EDITORIALS page 6|October 21, 2016|THE LION’S ROAR|THELIONSROAR.COM
editorials@thelionsroar.com|VOLUME 33, ISSUE 3
the CAT’S
MEOW All the news that’s fit to print ... and then some!
L-bench Nanny After monitoring L-bench activity daily for the past few weeks, Vice Principal Jardice Winemann has finally decided to hand over her duties. Eager to get back to what she called her “real responsibilities,” Winemann has hired a part-time nanny to watch over some of South’s finest. “Those juniors cannot be left alone,” Wineman said. “I was tired of watching them socialize, so I hired some help.” The new hire, professional nanny Mini Mumwage, said this job has been her toughest to date. “I’ve never handled teenage boys before; usually they’re fine on their own, I guess. These teenage boys? Not fine.” Mumwage’s most effective tactic has proven to be simply taking a seat next to her charges. “I’ve never seen the L-bench so tame,” Winemann said.
Cookie Monsters Acknowledging widespread Elmo Document Camera use across NPS, the School Committee has decided to upgrade all Elmos to a nextgeneration projection system: the Cookie Monster. “I can’t wait for the switch — just think of the new capabilities!” math teacher Ine Stein said. The math department recieved a Cookie Monster prototype in the mail just yesterday, and Stein said he was not alone in his excitement. The frenzy soon grew out of control, however, according to department head Calk Youlus. “I don’t know what happened,” Youlus said. “One second, we were all so excited about the new device, and the next thing I know, there’s a chocolate chip cookie lodged in its disk drive. I thought these were math teachers, not preschoolers.”
Swamp swimming Finally taking advantage of its swampside location, South will commence construction on its new, innovative wetland aquatic center this winter. Senior boys swim team captain Lock Tee expressed reservations about the project. “I don’t think you can swim in mud,” he said. “You wouldn’t be able to see.” Despite Tee’s apprehension, athletic director Matty Bee said she was excited for the South swim and dive programs to have their own practice space after years of using other schools’ pools. “The kids will get so much out of swamp practices!” she said. “Mud is much denser than water, so they’ll get stronger and faster.” “Is this a joke?” Tee asked. “I’m a lifeguard, but I’m legitimately afraid that I would drown.”
Large class sizes compromise learning, fair playing field
Projections of decreased enrollment at South for the 2016-17 school year led to underestimations of the number of teachers needed to accommodate South’s student population. Throughout the fall, students continue to note their crowded classrooms, some with over 30 students. The unusually large classes have resulted in a host of problems, from scheduling issues to unorthodox seating arrangements, as students outnumber desks in some classrooms. While a small class forms student bonds, large ones encourage the formation of small factions within the larger group. Beyond the formation of social boundaries, students’ learning may be jeopordized as they lose opportunities to speak in class, particularly in a world language classroom; when so far outnumbered, teachers may be unable to effectively hold conversations and
evaluate students. Additionally, an overwhelming number of graded assignments may lead teachers to decrease students’ workload, giving them less practice and feedback. Students should not fault teachers for this decline; educators cannot be expected to work extended hours due to class enlargements beyond their control.
students to become more independent, often improving their abilities to teach themselves or learn from their peers. Students may find these experiences helpful when they leave South for college, where they are often responsible for self-teaching. While these advantages may help some, they do not arise intentionally; teachers should be able to
Independent learning is not optimal for all, and students deserve the right to learn in a way that best suits them. Some teachers do, however, sacrifice their own free time to supplement overcrowded J blocks, giving up time after school or even during free periods or lunch breaks to meet with students. While a classroom of 30 students can quickly devolve into chaos, a student surplus can create opportunities for collaboration; less individual attention pushes
act as resources for their students without sacrificing free time. Independent learning is not optimal for all, and students deserve the right to learn in a way that best suits them. If each student is to learn as much as he or she can, administrators must find a way to keep class sizes down, creating a fair playing field for students who benefit from working closely with their teachers.
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