How I Took Notes in High School (to get STRAIGHT As) 📝♡

Main ideas / lessons conveyed

• Stick with one core note-taking structure (adapt it).

  • The creator primarily uses the Cornell note system, but doesn’t follow it perfectly (e.g., leaving the side blank during class and adding later if needed).

• Use organization tools that reduce searching during studying.

  • Add chapter/unit identifiers.
  • Keep review materials either at the front or back so you can find what you need quickly.

• Prioritize exam preparation over perfect notes.

  • Notes are formatted to make review faster, including:
    • Condensed “study sheets” per chapter
    • Final exam summaries

• Use printed materials strategically when writing everything by hand isn’t feasible.

  • Print teacher-provided notes/slides and add handwritten notes underneath rather than trying to copy everything in class.

• Use removable sticky-note overlays for high-frequency content and Q&A.

  • Sticky notes are used for:
    • Formula reminders (math/physics/functions)
    • Tips / common confusions
    • Questions to ask the teacher (tabs / sticky notes)
    • Quick review anchors within notes

• Practice is essential for grades (especially in math/science).

  • Getting A-level results requires doing practice problems, not only reviewing notes.

• Don’t be afraid to adjust tools by subject.

  • STEM: more diagrams, equations, printouts, and structured study sheets.
  • English: fewer notes than STEM; includes creative content (e.g., poetry) and often uses typed materials; still follows Cornell-style organization.
  • Chemistry: uses prep documents for labs/bell ringers via Google Docs.

• Make study materials portable.

  • For bell-ringer/lab assessments and quick review, the creator uses binder-light solutions like stapled Google Doc printouts.

• Personalization matters.

  • Methods worked for them—viewers are encouraged to take bits and pieces and adapt.

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Methodology / “how-to” steps (detailed)

Cornell-style handwritten notes workflow (adapted)

• Setup

  • Use Cornell-style paper/format with a dedicated area for cues/questions/keywords (even if not fully used exactly as intended).
  • Title the page clearly so it’s easy to recognize later.
  • In some cases, print Cornell pages instead of drawing lines to ensure consistent spacing.

• During class

  • Write notes in the main area (often in pen for non-math subjects).
  • Optionally keep the Cornell side blank and fill it later.

• After class

  • Add missing content to the side area if desired.
  • Insert diagram notes directly into the page where relevant.

Open-book exam preparation organization (example from biology)

• Before the content:

  • Create a chapter/topic index sheet to locate what you need quickly.

• During study:

  • Highlight/label where terms belong (e.g., “Chapter 1”) so searching is fast under time pressure.

Slide/handout-based note taking (when teachers provide slides/notes online)

• Print slide sets at home (often 4–6 slides per page).
• In class:
  • Listen while the teacher goes through slides and write under the slide blocks.
  • If box-writing gets messy, switch to writing under the printed slide area.

Review questions integration

• If given review sheets/questions:
  • Print review questions (or copy to paper).
  • Do the work and place completed pages right after the corresponding chapter/topic.

Chapter-level “I will personally forget this” study sheets

For test review, per chapter:

• Take a single sheet for that chapter.
• Write:
  • The topic/chapter heading
  • The specific facts/concepts the creator is most likely to forget

Use these sheets during final review so you don’t reread everything.

Sticky-note system (used across subjects)

• For formulas (math/physics)

  • Write the key formula in the notes first.
  • Add sticky-note reminders for formulas used constantly (e.g., quadratic formula/vertex).
  • Place them where you’ll see them during homework/study.

• For graphs (functions)

  • Use sticky notes to draw axes/graph components directly on the sticky without redrawing in your notebook.

• For questions

  • Add sticky notes/tabs that record questions to ask the teacher.

• For tips & common mistakes

  • Write short “avoid this mix-up” reminders and place them directly on the relevant pages.

• For quick Q&A answers

  • If the sticky contains a question, write the teacher’s answer right under it after clarification.

Final exam cumulative summary sheet creation

• At semester end:

  • Go through all chapters and condense everything to a small number of sheets (the creator mentions five sheets).

• Purpose:

  • Finals are cumulative, so condensed summaries capture:
    • What you must remember
    • What you tend to forget
  • Everything else is presumed understood already.

Math/physics practice emphasis

• For straight/strong grades:
  • Do lots of practice work/problems.
• Notes aren’t the main solution:
  • There’s “no secret” beyond putting in practice effort.

Chemistry prep for bell ringers/lab assessments (portable via Google Docs)

• Create a typed prep document for memorization/recall.
• Print it into a stapled packet.
• Study it quickly on the go instead of carrying a full binder.

English customization (while still Cornell-ish)

• Use Cornell-style printouts/format where possible.
• Because English content differs:
  • Take fewer notes than STEM.
  • Include creative/subject-specific materials (e.g., poetry).
  • Typed notes are used more often, and creativity supports learning.

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Sources / speakers featured (as stated in subtitles)

• Tonan (speaker/creator; “hey everybody it’s tonan…”)
• No other specific speakers are named in the subtitles (teachers are referenced generally, but not identified by name).