The Matador: Issue 4 - Dec. 13, 2018

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MATADOR

SAN GABRIEL HIGH SCHOOL

VOLUME 64, ISSUE 4

801 S. RAMONA STREET, SAN GABRIEL, CA 91776

Thursday, DECEMBER 13, 2018

Vicky Yum retires to Arizona

School removes tiles due to asbestos scare

BY KENNY LAM AND EILEEN ONG

The school addressed an asbestos scare by replacing broken floor tiles in the S5 classroom during Thanksgiving Break.

According to pictures received

by The Matador, the classroom was fenced off and a temporary tunnel was attached to the classroom door. Signs that read “Danger: Asbestos” in English and Spanish were also taped onto nearby trash cans, and white bags sealed by tape were found outside the classroom.

This construction surrounding S5 caused some people to believe that something related to asbestos was present inside the classroom.

BY KIMBERLY QUIOCHO

After almost 40 years of working for the district and 12 years as Business and Activities office manager, Vicky Yum, officially retired on Dec. 7. She plans to move to Kingman, Arizona where her house is currently being built. “[The house] should be ready in April, and during that time [my husband and I] are going to [go] through all the stuff in my house to walk out, throw away, donate, and all that,” Yum said. “Just getting ready for that, and I’ll be happy to explore Arizona and travel. Definitely, travel.”

Yum started her career at the group sales department of Universal Studios and later came to work at the school district. After years of working as a risk manager, she was then offered an office managing job for the school.

“I’m really happy I made the choice to come to San Gabriel. I’ve been having a really fun time with the student interns [and] student aides I’ve had over the years, teaching them office procedures,” Yum said. “It’s a real learning factor even though it’s not academic stuff, but it’s stuff you’re going to have to do when you get out in the work field.”

The Business and Activities office is considered by many to be the heart of the school, handling parking, campus permits, field trips, sports scheduling, room bookings, and bus transportation.

Office technician and close friend Beda Ramirez calls Yum a “jack of all trades.”

“She does a lot for our school, and we’re really happy that she came to us… I don’t know how we’re going to replace her,” she said.

Another close friend, Dena Monsevais, student banker, also recognizes her as an

See Asbestos on pg. 3

PHOTO BY ENRICO GONZALEZ

ASB surprises Vicky Yum at last Friday’s winter rally, thanking her for being the Business and Activities Manager. She is accompanied by ASB sophomore Irene Tan. important member of the community.

“It’s been a bittersweet journey,” Monsevais said. “She’s going to be missed [by] all of us.

As far as her leaving, she’s done the best job.

She has really helped with a lot of things here in the bank. [She] was always willing to give a helping hand.”

Students share the same sentiments, regarding Yum as a great mentor.

“I’m sad that I won’t get food anymore,” student intern senior Sharon Tu said, “but I’m happy for her because she’s been working for so long, and she deserves to relax.

Student intern senior Jesse Fan is happy for Yum, but says he will miss her.

“I’m pretty upset [that she’s leaving],” he

said. “That’s why it’s kind of hard for all of us that she’s leaving. She’s taught me to be more responsible and to be more prepared.”

Although she is saying goodbye as an office manager, Yum says she will still be around to help out and chaperone until April.

“I want to thank ASB, yearbook, and the newspaper for all the fun and controversial articles that they’ve done,” she said. “Yearbook has done a fantastic job with their designs, and ASB has always been a great group to work with. The other students: FBLA kids, PODER kids, the Medical Career Academy, and Key Club. All those kids are great kids. I really enjoyed working with them and I hope those that our seniors will remember me.”

Kho signs with Southern Utah University for Division I gymnastics

BY LAUREN BALLESTEROS

After training as a gymnast for 14 years, senior Kaylee Kho received a three-year scholarship to the Division I college, Southern Utah University (SUU), for gymnastics. Principal Debbie Stone held a signing ceremony in the Arena to celebrate on Nov. 30.

“The ceremony at the Arena was just a small party with a couple of friends, my little sister, and my parents,” Kho said. “The principal came along with some of the administrators and my counselor.

Relieved that all of her hard work paid off, Kho felt excited when she found out she earned a scholarship to SUU this past August.

“A huge weight had been taken off my

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shoulders just knowing that I’ll be able to go to a great college with an awesome gymnastics team,” Kho said. “Gymnastics is such a hard sport, so getting a scholarship validates all of your hard work.”

Kho had to reach out to college recruiters to receive her scholarship.

“There are college recruit[er] s at the competitions I go to, so they watch you, and you would have to call or email them and say you’re interested in that school,” Kho said.

In the summer of 2014, Kho participated in the Junior Olympic Level 9 Western

Championships, placing first all around.

Following this, she got the opportunity to be part of the U.S. National team.

Her other accomplishments include high scores of 9.700 on bars, 9.650 on vault, 9.575 on beam, and 9.400 on floor at Level 10, the highest level before elite gymnastics. “[Western Championships] was a big competition for me,” Kho said. “After I finished that competition, I got invited to the Junior Olympic team. I went to the training camp in Texas, and it was a good experience for me to go out and learn new skills.”

Although raising gymnasts and seeing them grow up is “sometimes overwhelming

PHOTO COURTESY OF STAFF

Bags outside of the S5 classroom contain trash from the removal which occurred during Thanksgiving break.

and busy,” her father, Daniel Kho, is proud of her.

“Ultimately, you [have to] look at the long-term [result],” Daniel said. “It’s the [most joyful] time when you see they have scholarships and are going to school. That’s the big reward, and it’s all worth it.”

Her older sister, Caitlin Kho, currently attends SUU for gymnastics as well. This helped Kho decide exactly where she wanted to attend for college. In the upcoming school year, Kho is most looking forward to joining her sister and becoming one with the team.

“When we went to visit [Caitlin], I just fell in love with the campus,” Kho said. “I’m excited to join the team and be with her, too.

I want to be more involved with the team; it’s a team effort in college, and I just want to be in a group where I can feel supported.”

PHOTO COURTESY OF KAYLEE KHO

Kho does a split leap on the balance beam for a competition.

OPINIONS

LIFE & ART

SPORTS

AP teachers should not neglect exams pg. 4

Student artists shine in Winter Art Gallery pg. 8

Wrestling returns to the mat after three year hiatus pg. 9

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THURSDAY, DECEMBER 13, 2018

NEWS

Drama hosts The Miracle Worker dinner theatre

BY WENDY CHAU

After four years, drama adviser Patrick Posada brought the concept of dinner theatre back to life.

This year’s dinner theatre showcased The Miracle Worker and served Italian cuisine in the Little Theatre from Dec. 4 to Dec. 8.

The revival of the dinner theatre brought excitement among staff and faculty, who had attended previous dinner theatres.

“I was very impressed,” English teacher Jordan Vogel said. “It’s not the first one I’ve been to, so I was excited beforehand. I know how well done [the dinner theatres] are. Our drama department always does a fantastic job putting on plays. The service is really fun [since] students [are] involved, [and] the acting was well done.”

Different from a traditional show, a dinner theatre adds more to the play experience.

“A lot more people are involved since now it’s not [only] about performing a play, [but] it’s about creating a beautiful restaurant every night,” senior Genesis Landeros said.

“There [are workers] under the same roof with [a] goal to give our guests the perfect night out.”

Another difference is the sophisticated atmosphere.

“The concept of a dinner theatre is refreshing and exciting because it no longer feels like the students, staff and faculty, and parents are in a school environment,” head manager junior Vicky Vo said. “The students who attend the production are given a chance to dress up and a sense that they are no longer at school. Parents and staff who attend are given a chance to escape from work or any stresses they have to enjoy a palatable

Mrs.Keller, played by senior Lily Cabrera, attempts to console blind and deaf Hellen Keller, played by freshman Vivian Yenvy Phan, after Helen throws a tantrum. Throughout the play, Helen resorts to violence due to her inability to communicate.

The dinner theatre serves a three-course Italian meal and dessert from Claro’s.

The cast celebrates their performance in The Miracle Worker, a story about Anne Sullivan, played by senior Genesis Landeros, who takes it upon herself to mentor Hellen Keller.

PHOTOS BY KATHERINE HUANG

meal along with a breathtaking show.”

Dinner theatre not only introduces a new concept of entertainment to many students, but it also encourages professionalism. The wait staff consisting of students are required to learn proper etiquette, proper posture, glass and plates positioning, and manners.

As the artistic director, technical director,

and operator of the restaurant, Posada says the dinner theatre was overall a success due to the help of students who organized it. His decision to revive dinner theatre stemmed from not only wanting to provide a refreshing form of entertainment, but also to dedicate the performance to certain staff.

“We wanted to do something special

because Ms. Vicky Yum was retiring,” Posada said. “We dedicated the performance to her [and to Mr. Gin, who] sponsored the show and got a matching grant from [the electric company] Edison.”

Due to the success of the dinner theatre, Posada plans to host a 1950s-inspired diner theatre in May, showcasing The Outsiders.

AP pass rates increase from previous year

preparing them since second year honors,” Deniz said. “So when they get into AP Spanish Language, it’s something they’re comfortable and familiar with.”

The AP Spanish Language and Culture test consists of five parts: two speaking parts, two writing parts, and one multiple choice section.

“I have a lot of speaking activities and spontaneous speaking activities,” Deniz said.

“When it comes to the writing parts, basically everything that we do [is] connected to the writing sections.”

The average score for the AP World History tests in 2018 was 3.43, which increased by 0.45 from 2017. During the past two years, the AP World History and US History curriculums were changed, causing teachers to integrate different methods of preparation for the AP tests.

“Some of these changes [in test scores] could be the result in changes in the courses themselves, the College Board requirements,” history teacher Henry Osborne said. “A couple years ago, they changed it for AP US History, and then two years ago, they changed

it for AP World History.”

The average score for the AP English Language and Composition test in 2018 was 2.22, while the average score for the AP English Literature and Composition was 2.40.

The average score for the AP Environmental Science test in 2018 was 2.06. Environmental Science teacher David Whitman said that the work ethic of a student plays an important role in their score.

“I emphasize a lot of reading and [discovered] that kids that take the AP tests in any topic seriously tend to be the ones that will study and do the reading that is necessary,” Whitman said.

Osborne also believes that the role of a student is often overlooked into how well they score on the AP tests.

“If your teacher is organizing a course in such a way that is following the College Board curriculum, then as a student, your responsibility is to keep up on the work,” Osborne said. “Don’t get into the habit of procrastinating and doing everything in the last minute. For a lot of the AP subjects, repetition is an enormous benefit.”

Average AP Scores at San Gabriel High School

4.86

4.69

4.82

Average Score (1-5)

4.94

Subject

3.43

3.36

2.98 2.50

Chinese Language and Culture

Calculus BC

World History

Studio Art: Drawing Portfolio

GRAPHIC BY ELSIE WANG

Data from the AP Five-Year School Score Summary (2018 edition) shows the average scores from students in various AP subjects in 2017 and 2018.

BY WALLY LAN

According to the AP Five-Year School Score Summary (2018 edition), the percentage of total Advanced Placement (AP) students with scores of three or higher in San Gabriel High School in 2018 was 67 percent, a two percent increase from 2017. This percentage is also higher than the California average of 64 percent, and the global average of 61 percent. However, when different subjects— Language, Math, History, and Sciences—are taken into account, the average test score varies.

Among all AP classes and test scores, the average score for the AP Calculus BC test in 2018 was 4.82 out of 5, which increased by 0.13 from 2017. Among the 34 students who took the test, 30 students scored a 5 on the

test. Math teacher Huong Tran is commonly credited among students for preparing her students well for the AP tests.

“I think it’s just the high standard that I keep, and we work really hard and have a lot of tests, pop quizzes, and tutoring after school,” Tran said. “I think you have to hold [students] accountable and [convince] them as well, so I [convince] them [by saying] that to them [passing AP tests] will save you money and time.”

Among the other subjects, the average score for the AP Spanish Language and Culture test in 2018 was 3.60. Spanish teacher Eliana Deniz said that she had an advantage with the students she worked with.

“A lot of [my students] start with me in second year [language] before they come into AP Language, so I’m already training and

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NEWS

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thursday, DECEMBER 13, 2018

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briefs Chinese Drama Club explores Chinese theatre

BY ELSIE WANG

Chinese Drama Club combines Chinese and American theater culture into one. The club hosts an annual play at the end of the year, written, directed, and performed by students.

The club is also a way for Structured English Immersion students to improve their English and learn more about the culture of Chinese drama.

“I really appreciate more people [joining the club],” president junior Meitong Wang said. “No matter the country or region, if they’re interested in drama, they can join.”

Meetings are every Thursday during lunch in P208.

PHOTO COURTESY OF JASON TANG

D10S Key Clubbers cheer at Fall Rally South 2018, held at the Golden Bear Theater in Six Flags Magic Mountain, to compete for the spirit stick, which is given to the division with the best synchronization, enunciation, participation, and volume.

Key Club promotes positivity, friendship at rally

BY SHAWN HO

Along with raising money for the Pediatric Trauma Program, Division 10 South (D10S) Key Club and 47 other divisions in the California-Nevada-Hawaii district attended Fall Rally South (FRS) 2018 to spread positivity to other goers. As a part of D10S, SGHS Key Club attended FRS 2018, an annual event, at Six Flags Magic Mountain on Nov. 10.

“Fall Rally is pretty much a big party where you meet new people,” president senior Joyce Wu said.

Service Coordinator junior Bryan Wen expected to solely wait in line for rides, so he decided to not attend FRS 2017 but attended FRS 2018 after hearing his friends rave about the event.

“If you look more in depth, it’s a lot more fun because you’re meeting people from other divisions from all over the state,” Wen said.

Freshman Sabrina Nguyen decided to

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Reporters: Lauren Ballesteros, Wendy Chau, Aaron Lu, Vincent Maresca, Jocelyn Montelon, Tiffany Nguygen, Winnefer Wu, Zhou Ye Xin

The Matador is published monthly by the journalism class of San Gabriel High School. 1,600 copies per issue are published at CA WEB PRINT Inc. The Matador is a public forum for student expression and highly encourages responses in reaction to issues discussed in the paper. The opinions expressed are those of the writers, not the faculty or administration.

Articles without bylines are the opinion of the staff.

Submit comments as a letter to the editor, signed (anonymity is guaranteed if requested), to H-2, or Ms. Kim’s mailbox.

attend FRS 2018 and found a sense of comfort in the ‘Free Hugs’ practice. Nguyen would see FRS attendees wearing ‘Free Hugs’ signs and welcoming other Key Clubbers to embrace them with a hug.

“I don’t really give hugs but just decided to hug these people,” Nguyen said. “I felt safe hugging them because there were many others [doing the same] and they seemed really friendly.”

Originally intending to be a fundraising event, FRS is a means of meeting new people.

According to Wu, many still stay in touch through Snapchat, Instagram, and other social media platforms.

“You see friendships blossoming right before your eyes,” Wen said. “Overall the event just has a positive environment, an environment you would want to surround yourself with. It’s quite an experience if you go.”

Wu envisioned that Key Club will continue to attend FRS every year they are able to. She

BY CHELSEA NGUYEN

The Gardening Club plans to input a new gardening bed to limit water usage and help water the plants more efficiently by clearing out a space of land.

A few changes have been made in the club, which include the members coming together with Environmental Club to assist in garden work.

In addition, they are planting milkweeds, wildflowers, and other kinds of vegetables and herbs that are in season. The Gardening Club meets in front of the garden near the south parking lot, or in front of B5 every Thursday after school.

PHOTO COURTESY OF VICTOR TON

Junior Bryan Wen participates in ‘Free Hugs,’ an all-day event inviting Key Clubbers from other schools to hug. hopes that, in the future, more members will attend FRS as the number of attendees has been declining. “[FRS] is memorable and crucial to experiencing the full package of Key Club,” Wu said. “It’s where members could celebrate the hard work of Key Club.”

School removes tiles due to asbestos scare Continued from Asbestos, pg. 1 A memo was sent to staff in September about problems regarding S5’s floor tiles, stating that floors would be rewaxed and the work was “expected to be completed shortly.” In November, asbestos-related rumors circulated around campus about the purpose of the construction, due to the lack of further information.

To p r e v e n t m i s u n d e r s t a n d i n g , Principal Debbie Stone said she communicated with certain staff and the football team about the repairs.

Stone said that the construction was a mandated safety precaution taken in the case of asbestos being disturbed and released into the air during the tile replacement process.

Stone also said that in September, a licensed industrial hygienist was hired prior to the tile replacement to inspect and test the air quality of the classroom.

This hygienist later confirmed that the classroom was safe for use.

During winter break, classrooms in the S and SA buildings will also undergo the same process to have their floor tiles replaced.

Gardening Club installs new gardening bed

Homeless Outreach donates food to Foothill

BY AARON LU

Homeless Outreach will donate all of the canned food they have been collecting from students and staff to Foothill Unity Center in Monrovia. Their goal is to encourage people to donate more often in order to help those who are less fortunate.

“We want to get others to be able to experience in giving to those in need so they could start doing it [during] their daily lives,” vice president junior Kevin Nguyen said. “It’s always nice to do good deeds.”

Last year over 2,000 cans were donated, and the club strives to gain more year by year. The club will continue to collect canned food in room L121 until Dec. 14.

Shadow Day offers college experience A tunnel was stationed at the entrance of the S5 classroom during removal.

PHOTOS COURTESY OF STAFF

Caution signs warning of asebestos were discarded after use.

BY ELSIE WANG

Students were given the opportunity to shadow a college student on Shadow Day at University of California, Los Angeles on Nov. 18. Run by Project Higher Opportunity for Education, Shadow Day offered a tour of the college lifestyle, including food, dorming, and lectures. ”[I learned that] going to college isn’t always about what you’re majoring in,” senior Sef Chavarria said. “It can also be about making friends and living your life somewhere other than home.”

Students also had the chance to ask a panel of college students about their own stories and experiences in college admission and career decisions.

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THURSDAY, DECEMBER 13, 2018

Licking the “Wall”

Wally Lan Sick to my stomach

I

t all started 10 years ago when I decided to lick the floor to show off my daring side. Perhaps I would get sick, but my irrationality made me decide to lick the floor again for a longer period of time. A few days later, I found myself waking up in the middle of the night continuously vomiting into a plastic bucket. The regrets have now been ingrained into my mind, and my lifestyle has since been reformed by becoming a germaphobe.

Since the incident, soap and water have both kept me sanitized and sane. My obsession began when I started to refuse to eat foods with my bare hands unless I washed my hands right before eating. Over time, when given food, or even a cup of water, I would refuse to touch it unless there was a public restroom or hand sanitizer available. If none of them were available, it meant that I had to simply starve.

These habits only became more extreme as time progressed.

Whenever somebody sneezed, even when they were covered, I would immediately speed up my walking pace or evacuate the area, fearing that I would have to relive that brutal night. I remember this one period of time in which my tablepartner ate food that was expired and vomited, causing her to miss school the next day. When she came back, I started panicking and throwing hints at her to get away from me, even going to the extremes of asking my teacher to move me to the front of the class.

Inside my mind, I started to fear what would happen to me if I were affected with a virus such as hemorrhagic fever. Simply, I thought about death. I had gone from just wanting to wash my hands before I ate to a constant thought in my mind about dying. Despite telling myself that the chances of me getting severely ill were slim, the other half of me kept on asking, “What if I do get sick?” I believed that there was nothing I could do about exponentially growing germaphobia except let it consume me.

Last year, I contracted the stomach flu for reasons that I still am uncertain of to this day. All I recall is the countless visits to the restroom and being sent to urgent care to receive intravenous therapy.

It was this experience that convinced me that perhaps my immunity was low, and that exposing myself to pathogens might strengthen my immunity again.

Although I have relaxed my sanitation habits in the past year, remnants of my germaphobic nature still remain. Although I will not be seen running out of the classroom when my classmates sneeze, I will still flinch at the very sound of a sneeze. Other traits such as eating potato fries with a fork or napkin are still present within me. You might even see me trying to run away from a flock of birds in fear of contracting the bird flu. But licking a carpet? Probably not.

opinions

Editorial

Coming to school sick is ill-advised

A

s students become afflicted with illness during the winter months, many feel obligated to sacrifice their health to maintain good attendance. They drag themselves to school with high fevers, coughing fits, and body aches. The school community should spread the notion that a student’s health should come first.

Sickness strikes at inconvenient times without regards to students’ lives. This is why many decide to attend school while sick, typically referred to as sickness presence (SP), as it is called in many studies. One multinational study found that students attend school while sick because they worry about the negative impact on their grades. However, SP can actually reduce work capacity, influence the quality and quantity of work, and have negative long-term effects on a person’s well-being. Thus, by trying to avoid such implications by attending school while sick, students may actually experience the same effects that they think missing school will have.

While sick, students tend to make more errors in their schoolwork as more effort is required to achieve their

usual level of performance. They must overcome the distractions of illness, making work capacity and performance constrained. This runs counterintuitive to students’ efforts to not fall behind.

In addition, two studies of workers in Denmark and Sweden found that people who have high SP have a higher risk of a long period of sickness in the future.

Thus, when students make it a habit to always go to school despite being sick, the immediate gain is that they will not fall behind at that moment. However, they will most likely experience poor health in the future with more severe ramifications, making them miss school for a longer period of time. Continuous SP can increase the risk of burnout, emotional exhaustion, depression and anxiety, and can reduce feelings of personal accomplishment. Students may become worn-out and unmotivated as they work through their sickness, all while not learning at their highest potential.

To combat SP, the school should acknowledge its presence among students and recognize the negative effects it has on student performance and health. Students, too, need to be

aware of the effects of SP on their personal well-being.

By recognizing the need to discourage SP, the school can create a healthier environment while removing the stigma that people who work while sick are more hardworking and praiseworthy. Additionally, students may feel less guilty for missing school if teachers make it a point to accommodate absent students through make-up work. By doing so, students may worry less about missing school. Faculty should set an example and show that being absent for health reasons is acceptable.

The school can also offer more wellness programs and support that would allow students to express their anxiety and stress. By encouraging healthier lifestyle practices, students may have a better quality of learning and well-being.

For these reasons, students should not feel guilty when they miss school. Students should consider the magnitude of their illness and their state of recovery when it comes to deciding whether to go to school or not. Ultimately, it comes down to the student’s decision.

How sick students mutate into zombies

BY ECHO DIEU

AP teachers should not neglect exams

BY MELODY ZHANG

A

s college admission grows more competitive and expensive, students have to do more than just obtain good grades. By taking extracurriculars or challenging courses such as Advanced Placement (AP), students can benefit from good results. Teachers should not neglect preparing students for AP exams, which can play a role in challenging students academically and serve as a benchmark for getting ahead in college.

Placing more emphasis on preparing for the exam does not only mean that students will score high, but they can apply for scholarships, spend less money on college classes, and show colleges that they are willing to take on challenges, depending on the results. By not preparing students, teachers deprive them of opportunities to improve their chances, no matter how insignificant those scores may seem, of getting into a college they want to attend, especially if it is a competitive one. This in particular can affect low-income students who want to take advantage of AP courses.

According to research done by the College Board, there has been a 70 percent increase in the number of U.S.

public high school graduates who have taken an AP exam over the last 10 years.

This was perceived as a chance for all students to gain equal footing with their peers, disregarding their financial status.

ILLUSTRATION BY ANGELA LU

The process of preparing students for the exam can also, in turn, prepare students for rigorous college-level coursework. Teachers can assign challenging coursework to teach students how to apply skills such as critical thinking and analytical skills to understand, interpret, and organize information in order to solve complex

questions, which are much needed in college. However, teachers tend to stray away from valuable learning opportunities for dull busy work and assignments unrelated to the subject.

It is understandable why many are against teaching to the test since standardized tests are known to be knowledge-based and do not encourage creative thinking. AP exams are different in that they test college-level skills taught over the year, not just knowledge.

It would be a missed opportunity for students who want to take the exam for the benefit of college credit. It is, in the end, the student’s choice whether or not they take the exam. Those who do should receive the necessary support and guidance from the teacher in order to reach their goal. Neglecting to prepare students would be unfair to those planning to do the exam.

A solution would be to construct a balanced curriculum that can both prepare students for the AP exam and also allow students who are passionate about the subject to explore and engage by connecting material outside of the curriculum to what is being tested on the exam. This compromise will allow teaching to the test without having to sacrifice a good education.

DISCLAIMER: THE OPINIONS EXPRESSED ARE THOSE OF THE ATTRIBUTED WRITER. ARTICLES WITHOUT BYLINES ARE THE OPINION OF THE STAFF.

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OPINIONS

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Thursday, DECEMBER 13, 2018

Language curriculum needs improvement

BY ECHO DIEU

B

eing multilingual is one of the most universally valued assets for a student to have in contemporary times. Yet, the school is failing to produce substantial results in pushing their students to f luency in their mandated foreign language classes.

The way the foreign languages are taught makes it hard for students to acquire the practical skills needed to use the language in their daily lives. They memorize lists of vocabulary with little context, and they learn how to configure sentences from formulas and textbook examples.

Instead, students should be listening to audio of native speakers at normal pace regularly, and they should be learning how to engage in day-to-day conversations. Everyday speech, as opposed to formal address, should be prioritized to ensure that students can communicate with most native speakers on almost anything by the end of their mandated two years.

Being able to communicate ideas f luidly within two years is enough; proper grammar and syntax should be of secondary concern. Prioritizing

the technical components of the languages will result in students spending more time with worksheets and no practical experience. More time should be spent in moving students out of their comfort zones to communicate orally. Videos of relevance, such as those that report on current

events and trends, should b e shown on a regular basis to stimulate students’ interests and challenge them to learn by actively listening for contextual patterns.

The greatest resource the school has to reform the curriculum lies in its demographic. Native Spanish and Mandarin speakers can be set

up for a one-on-one program where they converse with foreign language learners. This is feasible to implement in various forms, such as in class or through club activities. Talking with native speakers is more effective than having students converse with other language learners, as the former can provide more insightful feedback on pronunciation and colloquial sense.

Furthermore, one hour of instruction for foreign languages a day is not enough immersion. Similar to how babies pick up languages by listening and imitating, the longer students are immersed in their respective foreign language, the more adept they will be at learning it. Electives, such as art or choir, should be available to be taught in foreign languages so that students can spend an additional hour on reallife application of the language.

Although the curriculum currently does well in teaching students the rules of foreign languages, it needs to align its methods of teaching to fit students’ practical needs. For the first two years of instruction, students should be able to attain sufficient proficiency at the very least so that they may communicate with others.

ILLUSTRATION BY WINNEFER WU

Wash fence poses danger for students nearby wash. Running in groups, as most PE classes and sports do, puts them at a greater risk because crowding can force some people to run in close proximity to the fence and such crowding may result in accidental pushing.

Moreover, the low fence allows

BY EILEEN ONG

P

eering into the deep abyss of the Alhambra Wash, it is alarming to see that the only thing between the students and the large canal is a rusty, old chain-link fence. The fence, instead of providing a sense of security, imparts the opposite because of its low height and eroding condition.

This particular sector of the wash fencing is adjacent to the dirt path by the football field. Measured to be approximately three feet from the ground without the barbed wire and about three and a half feet with the wire on top, it is dangerously low.

Students are present near the fence for various occasions. Students in physical education (PE) classes occasionally run along it for their PE loops. Student athletes in sports, such as cross country, also utilize the dirt path. This puts them at risk of slipping or tripping when running, potentially toppling over the fencing and into the

for easier accessibility to the wash.

Students may also take advantage of this in search for an adventure. In 1997, five San Gabriel High School students climbed a rope ladder down the wash and were exploring when a flood of water swept them. In the end, three students died. Since then, the

ladder was removed, but this tragedy highlights the danger of the channel and how it should not be as easy to enter.

Further along the wash is the fence near the basketball courts. The fencing there is, in contrast, nine feet high. It is considerably more secure, compared to the eroded state of the other fence. As such, the fence should be replaced with a new, taller fence, one similar to the one by the basketball courts.

There are others who may argue that the wash fencing is most likely under the City of Alhambra’s jurisdiction and thus there are legal barriers to cross if the school wants to make any changes.

However, it is the school’s top priority to ensure the safety of its students. It would be in the best interest of both the students and the school to replace the fence before an incident occurs and someone gets hurt. Even if the fence is under the authority of the City of Alhambra, the school should take the initiative in resolving to collaborate with the city to resolve this problem.

ILLUSTRATION BY VINCENT MARESCA

The Matador Bullring

Do you prefer classes teach to the test or to learn the subject matter?

“ “

[I prefer classes on] the subject matter, [because] I feel like we learn more.”

-Marcos Tejeda, 9th grade

INTERVIEWS BY CHELSEA LI

“

[I prefer classes on] the subject matter because they prepare you for life.”

-Aaliyah Denay Horta, 10th grade

“

[I prefer classes on] the subject matter that teach outside of the classroom, because you need it for work and doing stuff.”

[It is better to learn about the subject matter] because we are going to grow up and pay bills, [be involved in] the presidential elections, and taxes.”

-Valerie Suarez, 12th grade

-Terry Lim, 11th grade PHOTOS BY KATHERINE HUANG

5

Climbing “Mont”ains

Jocelyn Montelon An individual sprouting

A

s a little child, I wasn’t sure what I wanted to be when I grew up. My mom would always tell me to have an idea of what I wanted to study for the rest of my life, which is why I wanted to start learning about everything. I wanted to find something fun, interesting, and challenging that would provide me with a good income.

From kindergarten to fifth grade, I had jumped from one career to another.

In kindergarten, I had wanted to be a police officer, first grade a teacher, second grade a firefighter, third grade a scientist, fourth grade an astronaut, but in fifth grade, I wasn’t so sure anymore.

Luckily, I had a wonderful teacher, Mr. Sakamoto, who opened my eyes to a whole new world that I found amazing.

It was the world of science. I have always been interested in the subject and when he introduced to me all the marvelous facts and possibilities of science, I fell even more in love with that world. I knew then, I wanted to be a scientist for the rest of my life.

It all started one day when we had to do a science project about the life cycle of a dandelion flower. I became amazed with how beautiful the world of science is. Being only 10 years old, I wanted to know why the seed would grow in certain environments and how from that one seed, a hundred more were produced.

I was so amazed by this wondrous creation that I kept on doing research even after the assignment was due.

Because of my experience and the information provided, I decided to take science and math classes in high school. My teacher was so shocked at my commitment that one day he told me, “Jocelyn, you have a potential for science for curiosity for knowledge.

Don’t throw that away.” We were on our way to the cafeteria for lunch when he told he me to step aside and look at the dandelion that was sprouting. He said, “You see this dandelion plant; this dandelion plant is in many ways like you.” I was so confused as to why was he comparing me to such an undesirable plant.

Before I could even ask that though, he told me, “You’re the seed beneath the earth and all these little seeds that will sprout from that one little seed will be all the wondrous and amazing creations you do in the future.” He picked up the dandelion and blew into it saying, “Just like you, they fly away and land somewhere else to grow and do the cycle again, your creations and discoveries will help so many people all over the world.”

When he told me that, not only did he change my way of viewing the world, but he also helped me realize that I can do great things. He showed me that regardless of my self-doubt,when I see that people depend on me or am able to make people happy by doing what I like, I put even more effort into what I’m doing.

Balancing my social life and school has always been a big challenge for me.

I cross obstacles that to some people are invisible. For me, it’s hard going through everyday thinking I must do everything right, because one wrong move might lead to the collapse of everything.

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THURSDAY, DECEMBER 13, 2018

The matador

FOCUS

TANGCORA SURVIVES DARKNESS OF HURRICANE

BY TIFFANY NGUYGEN

Crowds of adults and children rummage through Walmart, local drugstores, and other supermarkets in a panicked mission to outlast the hurricane. The lights go out and all that is left is the darkness that envelops the streets and homes.

As Hurricane Katrina ravaged Mississippi and nearby states in 2005, senior Katrina Tangcora and her family fled to safety and gathered several resources to survive. They had been preparing for the hurricane for a while, following the warnings from news stations.

“When we went to Walmart, everyone was just like grabbing everything,” Tangcora said. “It was like a zombie apocalypse.”

When Tangcora and her family arrived home, they rushed to light up the house with candles and flashlights.

They stayed together throughout the hurricane to ensure everyone’s safety.

“We got the food, we got the emergency kits, and we got all the candles,” Tangcora said. “We got a bunch of flashlights, and what my family did was that instead of sleeping in our rooms, we put beds like [it was a] camp [with] pillows in the living room.”

While safe behind the doors of her home, Tangcora observed the outside environment through a window.

“When you live in Mississippi, you’re surrounded by trees [and] there’s nothing [else],” Tangcora said.

“Of course, when I looked outside, it was windy. You could see the trees bashing back and forth. It [seemed] like they [were] going to fall at any moment.”

As a young child, Tangcora’s fear of the dark was only made worse by the stormy winds.

“I was holding my [bladder], because the bathroom was so dark,” Tangcora said. “Of course when you’re five years old, you’re so scared to

go anywhere into a dark bathroom with candles [in] it. I didn’t go to the bathroom at all.”

After waiting for the hurricane to calm down, Tangcora and her family turned on the television to stay updated.

“When they broadcasted the news, they [said that] Mississippi [was] not going to [get] hit that much,” Tangcora said. “The one that got directly hit [was] the state beside us, Louisiana.

They’re the ones who got flooded [and had] to evacuate.”

Once the stormy weather was over, Tangcora resumed her life and later moved to California with her family. She now looks back on her experience as a major stepping stone in conquering her fears and taking control of uncomfortable situations.

“Try not to be afraid, because in the end, it’ll hold you back from your max potential,” Tangcora said.

EM

FROM FIRES TO HURRICANES, SAN GABRIEL EXPERIENCES AND PREPARES FOR

NATURAL DISASTERS

1. Emerg 2. Out-o 3. Cash 4. Impor 5. Chang 6. Perso 7. Specia 8. Pet ca 9. First a 10. Flash

The informat Guide Los Ange <www.lacoun EmergencySurvi Additional re <www.redcross. <www.nod.org/ Disclaimer: D

FOCUS

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THURSDAY, DECEMBER 13 , 2018

FIGHTING FOR SAFETY

Francisco Lerma is the father of reporter Amanda Lerma. Working as a firefighter for the past 12 years, he discusses the issue of safety in the event of a disaster.

Q: What is your best tip for keeping safe?

A: “Always keep an eye out on your surroundings. Pay

attention to what’s going on, and if there are any possible life hazards or questionable dangers you could be walking into.”

Q:

What are safety precautions firefighters must take in the event of a fire?

A:

“Safety precautions for fires range from knowing the type of construction that residential homes may have, and also commercial buildings, whether that’s from a strip mall to a high-rise building. [I also make sure to] have all of my safety equipment ready and in working condition prior to each shift and after every use.”

Q: When are evacuations typically called?

A: “Evacuating the area is based off multiple factors:

the type and amount of fuel that is being burned, even the weather; if the wind is very strong in nature and pushing the fire at a rapid rate of speed; and the location of your home in regards to how the fire is burning.”

Q:

When is the best time to evacuate in case of an emergency?

A:

“As soon as authorities state that mandatory evacuations are needed, you should definitely get out as soon as you can. If it’s only voluntarily evacuations, you may want to start to get all your personal belongings and family keepsakes packed and be ready to leave, or just leave them in order to not get stuck in the mass pandemonium that occurs when everyone tries to leave at the same time.”

Q: Anything else on evacuating premises?

A: “For structure fires inside a home or building, you

want to get out as soon as possible and do not re-enter for any reason whatsoever.”

Q: Where can people find shelter after evacuations?

A: “Usually, whatever government authorities that are

involved in the fire set up evacuation sites at local schools, community centers, or some type of secured building that would be able to house persons for sleeping conditions.”

INTERVIEW BY AMANDA LERMA

Nonprofit organizations aid wildfire victims

MERGENCY KIT

gency food and water of-state contact list and credit cards rtant documents ge of clothing onal hygiene items al needs items are items aid kit hlights (and extra batteries)

tion above can be found in the Emergency Survival eles Handbook. nty.gov/wp-content/uploads/ ivalGuide-LowRes.pdf >. esources are available from the American Red Cross .org> and the National Organization on Disability /> Depending on the situation, this list may vary.

BY MELODY ZHANG

More than half the annual state fire budget was used and thousands were left homeless in the most destructive wildfire on record in California with 8.51 million acres burned as of Nov. 15. Through the efforts of communities, shelters, and the state, the burden of losing everything can be made a bit more bearable.

The California Department of Forestry and Fire Protection (Cal Fire) is responsible for the fire protection of California’s privatelyowned wildlands. It is important that the department has enough money to be able to contain wildfires during wildfire season.

However, in the aftermath of the destruction, only $11 million dollars are left, and Cal Fire needs another $234 million to prevent and deal with wildfires, as the fiscal year does not end until June 30, 2019. Although donations can be sent to Cal Fire, their budget is the state’s responsibility. According to the Center for International Disaster Information, part of the United States Agency for International Development, the most efficient way to help is to send money directly to relief agencies.

The fires burned thousands of structures, and rehousing the population is difficult.

In Butte County alone, 13,972 residences were destroyed. With many displaced,

local communities and the American Red Cross have opened shelters and food sites in Northern California. Red Cross also provides contacts to families to provide mental support and help, and volunteers are helping to reconnect families.

Many other nonprofit organizations are also helping those affected. Some, such as the California Community Foundation’s Wildfire Relief Fund and the California Fire Foundation, aim to provide financial assistance and collect grants and money to rebuild homes and lives. There are also crowdfunding efforts to help victims through not only donations but also by encouraging people to provide a place for evacuees, as Airbnb has done.

While wildfires may not always be preventable, the community will always be there to help. If interested in donating, visit the following sites <www.redcross.org/about-us/our-work/ disaster-relief/wildfire-relief.html> <www.calfund.org/wildfire-relief-fund/> <www.cafirefoundation.org/programs/ supplying-aid-to-victims-of-emergency/>

BY LU JUNE LIN

GRAPHIC DESIGN BY ANGELA LU

7

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THURSDAY, DECEMBER 13, 2018

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LIfe and art

Student artists shine in Winter Art Gallery

BY TIFFANY NGUYGEN

PHOTO COURTESY OF ECHO DIEU AND JENNY LEE

Junior Jenny Lee places first with “Untitled” (top left) and second with “Life” (bottom), while senior Echo Dieu places third with “Afternoon Embrace” (top right) in the Winter Art Gallery.

The Winter Art Gallery showcased the artistic talent of various students and crowned the top winners with a reward of art supplies and candy. It was housed in the auditorium corridor on Nov. 29 and 30 during lunch and after school from 3-4 p.m.

Art pieces submitted by students across the school were either taped on the walls in clusters or placed on a table central to the room.

“Artworks, like [pieces] using graphite, acrylic paint, colored pencils, and color pastels, and also ceramics, like clay [pieces] were also featured,” president junior Jenny Lee said.

Each individual who visited the gallery had the opportunity to vote for whichever piece they liked the best. The Art Club cabinet estimates that 70 people participated in the voting.

“What happens is we put numbers on each art piece, and when [people] enter, they get three votes,” senior Zina Lam, public relations officer, said. “How they vote is they write [down] the number of the art piece, and we collect [their votes].”

The winners of the contest were junior Jenny Lee for first and second place with her physical art of realistic objects and senior Echo Dieu for third place with her digital artwork of a character from a Japanese animation. Honorable mentions include senior Angela Lu, senior Tim Xu, and freshman Sandra D u o n g. Mu l t i p l e a r t i s t s s u b m i t t e d

colorful bottles, such as Xu who painted one with an acrylic sunset. “[Getting acknowledged] sure did give me more [confidence in] my artwork,” Xu said. “I never thought I would be one of the [artists] that got many votes.”

The top winners each picked an award from a pool of prizes offered by the Art Club. Lee received postcards with art by Georgia O’Keeffe while Dieu selected a hard cover sketchbook. However, Dieu said she obtained a more meaningful reward in the end.

“I am still grateful for the opportunity s i n c e t h e ga l l e r y [ a l l o w e d ] m e t o contribute something nice [to] the community,” Dieu said.

The acknowledgement motivated Lee to keep creating art and let her passion become more than just a hobby.

“Winning just further reassured me that I can do art and that it can be a possibility for my future,” Lee said.

Aside from students, staff members like Campus Supervisor Andrew Contreras participated in voting at the gallery for the first time. Seeing the different forms of art helped Contreras realize the varied talents that many students in the school possess. After this experience, Contreras considers participating in voting again next year.

“I actually enjoyed the whole experience altogether,” Contreras said.

“I think [the students] should keep [it] up with the good work.”

Ho expresses love of food through gourmet cooking

BY IVY HO

are making them,” Ho said.

As much as he loves to cook and eat specialty Vietnamese, Korean, and Chinese When junior Scott Ho was in search of dishes, he especially enjoys cooking foods a hobby in middle school, he was suddenly that are uncommon in the San Gabriel inspired to try his hand at cooking after Valley. watching his mom in the kitchen and “This is the 626 [area], a place with becoming addicted to cooking videos. numerous high-quality restaurants serving “I started cooking around 7th grade dishes from all over Asia, so I serve obscure when BuzzFeed’s Tasty started,” Ho said. dishes to my friends like Asian-style paella,” “After that, I went down a rabbit hole of Ho said.

YouTube food videos.”

In addition to cooking for himself Since his mom prefers to work in and his friends, he usually posts pictures isolation, he is unable to constantly be in the of the various visually appealing dishes kitchen. As a result, that he prepares he mainly watches on his Instagram cooking videos and page (@scutt.hoe). reads blogs to teach For this reason, he himself different is commonly asked recipes from all over by many whether or the world. not he will become “I started making a professional chef lots of European and one day.

American dishes, but “Contrary to I soon realized that popular beliefs, I have those could easily be neither the mental found and taught,” nor physical ability Ho said. “However, to be in the kitchen authentic recipes of a restaurant,” Ho [from] Asian cuisines said. “I have this set are incredibly hard image of a high-end to find, so I now PHOTO COURTESY OF SCOTT HO restaurant kitchen to dedicate myself to be like Gordon Ramsey’s Hell’s Kitchen. [learning] specialty Vietnamese, Korean, Even though I know the yelling is for show, and Chinese dishes from family, whilst there’s probably some truth to it.” using traditional western techniques.”

Although he has no plans to become a One of Ho’s favorite Asian foods to cook chef in the future, he does have advice to is dumplings—mainly because he loves offer to aspiring young chefs. eating them. Although he admits that it is “Some of the world’s best dishes are a struggle to make beautiful dumplings, created by someone in dire need of food,” he continues because he enjoys preparing Ho said. “Therefore, when you get hungry, them. don’t go to McDonald’s or use UberEats.

“Making dumplings is therapeutic, Grab a reusable grocery bag and hit up because the process of folding the your local supermarket, and you might just dumplings is very mindless and repetitive, create something incredible.” so you don’t have to think much while you

PHOTO BY HENRY CHOW

Junior Scott Ho creates eye-catching dishes like these mini blueberry-ginger pies (bottom left), which were inspired by a recipe from Bon Appétit Magazine.

SPORTS

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Thursday December 13, 2018

9

Wrestling returns to the mat after three year hiatus

BY ENRICO GONZALEZ

San Gabriel wrestling is making a comeback this year led by Head Coach Adrian Guevara, Assistant Coaches Marcelo Lopez and Ashley Lepe, and Athletic Director Dondi Teran.

Wrestling was removed from the athletics in 2016 because there were not enough members to meet the minimum quota. This year, however, there has been a spark of interest from many students, with over 20 attending the daily practices in the arena.

“I’ve actually been wanting to join since sophomore year,” senior Wendy Zamora said. “I’ve been interested in the physical contact, combined with quick thinking. Wrestling is often seen as a sport where only strength is required, but I think it’s a good mix of brawn and brains.”

The coaches are passionate about the sport, having started their wrestling careers in high school. Lepe and Guevara are both fresh out of high school and hope to bring youthful leadership to the team.

“Now that I’m here, I can just see all the heart the kids have [put] into the sport, and it is really an honor for me to be able to coach them,” Lepe said.

Both Lepe and Guevara are Schurr High School graduates and continue to wrestle out of enjoyment for the sport.

“I went to Schurr High School, wrestled all four years there, and I’m currently wrestling at Rio Hondo College,” Guevara said. “I fell in love with it the first month I joined.”

With passion, comes experience—all

Athlete of the month: Jason Phung

PHOTO BY SALLY PHAM

Phung placed 10th among sophomore boys in annual Apache Invitational on Oct. 26 in Arcadia County Park.

BY SALLY PHAM

As a returning cross country runner, sophomore Jason Phung has been a valuable addition to the team since his freshman year.

“The biggest reason for me joining [cross country was because of] my brother,” Phung said. “He introduced me to the sport and made me realize that running was fun.”

The existing bond between the siblings grew stronger through the competitive atmosphere of the sport. Phung became inspired to join cross country after his older brother, alumnus David Phung, told him about his achievements.

“My brother would come home with all these stories [about cross country],” Phung said. “It really interested me and made me want to have my own stories to tell.”

PHOTO BY ENRICO GONZALEZ

Students practice their wrestling techniques under the Assistant Coach Ashley Lepe’s supervision. four coaches have years of wrestling experience under their belt, which will aid in making the new team a force to be reckoned with in the coming matches of the season.

“I started out in high school as a freshman,” Teran said. “I was a CIF champion (masters place winner). In junior college I was a two time All-

Phung began training with the cross country team early on.

“I was dragged along to summer practice with my brother during 7th [and] 8th grade and have been running ever since then.” Phung said.

The Apache Invitational in Arcadia County Park was the last invitational of the season and also the most competitive.

Phung raced against last year’s Nike Cross Nationals winning team and past two state Division I championships, Great Oak, with a 3-mile time of 16:43.

“When the head captain, Michael Wong, told me that one of the best schools in the nation would be racing [against] us, I got even more nervous and pessimistic about the race,” Phung said.

“I started the race not really knowing what to expect and ended it with a personal record.”

Placing third in the varsity boys Almont League finals, Phung earned the opportunity to advance to CIF this cross country season.

“It was bittersweet when I found out that I made [CIF],” Phung said. “I felt that my hard work during the season was vindicated, and I would have something to look back to as well as be moderately proud of.”

Although Phung also qualified for CIF last year, he still felt nervous competing against the other league champions, who were decorated with past recognitions. “It was intimidating, because [I saw] teams with banners [of] all of the years they were champions or runner ups,” Phung said. “[However], it was reassuring to talk to the less serious individual qualifiers, because they had stories similar to mine and were extremely encouraging.”

Ph u n g w a s “ d e v a s t a t e d ” b y h i s placement in CIF preliminaries; however, he remains optimistic for future seasons.

He hopes to live up to the expectations of his coaches and brother and to qualify for CIF.

American state champion, and then I got a scholarship to go on to Cal Poly San Luis Obispo. I finished my last two years wrestling at Cal State Fullerton.”

Students have trust in their coaches and what they teach. According to senior Jacob Sandoval, their coaches have prepped the team well for the first match of the season yesterday against

the Montebello Oilers.

“I think we are all prepared, and I have confidence in all my teammates,” Sandoval said. “They’ve been pushing us for good reason; all of us have bettered ourselves, and we can see the progress.”

Their next match will be a tournment on Dec. 14 against West Coast Classic.

Game coverage and scoreboard will continue in January 2019.

To stay updated, go to our Facebook page at <www.facebook.com/SGHSthematador>

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thursDAY, december 13, 2018

sports

Winter Sports Preview: Break the Ice Varsity boys basketball

Varsity girls basketball

PHOTO BY BRIANNA HYUNH TONG

Junior Denise Jimenez goes on defense as junior Priscilla Tang looks for an opening.

BY HENRY CHOW

Summary: The girls varsity basketball team has been intensely preparing for the upcoming winter season, aiming to do well in league. The team goes through extensive practices, working up to two hours or more.

Varsity captain junior Leah Tan wants to work together as a team regardless of the outcome.

Expectations: “I want to be more involved with the team when it comes to plays, practice, preparing for the game,”

PHOTO BY BRIANNA HYUNH TONG

Junior Isaiah Pullian drives in for a layup as his teammates guard him during their practice.

BY HENRY CHOW

Summary: As the winter season

approaches the Matador boys basketball team hopes to prepare well this year for future games, league champs and CIF. Varsity captain senior Zetao Xie strives to guide and help out the team in order to achieve success. “I’m pretty excited for the upcoming season, because we worked hard in the summer and preseason,” Xie said.

He wishes that the team stays healthy and well-prepared for the upcoming season.

Key players: “We have [four] returning varsity players. Our center Raymond Contreras, our point guard Jason Hong, our two-three Levin Luu, and I’m a returning varsity player as well,” Xie said. “They’re important, because we’re seniors, we show a lot of leadership, and everyone has a role.

When we put our roles together, we can be successful.”

Progress: The boys varsity team is currently on a five-game, pre-season winning streak.

Tan said. “As a whole team, it’s just being able to have team chemistry, build it up, and try to compete as much as we can with all of our heart.”

Progress: The team is currently 4-3 in the pre-season and have been using the games to polish their work for the upcoming season.

“Right now we’re doing okay, but there are of course a lot of things you can improve on, so we’re trying to get that done during practice,” Tan said. “After that, we’re going to have to prepare for league, and that’s when the real show is.”

Varsity boys soccer

Varsity girls soccer PHOTO BY ENRICO GONZALEZ

(Left to right) Junior William Velasco, seniors Matthew Lozoya, Jaime Gamino, and Ramon Rivera run a 3-mile warmup on the track at the beginning of practice.

BY JOCELYN MONTELON

PHOTO BY ENRICO GONZALEZ

Senior captain Jaylene Maestas and her team practice a two touch drill on the soccer field.

BY JOCELYN MONTELON

Summary: Over the past few years, the record of the Matador soccer girls has not been what the girls wish for. This year’s varsity captains—seniors Jaylene Maestas, Stephanie Morales, and Anay Sandoval—hope to “change history” and place at least third in league.

“I expect us to turn around the whole program and to be more serious on the field,” Morales said.

To prepare the team for their upcoming games, Coaches Melissa Castellanos and Bettina Saucedo have enforced the girls to consistently practice their skills. The coaches have also begun strictly organizing the team’s practices.

“They have a little sketch pad for us where

[there are] drills they want us to practice,” Morales said. “They always try to explain to us [what we need to improve on].”

Strengths: Maestas said that their new coaches were a key factor in the strengthening of the team.

“I think [the new coaches] are way better,” Maestas said. “They care more about us and they actually focus more on our skill.”

Morales shared the same sentiment, saying that the coaches’ increased communication with the team have improved the team.

“Compared to our last year coaches, [Coaches Castellanos and Saucedo] seem to be more involved in the program,” Morales said.

Key Players: Maestas said that freshman Kai Marroquin is a strong player to look out for.

Summary: This year, the Matador boys soccer team anticipate winning their games and placing first in league.

“I hope to see a lot of communication and [more bonding] with the team because we are not as close as we want to be,” varsity captain junior William Velasco said. “[Communication] could help us with our performance this year.”

Coach Kevin Gonzalez has been evaluating the boys’ performance and mentoring them in lacking areas, such as conditioning, in preparation for their season. “[Gonzalez] conditions us daily so we can keep up [with] other teams,” Velasco said.

Varsity captain senior Ramon Rivera noted how there was a strong relationship with the team and the coaches, allowing the team to try out their own ideas during practice and games.

“If [the coaches] like that idea, [we will try it], and if they don’t like the idea, we’ll just stick to what they’re teaching us,” Rivera said.

Strengths: Rivera said that the more serious attitude from the coaches has improved the ethic of the team. Attending practice almost daily is important but having the attitude to play seriously is also

very important to the team.

“They’re not afraid to kick anyone off the team,” Rivera said. “They want everybody in practice whether it’s raining or not.”

However, Rivera described how there is a positive undertone to the team’s serious atmosphere.

“I hope to see everyone have a good time at the game, not just worry about the scoreboard,” Rivera said. “We can help each other out and on the mistakes we’ve made in the game.”

Key Players: Rivera said that varsity captain senior Matthew Lozoya is one of the most outstanding players in the team. “[He] is so incredible in the games—he never gives up,” Rivera said. “He fights for every ball.”

Rivera said Lozoya is a player who simply wants to help the team and improve them in where they are struggling the most. “[Lozoya] has everybody’s back, whether he is [a] captain or not,” Rivera said.

“I just plan on helping them get better,” Lozoya said. “And keeping their heads up because we will fix our mistakes [together].

Like Rivera, Lozoya also hopes to just be “very energetic and happy” throughout the games while being competitive at the same time.

FEATURES

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11

Tran offers students opportunity for success

PHOTO BY KATHERINE HUANG

Math teacher Huong Tran jokes with students about taking a pop quiz. Tran uses these quizzes to keep her students on their toes about the material covered. She refers to pop quizzes as “opportunities” for students to improve.

BY SELINA HAN

Notorious for giving pop quizzes, math teacher Huong Tran maintains her reputation through her unique teaching style and by being the only Advanced Placement (AP) calculus teacher on campus.

Tran is known for the high AP test pass rates of her students and her lively yet challenging classroom atmosphere. In the last five years, her all time high mean score for AP Calculus BC was 4.97, with the other four years having similary high mean scores.

“I think because this is an AP class there’s a certain curriculum I have to get through, and I want a certain amount of weeks to review for the AP test,” Tran said. “After that I just divide it up like, ‘How do I fit in every chapter and how many weeks can I spend on [each]?’”

Although Tran develops a close relationship with her students through shared inside jokes and references, she remains strict in order to keep her students on track.

“I think there has to be a balance,” Tran said. “I think people work harder for you if they respect you. I know I’m super scary but

at the same time I think the past year students appreciate that I prepare them because I have very high expectations for them.”

Within Tran’s classroom, students are organized into groups of four, with a rotation between every individual student as the designated speaker each week. This classroom layout encourages her students to work together.

“When you go to college, you’re going to have a hard time with the professors,” Tran said. “Not a lot of professors care about your education the way your high school teachers

Mason teaches with hands-on projects Wright

motivated

do, so you learn a lot through your peers.”

Although her calculus students know Tran’s current teaching style well, Tran said she has changed as a teacher over time.

“I remember when I was a brand new teacher and when a student came for tutoring, I’d be like ‘What? I taught you this. What don’t you understand?’” Tran said. “Then throughout the years, I was like ‘Well, maybe they went to tutoring because they didn’t understand so that’s why they’re here.’”

Tran said as time went on, she learned to be more patient and looked at ways to teach her students different strategies when they needed help. Senior Brian Nguyen, a two-year Tran student, said that her methods kept him engaged in class.

“Ms. Tran is very rigorous in her teaching style,” Nguyen said. “Constant pop quizzes and homework problems which make you apply mechanics you’ve learned long ago will keep you on your toes in her class. Though slightly stressful, it is a style that works.”

Among the many pop quizzes that her students get, students can always expect to receive what Tran calls an “opportunity,” a pop quiz, when it is a minimum day.

“I think it is important to be in class,” Tran said. “I know students tend to say ‘Oh, it’s a minimum day. What’s a teacher going to do in 30 minutes?’”

Tran’s pop quizzes also serve as an incentive for students to attend school because the quizzes cannot be made up.

“As much as it tortures them, it tortures me too,” Tran said. “They only do one quiz while I grade all of the quizzes. At the same time, I think [my students] appreciate me because they learn from their experience.”

by

competition

BY LAUREN BALLESTEROS

PHOTO BY MEGAN TIEU

Woodshop teacher John Mason teaches freshman Irene Yue how to cut a lap joint with a hammer and a chisel. He also teaches safety rules in the woodshop.

BY ZHOU YE XIN

Woodshop teacher John Mason wants his students to learn from each other while having fun in the process. Having taught Wood Technology for over 10 years, Mason runs a self-directed class where students do independent work. He considers this the perfect learning environment.

Ma s o n r u n s a C a r e e r / Te c h n i c a l Education class and teaches woodworking skills by having his students be hands-on with the materials.

“If you walk into my classroom, you [will wonder] what is going on,” Mason said. “But they’re all learning from each other. There’s always going to be a student who does better than others, [and] people like to show what they know.”

Mason constantly improves his lectures by making them relevant to the material and interesting to his students.

“I try to research what I’m talking about [as much] as possible, and then I try to figure out what is interesting, because I don’t want to bore people,” Mason said.

Describing himself as diligent and friendly, Mason treats his students with respect, knowing that they will respect him in return. Freshman Johanna Sycip appreciates this independence given in

Mason’s class.

“His work environment is really laid back, and he trusts his students,” Sycip said.

“He doesn’t keep an eye on us like a bird or a hawk. He lets us do our own thing.”

In his teaching, Mason also encounters students with challenging lives and tries to help them by interacting with them.

“I try to turn that kid around and [make] them [a] happy, wholesome individual,” Mason said. “That’s what keeps me teaching.”

Mason believes it is vital to teach students how to handle hand tools, because their knowledge in it will be used in their adult life.

“Not everybody’s going to be a carpenter, but they’re going to live in a house, and there’s going to be home repairs,” Mason said. “They’ll [be] taking this knowledge with them for the rest of their life.”

Mason wants his students to learn in a safe environment. He does so by enforcing necessary rules, such as reporting any damaged equipment.

“I want [my students] to have fun, [but] I [also] want them to feel safe, and I want them to have the best knowledge they can of everything in here,” Mason said. “I want them to not be afraid of taking challenges and working.”

The two AP Environmental Science teachers, Jennifer Wright and David Whitman, often compete against each other due to their differences in personalities and teaching styles. Wright uses this rivalry as her incentive to work harder and ensure her students are prepared for the AP test at the end of the year.

Wright sees this friendly competition against Whitman as “a challenge to see who is better than the other.”

“Because we’re two very different people, we have very different personalities, which translates to our styles of teaching,” Wright said. “I tend to have this very Type-A personality—a very organized personality.

Through what [Whitman] and I talk about during collaboration meetings, and through what kids tell me, I know that he likes to tell a lot of stories to explain and give background on things.”

With someone to compete against, Wright pushes herself to improve as a teacher.

“It gives me something to also kind of keep pushing for, which is kind of comparing myself and what I do to other teachers on the pass rates,” Wright said. “I kind of play to my strengths, and I try to use my organization to make sure that I am hitting all of the material that I need to hit.”

Learning from her two previous years of experience of teaching AP Environmental Science, Wright believes her teaching has improved over this short amount of time, and she is starting to align her methods of teaching more closely to the AP test material.

“I think that things have gotten a lot more organized as far as knowing what the material is on the test and how to write the [free response questions], [and] having a better idea of what is expected from a student who is taking AP Environmental Science,” Wright said.

Wright also teaches regular environmental science, but she makes sure to leave a “big gap” between the two. She finds that the AP class is “faster pace,” and thus, makes sure to focus more on preparing these students for the AP test at the end of the year.

“Regular environmental has a little more

PHOTO BY ENRICO GONZALEZ

Jennifer Wright stands next to her “APES Wall of Fame,” which lists names of her previous students who passed the AP test. Wright uses this wall as inspiration, hoping to add more names in the future. time to explore,” Wright said. “We focus more on general concepts, and it’s a lot more accessible for everybody, whereas [with] AP— because of the sheer amount of information— there has to be a lot of self-studying involved, and the students really have to make sure that they’re coming in with study skills, time management skills, and reading skills.”

Wright also surveys her students and communicates with other AP Environmental Science teachers from other schools to develop her teaching methods.

“Last week, I had my first and second period give me a feedback form to see about changing some things for next semester,” Wright said.

“I’m a part of the AP Environmental teacher group on Facebook with over 4,000 [members] now. I’m also trying to apply to be an AP exam reader because I know that will help a lot as far as understanding the content.”

12

thematadorsghs.us

THURSDAY, DECEMBER 13, 2018

The matador

FEAtures

PASSIONS IN ACTION Students devote themselves to outside interests

Li leaves mark on piano world Hong, Silver, Son open online

BY TIFFANY NGUYGEN

Her fingers ache and her ears grow tired of listening to the same songs as the hours tick away. In a few days, she will have to perform for tons of watchful eyes, but in the end, it will be worth it.

Sophomore Jessie Li has been an avid pianist since the age of three. She recently achieved the highest rank of piano proficiency by acquiring the title of Grandmaster–level 10. She took numerous piano lessons over the course of her childhood.

“Every week, my teacher came to my house to teach me,” Li said. “My first teacher only taught up to level five, my second teacher taught up to level eight, and my current teacher teaches students higher than level eight.”

Li practices for at least one hour every day using her own grand piano. When Li was preparing for level tests, assessments of her piano skill that would determine if she would move up a rank, she practiced pieces for six hours a day. With help from her coaches, Li overcame the obstacles with more ease.

“Before [a] level test, my coach would come on Monday, Wednesday, Friday, and Saturday,” Li said.

Throughout her experiences, Li has participated in various recitals and performances, in which she collaborates with another pianist on stage.

“One person takes the melody and one person takes the harmony,” Li said. “Both of us will be playing with both of our hands.”

Some recitals are more personal, where she performs in an intimate space for a

smaller audience. Her competitors are usually other students who are at the same level as her.

“For Teacher Appreciation Day, all the students got together and each played a piece,” Li said. “And that’s more like a recital, because there’s only like 20 students there.”

On a regular basis, Li utilizes her experience with the piano to advance her efficiency as a student, especially when it comes to working with her hands.

“Playing piano helped me in typing,” Li said. “My typing speed is faster than average.”

Even if Li does not win the top award every time she competes, her reward is the music and experience itself.

“I guess the reward is the end result, because when you play something that’s really hard, it also sounds really good,” Li said. “After I play it, I would feel accomplished.”

Li plans to take advantage of her piano skills and what she has learned to better herself as a student and pianist.

Sophomore Jessie Li practices the piano for at least an hour every day and is rated Grandmaster–level 10.

Instagram clothing business

BY MEGAN TIEU

Racking over a few hundred dollars in sales within three months of opening, an online resale shop co-founded by junior Sylvia Silver and seniors Yayi Hong and Sylvia Son has provided the owners with useful experience in the business world.

The girls earn money by reselling “trendy” clothing items on Instagram to an audience of mostly teenage followers.

Their inventory consists of new and used clothing that is sold below retail price. They post pictures of these clothes on Instagram with captions that describe the brand, price, and size. Followers interested in purchasing the items can contact the account, and the transaction will take place either in person or online, depending on the buyer’s location.

“Selling clothes that I don’t wear or fit [into] anymore helps me make money since there’s always going to be someone looking for something similar,” Hong said. “[The clothes are sold at an] affordable price, which convinces people more to buy it.”

The trio decided to start their own online business because they were inspired by other Instagram accounts that sold clothes.

“I have bought from different [clothing accounts] on Instagram in the past, and many of them sell clothes at a reasonable price that is still under retail,” Hong said.

“The sellers make a good profit from what I’ve observed, which is what [also] inspired me to start selling [clothes].”

Hong and Son both describe how the business has given them the opportunity to meet people with similar goals and interests.

“One of my favorite parts about the business is being able to join a community of other online sellers,” Son said. “I promote [the business] on a Facebook clothes group, where people [in the 626 area] post about what they sell.”

Along the way, the owners have picked up some business techniques. One of them involves sharing “proofs,” or pictures of satisfied customers who have received their shipping packages. This is done so that new followers will be ensured that the business is safe and trustworthy.

Hong, Silver, and Son sell their clothes on a shared Instagram account, @btqmotherpacker.

The business sells items like this John Galt Camila Malibu Top. The shirt originally retails for $24, but is sold for $15 on the business’ Instagram.

Students find appeal in cars

BY ENRICO GONZALEZ

Seniors Ryan Ma, Anthony Truong, Johnathan Chan, and Wesley Phoa all have a common passion: they enjoy tinkering with their cars together. They consider their cars as a work of art and as an extension of the owners’ personality, a rolling canvas of expression.

Automobiles are known to be tools for getting from point A to point B. However, for these students, there is more to it than simply driving out of necessity. A whole subculture exists within the seeming simple part of everyday life. This group of students has found their niche through modifying cars, going to car meets, and taking trips to the canyons.

“Growing a passion for cars was fairly easy because I was always around [my cousin],” Ma said. “My love for cars [peaked] when [my cousin] allowed me to drive his Nissan 240sx. Who knew dropping the clutch [flooring the gas] could be so fun?”

Fiddling with these machines is costly and often time-consuming, often times taking hours to complete one task—but it is a lifestyle they are willing to undertake.

PHOTO COURTESY OF JESSIE LI PHOTOS BY MEGAN TIEU, ENRICO GONZALEZ GRAPHIC BY WINNEFER WU

“I tinker with cars to satisfy myself and complete by myself,” Chan said. “People in the car community aren’t limited to a certain style.”

As niche as this hobby is, everyone has their own opinion about modified car culture, some positive and some negative.

While the group finds enjoyment in their modified cars, certain disadvantages like scraping the floor because the car is too low or having a loud car at the wrong time are looked down upon.

“People dislike modified cars because they believe it is a waste of time and money,” Truong said.

Although there is somewhat of a materialistic aspect, there is an emotional and social aspect to the hobby that brings people together.

“I modify cars because it’s not about making my car better than anyone else’s,” Sloan said. “It is because of the shared experiences you have with your friends along the way when you are building your car, The whole idea of helping your friend modify his or her car then seeing them progress and have more a connection to their car, in turn, makes me happy.”

(From left) Seniors Anthony Troung, Ryan Ma, and Jonathan Chan modify cars as a hobby. They enjoy going to car meets and taking trips to the canyons.