To whom it may concern:
With three months of work completed to-date, the amount we've had to look back and reflect upon this past week has been tremendous. From a nascent program have grown endless possibilities. Everyone in this class has branched out not only from the core principles set before us in January, but also to countless opportunities that resulted in many fruitful offshoots. And in some ways I think it's the combined weight of our labors' fruits that have caused the original trunk, the program's core values, to bow in a new direction. Offshoots never predicted grew alongside those foreseen; some of those surprise developments budded fabulously. I know that our own approach -- developing a web forum for dialogue amongst the constituents of Californian education -- is just one of those many unpredicted offshoots that is now just blossoming. Beautiful in its potential to bear a savory product, and so tantalizing in that virtue alone to garner the full and sustained attention of some watchful gardeners to the end.
In many ways, I feel like this program is analogous to Dr. Seuss' The Lorax -- a flowering truffula tree that is showing signs of produce after a commitment to cleaning up perceived injustices. And with all this work now invested to the greater cause, it's almost obligatory to follow through and see what this surreal tree can bear.
I am happy to say that our group's truffula will bear its produce come June 21 -- a (hopefully savory, at least palatable) website.
(domain name to be released within a week's time).
To get serious for a minute, though, the site sounds like it will be in great shape. We had our final phone call with Tim today regarding last-minute budget and contractual details, and everything is working smoothly. His expertise has proven invaluable, interjecting ideas like the possibility for data compilation of our visitors -- a digital trail showing how they found us, where they are and who they are etc. Just one of the few new twists we've kept adding on, these little things will hopefully translate into some great opportunities for our site to -- I just have to say it -- mature and ripen to the tastes of our consumers, the affiliates and associates of our school system. And it's all thanks to efforts on both sides of the design process, like the statistics compiler, to make the site as aligned as possible with the needs and desires of its clients.
From here it doesn't look like it will take much to populate the site, for we have a flurry of interviews, articles, essays and op-ed pieces to at least provide some fodder for those who wish to use it. This is in addition to new sets of questions that target what grinds the gears of hopefully a vast majority of the site's visitors. We just need to keep in mind what the people want to talk about -- whatever it is -- and be sensitive as to not impose our own ideas or perceived agendas on any program, institution, or person.
In the end, there will be no site unless we can make it tangible to and a part of peoples' daily lives.
So with all that said, it will be interesting to see where everything proceeds from here. We may have no idea what our truffula's fruit will taste like, but we're confident that the produce of our efforts is in the least unique and thought-provoking of what future fruits of philanthropic labor can look like.
Twas an honor.
Hil-Ja-Mat-Er
19 May 2010
06 May 2010
First update in two weeks!
In the past two weeks, time slowly ticking away, we've been busy collaborating on how we need to leave our dilemma for the next year's class. Reviewing our research strategy at the beginning of this semester (interviewing a wide variety of students, faculty, parents and administrators), we thought that maintaining a dialogue amongst all the SFUSD's constituents would be the most beneficial way to finish out our time together. But how?
Answer's simple (even though figuring it out wasn't): create an online database comprising of forums for students, teachers, parents etc. to share their thoughts and beliefs on the system. Informing the public and maintaining open dialogue is the only way this dilemma can begin to be solved. Additionally, the site will hopefully have a generator of pertinent news to inspire readers to delve deeper into the subject, as well as a section linking our site's audience to our partner orgs (like Aim High).
Currently working with Tim Fleming on the design - to be released tenatively this June.
Until later,
The Team
Answer's simple (even though figuring it out wasn't): create an online database comprising of forums for students, teachers, parents etc. to share their thoughts and beliefs on the system. Informing the public and maintaining open dialogue is the only way this dilemma can begin to be solved. Additionally, the site will hopefully have a generator of pertinent news to inspire readers to delve deeper into the subject, as well as a section linking our site's audience to our partner orgs (like Aim High).
Currently working with Tim Fleming on the design - to be released tenatively this June.
Until later,
The Team
23 April 2010
The SFUSD in local politics
In the local races for district supervisor here in SF, things are starting to pick up; the candidates are starting to truly extend themselves to the people. In doing so, some pretty interesting issues have been coming up, like the perennial dilemma of the SFUSD.
http://www.youtube.com/user/2010scott#p/a/u/0/iZkGUNQ3YZg
As District 8 candidate Scott Weiner chats with a Glen Park resident about his daughters' education, it's hard not to think about the handfuls of identical stories reflected in this parents' (and from the way I sometimes hear it, a seeming majority of parents') encounters with SF Unified.
Shows the lack of our school system's integration with the local communities, if you ask me; a void I'm beginning to believe to be more and more at the heart of the District's problem.
http://www.youtube.com/user/2010scott#p/a/u/0/iZkGUNQ3YZg
As District 8 candidate Scott Weiner chats with a Glen Park resident about his daughters' education, it's hard not to think about the handfuls of identical stories reflected in this parents' (and from the way I sometimes hear it, a seeming majority of parents') encounters with SF Unified.
Shows the lack of our school system's integration with the local communities, if you ask me; a void I'm beginning to believe to be more and more at the heart of the District's problem.
19 April 2010
Interview with Chloe Edmondson from University High School
Describe an average day at your school (give us a feel of a walk through the halls): UHS has somewhat of a block schedule. Mondays and Fridays though we have all of our classes.
Tuesday-Thursday, we only have four classes each day. In the morning we have two long-block classes and an all school assembly. After lunch, there are only two short block classes and the day ends at 2:30. Throughout the day, students move between the three campuses, Upper (on Jackson), Lower (on Washington), and South (on Sacramento), walking up and down the hills. At UHS we have off-campus privileges, so at lunch and breaks lots of students go to nearby restaurants and cafes. Lots of students also hang out in the student center, or on a sunny day you will find tons of students relaxing in the upper courtyard. An average class has between 14 and 18 students.
How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
I think that the classes prepare us amazingly for college, and for life especially in terms of the development of analytical skills. But in terms of personal growth and development, it stresses extra-curriculars and there is such a heavy courseload that most students do not take the time to find who they are as a person. Then again, the school also offers incredible freedom in creating independent studies to suit your needs and goals for your future, which is a unique and great experience.
How do you think your curriculum could be better formatted to teach you life skills? I think that the academic curriculum is excellent, but the culture of the school could change to allow students the time to develop as individuals through high school experiences rather than focus solely on academics.
Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
There is a great amount of respect between students and students and teachers. Students find support in their classmates as well as the approachable teachers that are always willing to help in any way. The relationship with teachers is very casual and that makes for a relaxed learning environment. In addition, it allows for students to feel completely comfortable going to their teachers for academic help or other. For the most part, there is respect between teachers and parents and students and parents. However, occasionally, parents exude so much pressure onto their students that they also occasionally pressure teachers to make sure their child does well. However, the teachers are very aware of this and do not cave to these external pressures. The stressed out parents definitely affects the learning environment in that it breeds students that are under far too much stress in an already overachieving, competitive atmosphere.
If you could change one thing about you school, what would it be?
The perspective of the students and parents. Students need to find better balance in their lives.
Tuesday-Thursday, we only have four classes each day. In the morning we have two long-block classes and an all school assembly. After lunch, there are only two short block classes and the day ends at 2:30. Throughout the day, students move between the three campuses, Upper (on Jackson), Lower (on Washington), and South (on Sacramento), walking up and down the hills. At UHS we have off-campus privileges, so at lunch and breaks lots of students go to nearby restaurants and cafes. Lots of students also hang out in the student center, or on a sunny day you will find tons of students relaxing in the upper courtyard. An average class has between 14 and 18 students.
How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
I think that the classes prepare us amazingly for college, and for life especially in terms of the development of analytical skills. But in terms of personal growth and development, it stresses extra-curriculars and there is such a heavy courseload that most students do not take the time to find who they are as a person. Then again, the school also offers incredible freedom in creating independent studies to suit your needs and goals for your future, which is a unique and great experience.
How do you think your curriculum could be better formatted to teach you life skills? I think that the academic curriculum is excellent, but the culture of the school could change to allow students the time to develop as individuals through high school experiences rather than focus solely on academics.
Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
There is a great amount of respect between students and students and teachers. Students find support in their classmates as well as the approachable teachers that are always willing to help in any way. The relationship with teachers is very casual and that makes for a relaxed learning environment. In addition, it allows for students to feel completely comfortable going to their teachers for academic help or other. For the most part, there is respect between teachers and parents and students and parents. However, occasionally, parents exude so much pressure onto their students that they also occasionally pressure teachers to make sure their child does well. However, the teachers are very aware of this and do not cave to these external pressures. The stressed out parents definitely affects the learning environment in that it breeds students that are under far too much stress in an already overachieving, competitive atmosphere.
If you could change one thing about you school, what would it be?
The perspective of the students and parents. Students need to find better balance in their lives.
15 April 2010
Notes from our Interview with Alec Lee, Director of Aim HIgh
Issues and choices classes-
Summer school program (12 different locations) 5 weeks free
Math science and humanities + issues and choices
Started by Ann Ladd, a Lick alumni
Exploration of personal identity (7th and 8th grade)
Issues around making good choices (drugs, alcohol, sexuality)
College readiness for 9th graders- work with families to understand path to college
Social capital needs to be addressed in curriculum
Aiming Higher (for high school students)-
Challenging economic climate means the program is on hold
Aim high is essentially a middle school program, but they want to implement a high school version of aim high during the summer
Transition to college, financial aid, college applications
There are still some ways to sustain this program without funding: College Summit (Oakland based with volunteer mentor system), expand on other programs, form relationships with other organizations (provide human capital – Alex Hawkman)
Partnerships need to go both ways (get students interested in their schools (USF) and fulfill mission)
No current scholarship programs (no funding!)- but provide access to information
Needs: quality programs means money, time, and organizational partners
Aim High grads coming back to work at Aim High-
Employ 300 people from around the bay (70 come from Aim High)
Circle of service model
These students can relate intimately with the current students
What can we do?
Aim High at Urban and St. Pauls, opening a new Aim High program at Marin Academy?
Have not fully engaged the private school sector (opportunities to create more resources and curriculums)- need deeper engagement at private schools
Continue dialogue
Talk to Zoe Duscan (Assistant heat at Galileo)- ways that independent schools can be more involved
Summer school program (12 different locations) 5 weeks free
Math science and humanities + issues and choices
Started by Ann Ladd, a Lick alumni
Exploration of personal identity (7th and 8th grade)
Issues around making good choices (drugs, alcohol, sexuality)
College readiness for 9th graders- work with families to understand path to college
Social capital needs to be addressed in curriculum
Aiming Higher (for high school students)-
Challenging economic climate means the program is on hold
Aim high is essentially a middle school program, but they want to implement a high school version of aim high during the summer
Transition to college, financial aid, college applications
There are still some ways to sustain this program without funding: College Summit (Oakland based with volunteer mentor system), expand on other programs, form relationships with other organizations (provide human capital – Alex Hawkman)
Partnerships need to go both ways (get students interested in their schools (USF) and fulfill mission)
No current scholarship programs (no funding!)- but provide access to information
Needs: quality programs means money, time, and organizational partners
Aim High grads coming back to work at Aim High-
Employ 300 people from around the bay (70 come from Aim High)
Circle of service model
These students can relate intimately with the current students
What can we do?
Aim High at Urban and St. Pauls, opening a new Aim High program at Marin Academy?
Have not fully engaged the private school sector (opportunities to create more resources and curriculums)- need deeper engagement at private schools
Continue dialogue
Talk to Zoe Duscan (Assistant heat at Galileo)- ways that independent schools can be more involved
13 April 2010
Updated Semester Punch List
Completed by March 18:
□ finalize list of interview questions
□ contact interview participants at selected schools
o (Redwood, Crystal Springs, DeAnza, SoTA, Lick, teachers from Galileo and Lincoln etc.)
March 18:
□ Send off email interviews to participants, as well as solicit the participation of additional peers and the contact information of their respective headmasters/ accounting departments. This latter step will hopefully gain us the spending demographics for the schools.
□ Begin ‘shopping around’ for established organizations most parallel to our own mission statement, as well as those that differ in objective (why their approach?).
For the following three (3) classes before spring break:
□ Continue shopping for organizations, gradually finalizing connections and establishing the direction we want to take in feasibly tackling the dilemma. (Aim High)
□ (If applicable) begin analysis of spending demographics between schools
o Find commonalities between schools as to where they spend
o Find commonalities between specific areas of inefficient spending and students’ complaints.
□ As interviews are returned back, analyze collectively the responses and compile into one database TBD (whether website or simple word doc)
o Also during this time, take special heed to the voices of the students in the interviews when determining the feasible course of action we can take.
□ FINALIZED BY SPRING BREAK:
o COMPILATION OF INTERVIEWS
o VIABLE ORGS TO JOIN WITH (Aim High)
o DETERMINE MOST EFFECTIVE AREA TO TACKLE (Life Skills Courses)
*key note for finding an organization – must be well-established in community already (our plan is to work with an organization in its expansion to areas most needed. Specifically, we have chosen to partner with Aim High because they already play such an important role in our community and in our dilemma. We admire their current curriculum, but we would like to expand some areas (such as life skills courses) to meet the immediate and future needs of students more effectively.
First post-break class:
□ Continue searching for spending data, analyzing as we go. Take in straggling interviews add to the blog
□ After we agree on one specific organization to work with, CONTACT ASAP
□ Set up meeting with Alec Lee, or interview with Ms. McBride
All sequential classes barring presentation prep:
□ Sustain contact with organization
□ Begin establishing connection between prospective school and program
□ Determine how we can most effectively help Aim High, and get to work!
□ END GOALS:
o End goal one is to establish an effective organization beyond its current limits. If not possible, then attempt to adapt said programs’ merits for implementation in a local middle or high school. Above all else, keep it simple in the end and work fluidly with our partner org.
o End goal two is to create an informational website, booklet – whatever it may be – that makes our learning transparent to all interested in the faults of the Bay Area school system. Provide the public with firsthand accounts and testimonials beside the hard data, as well as our own interpretations of the dilemma.
Third to last/ penultimate class:
□ Reflect on what we’ve experienced, add to database
□ Begin assembling presentation
Final class:
□ Enjoy final time together as group, finish presentation if needed
□ finalize list of interview questions
□ contact interview participants at selected schools
o (Redwood, Crystal Springs, DeAnza, SoTA, Lick, teachers from Galileo and Lincoln etc.)
March 18:
□ Send off email interviews to participants, as well as solicit the participation of additional peers and the contact information of their respective headmasters/ accounting departments. This latter step will hopefully gain us the spending demographics for the schools.
□ Begin ‘shopping around’ for established organizations most parallel to our own mission statement, as well as those that differ in objective (why their approach?).
For the following three (3) classes before spring break:
□ Continue shopping for organizations, gradually finalizing connections and establishing the direction we want to take in feasibly tackling the dilemma. (Aim High)
□ (If applicable) begin analysis of spending demographics between schools
o Find commonalities between schools as to where they spend
o Find commonalities between specific areas of inefficient spending and students’ complaints.
□ As interviews are returned back, analyze collectively the responses and compile into one database TBD (whether website or simple word doc)
o Also during this time, take special heed to the voices of the students in the interviews when determining the feasible course of action we can take.
□ FINALIZED BY SPRING BREAK:
o COMPILATION OF INTERVIEWS
o VIABLE ORGS TO JOIN WITH (Aim High)
o DETERMINE MOST EFFECTIVE AREA TO TACKLE (Life Skills Courses)
*key note for finding an organization – must be well-established in community already (our plan is to work with an organization in its expansion to areas most needed. Specifically, we have chosen to partner with Aim High because they already play such an important role in our community and in our dilemma. We admire their current curriculum, but we would like to expand some areas (such as life skills courses) to meet the immediate and future needs of students more effectively.
First post-break class:
□ Continue searching for spending data, analyzing as we go. Take in straggling interviews add to the blog
□ After we agree on one specific organization to work with, CONTACT ASAP
□ Set up meeting with Alec Lee, or interview with Ms. McBride
All sequential classes barring presentation prep:
□ Sustain contact with organization
□ Begin establishing connection between prospective school and program
□ Determine how we can most effectively help Aim High, and get to work!
□ END GOALS:
o End goal one is to establish an effective organization beyond its current limits. If not possible, then attempt to adapt said programs’ merits for implementation in a local middle or high school. Above all else, keep it simple in the end and work fluidly with our partner org.
o End goal two is to create an informational website, booklet – whatever it may be – that makes our learning transparent to all interested in the faults of the Bay Area school system. Provide the public with firsthand accounts and testimonials beside the hard data, as well as our own interpretations of the dilemma.
Third to last/ penultimate class:
□ Reflect on what we’ve experienced, add to database
□ Begin assembling presentation
Final class:
□ Enjoy final time together as group, finish presentation if needed
Interview with Lowell Student
Describe an average day at your school (give us a feel of a walk through the halls)
So lowell's schedule is a little difficult to understand but i'll give you a quick overview (wikipedia also does it quite well haha if you still don't get it...i didn't get it til sophmore/junior year its pretty clever)
anyways, Lowell goes by a modular (or mod) schedule system where a day is split into twenty 20-minute periods. So a student can have a class any time during the day between mods 1 and 20
Each class is either A code (2 mods, 40 minutes), or B/C code (3 mods on alternating days, 60 minutes)
mondays and wednesdays are B code days where B code classes are long (60 min) and C code classes are short (40 minutes)
tuesdays and thursdays are C code days where C code classes are long (60 min) and B code classes are short (40 min)
Everyone has every class everyday
here's my schedule (if it helps)
mods 1/2 American Democracy (A-CODE: always 40 minutes)
mods (3)/4/5 AP Studio Art (C-CODE: 60 min on tuesdays and thursdays)
Registry - (like homeroom)
mods 6/7/(8) AP English (B-CODE: 60 min on mondays and wednesdays)
mods (8)/9/10 Lunch
mods 11/12/(13) physics (B-CODE: 60 min on mondays and wednesdays)
mods 14/15 Leadership (A-CODE: always 40 min)
mods 16/17 Precalculus (A-CODE: always 40 min)
mods 18/19/20 - off
early classes (mods 1/2 - american democ) start at 7:35 and mod 20 ends at 3:30
we do self scheduling at the end of every semester so we can choose our own teachers and the times we want them at.
i hope thats an okay explanation!!
anyways an average day at my school is different for everyone. because of the mod schedule, anyone can be off during any given time of the day (making it hard to keep lowell a closed campus and making it easier to cut classes).
For me, i usually get to school around 7:10 so i can get good parking haha. about half the school or more starts early at mod 1 so the hallways are usually pretty busy in the morning with people going to their lockers or rushing to their classes. there are people who come early to study in the library or the cafeteria or the hallways.
mods 3, 8, and 18 are swing mods so i get 3 and 8 off some days when my B/C code classes are only 40 min (2 mods).
I usually go to the cafeteria during mod 3 to cram homework or hang out with people
then i got to AP studio art. the art wing isn't usually that busy but there are some junior/sophomore lockers
Before and after registry are the only times during the day the bell rings. reg is only 10 minutes and the hallways are usually jammed with people trying to get to their reg in time...this is one of the only times during the day everyone is out at the same time.
After registry i go to english and usually fall asleep especially during the 60 min classes
Lunch. Since mods 3, 8, and 18 are swing mods those are the times when a lot of people are out at once (like free periods that are only 20 min). i usually hang out in the cafeteria or courtyard where there are a lot of picnic tables that people can push together and hang out at. there's also an arcade (covered area next to the courtyard) where the footballers/cheerleaders usually hang out. First week of every semester you figure out who of your friends have the same free mods as you usually...there's always people around during this time (library, halls, basketball courts, etc.) sometimes i cram hwk before class during swing mods. Lunch i usually go off to stonestown, lakeshore, irving st, taravel st., ocean st....west portal...
11/12 i have physics in the science building, which is the nicest building. usuallly people hanging out in the hallways there as well
I have leadership in "the cave", which is actually the old teachers lounge...no windows though. Its a class for people on student government.
16/17 precal i usually have to run to class (always late) becuase its on the 3rd floor of the main building...sometimes i just cut class because it's better than being really late (depends on the teacher)
i'm off after precal though some people are still in class. i get off at 2:20 ish. it's usually pretty busy during mod 18 (a swing mod) but most people who have class 19/20 leave and its pretty quiet. i'm usually in the courtyard again and if its nice people are throwing frisbees or playing tennis or sunbathing or whatever. sometimes there are booths (for clubs) on the catwalk next to the courtyard that are giving away things or spreading social awareness (like peer resource)
So lowell's schedule is a little difficult to understand but i'll give you a quick overview (wikipedia also does it quite well haha if you still don't get it...i didn't get it til sophmore/junior year its pretty clever)
anyways, Lowell goes by a modular (or mod) schedule system where a day is split into twenty 20-minute periods. So a student can have a class any time during the day between mods 1 and 20
Each class is either A code (2 mods, 40 minutes), or B/C code (3 mods on alternating days, 60 minutes)
mondays and wednesdays are B code days where B code classes are long (60 min) and C code classes are short (40 minutes)
tuesdays and thursdays are C code days where C code classes are long (60 min) and B code classes are short (40 min)
Everyone has every class everyday
here's my schedule (if it helps)
mods 1/2 American Democracy (A-CODE: always 40 minutes)
mods (3)/4/5 AP Studio Art (C-CODE: 60 min on tuesdays and thursdays)
Registry - (like homeroom)
mods 6/7/(8) AP English (B-CODE: 60 min on mondays and wednesdays)
mods (8)/9/10 Lunch
mods 11/12/(13) physics (B-CODE: 60 min on mondays and wednesdays)
mods 14/15 Leadership (A-CODE: always 40 min)
mods 16/17 Precalculus (A-CODE: always 40 min)
mods 18/19/20 - off
early classes (mods 1/2 - american democ) start at 7:35 and mod 20 ends at 3:30
we do self scheduling at the end of every semester so we can choose our own teachers and the times we want them at.
i hope thats an okay explanation!!
anyways an average day at my school is different for everyone. because of the mod schedule, anyone can be off during any given time of the day (making it hard to keep lowell a closed campus and making it easier to cut classes).
For me, i usually get to school around 7:10 so i can get good parking haha. about half the school or more starts early at mod 1 so the hallways are usually pretty busy in the morning with people going to their lockers or rushing to their classes. there are people who come early to study in the library or the cafeteria or the hallways.
mods 3, 8, and 18 are swing mods so i get 3 and 8 off some days when my B/C code classes are only 40 min (2 mods).
I usually go to the cafeteria during mod 3 to cram homework or hang out with people
then i got to AP studio art. the art wing isn't usually that busy but there are some junior/sophomore lockers
Before and after registry are the only times during the day the bell rings. reg is only 10 minutes and the hallways are usually jammed with people trying to get to their reg in time...this is one of the only times during the day everyone is out at the same time.
After registry i go to english and usually fall asleep especially during the 60 min classes
Lunch. Since mods 3, 8, and 18 are swing mods those are the times when a lot of people are out at once (like free periods that are only 20 min). i usually hang out in the cafeteria or courtyard where there are a lot of picnic tables that people can push together and hang out at. there's also an arcade (covered area next to the courtyard) where the footballers/cheerleaders usually hang out. First week of every semester you figure out who of your friends have the same free mods as you usually...there's always people around during this time (library, halls, basketball courts, etc.) sometimes i cram hwk before class during swing mods. Lunch i usually go off to stonestown, lakeshore, irving st, taravel st., ocean st....west portal...
11/12 i have physics in the science building, which is the nicest building. usuallly people hanging out in the hallways there as well
I have leadership in "the cave", which is actually the old teachers lounge...no windows though. Its a class for people on student government.
16/17 precal i usually have to run to class (always late) becuase its on the 3rd floor of the main building...sometimes i just cut class because it's better than being really late (depends on the teacher)
i'm off after precal though some people are still in class. i get off at 2:20 ish. it's usually pretty busy during mod 18 (a swing mod) but most people who have class 19/20 leave and its pretty quiet. i'm usually in the courtyard again and if its nice people are throwing frisbees or playing tennis or sunbathing or whatever. sometimes there are booths (for clubs) on the catwalk next to the courtyard that are giving away things or spreading social awareness (like peer resource)
Interview with Jeremy Shar, a senior at Lick-Wilmerding
Describe an average day at your school (give us a feel of a walk through the halls).
People are chill; it was a little intimidating when I was a freshman down in the lower hall, which is kind of the bad hall because freshmen don’t know what to do with themselves. Now that I’m a senior, it’s a bit nicer more spacious and I consider it to be a light filled corridor of fun. I’ve never been hit. Classes are interesting. I’ve always thought that the classes at Lick are pretty good its when I get home and have to do the homework I get frustrated with the amount of work.
How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
Well I wouldn’t say that the classes themselves are that helpful in terms of developing as a person, but I think that the whole experience of going to school has made me grow up. There are resources in terms of counseling, but I haven’t used them really but their there and I feel if I needed them I’d have access to them. The college counseling office was helpful, Krista was a dominant force in my college process.
How do you think your curriculum could be better formatted to teach you life skills?
Life skills, I don’t really know what that mean but I feel for my lifestyle to much emphasis is put on sex and drugs and not on more mundane skills. I would like to learn how to manage money, a home economics style class, and the stuff that I am going to need to know such as basic plumbing abd basic electrical skills. I am basically going to have to have my dad teach me everything. World history and calculus will have already left my brain and will be totally useless in the future. And car stuff, I don’t know how to change a tire.
Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
Students and students, I would say at some fundamental level yes there is great resects between students. On a superficial level no. Student to teacher I think some teachers would probably expect a certain kind of respect that isn’t there. Kids know how much to respect each person and act around each teacher. There are some teachers who are more respectful then others.
If you could change one thing about you school, what would it be?
Put some trees on campus, I would cut down on student competition but I feel like that doesn’t really exist, its all in my head.
People are chill; it was a little intimidating when I was a freshman down in the lower hall, which is kind of the bad hall because freshmen don’t know what to do with themselves. Now that I’m a senior, it’s a bit nicer more spacious and I consider it to be a light filled corridor of fun. I’ve never been hit. Classes are interesting. I’ve always thought that the classes at Lick are pretty good its when I get home and have to do the homework I get frustrated with the amount of work.
How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
Well I wouldn’t say that the classes themselves are that helpful in terms of developing as a person, but I think that the whole experience of going to school has made me grow up. There are resources in terms of counseling, but I haven’t used them really but their there and I feel if I needed them I’d have access to them. The college counseling office was helpful, Krista was a dominant force in my college process.
How do you think your curriculum could be better formatted to teach you life skills?
Life skills, I don’t really know what that mean but I feel for my lifestyle to much emphasis is put on sex and drugs and not on more mundane skills. I would like to learn how to manage money, a home economics style class, and the stuff that I am going to need to know such as basic plumbing abd basic electrical skills. I am basically going to have to have my dad teach me everything. World history and calculus will have already left my brain and will be totally useless in the future. And car stuff, I don’t know how to change a tire.
Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
Students and students, I would say at some fundamental level yes there is great resects between students. On a superficial level no. Student to teacher I think some teachers would probably expect a certain kind of respect that isn’t there. Kids know how much to respect each person and act around each teacher. There are some teachers who are more respectful then others.
If you could change one thing about you school, what would it be?
Put some trees on campus, I would cut down on student competition but I feel like that doesn’t really exist, its all in my head.
Jonathan Astra Sanchez Marin Academy '10
• Describe an average day at your school (give us a feel of a walk through the halls).
Average day, is head to classes, chill with friends during breaks in the library, lockers, cafeteria, or outside in the court yard. At lunch usually we head down to downtown San Rafael to eat at the various deli's and cafes. Popular places where people hang out is in the library, cafeteria, or court yard.
• How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
In terms of my immediate future, which is college, school does cater to my preparation. Other than that, classes don't really help me out in other ways. Although, the school does offer resources like music studios which cater to my passion for making music.
• How do you think your curriculum could be better formatted to teach you life skills?
The main way the curriculum could be improved more is by offering more hands on experiences. More real world experience, not just class lectures.
• Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
MA prides itself in being a safe environment for the learning of kids, so there is never any tension between students, teachers, or parents. It's alright with me cause that just means less drama.
• If you could change one thing about you school, what would it be?
Diversity, I guess. Haha.
Average day, is head to classes, chill with friends during breaks in the library, lockers, cafeteria, or outside in the court yard. At lunch usually we head down to downtown San Rafael to eat at the various deli's and cafes. Popular places where people hang out is in the library, cafeteria, or court yard.
• How much of a resource is your school in your life’s development? Do you think it actively contributes to your greater learning in life? Do you feel that your classes cater to your immediate and future needs?
In terms of my immediate future, which is college, school does cater to my preparation. Other than that, classes don't really help me out in other ways. Although, the school does offer resources like music studios which cater to my passion for making music.
• How do you think your curriculum could be better formatted to teach you life skills?
The main way the curriculum could be improved more is by offering more hands on experiences. More real world experience, not just class lectures.
• Is there respect at your school between students? Students and teachers? Teachers and parents? Parents and students? How does this affect your learning environment?
MA prides itself in being a safe environment for the learning of kids, so there is never any tension between students, teachers, or parents. It's alright with me cause that just means less drama.
• If you could change one thing about you school, what would it be?
Diversity, I guess. Haha.
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