The Power of Teaching What I Learn by Jolene

The Power of Teaching What I Learn by Jolene - September 2026 Scholarship Essay

The study strategy that has transformed my academic success more than any other is explaining concepts out loud as if I were teaching them to someone else. This simple habit, often called the Feynman Technique, has changed how I approach every subject and given me a level of understanding and confidence I never had when I relied only on rereading notes or highlighting textbooks.
I first discovered this method during my sophomore year of high school while struggling with chemistry. I could memorize formulas and definitions for a short time, but the information faded quickly, and I froze during tests when I needed to apply what I had “learned.” One evening, frustrated after another low quiz grade, I decided to try something different. I closed my textbook, stood in front of a blank whiteboard in my room, and pretended I was explaining covalent bonding to a younger student who had never heard of it. Within minutes I realized how many gaps existed in my knowledge. Words I thought I understood suddenly felt fuzzy. I had to stop, open the book again, and fill in the missing pieces before I could continue. By the end of that session I not only remembered the material better—I actually understood it.
That experience taught me something important: true learning is not about collecting information; it is about being able to communicate it clearly. When I force myself to teach a concept, I cannot hide behind vague language or incomplete ideas. I have to organize my thoughts, choose simple words, and connect new information to things I already know. This process exposes every weak spot and turns passive reading into active thinking.
I now use this method for almost every subject. Before a history test, I walk through major events as if I am giving a short lecture, explaining causes and effects in my own words. For math, I talk through each step of a problem out loud, pretending a classmate is listening and asking questions. Even for literature, I summarize themes and character motivations as if I am helping a friend who missed class. The more I practice this, the faster I identify what I still need to review and the longer the knowledge stays with me.
What makes this strategy so powerful is how it builds both mastery and confidence. When I can explain a difficult topic smoothly, I walk into exams feeling prepared rather than anxious. I no longer worry about blanking out because I have already practiced retrieving and organizing the information under pressure. Over time, this approach has improved my grades across the board and, more importantly, made learning feel less like a chore and more like a skill I can control.
Of course, teaching myself is only the first step. Whenever possible, I take the next step and actually explain the material to a friend or family member. Their questions push me even further and often reveal new connections I had not noticed. This combination of self-explanation and real conversation has become the foundation of my study routine.
Looking back, the greatest impact of this method is not just higher test scores. It has changed the way I think about learning itself. Instead of hoping information will stick if I stare at it long enough, I now treat every topic as something I must be able to share. That shift has made me a more independent, confident, and successful student—and it is a strategy I will continue using long after high school.