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High Tide Issue 4, January 2011

High Tide Issue 4, January 2011

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11/13/2012

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2
OPINIONS
H
IGH
T
IDE
H
IGH
T
IDE
The La Jolla High School
Editors-in-Chief 
Dario AharpourCarey Kennedy
News Editor
Ashley Wei
Opinions Editor
 Jasmine Mobasseri
Features Editors
Kianna AnvariBrittney Schrift
Student Focus Editors
Rebecca Huntly-PlayleAngelita Rosal-White
Sports Editors
Elyssa KanterOlivia Polger
 A & E Editors
Christina KirbyFreda Spencer
Business Managers
Amy LiewAngelita Rosal-White
 Advisor
 Jim Essex
Staff Writers
Sara AshcraftChase Berry Jacob FoersterEdward GonzalezAmber GoodjohnChristine HanTaylor JetterBreanna JonesEmmeline Kuo Jordan LinskyWendy NettletonAlex McMahonAmanda MenasQuinn MillerWilson MokiaoTimothy RaynerGrant SimingtonIsabella Spies Joanne WebbLaura Wells
The
High Tide,
an open forum, is the
official student newspaper of La Jolla High School. Unless otherwise noted,opinions being voiced in the
High Tide
belong to the individual author. The
 High Tide
welcomes letters and opin
-
ions from students and staff members. If  you have a letter to the editor, please drop
it off in Room 501, or give it to any
High Tide
editor. You may also email submissions to LJHiTide@yahoo.com.Submissions should be typed and cannot be anonymous. The
High Tide
reserves
the right to refuse any material. Adver 
-
tisements are measured per column inch.To advertise with the
High Tide
or to
to purchase a subscription, please email us or call (858) 454-3081, extension4501. Issues are distributed every four weeks. No part of the
High Tide
may
be reproduced without written permission.
 
Radio Editor
Norma Ramos
 January 21,2011
Copy Editors
Heren AlanisIman Hassaine
Students
vs.
Teachers
“It is difficult because your
grade can be in jeopardy justbecause of one test; and all your hard work of bringing  your grade ends up a wastecomplete waste.”“On top of stress, pressurefrom parents, late nights and
last minute cramming, finals
are not worth the hours of time and effort.”“It is a big transition frommiddle school. There is a lotmore pressure from teachersnow and it is completely over-whelming and different thanprevious tests I have taken.”
“We give finals to assess infor
-mation that they have retainedin a whole semester.”
“It is beneficial for students to
go back and review the mate-rial because teachers tend to
put questions on finals that stu
-dents need to know for life.”
“Finals are beneficial for stu
-dents because they are ableto recognize what they havelearned and be reminded of what the most important ele-ments of the subject are.”
“The final tells me if they have
got the big picture or not.”
-junior Tara Ravanbach- Mrs.Benito-senior Elizabeth Wang-Mrs.Wira-Mr.Mika
-freshman Griffin Brown
 Mrs.Menders
Midterm Madness
 It is that time of year again and midterms are just around the corner. During this time of high stress and 
extreme pressure, what goes on in the minds of both the students and the teachers?
Take into consideration themonths of effort many diligentstudents here at La Jolla Highput into earning an A everysemester. Though unfortu-nately, when midterms comearound, many students crack under the extreme pressure.In many cases, this single test
has the ability to influence a
student’s grades far too much.Some students at La JollaHigh argue that they are not
satisfied with how much fi
-nals affect their grades. Stu-dents cannot be expected toimmediately remember allof the information they have
been taught over a five month
time span. It is frustrating when teachers think cram-ming all of the review mate-rial in a couple days is possible.Teachers might argue that
midterms and finals prepare
high school students for col-lege.On the other hand, stu-dents argue that this is unfairbecause preparing high schoolstudents, especially freshmanand sophomores, for col-lege does not mean treating them like college students.Exams count so much insome classes that they caneasily change one’s grade byan entire letter. The intensityof midterms result in unec-essary anxiety and stress formany of our students. Stu-
As finals draw closer, high
school students are endur-ing a “crunch time.” Studentsfeel that teachers are push-ing them a little further in the
month or so before finals. With
all the work that is needed tobe reviewed, students mighthave cried out in frustration,
“Why do teachers give us fi
-nals anyway?!” The eternalquestion has been answered.
The Students’Point of View
By Christine Han
Staff Writer 
dents agree that the final tak 
-
ing process could be simplified
with a few minor adjustments.Consider a hardworking stu-dent. It is not fair for them to
study for finals in the two hard
-est courses on the same daybut end up with a grade thatlowers their overall grade byan entire letter. This may havebeen because they were toostressed out with the amountof information they needed
to remember. Making finals
worth less or making some im-provements that students pre-fer, could be a needed relief.
The Teachers’Point of View
Teachers give finals to assess
what students have learnedall throughout the semesterand to make sure that theyunderstand all the materialbefore second semester starts.
It is beneficial for students
to review their work and tocompletely comprehend it forlater use. Teachers tend to put
questions on the finals that stu
-dents might need to be able toanswer throughout their life.
In colleges, finals are worth
about half of a student’s gradeso teachers try to preparetheir students now for suc-cess. This allows students toeasily endure the next stepsof their academic careers.Recently, some teachers evendecided to lower the percent-age of the test maintaining thebalance of the midterm examwith the work students com-pleted throughout the semester.This helpful change is prov-en by the English and Span-ish departments, who decided
to make the final worth 10%
of a student’s overall grade.Finals should not befrowned upon simply be-cause students crack underthe realistic pressures thatcome along with education.
Finals are beneficial and serve
as a useful way to make surestudents have properly learnedand absorbed the curriculum.This, in turn,determines wheth-er or not the student is capableof moving on. Though stu-dents may incessantly protest,but teachers have their reasonsfor midterms, and do not planto cancel them anytime soon.At La Jolla High School, thereare quite a few examples of the“genius,” the “curve setter,” the“over-achiever,” and the “typeApersonality.” They lurk in the physics room at lunch,pore over textbooks on Fridaynight, and take SAT prep from
nine to five on the weekends.
As children grow up, theirdevelopment can be chartedalong four streams: intel-lectual, physical, emotional(psychological), and social. Inclassrooms, the smartest kidstend to be left out of activitiesby the other children. They are“odd,” they are the geeks – thesocial outsiders. In other words,they do not develop socially aswell as they may develop intel-lectually, or even physically.If a child excels in intel-ligence, there is a strong pos-sibility he/or she could lack other assets like being so-cial and emotional. Whatis left is an extremely brightkid, who is not comfortablearound other people, and hastrouble forging emotional ties.This type of kid tends to bewearing the golden cords atgraduation. Focusing so muchon being intellectual, and ne-glecting the other develop-
ment areas, leaves a 5.0 vale
-dictorian who cannot string two words together in front of an audience. Being a math-ematical genius only gets youso far, and the traits that usu-ally show a well-rounded hu-man being are washed away,
By Wilson Mokiao
Staff Writer 
leaving a stuttering calculator.In schools today, more em-phasis is given to left-brain ac-tivities like math, logic, spelling,and related academic activities,as compared to right-brain ac-tivities like artistic ability andoutgoing character. This one-sided diagnosis leaves muchto be desired. Schools shouldnot be rewarding those whocan do no more than read atest and spit out the answers.“My parents don’t let meoutside much, I have toomuch schoolwork to do,and when that is done, Ihave to do SAT and collegeprep,” said junior Ben Ghell.The mentality that highschool is the path to collegeand nothing more completelyignores the more important as-pects of school. What is valu-able in school should not onlybe measured in grades. Successin the real world is so muchmore than taking tests; successrequires inter-personal skills,the ability to network, andthe ability to handle pressure.High school is a social test-ing ground. Teens take their
first shaky steps towards real
-ity, relationships, and drama.These things are real life, andleave it to SDUSD (San Di-
ego Unified School District) to
leave the most important partof our development as func-tioning humans un-graded.“The thing that I valuemost from high school are thefriends that I have made, Iwill know them forever, unlikeDe Mauv’s Theorem,” saidsenior Lewis Fowler-Gerace.Parents are often the driv-ing force behind the super
Calculator Kids
Imperfections of the intellectuals
...Continued on Page 3
 
3
OPINIONS
H
IGH
T
IDE
 January 21, 2011
I am a student at La JollaHigh School; there are 1,665of us, give or take a few. We allbump around school scram-bling from one class to thenext. During lunch we onlyhang out with our little groupof friends. We do what we aretold. We develop a routine. Asmuch as our teachers encour-age us to “think outside thebox,” we are only spontaneousand creative when it is permit-ted. We are regimented, awk-
ward, zombies, floating around
school, and we count downthe days until our next break.Most students think that thisis what is normal. I wouldn’thave known differently if it hadn’t been for my twomonths spent at Liceo Clas-sico Foscarini in Venice, Italy.What a fantastically differ-ent atmosphere it was! Fortwo months I woke up ev-ery morning with the desireto go to school; something I had never known before.School started around 8o’clock, or 8:10, whenever theteacher showed up. Schoolended around 12 o’clock or1 o’clock, depending on howmuch time we chose to spendin P.E. I sat in one classroomthe entire day with about 17classmates. We were all friendswith each other and with theteachers, who knew us well.We all received (mostly) en-thusiastic lessons at the samelevel from different teachersin a variety of classical sub- jects: Italian history, Italianliterature, English language,biology/chemistry, algebra,philosophy, Greek, Latin, arthistory, religion, and physicaleducation. Most of the learn-ing was done in the classroom.Because we were a small group,teaching was quite personal.Our schedule was plannedby our teachers who organizedour lessons for the day and itcould vary depending on whatthe teachers wanted to teachon which days. We all felt afeeling of camaraderie. I think that I learned and retainedmore valuable information inthose two months than a whole year at La Jolla High School.However, what I am certain of is that at La Jolla High SchoolI have learned how to become
efficient at test-taking. I have
become very good at studying,taking a test, getting a goodgrade, and still not learning anything in depth. At La JollaHigh School there is such anenormous emphasis on gradesand a “get ‘er done” attitudethat there is not enough roomin my cluttered mind to actuallyabsorb and enjoy learning thematerial. In most of my classesI read the chapter, take thetest, and move on to the next
chapter. It’s very superficial.
At Foscarini, a test was called
interrogazione
or interrogation.The teacher would ask you if  you felt ready to be interrogat-ed; you would agree or wait forthe next time. Then you wouldstand in front of the class whilethe teacher asked you ques-tions about what he or she hadbeen teaching. You would tellthe teacher all you knew andthe teacher would say “good”or “not so good” or “you for-got this” or something of thesort. Grading was on the basisof these interrogations. Onlyquizzes were written (of whichwe had very few), and neverdid I take a multiple choice test.There was no handing in of papers, everything that waswritten was read out loud, andevery creative spark or absur-dity was shared with the class.My natural writing came outin metaphors as I was reading Shakespeare for fun! The moti- vation for doing well came fromone’s personal interaction withthe teacher and with the restof the class. There was nevera need to threaten the student.I felt that I was a free being!Only upon my return did Irealize how different schoolcan be and how our school sys-tem may not be working to thestudents’ (or society’s) advan-tage. It was startling to comeback to La Jolla High Schoolwith such regulation and stu-dents competing against eachother to get perfect grades asopposed to helping one an-other as we did at Foscarini.Is my grade supposed to
reflect what I have learned?Or does it reflect how obe
-dient I am at following the
rules? Recently, I’ve come to
realize that the latter is true.As for my teachers at La Jolla, I admire them. I ad-mire them for their willing-ness to inspire our intellectualcuriosity. I admire and thank them for doing all they can tohelp us along within a limit-ing system that is forced uponthem as well as the students.It is not the teachers or theschool that I criticize; it is theold mentality of policing thestudents and the notion thatcompetition, rather than coop-eration, brings out the best in us.The idea that we are all com-peting against each other to getinto the best colleges only leavesus isolated. After all, most of usare not going to get into them.“Every man for himselftears our human bonds insteadof building them, and when weare forced to interact with one
another we find that we have
become socially awkward.At Foscarini this didn’t existbecause we all were friends.I have learned a great dealat La Jolla High School, butI wish that it could have beendone in a better way. I’velearned how to read and write
proficiently, and I’ve learned
how to solve math problems.I’ve gained an appreciation forpoetry, history, music and art.All this I have learned, but it wassomewhat forced or crammedand it certainly was not easy.At Foscarini, learning was natural and easy, and itworked. I was never threat-ened to have points taken awayor be damned to a low GPA.All in all, my apprecia-tion for La Jolla High isgreat, but I now see how thesystem can be improved.Until then, Foscarini inspires.
Foscarini Inspires
...as much as our teachers encourage us to “thinkoutside the box,” we are onlyspontaneous and creative when it is permitted.
It is not the teachers or the school that Icriticize; it is the old mentality of policing thestudents and the notion that competition, ratherthan cooperation, brings out the best in us.
By Fabiola Zirino
Student Writer 
motivated, takes home thegold science medal, nation-ally ranked, mathlete. Someparents see value in all thewrong places. High school tothem is just the means to anend, and that end is college.High school is only thelaunching point for manyof these pseudo-calculators.When they leave their par-ents for the dorms and col-lege towns of Ivy-whatever,they are taking with them oneskill – how to look at a list of questions, and answer them.Being a genius is not all thatit is cracked up to be. In thewords of Ernest Hemingway,“Happiness in intelligent peo-ple is the rarest thing I know.”
...Continued from page 2
Her experience in Italy leftFabiola Zirino questioningthe effectiveness of La JollaHigh’s school system.
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