To Motivate Young People to Become Better Citizens: by Peer Mentor Sarah Modolo

JROTC. Junior Reserve Officer Training Corps. Their goal is to motivate young people to become better citizens. They wear green army uniforms, blinding brass, and shiny patent leather shoes. But they are more than just their fancy attire, or red high-heel boots, or drumsticks. Contrary to popular belief, only a few cadets go on to a military academy, while the rest remain civilians. Either way, students end up with great leadership training from a military perspective. These students apply first aid techniques, read and interpret topographical maps, volunteer in the community, and lead a group of peers to accomplish a mission. Through this program they learn great life skills such as patience, responsibility, perseverance, flexibility and tact. They also perform in parades, attend Academic competitions, and drill competition. Oftentimes, commanders are in charge of teaching class, which could be about brain function, United States History, map reading, or even etiquette. These skills provide a mean to create a well-rounded young adult who can act and think independently to make good decisions and therefore become a good citizen of this country. For more information, please feel free to come down Room 4 and talk with Colonel (he is really nice!) or First Sergeant Credito (also really nice!) or anybody in the program.

Acceptance at Lowell: by Peer Mentor Katie Loughran

I believe that Lowell is a very accepting place for all sorts of students.

Freshmen year, I tried out for cheerleading. Not knowing what to expect, I, along with ten other freshmen, made it onto the JV squad. We were all very excited because we had seen cheerleaders in movies and on TV and we thought it was going to be a lot of fun. I wasn’t very close with many of the girls on the squad, but over the time span of a year, I felt like I could turn to them for anything. They were my cheer sisters.

After that year, we were to try out for varsity. After a few weeks of try outs, they finally emailed out a list, and I had made it. I was so excited to be on varsity and meet all of the other upperclassmen and have them be just like my other cheer sisters. Over time, we bonded during practices and out of practices. We spent so much time together, getting to know each other with carwashes, bake sales, and cheer-a-thons. I truly felt like they were all my sisters. I feel like I have met so many more people from cheer that I maybe would never have met had I not tried out freshmen year.

I feel that cheer helped me make new friends and gain new experiences that I would have never seen for myself.

Great Advice from Peer Mentor Arlen Pan

Face it – you’re nearly reaching the end of the first quarter of your entire Lowell experience, and you feel as if you’re set. Chances are that you also know that there is quite a bumpy journey looming ahead for the next three years. During AP and Finals week, the sheer weight of “Guys, guys, I seriously need good grades on the final, or I get a B!” is almost palpable. While this is perfectly normal and routine for a standard discussion at Lowell, it also means that everybody has to take into consideration how one is doing versus his or her peers. Is some dude taking 6 or 7 APs next year (more than 4 is quite a lot for a sophomore) just because he can handle it? Does another girl juggle eight classes because she believes that it is the ideal goal to shoot for in every high school? Here’s a mind-blowing piece of advice that everyone should know: it doesn’t matter. What truly matters is if you’re content and happy with what you’re doing. Going for five million credits and trying to clear the entire AP curriculum offered before the end of your four years here? Go ahead – there’s nothing stopping you. The actual question is whether or not you honestly like what you are learning and want to pursue futures in such academic fields. Furthermore, your life isn’t all about school. There’s a social life to maintain, clubs and personal projects to pursue, and if you’re like me, a ranked ELO to mess up. While there’s the obvious discourse of “Ha! What’s a social life? That doesn’t exist anymore,” is still around, academics aren’t everything in the future. Knowing how to interact with everyone and enjoying yourself is quite the important skill in college and life beyond.

Freshman Year Experiences: by Peer Mentor Jasmine

Last year, my freshman year at Lowell, was extremely stressful and unorganized in the beginning. Fall semester went by pretty quickly, and everything seemed just fine, until spring semester started. I had participated as a Track and Field member in middle school, and was in love with the sport as it was very diverse and challenging. I knew I wanted to be a part of Lowell's Track Team, so I dedicated my after schools and weekends to the practices, where I could meet people of different ages, ethnicities, and skills. My Modern World History class was my first of the day, and as the Track Season plowed on I began arriving late to my MWH class, unable to finish quizzes and understand the material. It wasn't until I received my first F grade on a scantron test that I got a huge wake up call; I had to get my act together or else my grades and my dreams of becoming a great all around student would go down the drain. I persisted in studying and, my ability to stay on the team shrinking because my parents were extremely worried, I worked harder than before. I consulted my teacher and spent more time each night with my textbook, reading and rereading material until it finally stuck. The next test came around, and when the were passed out again, I peeked at my scantron with one eye shut and one eye squinting. I had gotten an A! I was very relieved, and I worked just as hard on my next tests in all my classes. So this goes to show, greatness and rewards can be achieved at Lowell, no matter how much you doubt yourself!

My Lowell Adventure: by Peer Mentor Angel Khuu

Freshmen year: I am very grateful I had the support from my family and friends during my first year of high school. I felt that freshmen year was very similar to middle school. The only significant change was the mod system, arena, a school start at 7:30, and the school size. I really liked my first semester because I had wonderful teachers. However, second semester was kind of troublesome for me because I was a little freshmen who had to deal with last pick at arena. Nevertheless, I am glad I was last pick. I learned how to strategically pick my teachers. As for academics, it was pretty smooth and relaxing. I joined clubs such as Agape, Build On, dragon boat, and also had other extracurricular activities.

Sophmore year: As I reflect back, I can see how I have changed since freshmen year. During this year, was the time I matured the most. This year was the time I had a bit more fun. I joined Forensics and had the opportunity to go to different cities to debate. I went to the school dances, and it was fun. Sophmore year was not as easy as freshmen year. I had trouble with certain subjects, and I am very grateful for the CSF program that offer at Lowell. I signed up for that, and it did help me understand the subject better.

Junior Year: Choosing classes was the most stressful for me. I felt pressured to take more AP's because my peers were. However, I realized, like many people, I should just take how many I can handle, and that it wont be detrimental to my college application just because I take one less AP. I should just enjoy life. This year wasn't the year for me to procrastinate at all. At many times, i was pretty overwhelmed with all my extra curricular activities and school work. I definitely wouldn't say that junior year is killer. I think it is manageable as long as time is kept under control.

One of the things I like best about Lowell is the music program. It is like a stress reliever class, and I suggest to all Freshmen not just focusing on everything on academics. A person can easily burn out that way.

I know my title is kind of ironic because I didn't have any major adventures: giant leaps. However, I did have many small adventures. I learned so much and overall, I am glad I am at Lowell.

Ways to Deal with Stress: by Peer Mentor Jaclyn Wong

Hi Freshmen! The transition from middle school to high school can be a difficult one. Oftentimes, students have to adjust to a heavier workload than what they are used to having at their middle school. Sometimes, the amount of work that students are juggling can become stressful. Luckily, Lowell offers many ways to alleviate stress. One good way to get rid of stress is to exercise! Lowell has basketball courts, volleyball courts, tennis courts, a soccer field, a football field, a track, and a weight room, all of which can be used to exercise and thereby relieve stress. Another great way to deal with stress is by talking to others about your situation. The people in the wellness center in room T-14A, the councelors, your peer mentors, and your friends at Lowell are some of the best people to talk to about these things. Lastly, every year, Lowell Peer Resources holds a Stress Free Fair! The goal of the stress free fair is to provide the student body with ways to assuage their stress. In past years, the fair has included various activities like making stress balls, bouncing in a jumpy house, having fun with hula-hoops, and much, much more! The Stress Free Fair is always a great event to attend. This year’s Stress Free Fair will be held on Thursday, April 5th, and I highly encourage you to go! See you there!

Support From Teachers: by Peer Mentor Jordan Wong

Coming out of middle school, I was quite full of myself. I was at the top of my class, and academics just came naturally to me. However, first coming to Lowell and going from being the big fish in the small pond to being just another big fish in the big pond, I was a bit flustered. That being said, the greatest help for me adjusting to the new environment was my teachers.

It was my first semester 9th Grade English class, and halfway into the first grading period, I was fully convinced that my teacher hated me. I dreaded going to class every day, and I was just about ready to accept whatever grade I would get for the grading period, and possibly the semester. Fast forward to the end of the first grading period, I was quite surprised to find that I got an A- in the class.

I went to talk to the teacher (who shall remain anonymous), and she told me that she noticed the effort I was putting in the class. Since then, I began having periodic conversations with her, and I changed my attitude about the class. I enjoyed going to class, I participated often, and most importantly, I put much more effort into the class. She gave me helpful advice and told me about her thought process when grading. I ended up finishing the class with a solid A.

There are two lessons to take away. First, don’t let appearances deceive you. Teachers are much more perceptive than most students paint them out to be. The overarching lesson to take away, however, is that the teacher is ultimately there to help you. Talking to your teacher, while intimidating, lets your teacher know that you care about the class and the material and alert your teacher to your presence. Teachers have many useful tips to give you –if you just ask.