to appear.

Paul Murray’s acclaimed novel The Bee Sting popped up in today’s Leaving Cert English paper one (higher level), where an extract describes how the Barnes family’s teenage daughter, Cass, met her best friend, Elaine.

... the ordinary level paper, meanwhile, carries an extract from Elaine Feeney’s How to Build a Boat, which was longlisted for the 2023 Booker Prize

Students at Marian College, Ballsbridge, Dublin on Wednesday morning. Photograph: Dara Mac Dónaill

Leaving Cert English paper one: ‘Elements of the paper may have startled the anxious student’

Clodagh Havel, English teacher at The Institute of Education, says most students will have had lots of room to explore and expand on questions right up to the bell.

However, she said some who scanned the keywords of part B when choosing their texts may have felt a jolt as “dialogues” and “proposals” may not be styles they anticipated or prepared for.

“However, with a steadying breath and a quick contextualisation of their knowledge of the course, these tasks quickly opened up to them,” she says.

“The inclusion of diaries was an island of familiarity that would attract students of all ability levels. This was a very doable section but called for a calmer mind, not something that is always easy in an exam setting.”

Havel says the paper’s theme “connections” was universal enough to allow students to draw in a wide variety of experiences while also sufficiently rooted in their world to give them something that they “could really get their teeth into”.

“Each text had something in which students would likely be able to see themselves. Tensions between teenagers and parents will be shared by all, even if the specific topic of tattoos wasn’t,” she says.

Some students may even have been familiar with Text 2 - The Bee Sting by Paul Murray - which adorns many bookshop windows and bedside tables.

“Yet even for those who never experienced the text directly will find something universal and relatable: the dream of far away places. Young people, so connected with the wider world and on the cusp of a new phase of their lives will find something resonant here,” Havel says.

Exam weather: ‘It’s fierce warm, alright’

Meteorologists across the globe are familiar with the phenomenon of exam weather. And yet, it comes as a surprise every year...

Patiently waiting for #LeavingCert weather to kick in 🌞🤣 Best of luck to everyone who is sitting their exams today 🫶 Stream Bridget & Eamon on RTÉ Player 📺 pic.twitter.com/JNC0m6p8MQ — RTÉ One (@RTEOne) June 5, 2024

Mario Rosenstock

‘It was smack bang in the middle of Euro ‘88. Naturally, the weather was amazing’

We’ve been asking entertainers, politicians and celebrities about their Leaving Cert memories.

Mario Rosenstock is our latest contributor.

He recalls the exams kicking off in less than ideal circumstances .

“It was smack bang in the middle of Euro ‘88, when Ireland qualified for their first major tournament ever,” he says. “And also, of course, naturally the weather was absolutely amazing. And, so, the two greatest things you can imagine in Irish life: Ireland qualifying for a major tournament, the sun splitting the stones and I’m in doing soiscéal Peig.”

Hands of a child studyingLeaving Cert student. Photograph: iStock

Parents’ Leaving Cert survival guide: ‘Help them focus on the next challenge’

As any parent will tell you, the entire household that experiences the Leaving Cert.

If the exams go badly, mothers and fathers can sometimes struggle with how to best support their children.

Our columnist and guidance counsellor Brian Mooney has some handy tips here for parents here .

“Help them focus on the next challenge,” he writes. “It can be helpful to your son or daughter to review the paper or papers immediately ahead. Simple questions around the nature of the exams can be very useful in helping your son or daughter to focus on what’s next.”

Leaving Cert exam diarists Leah O’Callaghan (18), Megan Glynn (19), Sean Cleary (18), Ratzinger Monteiro (19) and Daksh Wadhwa (16) at Stepaside Educate Together Secondary School. 23/05/2024 Photograph: © Fran Veale

And they’re off ...

Welcome to our live blog which will be charting reaction to this year’s State exams over the coming days.

It’s a nerve jangling time for students - especially for many Leaving Cert candidates who are facing into their first State exams following the cancellation of the Junior Cycle exams in 2021.

Peter McGuire interviewed the class of 2024 at Stepaside Educate Together Secondary School.

Five students from the school will, individually, share their exam highs and lows during the first week of the Leaving Cert exams in The Irish Times, as well as their hopes for the future.

IN THIS SECTION

‘students tested with challenging english paper’: reaction to day two of junior cycle and leaving cert exams, ‘english paper two was always bound to be the most stressful of all ... the questions were quite odd’, leaving cert english paper two: tough hamlet and plath questions cause some consternation, terry prone on the leaving cert: ‘fellow sixth years were crying in the corridors’, junior cycle irish: some tricky words on otherwise straightforward papers, winner of last week’s rté super garden competition dies, molly and tom martens released from prison after killing limerick man jason corbett in 2015, woman (23) who died after dog attack at her home in co limerick named locally, limerick dog attack: what is an xl bully and how dangerous are they, in almost 40 years of teaching, i have yet to find a teacher who prepares leaving cert students by ‘rote learning’, latest stories, bridgerton and nicola coughlan take to the red carpet in dublin.

Fourth man arrested in relation to murder of Croatian Josip Štrok in west Dublin

Man (20s) charged in connection with alleged stalking of female politician in west of ireland.

The Serial Killer’s Wife review: Another British thriller in which a woman’s middle-class life is ripped to tatters

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Search and rescue operation under way for man off Galway coast

Keir Starmer expected to push for Palestinian state in Labour manifesto

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Trump suggests tariffs against nations including China over illegal immigration

Republican presidential candidate Donald Trump said on Thursday he may impose tariffs on countries, including China, that do not curb the flow of undocumented immigrants from their territory to the United States, if he wins the U.S. election in November.