WELCOME TO OUR HOUSE
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We
recognize that a student can feel rather
overwhelmed in the environment of the large
public high school. North Hollywood High School
has 3400 students, and although being in the
magnet program helps to lessen the sense of
insignificance of the individual, we decided that
for the emotional and intellectual well-being of
each student, something more was needed.
Consequently, we designed the house system.
During the entire four-year period students are
in the Highly Gifted Magnet, each is a member of
a house led by one of the faculty members. The
system is rather like an extended homeroom
offering a much wider Opportunity to expand one's
social and intellectual abilities. Each house
meets frequently for one class period and is made
up of all grade levels. The upper classmen help
the freshmen to orient themselves to the campus
and the high school environment. Students are
identified who demonstrate expertise in certain
subject areas; these students act as peer tutors
and advisors.
Each house teacher has a significant opportunity
to know the students in the house much better
than if they were only in a classroom
environment. Teachers have the opportunity to
guide students through intellectual and social
problems, while encouraging each to make friends
with and contribute to the success of all members
of the house. Outside activities such as hikes,
ice skating, and film excursions are encouraged
to create a sense of a shared community.
An informational sports agenda has made the house
system a viable outlet for many students who
haven't the time nor the inclination towards
organized team sports: Intramural games of
basketball and football have helped to further
meld the sense of community that a house can
engender. Guest speakers are at times invited to
address a house or all of the houses
simultaneously. Such speakers in the past have
included politicians, private businesspersons,
and unique individuals, such as Rene Firestone,
Holocaust survivor.
The house system is designed as a personal focus
in an impersonal world. We recognize as a program
that both the affective and cognitive needs
should be addressed to nurture the whole person.
The house system underscores our basic philosophy
as a program: Each student is a unique
individual, whose special needs warrant
attention, direction, and encouragement. While we
recognize that a school is not a home, we think
our house' system is close to it. |
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