KIS’s New Badminton Team

A new sports team.

Juniors Peter Ha and Eric Kweon, after prolonged efforts to reinstate the KIS badminton team, have recently obtained approval from Athletics Director Mr. Vreugdenhil.

Badminton is now an official winter KIS sport for the first time in almost four years, and will be competing in assorted sporting events such as KAIAC and AISA, coached by either Mr. Ashok Shanishetti or Ms. Christy Yang. Each of the boys and girls teams will be admitting 10-13 members. Peter and Eric’s request for badminton to be classified as a varsity sport is under review by the administration. Those who are interested in joining the team can fill out this interest form.

–William Cho (’21)

 

 

Town Hall Recap (Nov. 5)

A quick summary of Student Council’s Town Hall (Nov. 5).

The Student Council’s Town Hall on November 5 has been a productive forum in which students were able to honestly articulate their opinions on the current state of the school, ranging from policy on food ordering to the schedule system. Below are some concerns brought up by the students in attendance.

Contact time

It became apparent that the degree to which contact time activities are carried out by advisories varies dramatically. Multiple students stated that they wanted contact time to be spent more actively with engaging passion projects, but there was unanimous consensus that advisory time as work time is (generally) time well spent.

Grading systems

Students, as predicted, seemed to have strong opinions on this issue; the complaints reflected general dissatisfaction regarding recent changes in the grading system. Concerns were raised about the perceived effects of the grading system, namely the magnification of disadvantageous grades in the gradebook.

Food ordering policy

A student pointed out the need to clarify policy on food orders, pointing out a discrepancy between a statement by the administration and the KIS Student Handbook. The student stated that although the admin had announced last year that all food orders on campus by students during school hours would be prohibited, the Handbook maintains that food orders are allowed provided that a supervising teacher gives his or her approval. 

The schedule

The rotating schedule was criticized due to the fact that changes in the schedule for half days and other events set back progress made in class. A student noted that it was problematic that some blocks were well ahead in terms of learning of others.

Other assorted concerns

The students have agreed that they should be able to do anything they want (of course, as long as it is appropriate and in adherence to the Student Handbook and federal law), especially sleeping, during autonomous block.

Students had also brought up sports uniforms, notably the fact that their sizing is inconsistent and that their maintenance is insufficient. Specifically, the student athletes in attendance have complained that their uniforms, when they handed out at the beginning of the year, were frequently dirty, contained numerous holes and rips, and carried an unpleasant odor. 

Complaints were leveled at what many saw as “hypocritical” violation of the library’s ban on eating. Students noted that despite the fact that the library was designated (and heavily enforced) as a food-free zone, teachers would frequently eat in the library in direct violation of those rules.

Please address any comments or concerns to blueprint@kis.or.kr.

— William Cho (’21)

 

What’s up, Sophomore? Issue No. 1

The “What’s Up?”series are back to introduce you to the new students of Class of ’19.

Students of the class of ‘19 are now in 10th grade, leaving the naivety of 9th grade behind and facing new challenges. With many joys and pitfalls awaiting them, the new sophomores are still struggling to believe they will never see freshman year again—and that junior year is creeping up.

Of course, just like any other year, they were met with an influx of new students. But the process of these new students becoming well-assimilated into the tight network of familiar faces can be a long and tough journey. For this first issue of the year, What’s Up, Sophomores? has interviewed four new students to introduce them to our readers and get an insight into what their first month or so at KIS has been like.

Woohee Kwak:

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Photograph: Clare Na Hyun Kwon (’18)

This sweet girl has a bubbly spirit you’d spot from all the way across the room! Woohee moved from San Francisco, California, and joined the KIS class of 2019 at the start of this year. She is a member of Freshlight and KIS Med, and is glad to have found a place at these clubs. Read her full interview for more about how she is finding her transition to be:

How has your transition to KIS been?

I think the transition was okay. I got lost on the first day. Everyone seems nice. I don’t know that many people yet.

What has been the most challenging task for you so far?

Since the campus is huge, it was hard for me to memorize where all the classrooms are.

What is your goal for this year?

Goals for this year are that I want to make more friends.

What has been a memorable moment so far?

When we went on the EE Trip, I got to know more people in my advisory by going through the maze with them.

What are you most looking forwards the rest of the school year?

I’m looking toward to change clubs for spring because I want to experience other club activities.

Rate your KIS experience from 1-10 (one being the worst, 1 being the best)

7.5

Describe your KIS experience in one word

Tired.

Laura Jang:

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Photograph: Clare Na Hyun Kwon (’18)

Laura may be on the quiet side, but has a personality definitely worth getting to know. She lived in San Diego for about 3 and a half years, and then went on to attend a Korean public school for about 4 years. Such was her journey; and now she is a student at KIS! She is in Spirit Club and AWOO dolls, and appreciates the enjoyable and welcoming atmosphere that she has felt there. Read on about her new life at KIS:

How has the transition to KIS been?

To be honest, it wasn’t that easy for me to transfer from a Korean public school to an American curriculum based international school. It took me awhile for me to get used to the new education/grading system. Making new friends was also a little tough for me at first. Yes, I’m shy, so it might take awhile to get to know each other and but being shy doesn’t mean I don’t like getting along with people and be alone. I’m always open and would love to make new friends!!

What has been the most challenging task for you so far?

Getting used to the different school system and making new friends.

What is your goal for this year?

Try my best at all times.  Be nice, positive, and happy. Have fun!

What are you most looking forward to?
I just got in the backstage for the fall play, “The Matchmaker” and I’m really excited to work with new friends.

Rate your KIS experience from 1-10 (one being the worst, 10 being the best)
9

Sara Yoo:

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Photograph: Clare Na Hyun Kwon (’18)

Walk down the hallways and you will see this bright student with a warm smile. Sara moved from Alberta, Canada and joined KIS in the last minute, as she was one of the few students that got the spots. She is now a part of Freshlight, Key club, and AWOO dolls which she relish. Read on to find out how Sara’s KIS experience is going so far!

What activities/clubs have you joined this year? Are you enjoying them?

I joined Freshlight, Keyclub, and AWOO dolls, and I am enjoying all of them so far.

What has been the most challenging task for you so far?

Most challenging task was to get used to the new environment, and to memorize the school map ( i got lost a several times haha)

What is your goal for this year?

My goal is to finish this year off with good grades and good friends.

What has been a memorable moment so far?

Most memorable moment was the EE trip, not only I got to meet lots of new people, but also got to experience various activities which were quite interesting

What are you most looking forward to?

I’m looking forward to all the events the school will be holding!

Rate your KIS experience from 1-10 (one being the worst, 10 being the best)

I’ll rate 8

Describe your KIS experience in one word

One word… discovery??

Yejean Kim:

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Photograph: Clare Na Hyun Kwon (’18)

A cheerful and jubilant student, Yejean is from Hanyoung Foreign Language High School. She has joined eclectic range of clubs, including Poker and Probability, Debate club, and Math Competition, which she finds true value in. This ecstatic student radiates joy to others and brightens up others even when there is an overload of assessments; she will for sure make you smile.

How has the transition to KIS been?
It is wonderful!! Actually, I was kinda worried about not being able to make any friends here, but kids here are all friendly and I had no troubles at all to adjust myself to KIS life!!!

What has been the most challenging task for you so far?
The most challenging task for me is to keep up all the schoolwork. In my previous school, we didn’t have quizzes or homework every day, but here, there are quizzes and homework every day!!! It’s hard.

What is your goal for this year?
My goal… is to figure out strategies for getting good grades. And also to enjoy my life.

What has been a memorable moment so far?
Every moment is memorable for me.

What are you most looking forwards the rest of the school year?

I am looking forward to every events. They look fun. I like the fact that KIS has a lot of events.

Rate your KIS experience from 1-10 (one being the worst, 1- being the best)
9.5

Describe your KIS experience in one word
Fun

Adapting to a new school, or even a new country for some, can be challenging. However, as shown in the interviews, it seems that the students are adjusting to KIS well even after just over a month at school. As these new students gradually become even more integrated into KIS, they will no longer be called “new”: they will simply be students, a part of the family.

All the best of luck to the new students as they continue on their sophomore year with other former students!

*Will Class of ‘19 sophomore year become suffermore year? Find out about it only on the following “What’s up, Sophomore?” articles!

—Sarah Se-Jung Oh &  Jisoo Hope Yoon (’19)

* Banner: Crescentia Jung (’19)

What to Do the Day Before the SAT

Just in a week… the long-awaited October SAT presents itself to students. Are you afraid? Well, fear not. Blueprint’s got you covered with some best tips that will boost up your scores last minute.

September is coming to an end. Two months into school, right when we finally seem to be adjusting to school, the deathly of the deathly is approaching. Yes, you guessed it right. The October SAT. Every year, the three letter haunts students down. Are YOU the victim of this doom? Well, fear not. Although last minute studying will DEFINITELY not help you out (don’t even try), here are some suggestions as to what you could do the day before the SAT to boost up the score with the little hope you have.

  1. Dress comfortably.

As soon as you come back from school, get comfy. The last thing you’re worried about at the moment is how you look. Get into the most comfortable position, comfortable outfit, and comfortable state. Who cares if you look like a zombie. Now is the time for you to pull off that score you so desperately wanted.

  1. Eat dinner.

Well, you might think now. Why does dinner even matter? Don’t I just have to eat my breakfast on the day of the SAT? No. Eating dinner now will not only keep you at a healthful state, but your brain will also be kept alert from the nutrition you take in the night before. Make sure to eat healthy, too.  It is important that you keep a good balance of vegetables, carbohydrates, and protein.  An idea dinner would perhaps look like broccoli, carrots, potatoes, and beef. After all, nutritious food is where your brain and body will get their power source from!

  1. Review.

Yes, review. Don’t even bother learning the new stuff now. Trust me; by the time you enter the testing center, your mind will go blank with the materials you learned afresh. Let’s stick with what we know, and make the best out of it. Believe it or not, reviewing is the key to success. As long as you are able to correctly answer the materials you learned so far, you will be fine.

  1. Don’t panic.

Okay, I know. It’s hard not to panic, especially if this is your first SAT. Well, if you panic, things are going to get worse. Panicking now will get you nowhere. It will only keep you going in a deathly circle of cries and worries. We have a lot to review. There’s no time for panic.

  1. Sleep early.

This is perhaps the most important out of the five tips. No caffeine allowed the night before the SAT. Maybe in the morning, but definitely not the night before. It doesn’t matter if you’re a nocturnal person. Too bad. The College Board decided to have test on the morning, so as of now, you will have to adjust your body system according to what the College Board scheduled for you. At the latest, get to bed by 10 PM and make sure you get a healthy 8 hours of sleep. This way, you will not feel sleep-deprived, sick, or tired.

Juniors, seniors, and to whomever this may concern:

SAT does not define you as a person, nor does it define your whole high school career. Great, if you manage to pull out the perfect score you aimed for. But, don’t worry if you aren’t able to. Let’s at least get the best out of it. We are now a week into the SAT, and that means doomsday for all of you. Let’s not panic, and try to stick to these amazing tips that will give you the best score you could get!

– Eunica Na (’17)

Featured Image: carolweis.files.wordpress.com

EcoGeo Field Trip: Learning Outside

See what the freshmen did during their annual Eco-Geo Trip this year!

On the 18th and the 19th of April, geometry students embarked on a journey to Yuldong Park: the EcoGeo challenge! The EcoGeo challenge is an annual trip that geometry teachers arrange to let students solve more challenging real-world problems. All geometry students are divided into several groups to solve trigonometry application questions. Given a limited amount of time for each question and a few tools, students are required to make full use of their knowledge in order to solve the real-world problems.

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Many say that the trip allowed them to gain necessary skills and knowledge. 83% of the students Blueprint interviewed claimed that the trip was worth going to because it was a unique experience that high schoolers don’t often get. Crescentia Jung, a student who participated in the trip, maintained that she liked the EcoGeo challenge since it gave them “some freedom in terms of not having to just listen to the teacher” and allowed them to “ do an activity outside”. As high schoolers, it is often difficult to incorporate both education and outdoor activities because of time and availability. We see typical KIS students sitting down on chairs and working on desks incessantly whilst gaining knowledge just by hearing and solving. The EcoGeo trip, however, enabled them to learn multiple skills in an environment that involves not just listening, but also discovering through hand-on activities.

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Students were also able to gain further knowledge about trigonometry. Leanne Kim claimed that she liked learning “different methods to find angles and lengths” and practicing teamwork skills. The challenges tested on the student’s ability to use specific tools to find measurements using different methods. They were to employ various methods such as lying down on the grass and tapping points on the ground. Using these methods required teamwork skills which is an important skill that math classes don’t often use since math is often an independently working subject.

Although students were able to gain some valuable skills and knowledge, there were some critical issues with the trip as well. After asking several students what they did not enjoy about the trip and what could be improved, we found three main issues. First, many students felt that the point system was a problem, because its basis was extensively on accuracy. Jessica Kwon stated that she didn’t like “how you had to be accurate on everything to get full points” because it was difficult for them to figure out the exact, precise answer for each question in a limited amount of time. Also, the students felt that there was a lack of time for each question and the write-up as well. Kelley Shim informed us that if she was given more time to solve the questions and less time to eat lunch, then her group could have had finished all of the questions completely. She added that 30 minutes was not enough for her group to complete the write-up, which would have been easily completed if they were given time to finish it in class.

 

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Several students pointed out that having unlimited chances to correct their answers inhibited their learning process. Emma Kang thought that she “didn’t gain anything from the questions that she got wrong since she didn’t care about finding the correct answers in the end.” As students became more and more tired throughout the day, they would stop trying to figure out the correct answer and give up after their first try. Implementing a stricter rule such as giving the students a limited number of chances may be beneficial.

“The Geometry field trip was successful! Students were able to apply their knowledge, work as a team, and think critically to solve each challenge. Students worked hard to solve and even those who didn’t solve the challenge gave a great effort. The day went as planned and we were able to enjoy the good weather while we solved!” – Ms.Quade, geometry teacher

This trip for many students was an opportunity for not only extended learning, but definitely some fun in the outdoors. As the first trip this year for the freshmen to experience the outdoors, many students enjoyed getting out of the classrooms and actively engaging with their teammates to solve the challenges. There were some issues that could have been fixed to improve the experience, but overall, the students enjoyed their time outside in another place rather than in the classroom. Perhaps more of such kinds of field trips would add some fun to a somewhat dull third quarter!

—Sarah Se Jung Oh (’19) and Ariel Hyunseo Kim (’19)

National History Day: Recap

Can’t get enough of our amazing KIS Students’ victory at NHD Korea? Read more about it now!

National History Day offers middle and high school students around the world with  opportunities to investigate their interest in a historical context, express their research in different forms, and present it to others. NHD gives an annual theme to those students, which requires them to connect their chosen topic with not only history, but also the theme. Students are to choose the medium in which they will manifest their research: website, documentary, paper, performance, or exhibit. After researching about their topic and creating their entry in accordance with the guidelines and rules, participants gather at either the local or affiliate level and compete with those in their respective categories.

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(mountvernon.org)

On February 27th, 2016, at KIS, NHD Korea was hosted and organized by Mr. Yanuzeski, one of KIS’s notable history teachers, and Ms. Gillette, the NHD Korea Affiliate Coordinator. They announced that for the first time in NHD Korea history, students competed in all ten of the categories. Students, not only from KIS, but also from SIS, DIS, KKFS, and many other schools, participated and took home various accolades. The top two teams from each category became eligible to go onto Nationals, which will take place at the University of Maryland in June.

 

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19 participants who will be moving onto the Nationals

 

This competition is an educational and entertaining one for most, as students are able to observe the amount of passion and fervor that all students possessed for their own projects. Many students took back home more knowledge than they had expected to—about creating a proper annotated bibliography and process paper, about delving deep and researching thoroughly about a topic they were interested in, and being able to present their research through a particular form of media. There were still parts of the competition that many students disliked: the opening ceremony was just too brief, there was a huge confusion about where to go and students from other schools were lost around the large campus, the waiting time was too long and wasted many students’ times, and there was a slight judging bias that was pretty clear but sly and caused an unfair advantage for some students. Despite these factors, however, overall, the competition turned out to be successful, as students earned knowledge and a deeper understanding of how to organize and present their research—which truly is the ultimate goal of this competition.

 

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(mcpluz.co.uk)

 

Although the competition was successful for most, there have been some suggestions on making the day even better. National History Day club has listed out several dislikes of the day and discussed possible solutions. One factor that they thought was a major issue was the extensive period students had whilst waiting for the results. Students had to remain in parts of the school from the time that their interview was completed to 2 pm wherein the results were announced. In order to avoid long periods, the club has proposed that there should be activities, trivia or games during the day. Hope Yoon, a KIS student who won the performance category, suggested that the judges could have been “ more objective or confer beforehand” so that the judging was fair. Holding the similar view as Hope, Celine Yoon, who placed 3rd in the Individual Website Category, advised that the same people should have adjudicate the same category so that bias and subjectivity can be reduced.

Regardless of the discrepancy in how the event went, it is definite that students have improved in critical-thinking, research, and problem-solving skills—which will help them in not only their school work, but also in future years. Best of luck to the 19 competitors from KIS who will be competing at Nationals on June 12-16!
— Sarah Se-Jung Oh (’19)  & Ariel Hyunseo Kim (’19)

Featured Image: NHD Asia

 

What’s Up, Freshmen? Issue No. 4

Meet all the hidden talents of the Class of 2019 at KIS.

The talents that the KIS 9th graders possess is hindered by an incessant strive on academics: students who hold on remarkable talents are rarely recognized by others because of the focus on grades and academic accomplishments rather than other activities. In order to manifest and uncover the talents that are hidden underneath the blanket, we will be introducing to you to several freshies that are uniquely talented.

Emma Kang: Art

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For all of her life, Emma has been in love with drawing, sketching—art. She is an expert at designing common, everyday objects into comical and adorable characters. Her expertise does not end in sketching and drawing, however: she is also known for her artistic handwriting, as shown in her “Hello Blueprint” writing in the photo above. Just with one simple pen and a piece of paper, she is able to create an entire infographic that is easy to view yet filled with creativity here and there.

 

Alice Jo: Sports

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A vehement and energetic sports player, Alice has been involved in sports ever since she was able to walk; she took part in cross country, basketball, and table tennis. Alice, in hope of connecting with her athletic father, asserted that sports is an essential part of her daily life and that her joining and completing cross country were her major achievements. She also believes that sport is a “human way to express oneself” and hopes that she would continue on her expression as long as she can remember all the great times with her teammates.

 

Juebin Roh: Piano

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(2014 KIS MS Charity Concert Part II 7:35 ~ 11:46)

As the KIS Phoenix Jazz piano player with a total of 7 years of experience on the piano, Juebin is a professional at accompanying ensembles, whether it is a gargantuan band, a small duet. Just by watching her in this video from the 2014 MS Charity Concert, you can see her excellent sense of rhythm and musicality while she is playing. Not only is she talented at playing the piano, but she is also known for her wonderful clarinet skills. Juebin plans on continuing her high school music career with both instruments; piano in jazz band and clarinet in concert band.

 

Sam Seo: Cooking

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Dedicating his pastime to cooking for the past 7 years, Sam Seo relishes cooking because it entertains those who consume his food. Although he has not been awarded with any prominent awards, his ardent and zeal for cooking still remains powerful and influential: Sam’s passion proves to us that one’s having a talent does not mean he or she has received innumerable  accolades, but rather means that one has a strong, true devotion and dedication to the subject that he or she is interested in—this is true talent. Sam plans to expand his cooking talent by continuing on his prepping for dinner and believes that it is another term for ‘magic’.

 

Skylar Kim: Ukulele

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(Can’t Help Falling in Love Cover by Skylar Kim)

Skylar is one excellent ukulele player. Having learned to play the ukulele by herself, she has uploaded several videos on Facebook as well as on Youtube to show her wonderful talent. Along with her beautiful voice, Skylar’s playing of the ukulele is mellifluous and harmonious; her ukulele accompaniment is well-fitting with her sweet voice.

 

 

These students are only a select few examples of the tremendous talent that the freshman class possesses. We cannot wait to reveal even more students with unimaginable talents. Please congratulate them and recognize them for their talents.

 

– Ariel Hyunseo Kim (’19) & Sarah Oh (’19)

What’s Up, Freshmen? Issue No. 3

November—we call it the “stress month”—is one month before the first-ever high school transcript is recorded for the freshies. It is the first permanent record that will go on one’s college application and is one of the factors in determining the university that he or she will be attending. Through a survey of fourteen freshmen, it has proven that approximately 64% of the students felt a relatively high amount of pressure. Students seem to be having a hard time with managing their grades,homework load, and busy schedules after school, having extracurricular activities that take up a lot of time. It is distressing to see how much stress and pressure the freshmen class undergo at such a young age, when students should be savoring their lives.

(Emaze)

The pressure to maintain good grades, which amounts particularly from parents and fellow peers, builds up to become a leading cause of stress in this month. When such a drastic change in the grading system occurs in the transition from middle school to high school, it becomes a nearly impossible task for students to adjust and adapt to the new system. Susan Cho stated that “trying to maintain good grades puts a lot of pressure on [her], therefore stressing [her] out constantly.” She is not the only one who feels this way; a handful of other students have critiqued upon the amount of pressure they receive from such a harsh grading system. Duke Moon commented upon the fact that he had never “received an A- for PE before,” and how “keeping [a] high GPA” became so much more difficult.

(Healthable)

Although the purpose of homework and assignments is to probe and expand students’ learning, freshmen find a direct correlation between their stress levels and the amount of workload assigned. With the amplifying content materials in multiple courses, more than half of the students that were surveyed claimed that they found “too much homework from all subjects”—particularly Math, English, and World Language. These students, similarly, surpassed the projected time frames, casting further doubts on whether homework is truly an effective tool or rather a distressing method to augment the stress degree of students.

(Premed HQ)

If only one out of fourteen students claimed that Biology class assigned the most homework, why is an overwhelming 43.6% of the students most stressed out by Biology? The reason seems to directly correlate with the first cause: the pressure to maintain good grades. The results of the first Biology test distressed everyone in the grade; the majority of the students received a B or lower. Due to this one test, many students’ grades dropped radically. A plethora of students allege that multiple tests from most departments were graded harshly, particularly Biology, English, World Language (Chinese), and PE. More than ever, students have been filing complaints about the harsh grading of select teachers not only to the teachers themselves, but also to the school office.

(Rough City Athletics)

As soon as students wake up, they are forced to go straight to school, where they take three classes minimum and come back exhausted. Then, they may go to several cram schools that take up another three to four hours of their day. When they come back home, it is around 7PM at night; the time they finally start doing their school homework, which takes approximately two hours, and perhaps up to four if there is a project to complete or test to study for. On top of their normal school homework, however, there is an extraneous work load, with tasks from clubs or other extracurricular activities—two additional hours. Let us sum this up—eight hours at school; approximately an hour wasted on going from home to school, school to hagwon, and hagwon to back home; four hours at hagwons; two hours for school homework, and an additional two hours to study for tests. Can they manage these tasks without any break? Most of the time—no. With all this workload–and most of the time, even more than what has been mentioned–students are not able to get just an hour of rest.

In order to abate this stress and pressure, various solutions were suggested by both the KIS faculty and the students themselves. Many students admitted to not having been spending time wisely, and thus wanted to focus on managing their time more carefully. Other students claimed that their hobbies, including playing sports, eating, and doing other activities that are distinct from school work or any academic work in general would decrease their stress levels. Namun Ganbold, another freshman student, proposed a unique solution: “Have less students in each class so teachers can easily do one on one with the students; it is easier to learn that way.”

 

– Ariel Hyunseo Kim (’19) and Sarah Oh (’19)

Introducing A Block

Everything you need to know about the new A block, new to the 2015-16 school year.

It’s the beginning of the school year and you’re already worried about the amount of workload you have. With multiple APs, music, and language courses – and not to mention the additional burden of college applications and standardized tests – it’s difficult to keep track of your tight schedule. But still, you find everything easier to cope with than expected. Why? It’s all thanks to the extra breathing room the autonomous block presents.

Emily Kim: Autonomous Block
Matthew Kim and Kyle Shin (’16) enjoying A block

The newly implemented autonomous block, also known as the “A Block,” is a free period that provides both space and time for students to cater to their needs. Seniors have their autonomous block during A and E block, juniors during D and H block, sophomores during C and G block, and freshmen during B and F block.

The length the block is equivalent to that of a regular class: 1 hour and 20 minutes. So every other day, with the exception of Fridays, students essentially have only three classes. This special chunk of time can be spent in whatever way fits the student. They can study for a test or quiz, complete unfinished or get a head start on homework, work on group projects,  hold conferences with available teachers, or even (secretly) catch up on sleep.

Emily Kim: Autonomous Block
WOW!

Various locations are available for the block. The conference hall is a favorite for many with its comfortable sofas, and the newly constructed learning lounge is another relaxing environment where students can stretch out on bean bags. A quiet alternative is the library, where those who want undisturbed, quiet time can go to focus.

Emily Kim: Autonomous Block
JS Huh (’16) studying hard during A block

The autonomous block is very much in its beginning stages. So far, responses are enthusiastic. With the block’s flexibility, students can explore and search for areas of person enrichment and development. Considering the often busy, hectic schedule we all have, perhaps it’s not a bad idea to have some time of self-reflection and exploration.

 

– Emily Kim (’16)