Gas prices get the red light from consumers

High gas prices get the red light from drivers

BY HAYLEE HUYNH

Staff Reporter

Gas prices have shot up within the past three months in the Bay Area, and their effect on student drivers is noticed.

According to the United States Energy Information Administration (EIA), in 2019, $3.50 per gallon was the average price of gas in the state of California.

As of today, gas prices average out at around $5 per gallon, meaning that the cost of oil has risen 30 percent within the past two years. Nowadays, a full tank of gas can cost “ between $80 and $90, and for those who commute to and from Sequoia campus, these unavoidable costs create financial inconveniences.

“I’m still gonna drive to school regardless, but I mean, it’s a little unfortunate. [...] I work at Starbucks, like that’s where the gas money comes from, but [...] I guess no matter how high they go up, I’ll still drive to school,” senior Ethan McKillop said.

One student’s family has a pre-set agreement amongst themselves on how they divide the cost of gas.

“Me and my parents, we have this schedule thing where they’ll pay for it two times a month, right? And then like any other time I’ll have to gas it up myself,” junior Alex Chang said. “So [increased gas prices] really hasn’t impacted me a ton, because I don’t drive enough for me to be paying for a ton of oil and gas. But I’m sure if there’s a kid who obviously pays for [their] own gas, it means [they have] to spend less money on other things or like, just drive less, which is hard to do sometimes.”

This issue not only affects student drivers, but Sequoia staff who travel from afar as well.

“It is a financial burden but, I mean, we’re still able to get by. It’s like, the compensation and Sequoia is sufficient enough that I can– am able to pay for it, but [...] anytime you’re paying whatever it is, $100 to $200 a week in gas it definitely adds up and you can think about all the other things you could be spending [on],” Cameron Uhalde said, Student Activities Director and resident of Fairfield, located 75 miles from Redwood City. Though many are affected by this exponential increase in gas prices, a substantial portion of people are unaware of the reasoning behind it.

As more and more people are getting vaccinated and going back to work, there has

I’m still gonna drive to school regardless, but I guess no

matter how high they go up, been an increase in transportation both on I’ll still drive to school. the road and in the air. From an economic perspective, this change was quite rapid, and Ethan McKillop, senior petroleum corporations did not have enough time to produce more fuel product to meet this new demand, according to the Los Angeles Times. In 2020, the EIA reported America as a net petroleum exporter, meaning that we, as a country, exported more oil than we imported into the nation. This, in part, was due to our domestic fracking and oil extractions that Shell gas station at Brewster Ave. and Veterans Blvd Photos and graphics by Haylee Huynh

were stopped during the Biden presidency as it created environmental issues and destroyed Indigenous land. The combination of halting domestic fracking with the post-pandemic supply issues are the cause of the sudden increase.

However, supply and demand issues are not only exclusive to petroleum corporations; in fact, the annual rate of inflation in the US is currently at 6.2 percent, the highest it has been since 1990, according to Trading “ Economics.

“It’s noticeable how my bank account is decreasing, and it’s not only from gas prices, but that’s a large part of it,” Allison Hyde said, history and Bilingual Resource teacher who commutes from San Francisco. “So I’ve really noticed that my bank, you know, the amount of money I would have usually stays pretty even. And it seems to be just, every month a little bit less, which I would attribute to higher prices all around, [...] including gas.”

Converting from gas-powered to electric cars has become a very popular switch in the Bay Area, and though not everyone can afford environmentally conscious options,

the increase in gas prices seem to be another persuading feature. “We are in the process of putting solar on our house [...] and then [will] use that as a springboard to do an electric car, and my wife will eventually also,” Uhalde said. “So yes, that is in the forecast and I would say the gas prices did help inform that decision as well.” Along with people transferring to green energy on their own accord, The only way people are going this rise in cost could potentially have a to get out of their cars and much larger effect start being greener is if the on the car culture of price of gas gets outrageously high. California. “Gasoline is much more expensive in Europe and in other Allison Hyde, history and Bilingual countries. And I Resource teacher think Americans are used to very cheap gasoline. So they’re very careless about driving, and polluting, and emitting greenhouse gases, and all kinds of things like that,” Hyde said. “There have been times in the past where I’ve thought the only way people are going to get out of their cars and start being greener and taking public transportation, electric vehicles, or whatever is if the price of gas gets outrageously high; It’s gonna force their hands to be more environmentally conscious.” Chevron gas prices at Veterans Blvd

Students find freedom in

BY ETHAN FLETCHER AND BEN SCHWARTZ

Staff Reporters

Throughout the month of October, Sequoia tested a new schedule that introduced “flex time,” where students had the opportunity to work in a class of their choice for 45 minutes.

Flex time has roots dating back to the 1960s, beginning when schools broke classes into 10-20 minute periods on Mondays and Tuesdays according to the “Ultimate Guide to Flex Period” by Edficiency. Flex time looks much different today, as they follow a typical rally schedule and are done on Thursdays and Fridays for Sequoia. Sequoia rally schedules follow a normal block day, with 15 minutes deducted from first and third period, making enough room to add a 45 minute space which typically hosts a rally. Many other schools have taken the flex time on as well, with Carlmont, Woodside, Menlo-Atherton High School already having flex times (of various names) on Wednesday and Thursday. Sequoia’s flex times have already been trialed in October, with plans to permanently implement it beginning in the second semester.

The freedom that comes with flex time gives students the option to participate in any class of their choosing. As a result, many students have come to enjoy the flex time.

“[Flex time is] helpful. I can use it to catch up on some of my classes that I may have not paid attention to.” sophomore Ivan Rodriguez said.

The ability to choose whatever class you want to go to allows students to get what they need completed. Whether that be catching up on work or retaking a test, it is an opportunity for students to complete work outside of the standard lunch time.

Another perk of flex time that students say is helpful is how it can give students a more carefree environment.

“It’s a good opportunity to get work done in an already stressful environment,” freshman Elery Barnett said.

This points out the main idea of flex, which was to try and reduce students’ stress levels, according to an email sent to teachers from Sean Priest. Providing students with an environment where they could complete their work for any class ultimately helps students like Barnett. The new schedule not only gives students time to catch up or complete their work, but gives teachers time to complete their work as well. History teacher Karin Zarcone said she’s taken advantage of the extra time to “offer retake opportunities for assessments.”

Sequoia will be permanently implementing Flex Time beginning in the second semester along with “circles” for freshmen to participate in. Although students were initially surprised at this announcement, some have come to believe it could be beneficial.

“I think it’d be a good idea because some days after school I have a sport so I can’t always get my work done after so flex time will give me the opportunity to do my work at school,” sophomore Owen Leung said.

It’s a good opportunity to get work done in an already stressful environment.

Elery Barnett, freshman

CTE readies students for the real world

Photos by David Raymond

BY DAVID RAYMOND

Staff Reporter

Sequoia offers a variety of options to students looking for classes that will directly translate towards a career. Some of these classes include woodshop, culinary arts, Java programming, and the Health Careers Academy. The academies and elective classes all have the core focus of preparing students for the workplace and college programs.

Woodshop I is suited for all students, even ones with no previous experience.

“We go from essentially measuring, marking - which is understanding basic shop math - and then dealing with hand saws, how to use hand tools safely, and then a progression of the stationary hand to power tools. And then we get into actually how to bring all that together to make projects that require kind of a sequential step by step process,” Ethan Sanford said, a woodshop teacher of 16 years at Sequoia.

Many students take the skills they have learned in woodshop class and apply them in a professional setting. “A summer job could be a good thing- either a construction site one or at a summer camp,” sophomore and woodshop I student Holden Kowitt said. Not only can students find summer jobs with the skills learned in woodshop, but they can also find full time jobs or internships.

“It’s a lot about personal motivation,” Sanford said. “Students who want a job, there are jobs in the area. After graduation we’ve had many students get full time jobs with construction companies,” Sanford said.

Woodshop is not the only class that can directly lead to job opportunities though.

“In [culinary arts] class, you get the basics- knife safety, sanitation, and following recipes in a group environment… you could absolutely do restaurant or catering work directly out of class,” Reyna Hofmann, culinary arts teacher said.

Culinary arts students can also use this highly specialized class to prepare for college courses and a future career. Bea Reinhoff, a senior in Foods and Nutrition, is planning to use skills she acquired in the class to further her education, and then launch a career.

“I want to study agricultural science in college and then later I want to work in a restaurant,” Reinhoff said. Students can also study Java programming at Sequoia. “[Java programming is] different from any other class I’ve been in… it teaches you how to kind of decompose a problem into different steps,” freshman Alex Dils said.

“[Java Programming] is fantastic for other classes. It teaches you how to break down a problem. This skill can be used to break down an argumentative essay in English, or a large math problem,” Jared Bitz said, a Java programming teacher.

Not only can career focused classes help in an educational setting, but they also give students valuable real world skills that can be used in a professional setting or in everyday life, such as the Health Careers Academy.

“[Students will learn community emergency response tactics,]… everyone is going to be a patient at one point or another. So you might as well be an active part of your own health care,” Stephanie Weden, a teacher in the Health Career Academy stated.

One of the benefits that encompasses many of the career focussed classes is something that can’t be quantified. With small class sizes and driven students, a sense of community forms.

“I think there’s something to be said when students are spending longer than they have to be in class,” Weden said.

After graduation we’ve had many students get full time jobs with construction companies.

Ethan Sanford, woodshop teacher

Sequoia special education supports students

Spotlighting the different aspects of the special education program

BY ALLISON WANG

Staff Reporter

Special education programs in public schools have been around since the late ‘60s, a staple of public education. Sequoia is one of those schools, that offers support to over 290 students. The first federal law passed for students with mental and physical learning disabilities was IDEA (Individuals with Disabilities Education Act), passed in 1975 by Congress.

A school psychologist and teachers perform a series of tests to determine if students are eligible for the support of an IEP (Individualized Education Plan) based on documented intellectual and developmental disabilities. For every qualifying student, the IEP is written as a plan for the accommodations they can receive based on their learning differences.

“The core purpose of special ed programs is to allow students with disabilities to have equitable access to the school environment. So whatever that looks like for them, the purpose is to have an individualized plan that allows the student to make progress on their educational goals, their post secondary goals, mental health goals,” Kimberly Zilles said, a special education teacher and department chair at Sequoia.

Some accommodations under an IEP can include more time allotted on tests, taking the test in a different room or in their weekly study skills class and many others. Instructional Vice Principal Kristen Stout emphasizes that accommodations are not meant to have students do less work, but the same “ amount of work with appropriate support.

“It’s important to say it’s not modifying the curriculum in any way. It’s just giving them additional support to access it. So it’s not saying ‘they only need to do half the assignments,’ that would be modifying what they’re doing. It’s creating different ways to have access and success with the curriculum,” Stout said.

Special education at Sequoia encompasses many aspects. There are accommodations provided in place for students that attend general education classes, as well as larger classes with all special education students. In larger classes, there are Ed specialists certified to work with students with disabilities and teacher aides. Some other programs on campus is the STARS program (Students Transitioning with Appropriate Resources), which encompasses smaller

classes and access to counseling like mental health counseling. There is also the ILS program (Independent Living Skills) which has two classes for students with moderate to severe cognitive or physical disabilities, helping them to earn a certificate of completion from high school. Senior Ricardo Ojeda is in an ILS class consisting I’m enjoying school because it’s good to learn about new of students with moderate disabilities, and he says he enjoys things. school as a result of the program. Ricardo Ojeda, senior “I’m enjoying school because it’s good to learn about new things. And I’m not stressed about it because I have been bored a lot at home and I like school because I wanted to learn everything,” Ojeda said. “It has supported me with education, learning new things [and becoming] independent.” Senior Melia OCampo is also in the same class. She feels that the program has adequately supported her, and she also enjoys class. “[I am getting help] from the teacher, and the teacher’s aides. I like the class,” OCampo said. For many students, general education does not provide them enough support to reach their goals. Through tailored instruction in special education classrooms, they are able to thrive and achieve more. “[The] benefits are more students graduating from high school, being A to G eligible, getting into four year colleges and really achieving their goals after high school,” Stout said. Senior Yvonne Vasquez has found the special education program to be helpful in developing useful skills, such as listening and social skills. “[We do] math and socials [in class],” Vasquez said. “I’ve been listening more.” In daily classes, students also work on life skills such as shopping, math budgeting and Photos by Clipart Library, Allison Wang. Edited by Allison Wang life science.

Madison Sheridan, Christopher Leavenworth, Ms. Stephanie and Jazmine Cruz (left to right) carve pumpkins. Photo courtesy of Bianka Nessler

“We have math, shopping,” OCampo said.

Special education teacher Bianka Nessler had been growing pumpkins with her class to show the students plant life cycles.

“So maybe that’s something, is real life science. They learned all about pumpkins, and then they were growing our own pumpkins,” Nessler said. “The students also had to measure and weigh pumpkins, as well as count seeds and write about their observations.”

Alongside what is taught in the classroom, the program also helps students find jobs, and supports any post-secondary goals they may have. There are programs, such as TRACE (Transition Resources for Adult Community Education) in Sequoia Union High School District that gives students ages 18 to 22 job and life training for independent living, strengthening the transition between high school and adult life.

“To help, they give jobs to support you and help you learn many techniques, learn as much as you can,” Ojeda said.

After high school, there are many different paths students end up taking, which the special education program supports with individualized assistance. Special education teacher Kimberly Zilles has watched many of her students achieve academic success, and as a teacher she also loves how the program allows teachers to see growth in their students.

“I have numerous students that I’ve had throughout the years who have transitioned to our local community colleges […] They’re pursuing their various kinds of associate degree areas of interest and thinking about transferring to a four year. I also have students who have gone straight to a four year college,” Zilles said. “I think the really beautiful thing about special education is that because it’s so individualized, we get to know students on a more personal level… it’s really just capturing that learning journey.”

Apart from the school programs, the Best Buddies Club at Sequoia is also committed to helping special education students. The club has meetings every Tuesday at lunch in Rebecca Goodwin’s classroom.

“We’re a club that matches students in a buddy pair with students with intellectual and developmental disabilities […] You’re matched with a buddy and create a one to one friendship throughout the year,” senior Caitlin Sorensen said, chapter president of Sequoia’s Best Buddies club.

The Sequoia club is just one of many around the nation, and the Best Buddies organization even has a global reach.

“Best Buddies is a [worldwide] organization… they also focus on jobs, or helping people with intellectual and developmental disabilities go out into the workforce. The whole goal of the organization is to create more of an inclusive society,” Sorensen said.

Another thing the club hopes to accomplish is combating ableism. According to the Center for Disability Rights, ableism is a set of beliefs or practices that devalue and discriminate against people with physical, intellectual or psychiatric disabilities.

“Any sort of effort that anybody can put into the club is just one step closer to creating a more inclusive Sequoia campus where we combat ableism and at the same time, work to make sure that everybody feels that they’re a part of the Sequoia community,” Sorensen said.

In hand with combating ableism at school, it is important to always be mindful of learning differences, not only with special education but all students at Sequoia.

“I think it’s important for students not to make assumptions. It may take a student longer to process something or they may have difficulty memorizing or writing, but at this same time this student might also have really strong academic abilities in other ways. So I think it’s important not to make assumptions and to understand that everyone has learning differences,” Stout said.

In attempts to curb feelings of quarantine loneliness, many people turned to plants and other greenery as a healthy hobby and a distraction during self-isolation. While some adopted only a few to brighten up their living spaces, many discovered their bedrooms quickly turning into plant nurseries within a couple of months. What used to be dull and sterile home environments are now ecosystems for social distancers and plants alike.

Many people that care for plants find them to be like a pet, and the connections between them are similar. Much like pet ownership, plants rely on their owner for physical needs while the owner receives psychological benefits. Especially during a time where feelings of solitude and isolation were heightened, plants offered emotional support and company without the extreme attention that a pet requires.

Plants have found a place at Sequoia other than our beautiful outdoor gardens. Through his past few years at Sequoia, Cory Ward invited greenery indoors in his English classroom, now taking care of more than five plants while teaching.

“You know, it’s really interesting because you do form an attachment to plants as, you know, as crazy as that sounds,” Ward explained. “When they’re not doing well [...] you want to respond as quickly as possible. You know, I’ve had pets in the past and you have similar attachments and bonds with plants as you do [with a pet].”

The 2020 plant

pandemic Following the growing passion for plants came a sense of community; many people even consider themselves “plant parents,” a label that gained attention and popularity from the Millennial Generation and publicity from BY ZORAYA KING Staff Reporter Generation Z. “I would definitely consider myself a plant parent. I would say that the connection is very symbiotic,” senior Megan Kelly said. “Because, again, it’s just a very mindful practice to take care of plants and just see them grow. So I feel like I’m almost helping my own mental health by providing care for the plants.” Some even take their “parenting” to the next level, referring to their plants as their “children” and find a family in their greenery. By naming their plants, owners can find deeper connections with them. “Yeah, I call Kevin my son. All my friends call him that too,” junior Eva Smith said. “Sometimes they’re like, ‘How’s your son? Have you been watering him?’ I’m like, ‘yes, Kevin’s doing great, thank you.’” From plant lovers to plant parents, the relationship between owner and plant has proven to be reflective; if the caregiver is doing well, the plant’s health will match. But, if the owner is experiencing hurt in their life, then the plant is likely to be neglected and mirror They’re very calming to take care of and just nurture “ the health of those around it. “It’s been a tough year coming out of the pandemic. Students just, you know, are sort of reeling from the change,” Ward recalled. “And if you notice, you look around [the classroom] at all these plants, the ones over there [by them over time, so by the windows] are doing pretty well. [The one providing care for them I’m also providing care for closest to me] is losing a lot of color and a lot of leaves, and I wonder if maybe I am negatively affecting that one just with my, you know, myself. personal everyday stresses and everything.” During a time where everything was

Megan Kelly, senior uncertain, plants provided a sense of stability and company. The COVID-19 pandemic showed a major increase in plant adoption and provided a new hobby for those riddled with boredom. “It started in quarantine when I got [Kevin] and then I was just like, ‘I need to have more of them because I just like taking care of them,’” Smith said. “[It’s] something to do also, you know, with all the nothing. I get to take care of something and I get to have a little collection of them.” “I got a lot more plants during quarantine because I was just so bored and I had nothing else to do,” Kelly said. “I got more pets, more plants, more everything.” The color green has proven to increase creativity and performance, especially in workspaces. Through its calm, tranquil appearance, green can relieve stress, improve reading ability and promote a need for achievement, according to the mental health advocacy website, Very Well Mind. Plants increased productivity and motivation in distance learning for many students during Zoom meetings.

“I always keep one on my desk just because [...] like the taking care of myself thing, I look at the plant and I’m like, ‘You know what the plant is doing well. I’m taking care of the plant. I can do well,’” Smith expressed. “That’s why when I’m having a Zoom call or school or whatever and it was really boring– I don’t pay attention but, the plant is doing well, and so can I.”

While the pandemic prohibited people from maintaining many of their typical lifestyles, it also gave an opportunity for people to grow and create new rituals, often traditions that better their life or living situation while remaining indoors.

“I went from like, I think six or seven at the beginning of the pandemic and then I made a pact with myself: every time I would go out grocery shopping, I’d buy one plant,” Ward revealed. “I would forgo buying one item that wasn’t necessary, and instead buy a new plant. At my home now, [...] it’s closer to like 30-35 plants.”

The responsibility of maintaining the life of another organism can improve the self-care of the owner; the declining health of a nearby plant can prompt the owner to take care of themself.

“If I’m forgetting [...] to take care of myself, sometimes I forget to take care of the plant and then I look at the plant and I’m like ‘oh he looks like he’s dying,’ and it’s kind of a reminder like ‘okay, I gotta water my plant and I gotta not do self destructive things,’” Smith said.

If I’m forgetting to take care of myself, sometimes I forget to take care of the plant and then I look at the plant and I’m like, ‘Oh he looks like he’s dying,’ and it’s kind of a reminder like, ‘Okay, I gotta water my plant and I gotta not do self destructive things.’

Eva Smith, junior

Plants have shown to improve the emotional well being of those around them, as stated by the mental health magazine, Psychology Today. Symptoms of depression, stress, anxiety and low mood can be uplifted by spending time around greenery. Especially during quarantine, those who spent time around plants found hope through the pandemic and saw their mental-health improving due to their green environment.

“They’re very calming to take care of and just nurture them over time, so by providing care for them I’m also providing care for myself,” Kelly noted. “I just [enjoy] having a little piece of nature in my room, I think it’s really fun to have.

Passion for plants moved from Ward’s home to his classroom. With the introduction of greenery in his learning environment, Ward was able to feel more comfortable and concentrated through a time filled with distractions.

“Last year, it was a little harder to focus, it was a little harder to feel comfortable in my classroom [without plants], and I think part of being productive is you know, feeling comfortable in your environment so that you can focus on whatever tasks you have in front of you,” Ward said.

Aloe vera is an easy to maintain houseplant that holds many benefits, such as treating minor wounds, purifying the surrounding air, and acting as a reminder of growth. Through its soft aroma, lavender provides a calming atmosphere that soothes anxiety. Lavender promotes productivity and a grounded mindset.

Known to create a protective environment, snake plants help reduce feelings of loneliness and encourages those around it to stay positive during difficult moments.

Ward’s decision to introduce plants into his classroom was influenced by his students; an environment where he could be comfortable should be one where students feel welcomed as well.

“Part of my teaching philosophy [is] that it’s important for students to not dread coming into this place, and to feel like it’s, you know, like their classroom as well,” Ward said. “When I’m in a classroom that’s just sparse and bare, it makes the time go by so much more slowly. If I feel comfortable in that space, then I feel like I can be more productive.”

Ward invites his students into the care process for the plants, and in return creates connections with them that reach beyond the standard student-teacher relationship.

“I’ll have students go and fill up the watering can, and even students asked me if they could water some of the plants. So when they become part of it, that’s awesome. I’ve had students asking me where I get my plants and I’ll give advice. Any connections you can make with students is [...] really important,” Ward stated. “Students can sometimes have a hard time seeing their teachers as real people. Anything that might humanize me or, you know, personalize students’ perception of me is worthwhile.”

Plant lovers express their advice for those who are new to plant life and are interested in creating a greener lifestyle. From researching what plants you purchase to finding costly and ethical nurseries, there are many resources to beginning a greener lifestyle.

“I would just say go for it, because it’s just like a really fun hobby to get involved in,” Kelly added. “It doesn’t matter if you kill plants all the time, because eventually you’ll find one species that works for you.”

Aloe Vera Lavender Snake Plant

A good teacher understands students

Tyra Gutierrez with her history teacher Claire Heritier-Kerby

BY TYRA GUTIERREZ

Staff Reporter

In my opinion, Sequoia has great teachers. A lot of people agree that the teachers are very helpful and understanding.

Freshman Victor Delvet believes Sequoia has great teachers and he thinks they meet the requirements a teacher should have: good communication, being comfortable with them, and should be someone who is understanding and helpful when it’s needed. “Most of the teachers here at Sequoia are great teachers. They are able to support their students and help them in groups. Some good teachers I have are Mr. Bitz and Ms. Singh, they are great teachers,” Delvet said.

I agree, great Sequoia teachers are here to support, guide and also here to push you to be on track .

“The correct way for a teacher to motivate me personally would be by showing me how to do something and explaining things slowly if I don’t understand something,” Delvet said.

The teachers

I have met so far “have been able to motivate me and everyone. History teacher Claire Kerby is very understanding, and helpful because when I am feeling lost about what we are talking about. She doesn’t get mad because I spaced out or something. She understands that sometimes students can’t pay attention or understand a lesson with it only being said one time, she takes the time to explain and help you out. She does a quick recap about what she just explained and she doesn’t seem angry doing it because she enjoys

being helpful. In addition, she has given me and other students extensions because she is understanding of life inside and outside school and always seems happy with her job working with students. “I haven’t met all of [the teachers] but the ones I have are great, amazing and very helpful,” Delvet said. Our teachers here understand we have other things to do, a lot of the teachers I have don’t get too angry if you turn something in a day or two late . Teachers here also give extensions if you talk to them about why you can’t turn in your work on the due date. Freshman Christian Mendoza doesn’t like when his teachers are just behind their desk not helping or paying attention to their students. I agree with this idea because a teacher that doesn’t talk along with teaching could be a problem. In my freshman and a little bit of sophomore year, I was in East Palo Alto Academy and I didn’t like the teachers as much because, even when the classes weren’t through Zoom anymore, they would only give out the assignment and leave it at that. They wouldn’t answer The correct way for a teacher any questions and to motivate me is to re-enforce they wouldn’t really that I am doing well in my class try to check on the students if they and help me if I am having needed help with trouble. anything and to me, that isn’t what a Colin Murphy, junior good teacher is. “A good way of motivating me is when the teacher takes the time to understand us and tell us that we can do it and also not saying things that will bring us down and just being there and being helpful,” Mendoza said. Colin Murphy also has a similar preference of a good way to motivate students.

“The correct way for a teacher to motivate me is to re-enforce that I am doing well in my class and help me if I am having trouble,” Murphy said.

A teacher who knows how to motivate their students is a great teacher, and I also think that checking on your students mental health can be a part of motivation because you never really know what they are going through, maybe there’s a reasonable explanation for them not doing their work.

My experiences with my teachers are great, every teacher motivates students in their own way. Jared Bitz tries to motivate his class to be on time in class by telling us he doesn’t want us to miss any announcements. Debolina Dutta is always attentive to her students’ mental health and not just our grades; she tries to make us feel better by checking on us everyday by using red and white dots on the table that gives an indication how we feel, and letting us know she is here to talk.

“Something that makes a bad teacher is when they disregard a kid’s need for help and they don’t really support or spend time with them to help with things that need to be fixed,” Murphy said.

I also think that when a teacher doesn’t help the student, at times it’s because the student doesn’t speak up and ask for help. I think in order to have a good teacher, students need to be comfortable talking to them and approaching them. There are bad teachers when they aren’t approachable or easy to talk to if students are in need of help.

Sequoia students overall have no problem with their teachers and seem to like teachers at our school. I’ve met have been nothing but helpful and understanding and are always trying to be there and do as much as they can for you.

Student-teacher bond is the core of a friendly learning environment

Photo from Rodnae Productions and edited by Hope Callaghan

BY OSCAR NOLF

Sports Edtor

Making genuine relationships with people is hard, but making an authentic relationship with teachers at school is even harder due to some teacher’s belief that being professional is the only way relationships are meant to be.

Teachers have the responsibility to make sure all students feel comfortable physically, as well as emotionally. One of the ways that teachers make sure all of their students are comfortable in their classrooms is by engaging with them like real human beings. Teachers achieve this by talking to their students about non-school related things like a sport a student might take part in.

“I want students to be comfortable and I want them to feel safe. Because, I say this at the beginning of every year. I know that students can’t learn from someone they don’t feel comfortable with,” English teacher Jasmine Schimek said.

Making sure every students’ needs are met is also incredibly important to build a strong professional relationship. Different students need different things, a good teacher will know what a student needs and try to help that student get whatever help they need. For example, most of my current teachers are

okay with students studying for other classes or doing other homework for the class when the time is right, but when a substitute teacher comes in, the substitute does not have the relationship needed to know what student needs, and so they end up forcing every student to do exactly what is on the plan. These issues with substitute teachers have happened to me and many I want students to be other students comfortable and I want them to feel safe. Because, countless times. It’s understandable that substitute I say this at the beginning teachers would act of every year. I know that this way because students can’t learn from they don’t have the relationship needed someone they don’t feel to make decisions comfortable with. like that, but when a Jasmine Schimek, English teacher teacher is unable to adapt, acts the same way, it is their fault that they can’t make the choices needed to help students thrive. “Teachers typically will put out a survey, to know more about their students,” Vice Principal Gary Gooch explained. “The teacher will be able to say, I know, student X and I really think I could help a little more in this way. Student X sees the teacher reaching out. And then student X says, ‘Wow, this teacher really cares about me and I can go to this teacher and communicate if I’m having a problem.’” Respect is one of the key ingredients to good relationships, both at school and outside of school. We’ve been taught since the first day of school in first grade; treat others the way you want to be treated, this defines respect. Showing interest in others and treating everyone like they are smart is being respectful. I think some teachers have not yet understood this; when a teacher doesn’t listen to their student’s ideas and just talks at them instead of having an open and mutual conversation with them, students don’t feel respected because their ideas aren’t respected, which leads to them not being engaged in the class.

“There’s an old expression called the ‘sage on the stage’, which is when the teacher is in the front of the room and they know everything, everybody else shuts up and listens,” Schimek explained.

While having a good relationship with your teacher is important, the limits of these relationships are sometimes hard for students to grasp.

“Little kids and adolescents need boundaries. They need like that hard line. And I think and, and in my experience, like even when I was a new teacher, if you let it go past that boundary that you’ve set, like you let one kid break one rule,” Schimek said. “I remember a teacher told me, if if one of your rules doesn’t matter, then none of your rules matter. And then it creates kind of chaos. Then you’ve lost control and then no one in the room is learning. And at the end of the day, our job is to deliver an education.”

It is important for teachers to figure out how to achieve this balance between making students comfortable while remaining professional. Some teachers need to figure this out so students are able to have the learning experience they deserve.

I prefer to go to work than attend school

BY MARICELA LEDEZMA

Staff Reporter

Why would teenagers prefer to work at their 9-5 jobs over going to school? Well, personally, when I’m at school I feel worried all the time thinking, am I going to fail this test? How am I going to complete this essay? How do I keep up with the assignments in class? Sure, I do have friends that make my day better, but teachers don’t understand how much pressure they put on students with the amount of work they give us. At my job at Kohl’s, I feel like I’m good at being a cashier. I like to make stronger bonds with my co-workers and make sure customers get the help they need. I love to feel like I am making my manager’s job easier.

For example, an article titled Why Do Students Hate School? stated, “[A] main reason why children feel uncomfortable at school is because they struggle with the academic side. When children find subjects difficult, they often feel worried and nervous in the classroom.” This article made me feel understood because this is how I’ve been feeling this whole semester. Some students don’t feel welcomed into classrooms because of how stressful the workload of worksheets can get.

Some kids are actually afraid to stand up to their teachers and tell them the truth because they are afraid to get into trouble. I feel like a student or even me can’t tell our teachers how much pressure they put on us because some teachers aren’t really open to feedback that students have to say. I don’t agree with giving an overload of work when students have such little time to complete in class because students either have to get home to take care of siblings or have a job. I also feel bad telling my teachers what they are doing wrong because I don’t want to hurt their feelings or see me as a different person.

I am a 17 year old girl having no type of break. After going to school, I have to eat quickly and get ready for work or cheer practice. I usually get off of work at 9:00 pm, eat dinner, and go to sleep. Then, the next day, I dread going to school, not wanting to get up early and go to a place where I feel like I don’t learn much but get stressed. In my job I get paid and I get to buy myself all the things that I want.

There are times in school where I feel that teachers don’t explain the lessons well in class and expect us to do tests the next day. Students have to stay up all night studying so they don’t have to stress when taking the test the next day in class. For me, school is like jail, having to sit down in a chair and hear somebody talk all day and not get anything good out of it.

Feeling like you have to fit in somewhere is draining and exhausting in school. Sometimes in school it’s more important to make friends and be able to have fun than actually do well in school.This makes me feel good because it allows me to talk to new people and build forever friendships. But at the same time it could be stressful because many students don’t want to sit alone at lunch or feel like they’re not “cool”. Some students aren’t really open to making new friends, they want to stick to their own, so that makes any student who wants to make new friends feel out of place in school.

Teen jobs are way more interactive and physical. For example, having a job helps you to be able to interact with all kinds of different people. It helps you to see how money is made with blood, sweat, and tears. It makes you realize how hard you want to work for your things, like a car, or even the new clothes you want to buy.

As a cashier I help customers with prices, do returns, do curbside or in store pick ups and scan the items they want to buy. It has made me more outgoing and is preparing me to be strong in life. For example, as a student that is really shy, I now had the guts to actually join cheerleading and start making many new friendships this school year. I will have the advantage of having the experience of dealing with customers and being able to stay calm through the whole mess. There have been instances where customers scream at us or even say mean things to us because they don’t get the discount they want or they can’t return their items. This has made me learn to stop taking things too deep. Lastly, I am proud to say that I learned how to count money and be more paitient with people at my work, and not at school.

Students don’t really hate the books they read in English

BY COLLEEN DIETHER

Staff Reporter

Stereotypically, books students read in English Class are uninteresting and dull. We talk a lot of smack about the books we are reading, but when discussing it, my friends and I found that we generally enjoyed those books. Some of the books we enjoyed were from junior year, both IB and non IB.

My favorite book was The Things They Carried by Tim O’Brien. Personally, I liked that the style of writing and the layout were different. The Things they Carried is a collection of shorter stories that eventually connect and tell an intricate story about the lives of Soldiers in the Vietnam War.

We compared and contrasted the experiences and point of views of characters from a lieutenant becoming traumatized by the war, to a guilt-ridden soldier who tried to run from the draft. This book, recounting a few people’s experience with war was very thought provoking, and it broadened my knowledge of war and its effect on those who fight in it.

There were many differing opinions between my friends though, especially regarding the IB English Year I book, Frankenstein, by Mary Shelley.

“I have to say [my favorite book from English class has been]Frankenstein. I feel like that one was more deep than some of the other ones,” junior Helena Landels said.

Realistically however, not every student is going to enjoy the same books. While some students stated that Frankenstien was their favorite book they read in English class, another stated that it was their least favorite.

“I was not a fan of Frankenstein. Just the way it was written was really unengaging,” senior Emily Cooney said.

IB English juniors read Frankenstein, Persepolis and MacBeth every year. Persepolis changed up the traditional narrative format of a book that students read in class because it is in the style of a comic book. This variety of styles, between a play, narrative and comic book is really appreciated by students because it offers a more rounded view of literature.

Students’ views on the books they’ve read in English class are varying though. While some students expressed interest in Frankenstien, others preferred Persepolis because it was in the comic book format.

“I liked that it wasn’t a normal book. It was a graphic novel which I really enjoyed,” Cooney said.

Clearly, the books we read in English class in our junior year are very popular. My experience though, was that there were books

I think for the most part how we branch out to different genres of books, like it’s not all about one author, one type of author, one style, whatever they like.

Emily Cooney, senior

books I read each year that I really enjoyed. I enjoyed Romeo and Juliet because it was the first play I read from William Shakespeare. I found that I have not really disliked a book that I read in English class.

“I think for the most part how we branch out to different genres of books, like it’s not all about one author, one type of author, one style, whatever they like,” Cooney said.

Even though many students find a book they read to be less than enjoyable, reading books in English class is generally a good experience. Students especially appreciated that there was a variety of formats and styles of books that were chosen.

Graphics by Colleen Diether

Hold fossil fuel companies accountable

BY ZOE DUFNER

Staff Reporter

In our area of Redwood City, most people are aware of the issue of climate change; and many would love to do what they can to help the cause. However, to what extent can each person really make an impact? Being a member of our society as it is today, is it possible to avoid leaving a large carbon footprint? Even if everyone did the most they could to reduce their impact, would that effectively counteract the damage that has already been done?

The United Nations, also known as the UN, issued a report in 2021 stating that the Earth is approaching a point where climate change will become irreversible.

How did we get to this point? As far back as 1896, Swedish scientist Svante Arrhenius claimed that the burning of fossil fuels would change the climate. In the 1950s, scientist Charles Keeling confirmed the greenhouse effect by studying CO2 concentration in Antarctica ice cores. However, the general population only really became aware of the impact human activity had on the environment in the 1980s when the U.S. Senate began holding public hearings on climate change, and we proceeded to do nothing substantial.

One group that was well aware of climate change for quite a while longer however, was fossil fuel companies. Before global warming had become a public issue in the 1980s, oil companies had already begun making their ocean platforms higher to accommodate the rising sea levels that they knew they were causing.

According to an article published by The Guardian in 2019, just 20 fossil fuel companies, such as Chevron, Exxon and Shell, are responsible for nearly a third of all carbon emissions.

However, companies are not the sole cause of climate change. Human activities such as consumerism and overconsumption cannot be ignored. While climate change is not an issue that one individual alone can solve, it is an issue that an individual can contribute to greatly.

To minimize the impact each person has on the environment, it is important to educate people on how they can live more sustainably. One group that aims to accomplish this is Sequoia’s Sustainability Club.

Though the matter of climate change may be far too big of an issue for individuals to tackle alone, group efforts have been made in our community to help the environment on a more local scale, with groups such as Sequoia’s Sustainability Club.

Sustainability Club meets every two weeks to educate group members on environmental issues and plan clean-ups at local sites. Creating a group such as this within a community can exponentially increase the effectiveness of goals to alleviate the generally negative effect humans have on the environment.

Though groups such as these do have a significant impact locally, the issue of climate change cannot be solved by these groups or individual efforts alone. Despite all efforts made, fossil fuels, methane, CO2 and more are still being pumped into our atmosphere. Fossil fuel companies are essentially incentivized to continue with their inexpensive ways that are detrimental to the environment.

We only have so much time to slow down climate change. In order to do so, we need to create regulations for these fossil fuel companies and hold them accountable.