PALS
by Baker Steve on Jan.25, 2010, under News, Organizations, Student Life
Organized by Kathy Goad, Peer Assistance and Leadership (PALs) is a mentor program present on campus that has partnered with Big Brothers and Big Sisters to travel to local grade schools to interact and mentor children. PALs is comprised of seniors who completed a certain amount of community service hours, and followed all the standards to be a part of the program.
The purpose of the program is to inspire children into achieving the highest potential and provide them with the ability to gain confidence and self esteem. “Children encouraged to succeed,” said Ms. Goad, PALs instructor. “When we help them with academics, it usually improves test scores.” Goad believes by having a PAL, young children get a chance to have a friend, if they are in need.
PALs are assigned to students who are believed to work well with. Counselors of the school the students attend, Goad, and other instructors choose the particular pairs of PALs. Students who are involved with PALs have to connect on a deep level in order to fulfill the purpose of being in the program.
“Some students open up more but we just have to keep working with them,” said senior Lee Darius Robertson. “We talk, get to know each other, and express being a role model to the younger students.”
Students active in PALs attend numerous field trips pertaining to the learning atmosphere of PALs. By the end of the year, students have learned how to connect with younger children. Both the students involved in PALs, and the younger children in which PALs assist, make friends that sometimes may last a lifetime.
Written By: Celeste Arrendondo Staff Writer
Bus Behavior Become Rowdy
by Baker Steve on Jan.25, 2010, under News, Student Life
Transportation to school for some students may be provided by their parents, or carpooling with friends, but for many others they have to rely on the school bus. Quite a few people may think the bus is a peaceful simple way to get to school, but for some of the actual bus riders it is a chaotic journey.
Many bus rides start as early as 6:45 AM on a ride that can become loud, and hectic.” When I rode the bus it was really loud in the morning and kind of quiet after school, said Senior Maria Christodoulides. Contrary to the bus Christodoulides rides, others buses are more quiet in the morning than in the morning.
After school most students are excited that the day is over, and ecstatic about the opportunity to take a nap to relax from the long day, but on the journey to their destination it is quit noisy.” In the afternoon my bus is real loud”, said sophomore Kierra Lacey. Students tend to get hyperactive, and energetic which leads to the erratic behavior on the bus.
Bus behavior can vary throughout the day, some buses have very mild behavioral students and others are chaotic with disruptive behavior. These behaviors can make it difficult for fellow bus riders and can distract the bus driver. There are rules and guidelines for bus riders, and they are not followed. Riding the bus is a privilege and should be treated as such. Therefore, students should be thankful of the transportation provided by the school, and show respect to the drivers that take their time to get students safely to school and back home, and show good Eagle PR during each route.
Written By: Kylania Brooks Staff Writer
Athletic Trainers
by Baker Steve on Jan.25, 2010, under News, Organizations
Behind every great athlete is a supportive responsible athletic trainer. Athletic trainers have a job, which consists of caring for all hurt or injured athletes. Athletes today would constantly be in pain or hurt if not for the athletic trainers in the world.
Although the job may seem easy and something one could do in your sleep, its really not. “We are responsible for making sure all athletes are in good physical and mental health, and making sure they are properly hydrated,” said Anthony Green, sophomore.
While some athletic trainers may appear to do nothing and look at it as a way to skip gym class others value their position with honor and dignity. ”I really do value my position as an athletic train and I take to heart everything I learn and do,” said senior Takayla Jackson. Jackson has been an athletic trainer since freshman year and has plans to continue with a career in the healthcare industry.
Athletic trainers are dedicated individuals who help others on a daily basis and must have compassion. The trainers are trained to care and look after our athletes as if they were in a real hospital. It takes motivation, dedication and the will to empower others to shine also, and that’s what athletic trainers are taught from beginning to end.
Written By: Asa Woodberry Co editor-in-chief
The New Grading Policy
by Baker Steve on Jan.25, 2010, under News, Student Life
For years, the campus has been following the grading policy that allowed students to receive no lower than a “50” for the final grade for the six weeks’ grading period.
However, with the arrival of the 2009-2010 school year, the grading policy changed, allowing teachers the option of giving the student the grade they actually earn- despite the poor quality of the average for the first semester. Many students believe that it is unfair. However, according to a recent survey, most teachers who were surveyed believe that students should receive the grade they earned. However, the reality of the situation is that most kids do try, but contiue to fail. However there are still those students who just sometimes fail regardless.
“Most kids try and sometimes fail,” said sophomore Pablo Suraez. According to Suarez, sometimes tutoring just does not help, and some kids don’t improve. “If students try, they should at least be given a chance, and others that don’t care should just leave,” said Pablo Suarez.
Students have many options for help if needed. Tutoring and homework help is available for those who need more assistance. Although, there are some who have not made much academic improvement according to averages, the new grading policy is all up to the teacher for that particular course that the student is failing.
“ I give my students what they actually earn,” said Brandie Whetstone, Spanish teacher. Whetstone wants to encourage her students about accountability before they actually leave high school and enter the real world.
Changing the grading policy is believed to bring improvements in the averages of students and very much bringing plenty of encouragement in the fight of pulling in above “70” semester finals.
Written By: Celeste Arrendondo Staff Writer
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Transitioning into AP classes
by Baker Steve on Jan.25, 2010, under Commentary, News, Student Life
As second semester swings into a rapid beginning, many juniors have felt the challenging transition from pre-advanced courses to advanced placement courses. Not aware of what they were in for, many juniors soon experienced a challenge to maintain a stable grade point average, and be involved with a whole line up of extra curriculum activities.
“I am co-captain of the swim team and currently enrolled in two advanced placement level courses,” said junior Laura Lopez. Although Lopez is currently enrolled in two advanced placement courses, she has learned how to adapt to the ample amount of work in which advanced placement courses produc, all while maintaining her spot in the top twenty-five of her graduating class. “The moment I walk in into Mrs. Chastain’s English three AP instruction class, I expect nothing but work bell to bell,” said Lopez.
Although some students, who are experiencing the transition, have learned to adapt, others have learned the hard way, that it is pertinent to maintain both advanced level courses and extra curriculum activities on a healthy schedule.
“Advanced placement classes did become stressful at one point, because I had no idea of what I was getting into, and I had too much on my plate,” said junior Bianca Henderson. By being vigorously involved in tennis and advanced level courses, Henderson learned how to become a more organized student. “If I didn’t organize and learn from my mistakes, I knew things would get tough,” said Henderson.
Advanced placement classes can get rough and tough, and are thoughtfully designed for those determined headstrong students, however they do offer their perks and advantages. “I am enrolled in advanced placement classes not only to prepare myself for college work, but also for the learning environment,” said Lopez. While offering a chance to recevie college credits while still in high school, advanced placement classes do offer a positive learning environment in which the majority of the students enrolled in advanced courses have the same goals, to be successful in high school.
Aside from the double amount of work in which an advanced placement course provides than that of a regular course, advanced placement students also notice another difference in between the two. “In advanced placement classes the attention is focused on the students who really want to learn, and the immaturity is left outside, and more work is done,” said Lopez.
Overall, advanced placement classes are beneficial to those who are willing to commit to the work ad rigorous lesson plan in which an advanced level course offers. “By demonstrating that I am not afraid of trying something new that will benefit my accomplishments throughout the rest of my high school year is the true benefit of being enrolled in advanced placement classes,” said Henderson. After all, many advanced placement courses are actually college courses, so a high school attitude in an advanced placement course must be left outside the door.
Written By: Eboni Monroe Editor-in-chief