The Matador: Issue 5, Second Edition - Jan. 24, 2019

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MATADOR

SAN GABRIEL HIGH SCHOOL

VOLUME 64, ISSUE 5

801 S. RAMONA STREET, SAN GABRIEL, CA 91776

Shutdown affects Dominguez family

THURSDAY, JANUARY 24, 2019

THEMATADORSGHS.US

Food Recovery Program launches at SGHS

BY KENNY LAM

The current government shutdown has left social science teacher Davina Dominguez concerned about her family’s financial future.

During the government shutdown, which started on Dec. 22, the majority of government services were halted and government workers were sent home without work or pay. Alongside this, federal employees who are considered “essential,” such as air traffic controllers or those working for the Department of Homeland Security, are still required to work and will not be paid until sometime after the shutdown is over.

This lack of pay poses a potential problem for families: how will they pay their bills? With no end in sight for the shutdown, Dominguez, whose husband works as an essential federal employee, has become increasingly stressed for her family’s financial well-being.

“We’ve been fortunate enough to save a little bit [of money],” Dominguez said.

“We typically save for the summer … so we’ve been able to dip a little into that. But now the main concern is I don’t know how much longer we can [go without pay].”

Last week was the first time her husband did not receive his scheduled paycheck. Without this additional financial support, Dominguez worries that her family will not be able to pay for their mortgage and daycare services for her toddler, among other bills.

“We’ve tried calling our mortgage, and they said they will not extend [the credit deadline],” Dominguez said. “[My husband’s] department gave him a letter to offer to creditors to go ahead and see if they would give us a break. And so far, any creditors that we have reached out to said absolutely no [to extending the deadline].”

Article continues online

Kanik retires after 16 years, moves to Italy

BY TIFFANY NGUYGEN

Saying the last farewell to her students, math teacher Kadriye Kanik officially retired on Dec. 20 after 16 years of working for the district. Following her retirement, Kanik plans to spend time with her husband in Florence, Italy and accompany him as he works at the Arcetri Astrophysical Observatory for six months.

Having worked previously at the Middle East Technical University in her hometown of Ankara, Turkey as a programmer, and at Washington Irving Middle School in Los Angeles as a math teacher, Kanik found her time teaching math to students to be the most rewarding.

“I liked [the] kids more than the

PHOTO BY KATHERINE HUANG

With AUSD Food and Nutrition Services Director Judy Huffaker (right) and the Tzu Chi Foundation, senior Matthew Perez (left) demonstrates placing uneaten fruits into the Fruit Recovery bins at Food Recovery Program’s kick-off on Jan. 14.

BY VIVIAN ZHENG

With SGHS as its pilot site, the district—in coordination with Business and Activities— launched the Food Recovery Program at the Matador Arena on Jan. 14. The Tzu Chi Foundation, who is a part of the program, also joined the kick-off.

The school district participates in the National School Lunch Program and School Breakfast Program, which makes them qualified to receive reimbursements for each meal served that meets federal requirements. Students are required to take three meal components out of the five—fruits, grains, milk, protein or protein alternative, and vegetables—with at least one fruit or vegetable. However, this generates food waste

computers,” Kanik said. “It was more challenging. [The computers] suddenly got [on] my nerves, so I spent two days looking for a dot to correct my program and then I changed [my mindset].”

Kanik was a student teacher at San Gabriel High School under retired math teacher Juanita Ortman before she came to work full time. “[Being a student teacher] was a blessing,” Kanik said. “It was a dream come true, because I loved the kids so much. I just didn’t want it to end, and it didn’t.”

Before her departure, Kanik found saying goodbye to be an extremely difficult task and wanted to thank her students for an experience of a lifetime.

“You guys were so enthusiastic, and you guys were funny, too,” Kanik said. “It was impossible to get mad at you. You made it fun. Thank you.

It was [the] highlight of my life.”

when students decide not to eat some of the meal.

With the program’s launch, students can place uneaten fruits—such as bananas and Craisins—into one of the five Fruit Recovery bins around the campus installed by the program. The fruits are taken by custodians after breakfast and lunch, and then stored in the cafeteria’s refrigerator until the Tzu Chi Foundation collects them on Wednesdays and Fridays for distribution.

“The students I spoke with were all familiar with the new program and were positive towards the efforts of recovery of unwanted, uneaten fruits that would go to food pantries,” Judy Huffaker, program coordinator and AUSD Food and Nutrition Services Director, said. “I think this is a great way for students

to help reduce food waste.”

The foundation collaborated with AUSD in past community events like the Back-to-School Kickoff distribution at Alhambra High School.

“Almost every week, [the foundation] has mobile food pantry programs, so whatever the people share [here] is going to go to other needy families there,” Tzu Chi Foundation CEO Han Huang said.

Senior Matthew Perez, who helped initiate the program, said that he is hopeful about the program, but said its success would require student participation.

“We haven’t gotten many fruits, because people have been putting opened milk and [half eaten] food in the [bins], which cross contaminated other foods,” Perez said.

Her class was considered by many students to have a comfortable and amusing environment. Sophomore Justin Chong cracked many jokes in class, and Kanik often replied back with jokes of her own. For some, her conversations with her students and the nicknames she gave to them made the class stand out.

“She made learning math enjoyable for us and worked hard to make sure we understood the material,” Chong said. “I hope everything goes well during her retirement.”

The day Kanik left, many of her students were heartbroken to see her go and gave her gifts to celebrate her departure.

“We were crying,” freshman Tammy Vuong said. “[My friends and] I made her a poster. It said ‘Merry Christmas’ and other students signed it.”

Math teacher Huong Tran and other teachers from the

math department ate lunch with Kanik every Thursday for the past two years, sharing stories about their lives outside of work. With Kanik’s bittersweet retirement, Tran is left with mixed emotions.

“I’m happy for her, because I think she [has] served us well in the last...I don’t know how many years,” Tran said. “But I’m super sad, because I lost a friend [and] a colleague.”

To Kanik, the math department is her “second family” and her growth as a teacher has been, in part, due to them and her students. Throughout her years of teaching, Kanik has seen a positive change in her character as an educator and as a person in regards to her tolerance and patience. She has a few words of advice for the future teacher who will take her place.

“Love the kids,” Kanik said. “Enjoy it.

Enjoy the trip; it’s beautiful.”

Currently, there is a long-term substitute teacher who has taken over for Kanik, but the administrators and the district are still on the search for someone who will fill the empty spot.

Article continues online

FOCUS

LIFE & ART

SPORTS

Years Later...After Effects of the Vietnam War and Cambodian Genocide pg. 6-7

Luu carries on practice of Chinese calligraphy pg. 8

Matadors steal thunder on Moor grounds pg. 9

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THURSDAY, January 24, 2019

The matador

NEWS

Dress for Success program encourages confidence, professionalism in students

BY TIFFANY NGUYGEN

In the Dress for Success (DFS) program, students put together outfits to wear in work settings and do mock interviews with Idali Serrano, Workforce Development Technician. For the past three years, she has been working with the Get Focused, Stay Focused (GFSF) classes to encourage students to practice professionalism and utilize the resources that her program offers.

Through the DFS program, students make an appointment with Serrano, meet with her to discuss outfits that they can keep at no charge, and participate in a mock interview hosted by her.

“Not only do they feel good and look good,” Serrano said, “but they feel comfortable in knowing how to approach an interview.”

The clothing, varying in sizes and designs, comes from donations by staff members and students. The donations are housed in a closet adjacent to Serrano’s office, organized by size and type of clothing. Having an organized system and helpful staff members makes managing the students and distributing clothing more efficient.

“I get extremely bombarded when it’s during the time when [students are] going to be doing their interview [for] GFSF or some of their academy classes,” Serrano said. “The good thing is I have a supportive staff here in our department that will help me clothe the students.”

The DFS program is also spearheaded

by Serrano in Alhambra High School and

Mark Keppel High School. She explains the process of pitching the program as a different experience at each school.

“It was pretty easy to pitch it to San Gabriel because my office is based [in] San Gabriel and I’m here three days a week,” Serrano said. “They’re more familiar with my program and what I do, so it was very easy to go forward.

When it came to Al h a m b r a a n d Mark Keppel, it was a little d i f f e r e n t , although it wasn’t much harder.

They still supported me in that sense.”

Students who have used the D FS program found that their experience was worthwhile and beneficial to them.

Junior Kenny Ho used the program to finalize community service hours at a clinic.

“It’s helpful to people who maybe don’t have the means to drop a lot of money on clothes,” Ho said. “And it’s convenient to know that if you forget that you have [a professional event], you don’t have to

worry about wardrobe.”

Other students who were part of the GFSF classes, such as freshman Na Lin, gave the DFS program a try for their final exam, which included a mock interview. Lin believes the process of interviewing as part of the program will benefit her in the long run.

“It was a little scary,” Lin said. “But I feel like it will prepare me [for] when I actually go to get a job.”

At the beginning of the 2018 spring s e m e s t e r, t h e DFS program was incorporated into the GFSF and Explore Wheel curricula, as well as that of the Career Technical Educational classes as a result of a grant geared toward the collaboration that Serrano now works under. For many teachers in those subjects, the new addition is welcomed and has helped their students improve in their interviewing skills.

“It’s just [that the students are] more confident,” Health Careers and GFSF teacher Kathleen Loggins said. “The ones that are dressed are more ready [and] more

prepared.”

The burst of confidence is a large reason why Serrano continues to push the DFS program forward. She also values feedback regarding the students’ experiences and what they enjoyed about the program and its services.

“When I see them get dressed up, they get a little excited and after we do a mock interview, they kind of let those nerves fall to the wayside,” Serrano said. “When they come back with that confidence, it’s exactly what I wanted to see.”

Serrano believes that a set of professional clothing can make a large difference in how a student handles an interview and is essential when the time calls for it.

“I want everybody to have that one outfit [that is], washed, ironed, and ready to go,” Serrano said. “They’re not going to have to worry about what they have to wear. They’re just going to be focused on the interview; put [it] on [and] go.”

Serrano hopes more students will take advantage of the DFS program and walk away with more interviewing experience.

Students and staff can donate professional attire, such as blazers, blouses, dress pants, ties, and shoes, to Serrano at the College and Career Center.

PHOTOS BY MEGAN TIEU

Each of the above items can be kept at no cost by contacting Workforce Development Technician Idali Serrano at the College and Career Center.

Whitman finds job opportunity at Northrup Elementary

BY KIMBERLY QUIOCHO

Environmental Science teacher David Whitman’s last day at school was on Dec. 21, following his decision to take up a position as science teacher on special assignment. Whitman is now working at Northrup Elementary School, where he is a teacher and curriculum adviser, helping Northrup with the Next Generation Science Standards. He is also teaching a Universal Access elective class called Science Investigations for sixth through eighth grade.

Whitman left a mark on SGHS, helping with the start of the food recovery loss program, reviving the Robotics Club, making headlines in the school newspaper, and acting as the adviser of Science Olympiad. He showed his love for the student body through his participation in various school activities. “[My fondest memories include] helping clubs raise money by letting kids smash pie on my face and being the mascot this year—I got to be the matador,” Whitman said. “Also, just making kids more aware of the environment and turning them into environmentalists— helping them realize that they can make a difference.”

In his time teaching at San Gabriel, Whitman formed friendships with many students who felt that it was hard to say goodbye to him. They saw him as a great mentor with his boisterous personality and passionate attitude.

“When I heard [he was leaving], it was pretty upsetting because he was everybody’s favorite teacher,” senior Evelyn Hernandez said. “Everybody talks good about him, so it was kind of shocking and heartbreaking that he left.”

Fellow environmental teacher, Andrew

Bitterolf, is proud of Whitman, even though he is saddened by his departure.

Bitterolf said that Whitman deserves the new job opportunity and wishes him great luck in the future.

“He is enthusiastic, passionate, and excited about what he does,” Bitterolf said. “Whether it be him drinking pond water or burning planks of wood with his giant solar panel dish, it’s the stuff that folks remember. And that is how he operates. It’s his genuine interest in environmental science that is pretty apparent [and] clear.”

In the future, Whitman plans to make a robotics and outdoor camping program for younger students, wanting them to experience science hands-on. He will teach the topics in class and then have them interact with what they learned in a real-life setting. He has always prioritized environmental awareness as a teacher and is dedicated to educating his students on eco-friendliness, no matter how young.

“I just wanted to make a difference in kids’ lives—I don’t know how else to say it,” Whitman said. “I love environmental stuff, I love earth science things, and it’s always interested me. To be teaching it is just a thrill, honestly.”

Whitman said that he is excited for his future at Northrup Elementary b e c au s e h e i s s p r e a d i n g h i s l o v e for environmental science to a new generation of learners. While he will be enjoying a new beginning with a different age demographic, Whitman will miss his former students and colleagues. “[San Gabriel] is like a second family,” Whitman said. “It’s a fun job, and I work with a bunch of really great people. That’s what the draw of coming to San Gabriel is; we’re a really tight community. I like that.”

PHOTO BY MEGAN TIEU

Former environmental science teacher David Whitman drains his fish tank as he moves out of E210. He currently works as a science teacher at Northrup Elementary. “I already formed an army of fourth graders at my new job,” Whitman said. “They’re wonderful kids, really.”

The matador

NEWS

LIFT program teaches life skills to special needs alumni

THE MATADOR Editors-in-Chief, Print Editor-in-Chief, Digital Managing Editor News Editors Opinions Editors Focus Editors Life and Art Editors Sports Editors Features Editors Copy Editors

Photo Editors Business Managers Media Manager Community Editor Video Managers Adviser

Kenny Lam Eileen Ong Selina Han Shawn Ho Elsie Wang Melody Zhang Donna Hernandez Sally Pham Angela Lu Chelsea Nguyen Ivy Ho Vivian Zheng Chelsea Li Eric Mai Henry Chow Qilin Li Echo Dieu Lucas Jorgensen Wally Lan Amanda Lerma Katherine Huang Megan Tieu Lu June Lin Katie Phan Kimberly Quiocho Clara Quach Brianna Huynh-Tong Enrico Gonzalez Jennifer Kim

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.

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briefs District decides new board member tonight

BY SELINA HAN

Ten candidates are running for the vacant First Nominating District seat on the AUSD Board of Education.

The seat opened after previous board member Adele Andrade-Stadler became a member of the Alhambra City Council.

According to Board of Education President Bob Gin, doing a provisional appointment will save the district the cost of an election of “approximately $75,000 plus that can be use[d] for the classroom.”

There is a special public meeting at the district office tonight at 5:30 p.m., where the board will interview the ten candidates and announce its decision.

The new member of the Board of Education will be sworn in at the next regular board meeting on Jan. 29.

BY WENDY CHAU

As part of the Learning Independence for Transition (LIFT) program, students aid in the preparation of Grab ‘N’ Go breakfasts in the cafeteria.

LIFT is a four-year program designed to promote independence in adult students with disabilities, ages 18 to 22.

The program teaches academic, job, and life skills, including cooking, budgeting, completing job applications, and many more.

“We also teach students how to navigate the community,” Kathleen Victory, special education teacher at LIFT North, said. “Another major component of the program involves teaching students to identify personal strengths, discover passions, understand weaker areas and how to compensate [for those areas], and advocate for themselves.”

The idea to have students assist in the cafeteria stemmed from viewing other nearby work possibilities within the district that help foster independence.

“Students at LIFT began volunteering in the district’s central kitchen a few years ago,” Victory said. “From that experience, administrators and teachers began discussing other work possibilities in the district, and the idea of working in the kitchens of nearby AUSD schools was born.”

In the preparation of Grab ‘N’ Go breakfasts for each day, students sort out packaged food on trays in their categorized rows. They place the trays on a rolling cart, which is taken to a refrigerated area.

“We o r ga ni z e a n d h elp p r ep ar e breakfast for the students,” LIFT student Gladys Wang said. “I enjoy [assisting] the cafeteria staff because they are very busy and it feels nice to help them.”

Cafeteria manager Roxanne Venegas said the students are able to learn more than how to perform certain tasks through LIFT.

thematadorsghs.us

Thursday, JANUARY 24, 2019

New painted building letters increase safety

BY TIFFANY NGUYGEN PHOTO BY MEGAN TIEU

Alumnus and LIFT student Gladys Wang learns math and cooking skills through preparing Grab ‘N’ Go breakfasts every week.

“These wonderful students have really learned valuable tools to work in the kitchen,” Venegas said. “They’ve learned about sanitation, food safety, how to follow directions, and how to complete tasks in a timely manner.”

By assisting in the cafeteria, students are given the opportunity to perform a variety of new tasks and practice them to perfection, all while learning a lesson on self-reliance.

“The hope is that the skills learned and practiced in the cafeteria will transfer to other jobs and responsibilities students may have in the future,” Victory said.

“The nature of the tasks [in] the kitchen promotes independence in our students.

They are able to learn and perfect the tasks they are given relatively quickly, which leads them to perform the jobs with increasing independence.”

The Matador makes Pacemaker finals

PHOTO BY KATHERINE HUANG

The Matador staff members pose for a picture while displaying their revamped newspaper website.

BY ERIC MAI

The Matador newspaper website <thematadorsghs.us> was recently named an Online Pacemaker finalist by the National Scholastic Press Association. The Pacemaker award is often referred to as the Pulitzer Prize of student journalism.

Out of approximately 200 sites from 34 states, 44 were selected as finalists and

Professional painters added letters on various buildings on campus over winter break, checking possible locations for optimal visibility. The goal is to have the letters on the school buildings act as identifiable markers of where to go if law enforcement or first responders arrive on campus.

“The letters being painted came about [as] part of our ongoing efforts as a district and our school to keep students and staff safe,” Diana Diaz-Ferguson, assistant principal of Business and Activities, said.

CTE classes offer college credit to students

BY CHELSEA LI PHOTO BY MEGAN TIEU

Alumnus and LIFT student Alec Van places prepped trays of yogurt and granola in the rolling cart, which will be served to students the next day.

are currently competing until late April for the award.

Senior staff members Selina Han and Shawn Ho led the way by reconstructing the website after it was taken down in 2015.

“Revamping the website was a gruesome process because Selina and I had no experience at all using Wordpress,” Ho said.

Han and Ho searched for a new theme and changed the website accordingly, adding many new features, such as more thumbnails, a GIF header, and a “Most Read” section.

“Shawn and I stayed up until four in the morning every night the week leading up to the Pacemaker submission deadline to revamp the site,” Han said.

“I’m extremely proud of the work we did, and I’m even more proud of the staff for their contributions to the website content because it was all worth it in the end.”

The Matador continues building their website as judges will observe it based on content, design, and growth. Pacemaker winners will be announced and staff members will receive a finalist plaque on April 27 at the opening ceremony of the Spring National High School Journalism Convention in Anaheim.

“For us to rebuild the site and come back stronger than ever is particularly gratifying,” journalism adviser Jennifer Kim said.

East Los Angeles Community College will be offering free Dual Enrollment classes starting Feb. 4 at Alhambra, Mark Keppel, and San Gabriel High School. Students taking the college classes will be able to earn both high school and college credits.

“Dual enrollment can help students get ahead in a college environment and it will give them an idea what taking college classes is all about,” Paulina Serrano, College and Career education adviser, said. “It’s a good opportunity that a lot of students don’t know about.”

Classes include administrative justice, communication, and engineering.

Further information can be found at the College and Career Center.

Winter Talent Show postponed to April

BY ZHOU YE XIN

The Winter Talent Show has been moved from Jan. 18 to April due to a faulty fire curtain in the auditorium.

Until then, the auditorium will be undergoing maintenance.

Junior Dale Ly, who plans on participating in the talent show, is delighted about the date change.

“I think it’s actually really good because it gives a lot of the groups more time,” Ly said. “Plus more people can join, so it could eventually make the show longer and it also gives ASB more time to plan it out and make it as smooth as possible.”

To read more articles, visit www.thematadorsghs.us.

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The matador

THURSday, January 24, 2019

“Lu”rning to articulate

Aaron Lu Murmurs and roars

T

he recurring letter “r” has always been the most unpropitious sound to vocalize in my mind. I would consistently avoid using words consisting of the sound “r,” and use alternatives in which I would not need to involve the consonant. From presentations to simple conversations, I have always been apprehensive about any word that contains the sound.

I never really knew the actual pronunciation of “r”, which is why to this day, I am unable to pronounce it correctly.

Long ago, I had been given an opportunity to improve my speaking skills. In first grade, I was offered a speech therapy program where someone would aid me with my enunciation. All I needed to do at the time was acquire my parents’ signatures. Back then, I had not yet realized the value of pronunciation.

Skipping a session of class, in my opinion, wasn’t worth it, so I did not bother to turn in a signature from my parents. Ever since then, I have regretted not attending the class, wondering if it would have helped fix my speech.

My speech impediment became more apparent when I realized that people could not understand what I was trying to convey to them. It caused me to talk in a much lower volume whenever I thought about utilizing “r.” This ultimately led me to murmur my words sometimes.

Although I perfectly understand what I try to say in my head, others hear it as a mumble of words. At any moment, when an individual tells me to repeat something, I just let it go and pretend my comment does not matter.

Eventually, I grew more comfortable with the creation of jumbled up words I spoke around the people I was close to. This was because I felt like they recognized how off my voice was. However, when introducing myself to someone I had never met before, I would always grow anxious. I was hesitant in case I confused them with my speech when having to hold conversations.

Not being able to utter the letter “r” continues to carry difficulties throughout my life— not only with socializing, but in academic settings also. Talking out loud for an oral exam meant possible point reductions, which affected my grade.

In Spanish, my inability to articulate “r” continued to limit the number of words I could say fluently. Even when I think of the word in my head or mouth the sound, I am unable to drop the accent.

This is something that will disappear in the future, but just not at the moment. My intention is to let my voice be what it is for the time being. Despite it being extremely embarrassing, I do not see it as an emergency where I would have to fix it as soon as possible. I do not know exactly when I am going to be able to overcome the heavy burden of my pronunciation at this point in my life, but I have complete faith that I will.

opinions

Editorial

Extra credit fosters undeserved grades

W

hile extra credit is seemingly beneficial to all, it is actually a gigantic slap in the face to teachers and students. When it is offered exclusively to students who are doing poorly, teachers create special opportunities for only a portion of the class, while excluding students who are not “failing.” This is unfair to those who made an effort to maintain a good grade all semester and essentially rewards those that have low grades with bonus points.

Extra credit inflates students’ grades and makes their final grade unrepresentative of their merit.

When teachers give extra points, they equate students who have done the bare minimum to those who have tried all year to earn a good grade. This lets failing students boost their grade enough to make up for the whole semester, while invalidating all of the work and effort others put in to do well in the class. Both students have the same grade in the class, but the failing student only tried at the end while

the other was diligent all semester.

Extra credit does not set up students for success. Allowing extra credit near the end of the semester only condones students’ behavior and reinforces the notion that they can slack off during the year yet still make it up in the end. When students know that it is offered, they may not become as invested in the class.

Teachers give opportunities every day for points through assignments, and if a student does not put in effort to get full credit, it is no one’s fault but the student’s. It is unfair when students do not reciprocate the effort that teachers put into making lesson plans. Students are really asking for a favor, not extra credit. If students cannot even bring it upon themselves to do their assignments and study for tests, they are undeserving of teachers´ sympathy.

Students, parents, administration, and other teachers should refrain from pressuring teachers to give extra credit, as it is wrong to trouble them with more work to

grade. While it is important to give students the resources needed for success, it is not a teacher’s responsibility to go the extra mile to make sure a student does not fail.

Students should learn how to succeed without extra credit— life does not always give second chances. When students grovel for passing grades to meet A-G requirements, they demonstrate poor work ethic that will not benefit them in the future. In college, many professors explicitly say that they do not offer extra credit. Students should consider this when they rely on it to repeatedly salvage their grades. Houston Community College professor Wayne Stauffer said, ¨What can you do to bring your grade up? Maybe you should start with your work… when it is assigned.¨ In the workplace, it is expected that an employee puts effort in and hits the mark the first time; students should be held to the same standard. Students should not get through life begging for things they do not deserve, and should instead, earn them.

100 percent pass rate, no exceptions

BY ANGELA LU

Leaving mid-year harms students learning

BY LAUREN BALLESTEROS

T

eachers may leave in the middle of the year if they chance upon a better job or have to attend to other more important duties. In the end, this undermines the learning experience for students. When a teacher leaves during the school year, the school must find an immediate replacement. The urgency to fill the position pressures the school, and will likely result in the hiring of short- or long-term substitutes, who are usually less experienced and may not be able to teach the students as effectively.

Students lose instructional time due to the setbacks of a teacher’s replacement, including the time it takes into adapting to a new teacher. According to a study in the American Educational Research Journal, students lose about 54 days of academic growth when a teacher leaves in the middle of the school year.

Ultimately, teachers leaving mid-year disrupts the learning process.

Students who sign up for an Advanced Placement class are required to sign a contract that binds them to a one-year commitment of the class.

If students are required to stay in the class for the full school year, they

should be guaranteed the best possible learning experience. In order to ensure this, teachers must stay to teach for the entire year’s course, or be more prepared to make up for the time of their absence. Students should have the reassurance that their teacher will put

year, they may fall behind the next year.

This puts students at a disadvantage if they are planning to take a more advanced class the following year.

Students may not be at the level that teachers expect if they did not learn the fundamentals.

Others may contend that a teacher will most likely not have any say in when they leave. Thus, they do not intend to disrupt the learning process for their students, but rather, they are forced by necessity and timeliness to leave for any reason. However, the students’ learning and development should still be a teacher’s top priority.

There are ways for teachers to leave mid-year while still giving their students a sufficient education.

If a teacher is planning to leave in the middle of the year, they should make it known to the school and their students at the beginning of the school year to ease confusion. This will allow in the effort to do their job year-round. the school to plan in advance for a The disruption of teachers leaving replacement, which will likely result mid-year can have long-term effects on in a more qualified substitute. The a student’s life. For example, substitutes departing teacher should also leave may be less familiar with the subject behind a lesson plan for the rest of the and cannot effectively teach the year to ensure that their students are material. If a student does not learn still learning after they leave. what is supposed to be taught in that ILLUSTRATION BY ZHOU YE XIN

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

The matador

OPINIONS

Students should not resort to cheating

BY WALLY LAN

their mistakes on an assignment so their grades appear nicer, rather than learning from the mistake. This ultimately deprives the cheater from truly learning the material.

Cheating also leads to ignorance among those who do not get caught in the act. When their actions go unnoticed, the offenders believe that they are capable

A

s competition among students increases with rising test expectations, some students feel the need to cheat to advance their academic agenda. Oftentimes, students overlook the consequences of cheating and do not realize that it will ultimately hurt them.

Many students who rely on websites such as Quizlet and Sparknotes and add illegitimate points to their peers’ homework do not realize that they are cheating. They believe that they are saving themselves time or saving people’s grades.

These students do not realize that they are creating habits and poor work ethics that are likely to follow them into adulthood.

Cheating creates a mentality among students that influences them to take shortcuts out of hard work.

A common reason that students cheat is that they believe their letter grades are more important than actually learning the material. If they believe that a letter or award reflects their understanding of the material, then nothing else matters to them. Some students may value these letter grades to the point where they hide

of continuing to cheat without getting caught. This causes the offenders to take possible consequences lightly and have a “nobody cares” mentality about cheating. This mentality can be carried into adulthood but with more serious situations and consequences, such as

taking misdemeanors lightly.

When caught cheating in high school, teachers are likely to notify the administrators at school. The administrators will generally give the offender a first infraction warning, and if caught again, the infraction goes into their permanent record. When colleges see the mark on the offender’s permanent record, it costs them their chances of getting into their top college choice—or any college.

When a student is caught cheating, many of their future opportunities will be cut off, potentially acting as a setback in their life as their chances of a higher level of education have been minimized or completely missed.

If students resort to cheating because they believe that they are not able to keep up with the material, they should instead ask for help as there are more people willing to help than they would think. Tutoring may also be an option, as it fortifies relationships with the teacher and student, rather than develop mistrust.

Cheaters should realize that learning is the main priority of the educational system.

Marginally changing their grade by a few points is not worth the damage it will cause the cheater—short term and long term.

ILLUSTRATION BY VINCENT MARESCA

Drive for grades blind students from learning

BY HENRY CHOW

world and be able to improve themselves and be well prepared for their futures.

However, when students are too focused on trying to obtain a desirable grade, they draw less on the subject material and more on ways to pass the class. Students are too absorbed into a cycle of going to class, learning the subject, passing the class and forgetting the content until it is

O

ne of the primary goals of a student is to do well in high school so that they may leave with knowledge that will help them in the future. This would be an ideal situation; however, students nowadays are too caught up in their own personal goals and instead focus on the thing that matters to them the most: their grades.

It is one thing to fully understand the content, but it is another to simply pass the class with a good grade. By putting in effort to properly study and remember valuable life lessons that were taught to them, students can leave high school with a variety of different skills that they may apply to life outside of school.

English skills are enhanced, sciences can provide a better understanding of the world, and other subjects can provide their own benefits in life. Even math, which is misconceived as a bothersome subject, can help improve students’ critical thinking and application skills. Students can apply this newfound knowledge to the outside

retaught or lost in the back of their minds.

The mindset of trying to earn a grade involves endless stacks of worksheets and pointless tests, which causes students to develop a drone-like behavior. Students, as a result, are thrown into society with no remembrance of what they have learned

and end up wasting knowledge that could have been useful for their future.

Basic life skills such as communication and teamwork are also an adaptation of early learning in a student’s life.

When forgotten, this disables future citizens from working in a professional environment that would require necessary skills. Although it is true that school subjects may not teach these kinds of skills specifically, but students can learn from these lessons indirectly. For example, group projects may not tell you directly to work well with others but learning how to cooperate is important to succeeding and preparing students for the future.

Beyond an evaluation standpoint, retaining information can be very impactful on a student’s future in the real world, more than some might believe. Being informed and ready to learn can be helpful in life as students are more knowledgeable about politics, society and the world. Students should push themselves to learn and retain the information taught to them, so that they can take one step closer to becoming better members of society.

ILLUSTRATION BY ECHO DIEU

The Matador Bullring

Should students be allowed to turn in late assignments for credit?

“ “

If people forget their homework or are absent, they [should be able to] turn in their late work and get some credit for it.”

-James Chau, 9th grade

INTERVIEWS BY QILIN LI AND VIVIAN ZHENG

“

I think so. It gives you another opportunity.

Everyone should get a second chance.”

-Veronica Felix, 10th grade

“

[It gives students] opportunities to make up their homework and get through school and college and go to other places they want to go.”

If it’s way past the deadline, I’d say no because they had a month to do it and a month to get help. [If] they really need help, then they [should] figure it out with the teacher.”

-Zina Lam, 12th grade

-Damian Terrones, 11th grade PHOTOS BY KATHERINE HUANG

thematadorsghs.us

THURSday, January 24, 2019

5

Voice above the “echo”es

Echo Dieu Enduring loneliness

N

obody is born complete.

The experiences we encounter throughout our lives are what shape our form and breathe life into our identities. Invariably, everyone has an inner demon they must confront in their childhood that ultimately shifts the current of their worldview.

My inner demon sprung up in middle school, catching me by my toes just as I was entering puberty.

Those years were an especially awkward period for me. I still went about my daily life as I had done in elementary school: I followed the school dress code consisting of a white collared shirt and wore baggy blue jeans, unlike the ones that other girls wore that tapered to their thin, supple calves. All the girls around me grew their hair into long, luscious locks that they could run their fingers in for miles.

I was aloof to what was considered fashionable at the time, but after awhile, I started to realize I was sticking out like a sore thumb. With my strange, unfashionable getup and unsociable nature, my self-confidence started to plummet as acne began springing up across my forehead like cabbage patches. An immeasurable sense of loneliness started to surround me.

Looking at others having fun with their friends reminded me of my own solace, but I still could not take my eyes off of them. I yearned for a sense of belonging, to mix in with the rest of the students, seamlessly weave in and out of conversations with others, and have fun.

All around me, I bore witness to the blossoming friendships and joyous memories of others while I had none to call my own. Activities in physical education class always required us to form pairs or groups. I did not talk to anyone in my class, so I was fearful every time the teacher granted us the opportunity to pick our own groups.

Walk up to the teacher, explain to her that you cannot find a group, and she would then place you in one. This would happen over and over again, and each and every time I had to do this, my insecurities would balloon and pop in my face. I would imagine the other students giving me mixed looks of pity and contempt, and felt that I could not measure up to the eyes of other people. I thought my life was worthless, and I was so miserable in school. At night, I wondered if anyone would miss me if I disappeared.

In hindsight, this period of my life was simply a trial I had to overcome.

I forced myself to become more adaptable in social situations and encouraged myself to think more positively. Relying on only myself and my own willpower, I lifted myself off the ground.

Even though it has been years since, the insecurities of that time still reside within me. I am fearful of exclusion, and anxiety would heighten up in me whenever I feel that I am at risk of being left alone. Life is filled with challenges, and they will never stop coming.

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thematadorsghs.us

THURSDAY, January 24, 2019

The matador

FOCUS

DISCLAIMER: THESE ARTICLES MAY CONTAIN SENSITIVE TOPICS TO CERTAIN READERS

China

Many immigrants arrive in the United States in search for new opportunities and safety, seeking refuge from persecution, poverty, or corruption from their countries of origin. Complex social, cultural, and political issues are large factors for immigrants. In some instances, immigrants seeking asylum may experience not only hardships but also trauma and fear of deportation.

Deportation, according to the American Journal of Community Psychology, is a “credible fear” to immigrants because they are forced to “return to dangerous, turbulent environments.” The journal states that “79 percent of families screened in family detention centers have a ‘credible fear ’ of persecution if they were returned to the countries from which they migrated.”

Deportation can result in multiple psychosocial consequences on family members left behind, such as behavioral changes like anger, sadness, anxiety, and withdrawal. The journal states that children face “serious challenges due to deportation of a parent,

including economic hardship, housing instability, food insecurity, and separation from parents.” In India addition, they may experience “psychological trauma, material hardship, residential instability, academic withdrawal, and family dissolution after the deportation of a family member.” These psychosocial consequences ultimately inhibit children’s social, academic, and life interactions and can have life-long impacts.

With deportation as a risk, immigrants may fear participating in their communities, which ultimately could affect their health.

Social integration is vital because it “promotes a sense of wellbeing and purpose in individuals’ lives and is associated with lower risk of overall cancer and mortality, lower rates of cardiovascular disease, less functional decline and distress, and lower psychological distress and suicide risk,” states the journal. Without social integration, immigrants are at risk of these negative effects.

According to the issue, “Trauma

and Victimization,” of Visions Journal, refugee children and adults are also at risk. They may experience psychological distress and mental health issues such as “posttraumatic stress disorder and related symptoms of depression, anxiety, inattention, sleeping difficulties, nightmares, and survival guilt.”

A person who comes The journal also states that the to live permanently in a Thailand Vietnam effects of deportation not only foreign country. affects the individuals deported and their families but also the larger Cambodia community because they “[become] fearful and mistrustful of public institutions” and public safety officials.

For the Southeast Asian community in the US, the fear of deportation is palpable under this current political climate.

Junior Solida Sun and her family left Cambodia when she was just a young child. Before Sun learned about her family’s history in the genocide, she felt conflicted about being Cambodian, feeling ashamed because she was a part of a minority of a minority.

“When they [passed] out fliers to give to your parents and made Chinese fliers in one section ... , I always pretended I was Chinese,” Sun said. “I was for sure not proud of where I came from.”

On a car ride home, her father talked about what their family experienced under the reign of the Khmer Rouge’s leader, Pol Pot, who desired a return of farming society in Cambodia. Soldiers took her father by force to work on farms for the military.

“He told me how my grandma

cried for days and begged for them not to take him,” Sun said.

It was also at the time that she learned that she had two aunts who had died of starvation, as their family could not afford to eat

of their house and killed them.

“My mom has this locket and inside is a picture of my grandpa and grandma,” Sun said. “Their deaths really affected my mom because she was still a kid.”

IMMIGRANT

Indonesia

“It just really punched me in the gut, [because] I felt so guilty.” during the Khmer Rouge.

“I didn’t even know I had two older aunts,” Sun said. “It just really punched me in the gut, [because] I felt so guilty.”

On her mother ’s side, Sun’s grandparents were killed during the war. Pol Pot’s regime took them out

ARTICLES BY WENDY CHAU, CHELSEA NGUYEN, WINNEFER WU, AND MELODY ZHANG

Realizing that her family had gone through a genocide shook Sun’s world, and she feels that she took her life for granted.

“The fact that I didn’t know about my dad’s childhood made me guilty because I’m here complaining about homework,” Sun said, “while

GRAPHIC DESIGN BY ANGELA LU PHOTOS BY KATHERINE HUANG

REFUGEE

A displaced person who has been forced to cross national boundaries and who cannot return home safely.

he literally was living during a genocide.”

To her, it is beautiful and amazing that her parents survived the Khmer Rouge’s attempt to wipe people out, and she admires them for it.

“Now I really do feel a sense of pride being a Cambodian, and it just feels so great when I find another Cambodian,” Sun said. “Now I don’t whisper ‘Cambodian’ or “Cambodia” when people ask me what I am and where I’m from; I proudly say it. Not with my chest high or something, but I smile, because I’m truly one of a kind.”

FOCUS

School Community Coordinator Hoi Vinh grew up dreaming of becoming a medical doctor when he was a kid. He spent eightKorea years studying at the University North of Medicine of Saigon, but with the Vietnam War raging on, his dream was shattered.

South Korea The youngest with three older brothers, Vinh grew up in a poor family in Vietnam. After serving his time in the military for South Vietnam, the South Vietnamese were met with defeat in 1975.

“I’m very sad, of course,” Vinh said. “The Americans didn’t help us anymore. They only give us enough guns—weapons to fight.”

Recalling his time back in Vietnam, Vinh reminisces on how difficult it was to travel around due to the limitations placed on South Vietnam.

“We cannot go from this place to another place,” Vinh said. “We need a permit from the government— even from a town to another town. We [also] didn’t Taiwan have enough food.”

His father died when Vinh was young. Since then, he felt the need to carry the responsibility of providing for the rest of his family.

“About 1963 to 1965, my dad did nothing [to be involved with the war]. He did nothing and stayed home,” Vinh said. “[Yet] Viet Cong communists come in and take him to kill.”

Philippines Vinh attempted to flee from Vietnam three times, the first two resulting in failures. He went with his sister-in-law and her seven children, along with two other boys. Their first escape was unsuccessful, because a communist police officer was standing guard at their rendezvous point. In their second attempt, they took a small boat to get to a bigger boat at the Saigon River. However, the small boat leaked, forcing them to return. On their way back, they were spotted by the police and had to jump in the river to avoid getting caught.

“The hardest thing was to keep the escape secret,”

thematadorsghs.us

The matador

THURSDAY, January 24, 2019

Vinh said. “We told nothing to the kids, but they observed us as we prepared. They told no one.”

Finally, Vinh planned his escape to Indonesia by boat in order to live in the safety of a refugee camp. He and his family were stacked in a van and eventually separated from one another. His niece was the only one left with him. When they were waiting for the boat to arrive, he started to feel worried.

“We thought they cheated us—this happened often in Vietnam those days,” Vinh said. “Each person must pay five gold tails; our family of 11 paid 55 gold tails [to get on the boat].”

After waiting for hours, Vinh and his niece boarded. It was then when they spotted the rest of their family. But even as they finally escaped, the passage was not peaceful.

“Nobody helped us,” Vinh said. “We came on a small boat with 54 people. At night, we cannot all lie down—some must sit.”

He lived in the refugee camp for six months, where his hardships continued. Nonetheless, Vinh said that to him, “[he] was happy even having nothing to eat.”

“I just try to work,” Vinh said. “To get money— to support my family. It was hard at that time, but everything is okay now.”

Vinh’s first job was a teacher assistant at an elementary school for one year. Soon, he found his place at San Gabriel High School and has been working here since 1986.

Even with the terrifying episodes that he went through, Vinh is open to sharing his experience. “[I talk about it with] my son, my wife [and others],” Vinh said. “I live happy now.”

Similar to how Vinh persevered through countless obstacles, he wants students to take from his experience and persevere to survive throughout their lifetimes.

Junior Solida Sun holds lockets that contain photos of her grandparents. Her mother’s parents, in the heart-shaped locket, were killed in 1976 during the Cambodian Genocide.

After North Vietnam broke free from the French’s colonial hold, its government sought to unite with South Vietnam in order to bring the country under one communist regime. However, South Vietnam, with the United States as its ally, fought back to maintain its close ties with the West, beginning the Vietnam War in 1954. The war ended in 1975 with over three million total casualties.

In the picture to the right, Vietnamese refugees are waiting to be rescued after spending eight In the Cambodian Genocide, over 1.6 million people were killed by execution, malnutrition, and disease as a result of the Khmer Rouge’s attempt to convert Cambodia into an agrarian socialist country. It began in 1975 and ended in 1979 when Vietnamese forces invaded Cambodia and overthrew the regime.

PHOTO COURTESY OF ISTOLETHETV / CC BY

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thematadorsghs.us

The matador

Thursday, January 24, 2019

LIfe and art

Luu carries on practice of Chinese calligraphy

BY ZHOU YE XIN

Despite initially disliking Chinese calligraphy, sophomore Ivy Luu learned to adore the process and later won competitions at her Chinese school. Luu quickly developed her Traditional Chinese calligraphy skills by dedicating time and practice to her newfound passion. As a result, she discovered the burning desire to perfect it.

Attending a Chinese school where calligraphy is a mandatory class, Luu started learning calligraphy when she was in second grade. She was originally discouraged by her lack of skill in the art, but decided to practice and improve her calligraphy to meet her teacher’s expectations.

“Seeing other people writing super well [motivated me],” Luu said. “The school posts [our] artwork on the walls, and I [was] like, ‘Oh, I want to be on the wall too.’”

Luu relishes the process of writing calligraphy, because she can take her time and her mistakes are only shown to her teacher.

Regardless, she strives to write more steadily to perfect her calligraphy.

“Sometimes, my brush [seems] heavy, and it gets tiring, so that’s why my writing is shaky,” Luu said. “It doesn’t hurt [my arm] a lot, but it’s tense.”

Luu often writes Chinese idioms in calligraphy, which helps her learn new phrases in Mandarin. She enjoys writing characters

PHOTO ILLUSTRATION BY MEGAN TIEU AND VIVIAN ZHENG, PHOTO COURTESY OF IVY LUU

Sophomore Ivy Luu demonstrates how she perfects her character strokes in Simplified Chinese. At her Chinese school, she practices her strokes with Chinese idioms in Traditional Chinese. Examples of her calligraphy are shown on the right. with more strokes, as it allows the calligrapher “more control in the overall character.”

“The more strokes [a Chinese character] has, the easier it is to write,” Luu said. “If it has less strokes, [then] you have to make the strokes more precise, [so] people can see it easier.”

In class competitions, Luu has placed in the top three and won a cash prize. It took her four years of polishing her writing before she

finally won her first competition.

“I [was] very surprised after winning my first competition,” Luu said. “I thought I wouldn’t win, because the other competitors were very good. I felt very happy since I never really win anything.”

While she wants to practice calligraphy in different languages such as English, she has not found the time to teach herself yet.

“Us high schoolers don’t have much

time [for that],” Luu said. “We have a lot of homework, so it’s going to be very rare that I am going to be able to [practice calligraphy] at home.”

Nonetheless, Luu hopes to continue learning calligraphy until she graduates high school. She does not plan to abandon her hobby as she anticipates the day she can compete with other students outside of her Chinese school.

Yuan finds himself through art

BY LAUREN BALLESTEROS

PHOTOS COURTESY OF JOSHUA YUAN

Junior Joshua Yuan was inspired to draw “Shell of Memory” (left) after he visited a seashell store in San Diego. “The nautilus in this piece represents the memories that wander aimlessly in my mind.” In his drawing, “Money for the Soul,” (right) Juan depicts how society pushes people to see money in everything.

Matador Muse

Beginning with drawing and sketching when he was young, junior Joshua Yuan took his first art class when he was four years old. Now with years of experience under his belt, Yuan has his eyes set on an art career as his interest in art only continued to grow since his first art class.

“I really enjoy making art, and it is very expressive in its many forms,” Yuan said. “Art allows me to communicate an idea or concept into a story or a perspective that people [may] have never seen before.”

He was sure that he wanted to pursue his art career when he discovered that he was capable of accepting the challenges that come with being an artist.

“It’s challenging to convey my ideas to others because getting my ideas across in a clear manner is difficult,” Yuan said. “Having my thoughts and concepts expressed clearly [so that] my audience can understand what is going [on] can get really difficult.”

Yuan’s parents initially did not want him to pursue art, but eventually warmed up to the idea when he got into the

Ryman Arts scholarship program in September of last year. “[My parents] are just worried that I will not be able to find a job through art,” Yuan said. “There are tons of viable jobs and opportunities for art; however, since my parents haven’t really been exposed to them, they don’t really know [if] they exist or if they pay very well.”

Now with more support from his parents, one of Yuan’s biggest goals is getting accepted into an art college.

“I’m really working on my portfolio to get on track for art school,” Yuan said.

“I really want to show both my technical and creative capabilities to colleges. I have to really be able to [showcase] my work in a presentable way, and hopefully the art colleges will accept me.”

He believes his “unique take and vision on certain things” sets him apart from other artists.

“I think my unique vision will kick off my art career,” Yuan said. “People may have a similar perspective to mine, but I really want to be able to stand out [with] the way I portray my thoughts. Because standing out is difficult, doing it well really gets people’s attention.”

When that moment hits...

COMIC BY CINDY TRAN, 10 If you would like to submit a poem or artwork to The Matador, visit H2 or email sghsthematador@gmail.com

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The matador 2018-19 Winter Sports Scoreboard

thematadorsghs.us Thursday, January 24, 2019

9

Matadors steal thunder on Moor grounds with 22 point shadow over Alhambra

BOYS BASKETBALL VARSITY 1/04 vs Roosevelt

W 48 - 38

1/07 VS BELL GARDENS W 66 - 64 1/09 vs montebello

W 53 - 52

1/11 @ alhambra

W 68 - 59

1/04 vs roosevelt

L 50 - 54

JV

1/07 VS BELL GARDENS L 36 - 53

GIRLS BASKETBALL VARSITY

1/07 VS BELL GARDENS W 43 - 32 1/09 VS MONTEBELLO 1/11 @ ALHAMBRA

JV

W 57 - 55 W 62 - 40

PHOTOS BY BRIANNA HUNYH-TONG

(Left) Varsity guard senior Cynthia Abuede (44) looks past multiple hands and focuses on the basket as she runs through two opposing players. (Right) Varsity guard senior Sarah Hoang (32) successfully snatches the ball and drives in to the basket during the last quarter.

BY JOCELYN MONTELON

1/09 @ MONTEBELLO

W 47 - 43

1/11 VS ALHAMBRA

W 52 - 17

BOYS SOCCER

VARSITY

1/03 VS ALHAMBRA

L 0-2

1/08 @ SCHURR

L 0-2

1/10 VS BELL GARDENS

L 0-7

1/03 VS ALHAMBRA

W2-0

1/08 @ SCHURR

L 0-6

1/10 VS BELL GARDENS

L 0-6

JV

Within the first 15 seconds, the Matadors scored the first point. From then on, they maintained their lead in all four quarters.

The final score was 62-40, with varsity girls basketball defeating the Moors at an away game on Jan. 9.

As shooting guard junior Emily Phung scored the first two points, the crowd in the stands started to anticipate the next move. They saw the Matadors breaking the press from the Moors and scoring basket after basket.

“I played defense well,” Phung said, “and [I] was able to run back on transitions [to get ready for the next play].”

After getting a clear opening toward the basket, the Matadors scored relentlessly.

The Alhambra coach called a timeout with five minutes left in the first quarter after seeing that the Matadors kept shooting

GIRLS SOCCER L 0-7

1/10 @ BELL GARDENS

L 0-6

1/03 @ ALHAMBRA

L 0 - 10

1/08 VS SCHURR

L 0-7

1/10 @ BELL GARDENS

L 0-1

JV

BY MELODY ZHANG

BOYS WRESTLING VARSITY 1/09 VS BELL GARDENS L 30 - 38 1/17 @ MARK KEPPEL

L 27 - 30

GIRLS WRESTLING

VARSITY

1/09 VS BELL GARDENS 1/17 @ MARK KEPPEL

L 6 - 15 W 12 - 0

quarter 55-28.

“Every game is intense to be honest,” Tan said. “We were able to control the tempo and pace of the game, which led us to win.”

The last quarter started fresh with new players and the Matadors picked up the pace, knowing the end was coming. With 10 minutes left, both teams hustled; the Moors barricaded the Matadors which led the crowd to generate opposite reactions. With three minutes left, the audience started to acknowledge that the gap between the two teams was widening and slowly decreased their cheering.

The Matadors pushed through the whole game and ended with a total of 62 points, while the Moors finished off with 40 points.

“It felt good [winning], because it meant we were one more step closer to getting into playoffs,” Phung said.

Spartans show no leeway toward Matadors

VARSITY

1/03 @ ALHAMBRA

three-pointers and the Moors became lethargic.

“Everyone worked together as a team,” point guard junior Leah Tan said, “and was able to play with team chemistry.”

Alhambra toughened up their defense as the second quarter commenced by putting pressure on the Matadors when the Matadors were in the lead (18-9). The Moors accumulated eight fouls with three and a half minutes left on the clock. The second quarter ended in a 17 point gain for the Matadors and 11 point gain for the Moors.

The final score before half time was 35-20.

“It was a really good feeling because we all trusted each other with the ball,” Tan said.

During the third quarter, the Matadors remained reigning. After both teams geared up in full swing, the points skyrocketed to 41-23. Phung scored a three-pointer, raising the audience’s spirits, and finished the third

PHOTO BY KATHERINE HUANG

Junior Yanet Aparicio (14) and the Trojans merge together on a wild goose chase on Jan. 9 in the first half of the home game.

Varsity girls soccer played a home game against Schurr High School on Jan. 9 that ended with a loss of 1-5.

Entering the first half of the game, the ball went outside of the lines several times as the Matadors tried to trap it in, only to be met with fierce opposition.

With a new defensive strategy adopted by the Matadors, they were able to block and counter the swift Spartans and focus more on taking the ball away. The team defended without end, giving the opposing side no way of scoring.

While Schurr tried to aggressively break through the defense, the Matadors forced them back several times, pulling off intense footwork. Despite the pressure, goalie freshman Karen Chen foiled their opponents’ attempts at making a goal.

As the first half crawled on, coaches shouted advice across the field, mixing with excited cheers from the crowd.

Amidst the fight for the ball, freshman Kai Marroquin broke away and dashed alone across the field while her opponents trailed behind. Before the first half ended, the opponent was about to shoot the ball into the net, but junior Ariana Arellano performed a slide tackle and sent it to the sidelines.

“I just ran to the ball; I don’t even know how I did it,” Arellano said. “I just wanted to make sure that it wasn’t a corner kick.”

Schurr was still able to score before the first half ended.

During halftime, Coach Melissa Castellanos encouraged the team to use their body more to limit the foes’ movement. Kicking off the second half, the Matadors tried to keep a strong defense with their coach’s words in mind. However, within minutes, Schurr broke through and stole a point for themselves.

The Matadors were quick to brush it off and shot back with their own attack., scoring a goal with a header by freshman Jessica Cabrera. The high-spirited girls continued to add pressure onto Schurr, but the Spartans fought back, cornering the Matadors.

Even with the loss, the team did not lose their spirit and are determined to improve for the next game. Castellanos said that their goal is to do the unexpected and take the team to the CIF. “It’s a process,” Castellanos said.

“Greatness does not come overnight; you work hard for it. As a coach, I’m willing to put in the work. Mark my words, myself and Coach [Bettina] will have a successful team in years to come. We will be that team other schools are scared to play against.”

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thematadorsghs.us

Thursday, January 24, 2019

The matador

sports

PHOTOS BY BRIANNA HUYNH-TONG

(Left) Sophomore Ahmik Chen (3) darts in for a layup, while junior Isaiah Pullian (35) prepares to defend his teammate. (Right) Senior Levin Luu (12) maneuvers through a trio of Oilers, slipping between them to score a layup for The Matadors.

Boys basketball decimates Oilers with slick one-point lead

BY BRIANNA HUNYH-TONG AND CLARA QUACH

In a home game filled with anxiety and thrills, varsity boys basketball fought hard to stay ahead of the Montebello Oilers. The varsity boys concentrated on the game as they put all of their effort from practice to continue their winning streak.

The Matadors dashed onto the court prepared, with the mindset of a winner and the intention of keeping a stellar record. Prior to the game, the team studied their opponents, analyzing their strengths and weaknesses which allowed the team to strategize their plays.

“We all get a chance to study the [other] team on our own and as a team,” center senior Raymond Contreras said.

“We watch film on them, we study what they like to do, try to prevent what they do most, and limit it as much as we can.”

Their skills from months of practice manifested on the court as they walked with confidence. The first quarter began and they immediately obtained the jump ball, maneuvering the ball into their possession. The swift play ended with shooting guard senior Levin Luu sneaking past the opposing team’s rough grasp for a layup. The Matadors started leading with six points.

“We knew how the other team played and we came in there with a plan,” cocaptain point guard senior Zetao Xie said.

“For me, I knew what I had to do to win us the game: just play defense and execute the plays on offense.”

The crowd and performers filled the Matador Arena with an uproar of encouragement. Excitement bursting from the stands brought the atmosphere to thrilling heights. The Matadors channeled the audience’s excitement as energy to ensure the point gap did not close. By the end of the first half, they secured a seven point lead. As the audience speculated the result of the game, the teams reconvened to plan their next plays during halftime.

“Home crowds helps momentumwise,” Contreras said. “It helps bring down

the other team sometimes when they hear everybody, so it’s good.”

With the second half of the game came greater magnitudes of enthusiasm from both teams and the audience. The game calmly transitioned into the third quarter and the Oilers were fighting hard, closing the gap between the scores.

The last marked shot from point guard sophomore Ahmik Chen at the free-throw line filled the Arena with encouragement and cheer. The Matadors made an impression on Montebello with a notable score of 44-39.

The crowd was at the edge of their seats as they were met with the final quarter and a win that could go to either team.

The Oilers were determined to surpass the Matadors and gained momentum throughout the quarter, catching up to the Matadors.

Both teams fought for the victory as the game was nearing its end, but Montebello remained one point ahead.

The Matadors advanced to the lead as Xie drove in for a layup, dodging the opponents’ attempts to block. He placed the score at 53-52 with 50 seconds left on the clock. The Oilers struggled to recover as the Matadors worked to protect the margin and kept the game at a standstill.

“My thoughts throughout the game was to keep playing because at one point, we were down and you can’t just get discouraged from things that you do wrong,” Contreras said. “You just have to keep playing and hopefully it comes together in the end.”

The game ended with a definite win against the Oilers, putting the varsity boys at 2-0 after the game. With their positive streak so far, the players hope that their appetite for the league champion title pushes them to make it a reality.

“The main expectation for me and the whole team is to just win the game,” Xie said. “It’s league and no one’s about to lose because this year, we want to win it all. Hopefully the whole team stays healthy and we don’t get hurt and if we can do that, I think everything [else] is just up to us.”

The matador

FEATURES

thematadorsghs.us THURSDAY, January 24, 2019

11

Juarez lives double life: teacher, therapist

BY SHAWN HO

Mark Juarez, U.S. History and AP Psychology teacher, went through numerous careers before finding the right one--or two in his case. In addition to teaching, Juarez is currently working as an Associate Marriage and Family Therapist to complete the qualifications needed to take the exam and become licensed.

From working at Kentucky Fried Chicken as a teenager to being a computer software consultant, Juarez still had not found the right job for him.

“In the beginning, I was just looking for the right fit, something I enjoyed doing that made a decent amount of money,” Juarez said. “[I] didn’t have to be rich, but I didn’t want to be counting pennies.”

Juarez attributes his dilemma in finding a career to the salary of a school teacher. He said he was unable to look past the fact that his initial aspiration paid so poorly.

“When I went to school here, I went to our career center [and] looked up the salary of teachers,” Juarez said. “After five years of college, teachers made less than truck drivers.

Well, why do I want to go through all this school so I could make less than a truck driver?”

Despite not initially having a degree in technology or even any formal computer education, Juarez assumed the role of a systems analyst at Ralphs supermarket’s corporate headquarters. Once hired, he was sent to Research Triangle Park, North Carolina to learn about International Business Machines’ proprietary operating system and software.

“Most [of the] computer skills you use on the job, you learn on the job,” Juarez said.

In the late 1990s, Juarez began to teach computer courses and enjoyed doing so. By 2002, he received his teaching credentials from California State University, Los Angeles (CSULA).

PHOTO BY SHAWN HO

Psychology and history teacher Mark Juarez displays his Master of Science degree in Counseling: Marriage and Family Therapy. “[Your career] affects your life,” Juarez said.

“Half of your life roughly is your job. If you don’t like the job you’re doing or the people you are working with, that’s a good chunk of your life that’s not comfortable.”

As more people entered the technology industry, Juarez struggled to find work in the computer field. After hearing about a job opening at SGHS as a social studies and psychology teacher, he took the opportunity to pursue the career he originally sought.

“As far as environment, as far as in doing something you like, the computer field is a meat grinder,” Juarez said. “Holidays? What’s

Zichella cooks up musical storm

that? You can work any time anywhere now. I wanted something that felt right, [could] value, [and] fit in with the people there. So nothing has surpassed teaching as far as that goes.”

With a desire to help students in a different manner, Juarez enrolled himself in CSULA to acquire the needed credentials to be a school psychologist. However, midway through his studies, he discovered aspects of it that made him reconsider.

“I discovered the only thing I liked that school psychologists do is therapy,” Juarez said.

“I had a year in the program... so might as well keep going but change the track to [Marriage

and] Family Therapist.”

After school, Juarez is an Associate Marriage and Family Therapist for a clinic in Whittier. He said that he receives a lot of internal rewards from therapy. “[In] therapy, you know when someone is benefiting from what you are doing for them,” Juarez said. “When you’re teaching 36 kids in a room, you don’t actually know how much you are helping them.”

Juarez plans to retire from teaching in four years, and after receiving his license for Marriage and Family therapy, intends to open his own practice.

Correction: Wright article In the Dec. 13, 2018 issue, the article “ Wr i g h t m o t i v a t e d b y c o m p e t i t i o n ” mischaracterized the teaching relationship between AP Environmental Science teachers Jennifer Wright and David Whitman.

The article incorrectly referenced a competitive and friendly rivalry between the two teachers. In fact, this rivalry does not exist, which Wright stated in an interview that the reporter did not use.

The article also states that Wright “makes sure to leave a ‘big gap’” between regular and AP Environmental Science.

This is incorrect. In her interview, Wright said that there is a big gap in the content and material she needs to teach to regular and AP Environmental Science, not that she tries to create one.

In addition, errors were made in transcribing Wright’s quotes. In describing the expectations in AP Environmental Science, the quote should have read: “... there has to be a lot of self studying that is involved. A lot of the students really have to make sure that they’re coming in with study skills, good time management skills, and reading skills.” The last quote of the article should have read: “I’m also part of the AP Enviro teacher group on Facebook with over 4,000 [members] now, and I get a lot of ideas from them. And I’m also trying to apply to be an AP exam reader in June which I know will help a lot as far as understanding the content and FRQs and everything.”

The Matador deeply regrets these errors and have reflected on what led to them.

Orozco: New Business & Activities Manager PHOTO COURTESY OF ANTHONY ZICHELLA

BY SHAWN HO

Culinary teacher Anthony Zichella performs at a venue in Tucson, Arizona. The band usually tries to tour during winter and summer due to scheduling conflicts.

BY ENRICO GONZALEZ

For culinary teacher Anthony Zichella, music has been a large part of who he is today.

Zichella has been involved with music starting from a young age because of his family’s involvement in the industry.

“My aunt and uncle are both artist and repertoire representatives for record labels, so I was always around it,” Zichella said. “All of my grandparents and aunts and uncles were musicians, and I was in orchestra as a kid.”

Zichella is currently the vocalist of Capital North, a progressive hard rock duo with guitar player Jonathan Farrar.

“This band came out with our first album [during] March of last year, but [Farrar] and I have been writing music together since 2010,” Zichella said.

Capital North is the product of their previous band, Lights in The Sky. They split

up due to problems with other band members.

Last summer, Capital North toured the western half of the United States. They try to play as often as possible without affecting their work schedules.

“We try to get out at least a couple more times through the year,” Zichella said. “We do about four or five shows a year in LA, then we’ll do 25 shows in a row [on the road].”

Due to the busy schedules of the band members, a majority of the shows occur during the summer and other school breaks.

Zichella has been trying to to find a balance between his job as both an educator and band member.

“One of my favorite guitar players is an English teacher at Cal State Fullerton; the guitar player for Bad Religion,” Zichella said.

“He teaches English and during summer and winter, they go on tour. If I could setup something like that, I think that would be really cool. It’s a goal of mine.”

PHOTO BY MEGAN TIEU

Rebecca Orozco settles in to her new position during her first week at San Gabriel, spending time to learn the inner workings of the office.

Q: What did you do before coming here?

A: I worked in Human Resources in [the] recruitment and staffing of certified employees [at] Long Beach Unified School District.

Q: Why did you decide to apply to be the Business and Activities Office Manager?

A: I worked for Alhambra [Unified School District] a few years back, and I wanted to return to Alhambra Unified because of the strong sense of community and the support they offer the students.

Q: What advice would you give to students?

A: The advice I would give students is that with perseverance and always believing in yourselves, you will achieve your current and future goals.

Q: What are you looking forward to in the new year?

A: I am looking forward to my new assignment here and the [jiu-jitsu and yoga] classes I have registered for.

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thematadorsghs.us THURSDAY, January 24, 2019

The matador

FEAtures

Battling the past.

Phan bounces back from mental struggles

BY ERIC MAI

This article contains information about self harm and may be sensitive to certain readers.

“The pain was unbearable, until one day my body cascaded with warm, red streaks of liquid. That was my only source I went to; I treated my body like a canvas with different shades of red,” senior Kelly Phan wrote in a personal essay. Throughout her life, Phan has dealt with family problems, leading to self-inflicted harm.

From an early age, Phan’s parents have been in an unhealthy relationship filled with arguments and fights, she said. In addition to that, she dealt with physical and verbal abuse at school. These conflicts took a toll on her psychologically, but she has since recovered.

“My parents never really had a good relationship, and it was partially because of school,” Phan said. “I used to get bullied all the time, shoved against lockers, and made fun of.”

Eventually, an administrator at her middle school found out and other people became aware of her struggles.

“My dad was the first parent to find out about the self harm, because the school found out about it,” Phan said.

“I showed him my arm, and I could see it in his eyes that it broke his heart.”

Phan began her path to recovery when she realized how much she was impacting her parents emotionally.

“The reason why I stopped was because it was just leaving marks on me and hurting my mom,” Phan said. “I was tired of seeing her and the people that care about me cry all the time.”

With self harm being her only solace, Phan went into therapy and was diagnosed with several mental illnesses. The constant fighting and arguments had nearly destroyed her mental health.

“I took medications because I used to see hallucinations and really weird figures,” Phan said. “ It sucks because nobody would want a voice in your head telling you to hurt yourself or kill yourself.”

Phan has made progress in recovering through therapy and has not harmed herself for years. She is currently working towards her own happiness.

“I still get panic attacks now and then due to the stress and work at school,” Phan said. “I carry an inhaler with me everywhere I go, because I’m prone to [asthma] attacks.”

Currently, Phan is a member of the cheer team and strives to recover completely. By rebounding from her troubles, her friends and family can be happy.

“Whenever I have the urge to hurt myself, I think about my parents, my boyfriend, and my friends,” Phan said. “I’ve seen my friends and family cry about me. It’s a motivation for me to not do it.”

Sophomore Laura Rodriguez was born with a genetic condition called genu valgum, or knock-knees, which causes her knees to grow inwards. At 14 years old, she underwent surgery to help correct her knees’ positions.

Contreras overcomes tragic loss of father

BY LU JUNE LIN

Four days before his 13th birthday, senior Raymond Contreras experienced a tragedy. His father, Raymond Estrada Contreras, was murdered along with his friend. They both suffered stab and gunshot wounds and were pronounced dead at the hospital on March 17, 2013.

“It was unbelievable to me,” Contreras wrote in a personal essay. “I felt empty and lost, knowing someone took my dad’s life just a few days before my birthday.”

That day, Contreras was out buying food at 2 a.m. when he heard an ambulance pass by but did not think much of it. Although there was no evidence on whether or not that ambulance rang for his father, the wailing of sirens has haunted him ever since.

“My mom called me to her room and told me [what happened to my dad],” Contreras said. “I [cried] and I was mad too. You just don’t want someone to pass away like that. It was a lot of anger, sadness, [and] emotions built up inside, and I just didn’t know how to show it so I would cry a lot.”

Contreras had a hard time expressing his feelings and bottled up his emotions. He went to

counseling sessions to help him overcome this situation, but the talks became more and more tiring for him. “[It was] my mom [who helped and comforted] me. It hit her hard too, but she knew how to talk to me,” Contreras said.

Although his parents were divorced, Contreras still kept in touch with his dad. Because Estrada Contreras was a basketball coach, he became an influence for Contreras’ adoration of sports.

“The times I got to spend time with him [were] not very often, but every time I did, I cherished and appreciated [them] a lot,” Contreras said.

Sports became one of the ways that they spent time together. Even now, Contreras connects sports to memories of his dad. He wishes he would have spent more time with him and expressed his feelings to him.

“I wish I would have told him I love him, but I didn’t say it as much as I should have,” Contreras said.

Despite his childhood trauma, Contreras still looks for ways to deal with his father’s death.

“Everyone’s going to go through a hard time in their [lives],” Contreras said. “You just have to find a way to get through it.”

PHOTOS COURTESY OF KELLY PHAN, LAURA RODRIGUEZ, RAYMOND CONTRERAS GRAPHIC BY ECHO DIEU

Senior Kelly Phan’s support system includes her family and boyfriend who aided her in times of need.

Rodriguez confronts challenge of walking

BY MEGAN TIEU

With her legs quivering, sweat dripping, and tears running down her face, the pain that spiked through her knees was unbearable. But sophomore Laura Rodriguez was determined above anything else to learn how to walk again.

Rodriguez’s life was changed forever at the age of 14 when she was diagnosed with knock knees, a genetic condition that affects the way one walks. With knees growing inwards, the idea of having knees that constantly hit each other for the rest of her life was unthinkable to Rodriguez and her mom. As a result, they both agreed surgery was the best solution, despite the risks involved.

The three-hour long surgery consisted of implanting metal plates into her knees with the intent of correcting their position.

“I remember the day of the surgery,” Rodriguez said. “[My entire body was under] local anesthesia. My eyelids were heavy until [they eventually] closed and I was completely asleep. After that, all I remember is waking up and not [being able to] feel a thing or move.”

After the surgery, Rodriguez took time off from school to rest and recover. During this period, she also faced the daunting challenge of relearning how to walk. This proved to be difficult since her knees had to be forced into the correct position. On top of that, her knees were still healing and were not used to supporting the weight of her body.

“The doctor told my mom that to get me to walk [and] stand again, [my mom] would have to forcibly bend my knees,” Rodriguez said. “I [would] scream, because I was in so much pain, and my mom [would] cry, because she knew she was causing me pain. But it was the only way that we could ever get it done.”

The process itself was mentally and physically demanding, but the long term results proved to be worth it.

Rodriguez’s knees have made remarkable improvement within two years and are capable of performing physical activity, such as walking and running, with little problem.

Having faced the struggles of not being able to walk, Rodriguez learned to never take it for granted.

Two-year-old Raymond Contereras is held by his father at a family party.

This photo serves as a strong memory of his dad.