By Audrey Yoshimura, Staff Writer
Three months into attending homeroom, I have noticed the inattentiveness from my peers and myself. While I appreciate the time and effort that our counselors devote towards homeroom as it is, more students must communicate with the counseling department to create more effective homeroom periods. Counselors have previously sent out surveys to students emails, yet minimal (Not all students complete survey)students have taken action to fill out these surveys. We cannot expect homeroom sessions to perfectly reflect the needs of the student body if we don’t communicate.
One of the main purposes of the homeroom period is to fulfill any social needs especially. Humans are social beings. Psychologically and physically, we cannot live in social isolation for long periods. If we have one hour a week designated for socializing and receiving help, we must ensure it is effective.
One efficient method to improve communication between students and counselors would be through more coverage on counselor surveys and polls. Through more cooperation in student feedback, Counselors can get a general idea of student interests for activity ideas within reason.
Surveys can also give students the opportunity to share their own issues regarding the homeroom lessons. One problem with homeroom is how some teachers read aloud personal responses to the class. This may be very disturbing to some students, and it may be difficult for them to explain their preference to remain anonymous. Unfortunately, this may result in decreasing participation or distrust during Nearpod lessons. With surveys as an outlet, students can discreetly communicate such problems to administration and the counseling department.
Compared to other schools, there is no doubt TCHS cares for its students by implementing homerooms. At South Pasadena High School, their schedules do not even include social development periods. Instead, they have Fridays off to finish schoolwork through asynchronous learning.
On the other hand, San Marino High School sets a closer example to TCHS homeroom structure. SMHS students made the recent switch to 17-minute periods dedicated to teachers getting to know their students and vice versa. Although I enjoy the comprehensive Nearpod lessons, I would love to have a portion of our homeroom devoted to open class dialogue like at SMHS.
I understand counselors receive pre-made Nearpod lessons and tailor them to our needs. That is exactly why we as students need to voice our opinions on what is beneficial versus what is ineffective. The more cohesive students and staff become, the more we can overcome obstacles together in the future. Even if students make the most unrealistic demands that counselors cannot meet, both sides can find solace in the fact that they could speak up about homeroom.
I recognize that our district and counseling department genuinely care about the well being of their students, and that they are doing their best with homeroom as we have it now. However, I also recognize that there is always room for improvement, which is achievable through increased student communication and transparency.