Monthly Archives: November 2017

Food builds community

By Jon Garvin, Kai Lock, Ethan Sheppy, Skylar Peters and Malia Vaea

Staff Writers

Walking through Redwood City, you notice a bunch of smiling faces, people quickly getting from place to place, and, most importantly, many restaurants that have become a staple in the local community. These local restaurants have become a major factor in allowing Redwood City to come together as a community.

We decided to spotlight local restaurants in the city’s bustling downtown. We interviewed workers at restaurants such as Teaquation, Quinto Sol, Cafe la Tartine, Cyclismo Cafe and Green Leaf Bistro to answer the question: How have local Redwood City restaurants established themselves and built a community around their food?

Workers offered various perspectives on how difficult it was to build a community and different strategies for reaching out to the customers. For example, the manager of Quinto Sol, Jose Martinez, said he didn’t face many problems in building a community and that “the whole city welcomed us really well.”

Though building a sense of community around a local business can seem like a fun job, there are many struggles that come with the task. Restaurants can face many different types of obstacles related to community needs.

The co-owner of Cyclismo Cafe, Jihan Bayyari, had a lot to say about the difficulties she’s faced while working at her restaurant. Restaurants can face these difficulties because they try very hard to respond to customer feedback and constantly try to improve their sense of community.  

The manager of Green Leaf Bistro, Betty Gayez, has faced some problems involving the food. She stated, “For sure, I’d say not a crazy amount of struggle, but you have people coming in that are allergic to this and that and this and you have to make sure that we take care of these little things. We work on the products more and more so that next time we do work on a new menu, or update it, we make sure that these items are taken care of.”

Different restaurants also help host or contribute to various types of events. Mr. Martinez said that Quinto Sol impacts the community by “helping with every single thing that there is, like things at the plaza, with the community like Dia de Los Muertos and other festivities.”

Ms. Bayyari stated, “We host lots of different events. So everything from a community hike, we do a bike ride; we do bike swap meets; we do a paint night once a month. So hosting different community events is what makes people come and start to meet each other.”

Mercedes Mapua, the owner of Teaquation, has done different things with the community as well, such as working with non-profits. Ms. Mapua also added, “We’ve worked with a school as well. We have yet to [do] one this year yet, but hopefully soon. Definitely want to connect with the Redwood locals.”

After interviewing five local restaurants, we noticed how much pride and love they have for their community. They contribute in all the ways they can and help build the sense of community in Redwood City immensely. They positively affect our community by helping bring more and more people together. Together they build unity and pride within our city.

To experience the five different restaurants mentioned, check out our video here:

Click here to see a story map with all the featured restaurants.

 

New Spanish teacher shares her educational journey

By Judy Ly
Staff Writer

Isela Mosqueira teaches Spanish at Summit Public School: Rainier. This is her first year teaching at Summit Rainier. She shared her twist and turns leading up to how she ended up in a project-based learning space.  

1. Where did you grow up?

“I grew up in Hollister, California. It’s about an hour south of San Jose.”

2. What is your parental occupational background?

“My parents were both teachers, and then they also turned into administrators, so they were both principals of schools as well. My dad eventually stayed in education but got a job selling an educational computer program to schools because at his school he bought it and loved it and that’s where he ended his career. Both my parents were in education.”

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Rainier Spanish teacher Isela Mosqueira

3. What is your educational background?

“After high school, I went to UC Santa Cruz for my bachelor’s degree. I majored in Language Studies, which is basically linguistics with a concentration in Spanish. I was very determined to keep Spanish a part of my studies. And so [in] my junior year, I studied abroad at the University of Barcelona for one year. And then, after graduating UC Santa Cruz and living in Spain a little bit more, I came back, started working as a teacher for foreign adults, teaching them English, and then decided to get my credentials. So to get my teaching credential I went to CSU Monterey Bay. I went through them through an online program. And to get my Spanish teaching credential I went online through National University.”  

4. What kind of a student were you in school?  

“OK- elementary, I think in general I was a pretty average to an above average student. I was never an extremely high-achieving student. I think in middle and high school especially, I was a B student. Every once in awhile getting a C, and really having to work hard to get A’s in my classes. At the same time, I was very driven to eventually go to college. I had goals that I knew I wanted for myself and, because I grew up with my parents in education and expecting that we went to college, that was always a part of my goals. So I took advanced and AP classes in high school even though it was a struggle for me. So I was definitely not a top student, but I was good enough.”

5. How was your high school experience regarding academics?

“It was hard in the beginning. My freshman year was a transition like it is for everybody. I was really focused on being social and having friends my first year. I was a cheerleader, which distracted me as well, and I slipped a bit in academics, especially in math. I got a D in my advanced math class I was taking that year, had to redo it over the summer, and when I started sophomore year I decided I shouldn’t load myself up with all these advanced classes. Instead, I took a regular science class [and] regular math. I got back on track I think because I was able to see how successful I could be in those classes and that motivated me to then take more advanced classes my junior and senior year and told me I could do it. So it was definitely a struggle my first year. And then by sophomore year I started to get back on track and definitely by junior and senior year. It was more of a focus for me to do very well.”

6. What was your favorite subject?

“This might come as a surprise as I definitely loved Spanish in high school, that’s for sure, but throughout my elementary, middle school and high school career my favorite subject was always English. I loved reading, and I loved writing, and it was also the subject I did the best in. [It was] the one [subject] that I didn’t really have a lot of challenges in, and so it came very naturally to me. I think probably because I read so much when I was younger and still do. I loved writing and then drama. I did theater a lot. So in high school, my drama classes were also part of my favorite.”

7. Who was your favorite teacher and why?

“You know, I think I’m going to have to say my last Spanish teacher. I was really fortunate to have amazing Spanish teachers. I know not everybody has had great experiences with that in their high school career.  But my last Spanish teacher, I’m still friends with him today. I go and do things with his wife; I know his kids, and because he was just so passionate and enthusiastic and that showed every single day in his teaching. That got me so excited and confident in Spanish because he was a non-native speaker but speaks amazingly and married somebody who’s from Mexico. It’s funny ’cause my story is really similar now except I married someone from Peru. So I would have to say him, yeah, Señor Adams.”

8. How long have you been teaching for?

“This is my fourth year teaching in public schools here in California. Before that, I taught at private institutions. I mentioned teaching foreign adults here in San Jose at an academy to teach them English. Before that, I taught for three years in Spain as a private English tutor for adults and young kids in Spain who wanted to learn English and get better at English. So I think in total my teaching experience adds up to about seven or eight years but teaching in California schools, four years.”

9. Did you always want to be a teacher?  If so, why? If not, what else did you consider?

“I did not always want to be a teacher. When I was growing up I told myself I would never become a teacher like my parents. I wanted to break that mold a little bit. When I was growing up I wanted to be a veterinarian until I was maybe a sophomore in high school. Part of the reason I changed paths was I realized I couldn’t be around sick animals. I really loved animals and that was one of the reasons why I wanted to be a vet, but being around sick animals and hurt animals was too much for me. Then I also realized that even though science was really interesting to me and I could keep up with the classes if I worked really, really hard, [however] it was also not a passion of mine. When I graduated high school, I was more geared towards a career in literature maybe like editing [or] book editing. I was interested also in writing and so when I applied to colleges that’s what I had thought I wanted to do. But once I really got down to my passions and realized they were in the language, I set my sights into linguistics, language and that led into language teaching.”

10. What were the causes and effects of being a teacher?

“The causes were my focus, like I mentioned earlier, in languages. My first teaching job was in Barcelona when I was studying abroad there, just for extra money. That was my first official teaching job. It became really natural to me, and I realized I did really enjoy it.” After moving back to the U.S., Mosqueira then got an offer from a school that her husband was attending at the time to be an English teacher. “One thing lead to another, and that’s how I got involved here in California with teaching and kind of gave in and said, ‘You know what, I don’t think I can fight it anymore. All the signs are pointed to teaching.’”

11. Did you teach English first and then Spanish?

“I taught English as a second language. So I was teaching English to foreign adults learning it as a second language or a foreign language.”   

12. What are the effects of teaching?  

“The effects of teaching so far – I’m still very early in my teaching career, but teaching has taught me so many lessons about perseverance.”

13. Has it taught you patience?

“Patience, sure, absolutely yes. It’s taught me a lot about myself that I didn’t realize I had certain qualities in myself and has shown me how patient I can be, how well I can work with others in order to get a job done. And it’s allowed me to broaden my perspective when it comes to relating with students because each student is so different and each student is coming from so many different experiences in their own lives, and it’s really humbling when I talk with any new student that I meet and remembering that this person’s experiences are very different from my own, and I need to honor that before I can attempt to build a relationship or teach them, really anything. So it’s really humbling and yeah, I learn something new every single day.”

14. How did you end up in a PBL field?

“My very first school that I taught here in California was a charter school that was also a project-based learning school, and I was attracted to that school because of their philosophy, because of their focus on process, not the product, and teaching learners of so many different backgrounds and really focusing on learning through discovery. Learning through the process and not just regurgitating facts and memorizing things for a test. Working there, like I say, kind of formed my own philosophy and it made me realize that all of these things are so valuable and important to have in a school culture. So when I was looking for another job it was very important to me to find a school just like my last school that was really well aligned with my own philosophy.”

15. How did you hear of the PBL field?

“So I heard of that school online when I was applying for jobs. It was a very different application process than any other school that I was applying for. And most of these type of PBL charter schools are like that. That school I just didn’t submit an online application, I had to write a separate series of essays in response to really aligned questions to their philosophy about situations that I would handle in a classroom or how my philosophies on academic pedagogy or ideas relate with theirs. So it was a lot of work and I remember filling out that application thinking, ‘This is so much work I’m just going to give up I can just submit all these online applications so much faster.’ But I did it because I was determined to apply for as many things as possible for my first year trying to get a job. So I was really focused on sending in that application anyway. It was a very different process and the interview was really intimidating and very different but, yeah, I’m glad I found them online because they help to shape my entire philosophy about teaching.”  

16. When you were entering the project-based learning field, was there any concerns of, “Did I make the right decision?” or was it just great?

“Constantly. Every day. You’re always doubting yourself as a teacher. Every day you’re wondering if you did the right thing or taught this lesson in the way that a true project-based learning school would teach it. Since it was a transition, I was really fortunate to have a lot of support of colleagues who have been there and who have done it, guiding me and showing me through an example of things that I should be doing. But yeah, teaching is a constant world of doubt, you can’t take back things you’ve said, and you can’t take back lessons you taught, and so you’re always wondering, ‘Did I do this right, did I say this right?’”

17. There have been multiple mentions of your philosophies – can you go more in depth about them?

“My philosophy on teaching and on education is 100 percent student-centered. I don’t believe in teaching students in a way where the teacher is the focus. The student and the learner, the type of learner of that student is should always be the focused. So that means if the student has a specific way that they learn and the teacher is not teaching in that way, for example, if they are a very auditory learner but all the teachers doing is giving people things to read or things to look at, it’s very important for teachers to incorporate into their teaching whatever is going to work for that specific student. And that you should tailor all your planning and all of your classes to the specific groups of students you have, ’cause every group is different every year. So that’s the first thing, very student-centered. And the second thing is that the student, being student-centered, should have a say in their education. Part of the, I say traits, around student-centered learning is that students are able to be autonomous and make their own goals, and make their own decisions about what they want to learn, how they want to learn and then figure out the why, why they’re learning this. So student choice is really important. And I think that’s at the core – all the things I believe about teaching in a project-based learning style and about teaching in an area that believes in a different discipline approach like the graduate discipline plan that we have. Working with the student instead of punishing them, all of that stems from my philosophy of student-centered learning.”

18. Did you like teaching traditionally?

“You know, actually I did student teaching in a traditional style school, but my first job was not traditional at all.  So I would say I don’t actually have a lot of experience teaching at a traditional style school, and a lot of the teacher even here got their career started in charter schools and have taught in a school like this since the time they started teaching, kind of like me. And so I think you’re able to find more and more young teachers who have not taught in a traditional school environment and who don’t even have that comparison. I can say that the main differences are taking student voice into account and treating students as people, almost like colleagues, and not as your submissives in your classroom. I think that’s one of biggest differences like I say discipline comes out of that and how you approach to discipline and how you structure your class.”

19. Were there any differences in your workplace?

“I would say that these schools, the couple of charter schools I’ve been at, really truly value collaboration amongst the employees, the teachers. And the teachers on average, at schools like this, in my mind, not to say that teachers at traditional style schools don’t work hard because all teachers work very hard, but the amount of participation and involvement that the teachers have at this school. On average a number of hours that they put in, every night and every weekend, it’s staggering compared to at a traditional style school. So yes, different work environment.”  

20. Did your parents support your career choices? Although it was in the education field, it was still kind of different – what were their opinions on it?

“My parents, especially my mom, are very wary about charter schools and these different types of schools with different philosophies, just because their entire career was in those types of traditional schools. And so, I think it’s still kind of hard, for my mom especially, to accept some of the things that happen in my classroom and the ways I run my classroom versus how she was used to running her classroom. And she gets very surprised whenever she used to visit my classroom at my old school, she would always at the end of the day just talk to me about all the things that surprised her, ‘I would never let kids just come and go like that,’ you know because it was a different environment; it’s more relaxed and more on the student. So there are things that happen in the classroom where the teacher feels like they’re losing control but in this environment, it just means the students taking more charge of their learning. So yeah, I think it’s a little hard for them but at the same time especially now, they see how happy I am and they see how passionate I am. And there’s never been a doubt where they told me you know that they don’t think that it’s right for me, just that it’s different for them.”

21. Were there any memorable events that were influential in terms of your career pathway/journey?

“Yes, I would say that my very first year of teaching like any teacher would tell you has been the hardest year so far. Because you’re learning everything from nothing and you’re expected to take control of something when you constantly feel out of control and underprepared. I had specific challenges with one coworker that year that really brought me down all the time and overcoming that, and going into my second year of teaching with a lot more self-confidence because of the struggles I went through my first year, really helped to shape who I am as a person when I work with others. Because as a professional in any field, there’s always going to be people that you work really well with and people who are very challenging to work with and sometimes people who really bring you down. And you have to kind of start to grow this tough skin and I think my first year of teaching was really important for me growing that tough skin.  

22. Do you plan on continuing this career pathway?

“I plan on continuing being in education and being a teacher for the rest of my professional career. Education is such a big umbrella, as people like to say, because aside from being a teacher there are so many things that you can aspire to be – like an administrator, a leader of a school, or a curriculum designer or an advocate for education. I don’t know if I’ll be a teacher for the rest of my career, but I know that education is where I want to be in because I developed a passion and now I really believe a skill for that.”

23. Anything else to add or say?

“I don’t think so, you were very thorough. You covered everything. You got my whole life story in there.”

History teacher finds compassion at Summit Rainier

By Angel Flores

Staff Writer

Justin Hauver is a history teacher at Summit Public School: Rainier. This is his first year teaching at that campus, and he finds interest in the community.

1. What is your educational background?

“UC Berkeley. I majored in Philosophy and German. I was a double major, and last year I went to the Harvard Graduate School of Education and got a master’s degree.”

2. When did you decide to become a teacher, and why did you choose this field?

“That’s a good question. It’s always hard to answer because there’s probably a lot of reasons. I think one, there’s an abstract reason, and then there’s a concrete reason, so the concrete reason is that when I was in college I ended up doing this work study job which is like a financial aid sort of job.” Mr. Hauver spoke about his time at a YMCA in Berkeley and the impact that it had. It was there that he was offered a teaching job with Teach for America. Mr. Hauver explained how his major in psychology was in part the main reason he became a teacher. “It’s been interesting to me that the kind of things, whether it’s how knowledge works or human nature or the nature of our reality, comes out in the classroom with students.”

3. How is Summit different from other schools, and why did you pick this school?

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Rainier history teacher Justin Hauver

“I think Summit is different in a lot of ways, and the main way (and the reason I picked it) is that I taught in Louisiana [and I] found out that in more traditional schools there’s not enough time to build one-on-one relationships and to try to support the student in a more one-on-one way, even if it’s just a 10-minute check-up during PLT with students.”

4. Do you like the community here at Summit Rainier; if so, what do you like about it?

“I do – I love the community here, and I think that one thing that constantly stands out to me is just how kind, compassionate and positive the students are here and the teachers as well.” He gave the example of the Talent Show and the amount of support that came from students to the performers. Mr. Hauver said he appreciates Rainier because of how inclusive the teachers are, adding that they’re very positive, always including each other in after-school activities. “That’s my favorite part. It’s very positive even though there’s still room to grow.”

5. What is one of your weaknesses, and how are you trying to improve it (in terms of teaching)?

“Having come from a more traditional school, I think my biggest weakness here is trying to make things super personalized. In a more traditional school they might have two or three different activities for students at different levels or different interests to do, but here it’s kinda at a different level. I’m working on it by reaching out to colleagues. I have a coach, Mr. Avarca, here who observes me, and I meet with him and, during those conversations, I’ve been trying to make the topic about me having a personalized approach and being more effective and targeting students’ interests and needs, so that’s my current area of focus.”

6. What personal strengths do you find especially helpful in your teaching?

“I don’t know if it’s a strength, but I think that it’s like a personality trait about me that I genuinely find students to be interesting, so I think that I approach students with that kind of genuine interest that they can sense and then also curiosity. I’m trying to find out more about them. I also think that I’m pretty organized, and I think that helps out a lot.”

7. What is your philosophy of teaching?

“It’s hard to put into words. I guess I would say my philosophy of teaching is really centered around the belief that people, students and everyone wants to learn or is curious about something. As a teacher, it’s my job to try to find out what that is and to nurture it and to tie in whatever subject I’m teaching (history) into that interest. It’s also centered around a belief that students are not very different from adults in the way we treat students; it should be of course be age appropriate, but it’s not that radically different; students don’t have a different set of physiological principles than teachers do.”

8. What do you want your students to remember about your classes?

“Since I teach history, I think that students leave the classroom feeling like it’s all happened in the past and that it’s not relevant. I want them to leave my class with a greater understanding of why or how what was taught and how and what skills we practiced are relevant to them today. Related to that too, I want them to leave with a greater understanding of themselves and their own narrative.”

9. Do you plan on continuing this career path down the road; if not, what other occupations are you interested in?

“Yeah, I’m gonna stay in education.”

       10. How do you motivate your students to become active learners in your                      classroom?

“Well, I can say that I try to do that by again making it relevant to them, [being] responsive to their needs, their interests, and their cultures.” 

Theater instructor shares his experiences in the industry

By Jeana Rose Meneses

Staff Writer

Ron Johnson Jr., better known as Mr. Jay to the students at Summit Rainier, is the instructor for the Modern Acting and Theater Expeditions course. In addition to his work with the Expeditions team, he is also a professional actor and has been in a number of films and segments such as Funny or Die. He is also a rapper, and you can find his original songs on websites like Spotify and Sound Cloud under his name. While he is at Summit Rainier, he is always trying to inspire his students to believe in themselves, whether they pursue an acting career or not.

1. Since you are an actor, at what age did you know that you wanted to be an actor, and was it a big “aha” moment?

“Well, to me it wasn’t so much as being an actor as it was being an overall performer,” Mr. Jay said. “I wanted to be a professional performer, meaning I sing, I dance, I rap, I act. I just want to be doing that for the rest of my life and I’ve known that since I was about 4 or 5 years old.”

2. Were your parents in the acting business as well?

“My mother was a singer, and my father used to play an instrument, but that’s as far as they went,” Mr. Jay stated. “They didn’t really know how to help me or start me off because they didn’t really take the path themselves.”

3. Can you describe your current status right now?

“My current status right now is that I’m auditioning for pilot seasons for television shows and I have my own production company with my wife,” Mr. Jay said. “I’m also a screen actors guild franchise producer, so I can make my own movies if I want.”

4. What’s something that stands out to you in a script?

“Something that stands out to me in a script is when characters are written for specific purposes but they have room to grow,” Mr. Jay explained.  

5. Have you ever had that one character that you just had to play?

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Summit Expeditions Modern Acting and Theater Instructor Ron Johnson Jr.

“I can’t say that I’ve actually played one of those yet, but I can say that my dream is to be a detective on Law and Order,” Mr. Jay said smiling. “I think I could kill that.”

6. On the opposite side of things, what is something that stands out negatively in a script that makes you not even want to interview?

“What stands out negatively to me in a script are false images of groups of people. Stereotypes. They bug me,” Mr. Jay explained. “For example, if we were going to watch Law and Order, 9 times out of 10, the person they’re going to bring in for drugs, rape, abuse, murder is somebody black that looks like they’re from the hood. When we know for a fact in real life the highest murder rates come from white neighborhoods. To use people of color, to stereotype them, to serve your purposes in a story, that kind of bugs me.”

7. When you are going to an audition, what goes through your head?

“What goes through my head is making sure that I’m not overdoing it, you know? A lot of actors, when they start out, they feel like they have to stand out or they have to be different from everyone else. When in reality, if you just do it the way you internally feel about it, that is when you have the most success,” Mr. Jay elaborated.

8. What is going through your head after the audition?

“The first thing I do after I do an audition is that I take the script that I used to audition with and I just throw it out,” Mr. Jay exclaimed. “As actors, we are our own harshest critics, and so we always feel like we can do something better, and so when we think about the same things over and over again, we leave no space for new things, and it’ll drive us crazy if we do not get rid of it. Out of sight, out of mind, and, if I do get picked for the job, then it is like a pleasant surprise.”

9. After getting a role, what goes through your mind?

“Well, you know it’s always excitement. But then it immediately turns to OK, I’m happy about this, but this is still a job and I have to do it the right way. So if I get a role I immediately start doing research,” Mr. Jay said.

10. What has been the hardest part about your acting career?

“The hardest part about an acting career is momentum, you know? It’s cycles of building up momentum and then dealing with rejection,” Mr. Jay explained. “You have to be really patient, and you have to go on a lot of auditions. It’s hard not to take it personally, you know what I mean? It will eventually happen it is just all about frequency.”

11. How have you overcome that yourself?

“I try to keep myself remembering why I love to do it in the first place and part of that is teaching,” Mr. Jay said. “When I go out there to Hollywood by myself, it’s very lonely, but the thought of me getting to bring what I’ve learned back to my students keeps me in a mood where I’m happy enough to keep moving on.”

12. Since you write your own songs, what is the motivation behind them?

“I try to rap about awareness, knowing your rights, being a good person, not letting people dictate who you are, themes about injustice and sometimes I get political,” Mr. Jay said. “I just rap about the things I think people should hear.”

13. Does your knowledge on the behind-the-scenes affect how you see movies and other things?

“Before I got involved in the industry I would watch the movie and leave. Now that I know how hard these people work, I stay until the end of the movie and I watch all the credits. Every last name,” Mr. Jay reflected.

14. Do you have any noteworthy stories about the industry?

“I had been in an audition waiting room and was told to wait outside the door. As I was waiting outside the door, the door was cracked open and I heard the casting directors. The director [was] talking about all the people they have seen in an audition and they seemed upset. Every actor they had seen today had apologized for something,” Mr. Jay explained. “These three people were actually making bets, putting money in a pot, about how many people would apologize to them in a day. So that’s what I teach my students. I teach my students to be confident.”

15. Why did you become a drama teacher?

“I don’t really consider myself a teacher. What I consider myself as is an instructor who teaches vocational training. I don’t teach the history of drama; I teach you how to use it to become a professional,” Mr. Jay said.

16. What is the message that you want to give your students?

“The message that I do give my students above all else is about being your own person and making strong choices and dealing with those consequences,” Mr. Jay said. “I truly believe that learning the process of acting and learning how to be a performer can help you be a better person, no matter what profession you go into.”

17. Is there anything else you would like to share?

“Come see our show at the end of the year!” Mr. Jay said.

 

Rainier principal shares his opinion of community

By Romuz Abdulhamidov

Staff Writer

Summit Rainier Principal Jesse Roe shared his thoughts on the campus community.

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Summit Rainier Principal Jesse Roe

1. Why did you choose to become principal? How did it affect your relations with your community?

“When I came to California, I wanted to work in small schools. The schools I worked in in New York were small,” Mr. Roe said. “When I came to Rainier, I was really excited to be part of the Rainier community. I was one of the first teachers to work here. Then, three and a half years ago from now, I became a principal.”

2. Who were you before you became who you are right now?

“My first job, after college, was being a high school math teacher in New York City,” Mr. Roe said. “Then, I moved here, to San Jose, and became a math teacher in Tahoma, another Summit school, for two years. For about a year, I was coaching teachers and working in mentor programs.”

3. How do you feel about your school?

“There is a lot I like about this school,” Mr. Roe said. “The teachers are so caring, hardworking and dedicated in providing amazing opportunities for their students to learn and grow every day. I get blown away by the amazing things they do in their classroom and extra things they do outside of [the] classroom to make such a strong community. I like it here because there are many adults I can trust. I really like interacting with students and watching them learn, talking to them about school and hearing their perspective. I really like how students are determined to make Rainier better. We give a lot of ownership to students because they will need it in college and [they need to have] ownership over their lives and careers.”

4. How did your community change after moving to San Jose?

“When I lived in New Jersey, a lot of people had similar backgrounds and they were from the same part of the world. Their families as well were from the area,” Mr. Roe said. “I didn’t interact with a lot of people of different backgrounds than me until I started teaching in New York City. It was a big learning experience for me; I started teaching students of different backgrounds and beliefs. Even though I was in New York, most of the schools were segregated. In Summit, we do have a lot of students with different backgrounds, beliefs, languages and interests. I really think it helps us to learn about each other a lot and understand each other a lot.”

5. What is your experience of education?

“I was a high school math teacher in New York and in Summit Tahoma,” Mr. Roe said. “As a teacher, my main job was to focus on the students in my classroom and kids in my mentor group. And now, as a principal, my job is to think about all the students and all the adults and how they are learning, growing [and] supported at school. I still get to do some teaching and discipline. I get to work with kids sometimes, but my job is a lot more focused on supporting adults and talking to parents.”

6. How is Summit Rainier different from other jobs you had?

“The schools I worked at in New York were small. They both are new, and had almost the same amount of students,” Mr. Roe said. “The biggest difference is using technology and the fact that all students are prepared to go to college. There wasn’t focus on every single student get[ting] [the] opportunity to graduate. We believe every student has an ability to learn, grow, and go to college. Students have access to materials they need to learn. I believe that’s what makes Rainier unique.”

7. How would you describe the relationship between Summit Rainier and Mount Pleasant?

“We communicate with Mount Pleasant when we need to use their space or our mail gets delivered to them, but we are mostly treated as two separate schools,” Mr. Roe said. “We communicate with them when our students interact or something happens and we need to tell them something we observed with their students. They can tell us if something happened with our students. We have had some collaborations, for example,  last year journalism classes were doing a project together. For the most part, we are separate schools, even though we are very close to each other.”

8. How is Summit Rainier different from other Summit schools?

“I don’t know all the differences between Rainier and other Summit schools,” Mr. Roe said. “I am friends with a lot of the principals, so I hear a lot about their schools. I think what makes us unique is that our students are more active and involved in their community, politics and activism. They make sure their voices are heard, and that they are fighting for what they believe. Both our students and teachers take these things seriously. Another big difference is that our teachers have similar experiences to our students. Teachers either went to Summit or had experiences in other high schools. I think that helps to build trust with students. These two things, I believe, makes Rainier special.”

9. What are your plans to make education at Summit Rainier better?

“I do have plans of how to make Rainier a better school,” Mr. Roe said. “We are running a student council program, which is a lot different from the way we did it before. I see a lot of excitement in that, and I think it will help students take a lot more ownership over our school, community, culture and activities. We have changed up our mentor time structure to have circles and opportunities to reflect. I think every week to have that discussion will really strengthen our community because people will understand each other better and trust each other more.”

10. What does strong community mean to you in general?

“A strong community means to me that every person in this community feels like they belong here,” Mr. Roe said. “Everyone in this community thinks that they belong here and they can contribute to the community. When students, teachers and parents come here, they feel like they belong here. I know not everyone feels that way every day. I think we are much closer to becoming a strong community than other schools.”

Student shares his story of art

By Valerie Chagoya

Staff Writer

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Rainier junior Christopher Zuniga

Christopher Zuniga is a junior currently attending Summit Public School: Rainier. He’s been taking art classes for two years and has sketched as a hobby since he was around 12 years old.

1.Why are you interested in art? 
“It’s the best way to express yourself,” Zuniga said. “Art gives you lots of freedom, and you can draw whatever you want in your own unique way. It also makes a convenient hobby because all you need is paper and a pencil.”

2. What kind of artist would you describe yourself as?
“I sketch most of the time, and I occasionally like to paint,” Zuniga said. “So I mainly consider myself a sketch artist.”

3. Do you enjoy being in art class? Why or why not?
“Yes, because I get to experience all views of art,” Zuniga said. “I can learn a lot more than I would on my own. I also get to make friends who enjoy art like I do.”

4. What is your favorite piece of art you have created? Why?
“Last year I sketched Papyrus from the game Undertale,” Zuniga said. “It took me a while but I’m very proud of it.”

5. How has art impacted your life and personality?
“Art makes me see different interpretations of my surroundings,” Zuniga said. “I don’t think it affects my personality much, but people always describe me as artistic.”

6. Who or what is your biggest inspiration?
“Just a lot of webcomic artists,” Zuniga said. “My art teachers also encourage me a lot.”

7. How seriously do you take art? Do you hope to pursue an art career in the future or keep it as a hobby?
“I take my art semi-serious,” Zuniga said. “It would be cool to make a career from art.”

8. Describe a time when art became frustrating. How did you resolve this problem?
 “I’ve never had a problem in art,” Zuniga said. “Sometimes I find it frustrating trying to make a nice piece [that] I just can’t do so, but I keep trying until I get it correct.”

9. What role does art play in our society?
“Cartoons or any entertainment or even museum collages,” Zuniga said. “Art is [in] a lot of places, but some people just don’t realize, and without any form of art, our world would be pretty lifeless and boring.”

10. What is the best piece of advice you can give to a fellow artist, or someone considering art?
“I would say even if it gets hard just don’t give up. You’ll find your own ways to do art and you don’t have to follow others, or go by their rules,” Zuniga said. “Art is supposed to be a way to freely express yourself.”

English teacher talks about her past experiences and her personal identity

By Keith Dinh

Staff Writer

Sunli Kim teaches ninth and tenth grade English at Summit Public School: Rainier. In her second year of teaching, she spoke of her experiences, where she comes from and what her journey was to be the person she is today.

1. What is your educational background?

“I grew up in the Bay Area, went through all grades of the public schools, and went to Los Gatos for high school. That was a huge transition for me. Then I went to Stanford for my undergraduate in English. I was going to actually pursue communications for journalism, then realized that maybe something I’m more interested in is education, so I stayed there for masters and credentials in education.”

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Summit Rainier English teacher Sunli Kim

2. Why did you want to be a teacher?

“So in college, I became really involved with a lot of student organizations and groups and student activism and community organizing. That was something that I wanted to continue to have in my life when I moved on from my higher education and from college, and I also really wanted to make sure I was constantly challenging myself and learning more and more about literature. I firmly believe that the process of teaching is intensive learning, and so I felt that teaching might be something that might fulfill all of those areas.”

 

3. Why did you specifically want to teach in a Project-Based Learning environment, not a traditional one?

“I was really curious about the way the school would confront the traditional expectations and structures of a school, and I wanted to be learning in an environment where all of my colleagues and the people I would surround myself with were constantly pushing the boundaries and trying to figure out different ways of viewing education. Yeah, I thought that maybe this was like seeing how education can be more personalized for students and meeting with people to learn from them, and that sort of capacity would be a really good experience for me.”

5. What kind of student were you in your basic education?

“I was a hardworking student, I think. I had a lot of confidence in my academic identity as a student and probably nothing much else, and so I was very quiet. I don’t think a lot of people knew I existed, I was a total wallflower!”

7. What hobbies do you have?

“Hobbies – I currently, play the drums. I guess I’m overall just like very invested in music. I like making playlists, I like listening and finding new artists and songs, I also do boulder, so that’s the type of climbing where it’s on a shorter wall, but without the ropes and pulleys.”

8. What is your cultural background?

“So, I was born in Korea, and my parents met in a city called Incheon, in South Korea, and my dad was having a lot of trouble finding jobs in Korea at the time, and so he saw a newspaper advertisement for job postings that were in L.A. at the time, and so he went for it, about a few months after I was born, and that is how me, my mom, my dad, and my grandma all immigrated to L.A., and we lived there for five years, and then moved up to the Bay Area. So I’ve pretty much lived in California all my life, but the whole rest of my family is in Korea.”

9. What did your parents do for their occupation?

“So my dad is now, a semiconductor engineer, and so he was here, and, we got really lucky because he got here before Silicon Valley became this huge, booming engineering industry, and so yeah. My mother used to work at a health office, and was originally a food scientist major, but then, gave up all of that to take care of us at home.”

10. How do you see your parents supporting you in your education and life in general?

“I think I owe a lot to my parents; they’re really important people to me. I think they constantly pushed me to do the best I could, and, I think for a long time, I really disliked them for it because I didn’t see the big picture, but I think now that I’m more, a little more of an adult, and now that I’m nearing the age that they were when they had to make these big decisions in their life. I really admire them, so, you know.”

11. What were some of your most memorable events that are influential to your life?

“Hmm, the most memorable events that were influential to my life – so I grew up with my grandma, and she was a really core part of me and my growing up experience, and then in high school, she passed away, and that was one of the few times that, because her family in Korea wanted her to be buried there, that was one of the few times I went to Korea before college, and it was a very very short trip, but time wise, it felt like a very very long suspended amount of time, and I think I have a lot of memories from that trip and from that time that are still very vivid and still inform a lot of my writing, and I think a lot of the ways that I see my identity and the way I see the world. There’s that, and then also, in college, just meeting a lot of my closest friends now, and all the things we went through and the organizing we did together.”

12. Who was your favorite teacher ever, and why?  

“In high school, I had a teacher named Ms. Smith, who was really, really scary, and really strict, but also probably one of the most caring teachers that I had at the school, and her classroom really was this safe place for me, and she really brought me out of my shell. She was also was one of the first people to get me to see the world very differently and be aware of all the systems that we have in place that like it gives some groups advantages over others, and so I think she really changed the way that I view the world, and yeah, and then in college, I had a professor who opened up this whole world of literature to me and yeah.”

13. Which style of teaching would you prefer between the traditional and PBL styles?

“Sure, I think lecturing doesn’t do super much for a whole group of people, and so while there might be a time and place for that sort of style, I think I find a lot of value in making sure students know how to teach themselves, like how they are taking their own learning into their own hands. That’s something actually that I’m still figuring out a process for ‘how to teach how to learn.”’

14. Do you plan on continuing this career pathway? If not, what other occupations you would plan going into?

“Well, as far as I can see, I definitely want to stay in teaching for the time being, or be involved with education in some capacity. If, for some crazy life event reason, I was unable to teach, then I would still want to be connected to education in some way, and to literature in some way.”   

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