Globe Newsmagazine, August 2018, Issue 1, Vol. 90

9 NEWS

19 SPORTS

22 REVIEW

Captain teacher earns prestigious national award.

Boys’ cross country star returns from Cambridge, MA.

Peel Wood Fired Pizza shines in new Clayton location.

Freshman Class Meet this year’s “freshman” class of teachers at Clayton High School | 11

issue 1, volume 90 Clayton High School. Clayton, MO. August 2018.

THANK YOU TO OUR SPONSORS! The Globe is an entirely self-funded publication. We receive no funding from the school district for printing. Each issue of the Globe costs approximately $2000 to print. We are deeply grateful to our sponsors for their support of our publication. They make our work possible. If you are interested in becoming a sponsor, please email us at globe@claytonschools.net.

ISSUE SPONSORS ($2000 Level) Gail Workman Herbie’s in Clayton

GOLDEN GREYHOUND SPONSORS ($200+ Level) Big Bend Auto Center Center of Clayton Integrit y DT L S La n d s c a p e A rc h i te c t u re The Family of Larry B a ker Dale Avenue Pedia trics Windsor Madonna O Cottar

Centene Yeung Realtors Melissa Clark Clayton Pilates Studio T h e T h o m p s o n R i c h a rd s o n Te a m S t. Louis Suit Company English-toEnglish

WORLD TRAVELER SPONSORS ($100+ Level) N o r t h w e s t C o f f e e Sangeeta Khanna and T h e L a G e s s e S t a n t o n F a m i l y A s e e m S h a r m a The Brown Family The Chung Family T h e H i g u c h i F a m i l y T h e S t u r m o s k i F a m i l y W a s h i n g t o n U n i v e r s i t y P h y s i c i a n s Allery & Immunology Clinics The Abburi Family Mary and Dick Anthony J ane Cross Robin and Neil Snelling E u g e n e C r o s s B o b a n d B e t s y C u n e o C h r i s t y H a g e r D D S M i s s o u r i F o o t a n d A n k l e A n n S a c h a r S arah Bernard Bob Chapman D r. J a m e s F e h r Cursed Bikes and Coffee D r. A n n e G l ow i n s k i The Stemmler Family Charlotte de Sauvage Nolting

The Curtis Family

g

6 THE PGA IN STL

8 NEWS AND NOTES

11 NEW TEACHERS AT CHS 19 ATHLETE PROFILE

20 FALL SPORTS PREVIEW

22 PEEL WOOD FIRED PIZZA REVIEW

AUGUST 2018

globe STAFF

REPORTERS

EDITORS-IN-CHIEF Michael Bernard and Jacob LaGesse

Natalie Ashrafzadeh

Gabriela Madriz

CHIEF DIGITAL EDITOR

Luka Bassnett

Kaia Mills-Lee

Kaitlin Bates

Siddhi Narayan

Disha Chatterjee

Ruth Pierson

Danielle Choo-Kang

Resse Quinn

Cece Cohen

Dheera Rathikindi

Justin Guilak

CHIEF PHOTO EDITOR Michael Melinger

CHIEF VIDEO EDITOR Sean Kim

COPY EDITOR

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Sofia Erlin

William Redington

BUSINESS MANAGER

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Maya Richter

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Molly Green

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Jackson Swinigan

Ta l l u l a h H a w l e y

Louis Van’t Hof

SENIOR MANAGING EDITORS Richard Cheng Grace Snelling L i l a Ta y l o r

Maxwell Keller

Jessie Wang

SECTION EDITORS

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David Higuchi, NEWS

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Rachel Markenson Professional Affiliations: Sponsors of School Publications, Missouri Interscholastic Press Association, Missouri Journalism Education Association, National Scholastic Press Association, Columbia Scholastic Press Association

from the editor As our class of seniors begins our final chapter at CHS, it seems that whatever we do, wherever we go, we cannot escape a certain question, THE question, the six words every student dreads hearing: “Where are you going to college?”

For many of us, most of our waking hours are already consumed by preparation for collegiate life. As standardized testing, college essays and applications build on already packed schedules, it’s not hard to go a little insane. We know we are already feeling the effects, and we just got back to school.

The rising pressure that comes with the college search only exacerbates the problem of the hyper-competitive environment that exists within the walls of CHS. Clayton is notorious for its academic excellence.

A large emphasis is placed on achieving a “4.0 GPA” and a perfect 36 on the ACT. Instead of going through high school as a student, ready to learn and explore, we are boiled down to a seemingly significant statistic that will supposedly determine the rest of our lives. But what’s the real reward for a number on a 10-cent piece of paper? Hopefully it’s more than a sticker. But the negative toll this hike to perfection takes on our physical and mental health doesn’t always seem worth it.

It seems that everything we do is to impress a certain college, not for our own benefit. When walking through the halls, phrases such as “this class will look great on your college application,” can be heard. What’s the point of taking a certain class if colleges don’t care if I take it? The true purpose of the high school train, to learn, has derailed.

It’s at times like these when we think it’s important to consider the

old, extremely relevant (and cliche) adage: It’s not about the destination, it’s about the journey.

We still have a whole year of high school left, but in our eagerness to transition to college we rarely find time to stop and smell the roses. This is our last year at CHS, a place that has served to mold us into brighter students and better people. The skills we have learned and positive habits we have developed will benefit us far into the future. But when GPA becomes more important than this learning and self-development, when students lose sight of the ultimate goal of growing as a person, a problem emerges.

In our three years here, there have been ups and downs. We are writing from experience, as we know we have fallen victim to this desire for perfection multiple times before. And that is the moment when stress really starts to take over.

The solution? Stop, take a deep breath, and ask yourself a few simple questions. If you are in high school just to get the grade, how will college be different? Are you ready to spend upwards of $50,000 a year on a GPA? As we have realized over these formative years, the most important thing you can learn is just that: how to learn. As we are sure you have heard before, the college that you go to matters a lot less than what you do while you’re there, stepping out of your comfort zone to take advantage of opportunities and to make connections. And what better time to start getting uncomfortable than now?

Here’s to a year of learning just for the heck of it.

JACOB LAGESSE | EDITOR-IN-CHIEF MICHAEL BERNARD | EDITOR-IN-CHIEF

Photo by Michael Melinger

The Globe Newsmagazine exists to inform, entertain, persuade and represent the student voice at CHS. All content decisions are made by the student editorial staff, and the Globe is an entirely self-funded publication. Not every story that our reporters write is published in the print newsmagazines. Visit www.chsglobe.com for additional stories and photos and for more information about the Globe itself. We reserve the right to refuse any advertisement - for more information about advertising and subscriptions, please contact our office: Clayton High School Globe 1 Mark Twain Circle Clayton, MO 63105 (314) 854-6668 globe@claytonschools.net

editors letter 5

STL + PGA St. Louis played host to the best golfers in the world August 6-12th.

While Bellerive Country Club was the star location for the event, St. Louis took the opportunity to show off the newly renovated Gateway Arch National Park. The Monday before the tournament, Tommy Fleetwood, Rory McIlroy and Sergio Garcia (left to right) competed in a ‘closest-to-thepin’ competition as a means of celebrating the change.

MICHAEL MELINGER | CHIEF PHOTO EDITOR

news and notes 100th PGA Championship

Brooks Koepka raises the Wanamaker Trophy after winning the PGA Championship at Bellerive Country Club in St. Louis. Tiger Woods came back to finish second.

Richard Ulreich/Zuma Press/TNS

934

Wesley Bell celebrates after defeating Robert McColloch for the democratic nomination for county prosecutor

Photo by Sid Hastings / St. Louis Post Dispatch/MCT Campus

Wesley Bell upsets McCulloch, ending 28 year tenure as St. Louis Country Prosecutor After serving as St. Louis Country’s elected Prosecutor for seven straight terms since 1990, Robert McCulloch was defeated by challenger Wesley Bell. A Ferguson councilman, Bell won by a surprisingly large margin in a stunning victory. Few had given Bell a chance of defeating the incumbent given McCulloch’s long track record. This was the first election McCulloch has faced a challenger since the 2014 protests that erupted in Ferguson following the death of Michael Brown. McCulloch was most known for his decision not to prosecute officer Darren Wilson in that case.

Missouri becomes first state to reject ‘right to work’ law at polls Missouri voters overwhelmingly voted to strike down the state’s ‘right to work’ law which barred the collection of fees from private sector employees who refused to join unions. It was a big win for organized labor, who spent upwards of $15 million campaigning against the law passed by Missouri’s republican legislature and signed into law by former Gov. Eric Greitens last year. The election comes on the heels of a major supreme court decision that ruled public-sector workers could not be forced to pay union dues. Both urban and rural voters were opposed to the law with only 14 of the state’s 114 counties voting in favor of the law.

David Higuchi | NEWS SECTION EDITOR

Chromebooks distributed for the 2018 school year

election results County Executive

Steve Stenger Mark Mantovani

91,487 90,330

County Prosecuter

Wesly Bell 103,018 Robert McCulloch 78,934

Prop A (Right to Work)

Yes - For Measure No - Against Measure

Union members and leaders celebrated overturning rightto-work measures in Kansas City

452,075 937,241

Photo by Shelly Yang / Kansas City Star/MCT Campus

9 | FEATURE

honors for hwande Captain science teacher wins Presidential Award for Excellence in Mathematics and Science Teaching SARA STEMMLER | FEATURE SECTION EDITOR

Photos of Hwande by Michael Mellinger The first step that Captain Science Specialist Chris Hwande had to take in receiving the Presidential Award for Excellence in Science and Mathematics Teaching was to keep a secret.

In fact, Hwande was aware of her incredible feat nearly a year before the ceremony actually took place in D.C. this past June, and was allowed only to tell immediate family

members.

Perhaps the reason for this secrecy is the mere fervor of the award, which is granted to two teachers in each state that are recognized for outstanding teaching in fields of science or mathematics.

While the award came as a humbling surprise for Hwande herself, her colleagues in the District know that her lifelong work in the sci-

ence field brought her deservedly to this major success.

Although her name is now a token of pride for the School District of Clayton, Hwande’s passion for science began as a little girl traipsing through her backyard and making discoveries.

“I grew up in a household where science was kind of a big deal. We had woods and a lake behind our house so we were outside a lot in nature,” Hwande said.

Hwande also owes a large part of her success to her mother, who is currently a retired teacher after working in elementary gifted education with an emphasis on science.

“She really pushed our thinking. She would do logic puzzles with us and create opportunities for us to be inquisitive. And so I think a big portion of that is just the way I was brought up, specifically from my mother and how I watched her teach,” Hwande said.

“I would go in and help teach summer school during my high school days, and that kind of thing. So I had a great role model and I had a great background.”

Not only did she have a passion for science herself, but Hwande’s inclination to work with the science curriculum also stemmed from other teachers’ lack of passion, and even resentment, for science.

“When I became an elementary teacher, I realized that science can cause a lot of angst for some teachers. It makes me sad that people feel uncomfortable teaching science, or they feel like they have to have all the answers to teach science,” Hwande said. “And so really early in my career, I realized that science education was going to need to be where I put my focus, because that’s where I felt like I could be best utilized.”

Her focus on science has brought forth many new programs that are now influencing students throughout the District, most notably, her institution of “science notebooking,” which serves as a robust alternative to copying notes down from the board.

“We wanted to approach [note-taking] a little bit differently. Sometimes we ask them to predict, sometimes it’s a recording of what

10 | FEATURE they have found out, sometimes it’s a reflection of what they’ve learned. The goal is to get kids to realize that you can use your notebook in a variety of ways, and that the way your brain thinks, the way you process information, will show in your notebook. Notebooking is not a measure of your success, it is just a tool of your learning,” Hwande said.

Notebooking has been an integral part of another of Hwande’s successes, known as The Box Turtle Project. The project involves a partnership with the St. Louis Zoo in which third grade students study the form and function of box turtles living in Forest Park as a part of the Structures of Life unit at Captain. The project encompasses lots of important research, and is a big hit with the students, according to Hwande.

“That partnership has been really great for the kids, so much so that the kids who have done it have begged to do a box turtle club after school. Over the last two years we’ve had our Captain Box Turtle Club that has gone over five weeks in the fall and five weeks in the spring to find our box turtles over in Forest Park. They have little transmitters on their back that send out radio signals and we use a giant antenna, usually to go find Georgette,” Hwande said.

Georgette, the three-legged turtle with mycoplasma who was not expected to survive the winter has become a new mascot for Captain Elementary, and she is still alive and well.

As far as the award ceremony itself, Hwande was in awe at the glamour and formal nature of the reception, but was more impressed by the accomplishments of her fellow recipients she was able to meet while there.

“To be in a room with that many passionate educators who are specifically passionate about the same things you are passionate about, there was this kind of rejuvenating energy that was just there. To be able to share those experiences and get new ideas, that was probably the best part of it,” Hwande said.

Guest speakers at the reception included an as-

“It just got to that point where I was like, ‘Wow. I’m having conversations with people who are making huge decisions in science for the nation.’”

tronaut, the director of NASA and the head of the Smithsonian, where the reception was held.

Hwande came away from the reception excited about the work she and her fellow recipients are doing to evolve academics.

“It just got to that point where I was like, ‘Wow. I’m having conversations with people who are making huge decisions in science for the nation.’ It’s one thing to have some conversation here at Captain, or here in Clayton, or even here in St. Louis or Missouri, but when you’re looking at the decisions that are going to be influencing every child across the country, it kind of just hits you, and it was humbling and wonderfully exciting all at the same time,” Hwande said.

Hwande and her colleagues are currently working with the NSF (National Science Foundation) to improve the five-year plan to move S.T.E.M forward that just began its new cycle.

The work they did over the duration of the ceremony brought Hwande and her colleagues closer as a group, and they continue to communicate about their prospective projects.

“We still share ideas and ask questions.

It felt like when you’re a kid and you go to camp, and you’re with those kids for a week.

You build these fast bonds because you’re with each other 24 hours a day,” Hwande said.

Although they have gained her much recognition within the District, Hwande’s many projects and awards will not be her main focus moving forward.

“They’re icing on the cake. I think the true heart of the success of science is based on a good curriculum, good teaching practices, and the ability to work and do science.” Hwande said. “People can read about science and that’s great. But if you can’t do science, then you can’t use it. So my goal has always been to get kids doing science as much as possible.”

All photos by Michael Melinger

fr ou W El r es te co h ach min m in g an g

BRADLEY DURNELL How long have you been teaching?

will be my 18th year in the classroom. I was at LindA: This bergh the past 11 years and I spent a few years teaching

in the Boston area and a couple years teaching in the Denver area as well.

What is your impression of Clayton?

A:

Clayton seems to be a district that puts students first.

Not only do they say that, they practice it as well. It is also a very supportive environment, not only for students, but for staff, and that’s from the top down.

What differences have you seen between Clayton’s history department and other history departments?

A:

At Clayton there is no leveling of students freshman and sophomore year, so everyone is in the same class. That’s something I really like. I think that’s a benefit to students on both sides of the spectrum, so that’s pretty cool. I am also excited about the idea of combining US and World history together, I just think that’s a better way of looking at the world.

What were you like as a student?

A:

I was a student who didn’t really care about learning, who was just playing the game to get the grade. Like many students I was more concerned about social life or sports or what was going on during the weekend, more concerned about having fun.

How has your mindset shifted?

A:

I pretty much played the game and got through high school. When I got to college I realized I didn’t have the skills I needed to be successful. From there I scrambled a little bit, spent a little more time just enjoying life, and finally realized, “man, I’m paying all this money, might as well learn something.” Since then. I’ve gained a hunger for learning and a passion for refining my trade and improving.

Favorite TV shows?

A:

I don’t get around to watching a lot of television. When I do I end up watching my kids’ shows, so I like Paw Patrol. We do have a family movie night on Friday nights, and right now we’re rolling through the ‘80s classics with the boys, so that’s cool.

Now that you have the perspective of an educator, how do you deal with students you see struggling like you did?

I think the reason why I was like that is the reason why a lot of students are like that: students learn in different ways. A lot of teachers, though I haven’t seen much of this at Clayton, teach however works best for them, and that’s great for students who “win the lottery” and learn that way best. If you’re not that student, you might get lost. Some students might do really well at absorbing information in lectures and testing on it later, others might excel verbally, like in a debate or conversation, but they never have the opportunity to make that positive contribution, and thus never build their confidence and realize they have skills that are valued. Traditional education tells you to sit down, shut up and ask permission to speak, and that doesn’t really jive with everyone’s learning style and is not representative of what people will find outside of [high school]. I wasn’t someone who was stimulated by this “drill and kill”. As a teacher, I try to mix up things as much as I can.

A:

Why is your email profile picture Bob Ross?

A:

I haven’t watched a lot of Bob Ross, but there’s just something about white dudes and afros. He’s got to be the most relaxing guy in the world. You can’t watch that and not be relaxed, it’s amazing. So no, I don’t sit around and watch Bob Ross, but I think he’s iconic and strange.

13 | COVER

JACELYN COLE How long have you been teaching?

A:

This is my fifth year as a counselor. I spent four years in a school district in Kansas City on the Kansas side of the city. It was called Blue Valley Northwest High School, it’s a really big school district, so I actually didn’t teach at all before I started counseling. That used to be a requirement but it’s not anymore, so I went straight into counseling, and I’m starting my fifth year.

What do you look forward most to at CHS?

A:

I really look forward to just getting to know the kids. Everyone keeps saying I’m going to love the students here. It seems like everyone has a lot of diverse interests and is open to speaking their mind, so I’m ready to understand the school as a whole. I hate not knowing everything right at the beginning. But mostly getting to know the kids and families and learning and growing from everybody.

What brought you to Clayton?

A:

My husband and I just recently got married in December. He accepted a job here so we moved from Kansas City over Memorial Day weekend. I haven’t really been here that long, but I’m excited to be here and of course I’ve heard fantastic things about the District and don’t live too far away so it seemed like a perfect fit for us.

What is your favorite TV show?

A:

That’s a hard one. My favorite TV show of all time is probably Breaking Bad.

Do you have a favorite story from teaching?

A:

I had a student that I knew from my previous district that was a sophomore that transferred in from another school district. He had a really difficult time with his parents and ended up living with his older brother. When I first got to know him he was just an unhappy person and really struggled emotionally and academically. Through a lot of hard work and helping him find the right resources, he ended up graduating this past May. I think he still has some room to grow, but I think he’s happier than he was just a couple years ago, so that was a cool thing to see.

What were you like as a student?

A:

I was a pretty good student. I don’t know that I challenged myself in high school as much as maybe I should have, I was really involved. I was a dancer, I was on the high school dance team, but I was also on a competitive team, and so I was crazy busy every single night, and I was traveling a lot of weekends for competitions. I played the piano and I competed with that a little bit and was in organizations in the high school too, so I think that I prioritized some of those things over some of my classes, but I did fine, there were some classes I probably should have put more time and effort into, but I still managed to do well in them. I think I really found my niche in grad school, when I discovered counseling and working with students and now I’ve really excelled at that.

Do you have any other hobbies?

A:

I wish I still danced. In my previous high school, I was a coach for the dance team, their assistant coach, so that was a good way for me to kind of be involved, but I haven’t found anywhere where I can actually dance. I would like to. I haven’t honestly played the piano for a long time. Sometimes when I go over to my parents, I pick up some sheet music and just try to see if there’s any muscle memory left there and a lot of times there is. I am a big bookworm, I like to read.

For some reason I’m into murder mystery novels, which I don’t know why, but I just got into it. Going for walks, talking with my husband.

Sarah g-h & Steve hudson Where have you taught previous to CHS?

G-H:

I really looked at it as an opportuniHudson: Well, ty. Teaching at the same school for 14 years, I

I started off teaching high school at St. Charles High School and I taught there for two years. And then I went to Rockwood Valley Middle School for two years. Then I was at Wydown for seven years and now I’m here. So, my first two jobs in St. Charles and in Rockwood I taught health and PE, Wydown it was just PE, and now here it’ll be health and PE.

wouldn’t say I was getting stale, but I was looking for a new challenge.

So when the door opened - I had coached here for that duration of time - so I knew the building fairly well and I knew what it was like to teach that age level. Granted, it was not an easy choice, but by talking to many different mentors in my life I decided it would be a good idea.

15 years ago I student taught at Glenridge ElHudson: Soementary School, took a job there the following

What do you look forward to the most at CHS?

year and then taught there for 14 years and now I’m making the jump here to CHS.

What prompted you to make the jump to CHS?

the opportunity first came to me, I was like, “I don’t G-H: When know, I need to think about that, I’m not sure if I really

want to teach high school again.” I taught high school at the beginning of my career, but I was also really young. Right when you come out of college, even though you’re a first year teacher, you’re really not that ready to teach. So I think maybe that experience and perspective wasn’t that accurate to base everything off of. Then I went out of town for the national convention for health and PE, and so it just wasn’t the ideal time to balance thinking about that and the convention. But it ended up being the best thing ever because I was surrounded by all of my friends, who also teach PE, and they were all like, “you gotta do it.”

So, I came back from the trip and decided I was totally in.

first of all, I’m really looking forward to Hudson: Well, working with a lot of the kids that I had at Glen-

ridge for six years. I’m super passionate about PE in general and I know that many of the kids experiences here at the high school haven’t been what they could be. I want kids to leave here passionate about fitness, passionate about being healthy, and being confident about that, so when they go out into the real world and they’re more independent, they can still tailor a workout program for themselves and make healthy decisions.

G-H: I’m really looking forward to teaching the freshman class because I just taught them when they were in eighth grade. Even though I know the sophomores and the juniors and the seniors, I have a particular connection to this class. It’s going to be awesome that on day one, even though we’re new to CHS, we’re not really new. to the

Do you have a favorite moment from your teaching career?

first year of teaching, I was teaching a weight lifting G-H: My class to a class of all girls. I was new so they were totally

testing me, didn’t fully trust me yet. And attached to the weight lifting room was an office which was no longer in use and the door knob to the office was broken but the phone still worked. I had to call the office for some reason. And everyone knew that if you were in that office, you couldn’t open the door from the inside. So I went in there to take a phone call and the door shut. A kid didn’t do it, it just shut. And so I was stuck in a closet during my first year of teaching and somehow convinced the girls to get me out. It was definitely a panic moment as a naive 22-year-old. so I’m a first year teacher at Glenridge.

Hudson: Okay I’m going to the teacher’s lounge to put a lean

Hot Pcoket in the microwave. Not a regular Hot Pocket, a lean Hot Pocket. I pop it in the microwave and it’s a minute and thirty to heat it up. I somehow put like an hour and 30. So then I walk away to the cafeteria to get a spoon or something and get caught up in a conversation. Well no one else was in the staff room. This thing catches fire in there. Smoke is going everywhere, it smelled like burnt popcorn.

Luckily someone walked by and smelled it and we threw the door and windows open and I was so thankful that the fire alarm didn’t go off.

But this was a huge story around school; first year guy comes in and almost burns the building down with a Hot Pocket.

15 | COVER

raynard brown Where were you before Clayton?

A:

My journey is huge. So I’ve been in teaching for 33 years. I started off in Lebanon, Missouri. I was there for about 16 years and then went to Parkway for about 15 years — I was at Parkway Northeast Middle — and then I went to Grand Center Arts Academy.

In the process, I retired, so now I’m teaching here.

What is your impression of Clayton?

A:

My impression is that everybody here works really hard. Everybody here has a goal. I grew up in Alton, Illinois, which isn’t that far away from here, and to me Clayton is kind of its own little niche of the world. You pass by it all the time going to the Galleria who knew it was sitting over here? Right now, my impression is that I’m pretty excited. I’m pretty excited about having students who are genuinely excited about education.

What is your favorite TV show?

A:

Let me put it this way. My favorite TV shows would be anything that is Marvel. I like total escapism... soon you’ll come back in my room and you’ll see lots of Marvel stuff up, cause I totally get into that. That’s my thing, man. Anything X-men — oh my gosh!

— I get into all that.

What were you like as a student?

A:

I was not this person you are talking to. When I was in high school, I was incredibly quiet. I didn’t have a lot of friends, which was okay, cause I have nine brothers and sisters so I didn’t need a lot of friends. We were so involved in the community and stuff, that I just went to school quietly. I was that kid that probably the teacher never had to say anything to. I was always doing what I was supposed to, cause, well, I like living. I would have been in so much trouble if I did. My parents would have hurt me bad. I was kind of laid-back. I was really into my family and that was pretty much it.

Do you have a favorite story from teaching?

A:

Yeah, there is a favorite story. Once, I was teaching in a town called Lebanon, Missouri and the students in this particular town, a lot of them never get out of the town at all. Kind of a farming community. Choir was pretty big - this particular choir had about 120 kids in it. We got invited to sing at a national convention and we were going to rehearse with a conservatory in Kansas City. I didn’t realize — being from this area — that these students had never really been to a large city. So, we get to Kansas City and we go to Crown Center, and I give them all the rules. You know, “This is how you gotta go, you gotta stay in this many groups, yadda yadda yadda, be back at this time.” The time came for them to come back and I was missing like 25 students. Now, keep in mind I’m a young teacher, so I’m starting to freak out big time. I asked the chaperones where the kids were, they didn’t know. It got to the point where we had to call the police because we couldn’t find them, 25 kids. How was that gonna look on CNN? So I’m like running around, I’m tearing up because I’m thinking I’m gonna lose my job, I’m going to jail, I gotta explain to these parents.

Well, the Crown Center is connected to a hotel. One of the rules was they were not to go into the hotel area. I thought, “they went into the hotel area!” So I go in, and I go to the desk and I go, “Excuse me, sir. I was wondering if you’ve seen about twenty-” before I could finish, he didn’t even look up at me, he just pointed at the elevator. The elevator goes *ding* *ding* and both elevator doors open. As they open, there’s this loud ruckus sound of kids giggling and laughing and screaming.

It’s my students, riding the elevators. They had never been on an elevator! They were like “Mr. Brown, come, get on!” I still didn’t understand what was going on, so I thought, “I better go see what they’re doing.”

So I get on one of the elevators. My accompanist - a grown man - is on the elevator with the kids, and he says “Dude, check this out.” They hit the top floor and the elevators go up and the kids start screaming and applauding. And they go “the bus gets smaller as we go up!” So, that’s my crazy story. I guess the moral of the story is: don’t take kids who have never been to the city and just turn them loose on the city.

victoria ferris How long have you been teaching?

at McCluer High School. It’s in the Ferguson-FlorisA: Isantworked School District and I worked there for 15 years. So this is

a big change for me. That’s the longest job I’ve ever had. Prior to that I taught English in Argentina for three years. I worked in education research in Miami for a little bit, but that wasn’t really teaching. I guess if you wanted to add it all together it’s 18.

What is your impression of Clayton?

A:

I came and interviewed last spring. I walked in and it was really quiet. I was like, are there kids in this building? And there were, they were just all in classes being very quiet. I thought how serene and peaceful the learning environment felt. When I got to interact with students it was even better. I guest taught one of Senora Martin’s classes and everybody got involved. They were helping each other. It felt very friendly and productive and it seemed like the students were into working together and having fun.

Do you have a favorite teaching story?

of my favorite sets of accomplishments was working with A: One students on their Gates Millenium Program scholarships and

helping them with their essays, recommending them, and being an advocate for them. In my years at McCluer I had six students go on to be Gates Millennium scholars. Now, all but one of them have masters degrees. And one is pursuing her PhD right now. That’s something they had never dreamed possible. It was for no fees. Everything was included. Working with those kids and helping them find their way to success, it’s always been one of my favorite things to do throughout the school year. 15 years is a lot of stories. We had one girl think that ham comes from a bird. Another swore up and down that a gorilla was a type of bear.

Nicholas kremer How long have you been teaching?

experience consists of my student teaching, which I did last A: My spring at Lafayette. Other than that, this is my first year. La-

fayette was a great school. I learned a lot during my student teaching there, which I can apply to this year. It’s gonna be a little bit new.

What are you looking forward to most?

thing that I look forward to most is meeting the students.

A: The I’ve heard a lot of great things about the students here. I look

forward to teaching math to them, and different ways to approach learning math.

What were you like as a student?

a student, [I was] hardworking. For me, math didn’t come as A: Asnaturally as it did to some people. My method in high school

and college was to study. And keep working until I got it. Before was a drill and kill perspective. What makes sense to do is understand why you’re doing the mathematics. Then you don’t have to memorize.

When did you decide you wanted to teach math?

didn’t happen till my freshman year in college. I started off A: That as a mathematics major. Within my first year at Missouri State,

I took on a tutoring job with a center that helps students with learning disabilities, to provide them with academic assistance. I found that I really enjoy helping other people. So I switched my major to a math teacher.

What is your favorite TV show?

favorite TV show of all time has to be How I Met Your A: My Mother. Parks and [Recreation] goes right behind it. And then

The Office. I do watch quite a bit of Netflix.

Susan murray How long have you been teaching?

will be my 22nd year teaching high school science.

A: This Since 2001, when I moved here, I taught at De Smet Je-

suit. Before that, I was at a co-ed public school in McAlester, Oklahoma for four years where I grew up. Most of my teaching experience was with the private sector.

What is your impression of Clayton?

did not know much about the school district, since A: II am not native here. Clayton seems like a “big small town.” Seems like everyone knows someone somehow. Until I applied, I did not know a lot about the school, so I have been learning more and more.

What do you enjoy about Biology?

in general, biology especially, life sciences, I just A: Science always have been fascinated by, and felt connected to in

some way. I have always been intrigued by discovery, growth, life span and how things work. Especially getting down to the biochemical level. When you look at biochemistry, it is really a combination of chemistry and physics, everything comes down to simple machine, shape determines function, or the chemical attractions between molecules. Applying that knowledge to how the whole system works and how the parts work together is just really amazing to me. As a teacher, I get passionate about sharing the excitement with the students.

Are you going to coach any sports?

am going to be the assistant girls basketball coach this A: Iyear.

In June, I met with coach Knight and some of the

girls since they had summer practice times. That was exciting, because in De Smet, it was an all boys school, so I’m looking forward to having girls in the classroom again, and to coaching again since I have not coached in a while. To be coaching girls sports again would be a lot of fun for me. Meeting them started to bring the energy that I was looking forward to.

Do you have any kids or pets?

have two kids. I have no pets, my dog died this sumA: Imer.

Do you have a favorite teaching story?

A:

One day I brought a pancake griddle to school and decided I was going to make pancakes for a class. Then it became really popular, so we decided to sell them and raise money for charity. Then it became “Ms. Murray’s Pancakes.” They walk into the building and can smell it, because I have a special recipe. Kids will come back before or after school and ask for pancakes. It was like a pancake club: eat pancakes and donate money. It was something fun I liked to do, because I like to cook and it gives people joy. Sometimes we have six different griddles, and a bunch of teachers, we have the entire freshman class in to have a pancake breakfast. The high school is fun when you get to know the kids outside of the classroom, so I intend on involved in different club activities, coaching.

kate lyons How long have you been teaching?

is my 10th year teaching. I taught at Lindbergh High A: This School for the first nine years. Lindbergh was going through a

lot of contract disputes between the teachers and the administration.

That extra stress took away from the classroom, so I wanted to move to a place more focused on kids and valuing teachers.

What is your impression of Clayton?

seems to be all about the students and all about the A: Everyone kids and doing what’s best for them. Everyone is super friendly, and [will] go out of their way to be helpful. That has been great.

Do you have a favorite teaching story?

teach government. Last year was a pretty big year in terms of A: Isocial action and social justice. At Lindbergh we had a pretty

decent walkout for the National School Walkout. That was a interesting experience, to see all of the students and staff get together and rally around the same cause. Lindbergh is quite a bit bigger than Clayton.

Their incoming freshman class is over 600 kids.

What is your favorite TV show?

Parks and Recreation. I also have watched The UnbreakA: IableloveKimmy Schmidt on Netflix. Currently I’m watching Staircase. It’s a murder-mystery documentary.

rebecca hare How long have you been teaching?

my history is a little different. Before teaching I was an inA: So, dustrial designer. So I have my BFA in industrial design, which

means anything product-related. I worked in an architecture firm and designed hairbrushes, spaces and MRI machines and everything in between. I did that for 10 years in northern Italy. Then I came back to the US and got my Master’s in education. I’ve taught art in Fort Lauderdale and I was a design specialist in Miami. When I moved back [to St. Louis] I taught at Wydown and taught one class at CHS.

What prompted you to begin teaching?

I was hiring young designers in my firm and they couldn’t A: Well, solve problems. So if I gave them exactly what they needed to do, they were fine, but if I presented an issue that needed to be resolved, they were stuck. And I just realized that we aren’t really teaching people how to think and how to work through problems. So I thought I would get my MFA and teach at a university for designers, but I figured out that this is not just a problem for designers not thinking well, it’s kind of a lot of us. In education, there’s a lot of hoop-jumping. Like take a test, get something done, etc. It’s very rare that you’re given a problem and you just have to figure it out. So I wanted to come back into education and really change the way that people learned.

Do you have a teaching philosophy?

I think that all learners need to figure out how they learn A: Really best and really understand what that looks like for them as an individual.

19 | SPORTS

hayward’s haste CHS Senior Isaiah Hayward uses his story of determination and success to inspire others.

Daniel Cohen | SPORTS SECTION EDITOR Every summer, students entering 9th Grade Honors English at CHS receive an assignment to complete before the start of school. The summer before Isaiah Hayward entered 9th grade the assignment was to read “Unbroken,” a novel about Olympic runner Louie Zamperini and his experiences as a soldier in World War II. “Reading ‘Unbroken’ really inspired me to run the mile in track,” Hayward said.

Eager to prepare for a successful spring track season, Hayward decided to join the cross country team during the fall of his freshman year.

“I was the slowest person on the team. We had a two mile time trial in the first couple weeks of practice and I was so slow and out of shape that they pulled me out. I was the only kid who couldn’t finish the two mile. It was pretty embarrassing,” Hayward said Hayward, however, made sure to not let that incident derail him. He used the embarrassment and failure he felt as motivation to improve and become the best runner he could be.

After only one year on the JV cross country squad, Hayward noticed significant improvement and was one of the top runners on the team.

During the four month hiatus between the cross country season and track season, Hayward continued to run on a daily basis and set a goal of running a mile in under five minutes for the upcoming spring.

Although Hayward did not achieve his goal during his freshman track season, he continued to work hard and remained determined to improve his times.

Last year, as a junior, he moved with his mother to Cambridge, Massachusetts, where they planned to stay for just one year.

In Cambridge, Hayward attended Rindge Public High School which, unlike Clayton, had both an indoor track team in the winter and an outdoor track team in the spring.

Unfortunately, soon after he got to Cambridge, Hayward suffered a foot injury that sidelined him for most of the cross country season.

Despite the injury, Hayward was determined to be ready for the indoor track season.

“I stayed focused and went out on bikes and would swim and get in any exercise I could. I stayed mentally strong,” Hayward said.

His dedication and hard work paid off. Hayward was ready to compete by the time the indoor season began. And he loved indoor track.

“Indoor track has been my favorite type of running. The meets were very fast, and the tracks were indoor so it was quick pace and there were dudes falling over that you had to jump over. All the races were super tight,” Hayward said.

In Cambridge, Hayward improved immensely. His team ran in one of the most competitive conferences in the state, and the tough competition inspired Hayward to work even harder. His time in Cambridge proved to be beneficial to his running career.

Upon Hayward’s return to CHS and the track program this year as a senior, he has received a warm welcome from his teammates.

“I was well received,” he said. “Maybe better than I deserved; I felt like the Prodigal Son.” As Hayward is now the top runner in the program, other runners

Photo of Hayward from John Jost on the team look to him as a leader and motivator.

“He has been a great leader in bringing back his work ethic. He was not that fast freshman year but he made himself fast by constantly training and having great discipline. He helps make sure that runners are always putting forth all their effort,” teammate Andrew Wang, a CHS senior, said. “He comes in everyday and works hard, and people on the team notice his great work ethic and look up to him because of that.”

Even though Hayward has only one year left at Clayton, he is still focused on leaving a legacy behind in the program. He hopes to create a relationship with the cross country team at Wydown Middle School and periodically run with the team and teach the middle schoolers about running and what high school is like. Hayward hopes that as a result there will be faster runners and that he can help facilitate an easier transition from middle school to high school.

Wang said, “[Hayward] helped me realize that if you put in hard training and are really dedicated, anyone can become a great runner.”

20 | SPORTS

by DANIEL COHEN | SPORTS SECTION EDITOR and JIMMY MALONE | PAGE EDITOR

33

FALL SPORTS PREVIEW

Photos from Globe archives

BOYS’ SWIMMING Players to watch:

BOYS’ SOCCER Players to watch:

Wil Welch Koji Baratte Lenny Chen

James Dulle Max Boeger Rohan Tripathy

2017-2018 Record:

2017-2018 Record:

7-3

Goals: To get as many swimmers to state as possible.

13-10

Goals: To win the state title.

GIRLS’ CROSS COUNTRY Players to watch:

BOYS’ FOOTBALL Players to watch:

Samantha Williams Mira Upshaw Ruthie Pierson

Reese Barnett Henry Keil Liam Simckes Jerimiah Austin Robert Miles

2017-2018 Record: N/A

Goals: To stay competitive and rebuild after losing a strong senior class.

2017-2018 Record: 1-8

Goals: To be over .500.

GIRLS’ VOLLEYBALL Players to watch:

GIRLS’ GOLF Players to watch:

Sarah Taylor Sophia Boyd Rachel Markenson

Ella Zimmerman Sophie Thompson Liz Wong

2017-2018 Record:

2017-2018 Record:

Goals:

Goals:

3-21

To work more as a team and become a stronger team.

BOYS’ CROSS COUNTRY Players to watch: Justin Guilak Damien Stahl George Gelzer

2017-2018 Record: 9th in state

Goals: To place top five at the state championship.

Rivalry Schedule Girls’ Golf vs Ladue Aug. 29, 3:45 PM Girls’ Field Hockey vs Ladue Aug. 29, 4:15 PM Girls’ Softball vs Ladue Aug. 31, 4:15 PM Girls’ Tennis vs Ladue Sep. 11, 4:15 PM Boys’ Soccer @ Ladue Sep. 17, 4:00 Boys’ Football vs Ladue Sep. 21, 7:00 PM Boys’ Swimming @ Ladue Sep. 27, 4:15 PM Girls’ Volleyball vs Ladue Oct. 1, 5:30 PM

8-3

To get accustomed to our new course.

GIRLS’ FIELD HOCKEY Players to watch: Khaylie Ross Jelani Christmas Carson Holtzman

2017-2018 Record: 2-17-1

Goals: To continue to grow as a program and win as many games as possible.

GIRLS’ SOFTBALL Players to watch: Evelyn Kasnter Morgan Nettles

2017-2018 Record: 4-14

Goals:

To improve daily and be better than the day before.

GIRLS’ TENNIS Players to watch: Izzy Mills Annie Winings Laura Parvulescu

2017-2018 Record: N/A

Goals: To get playing time for all of our players and to be competitive in all of our matches

22 | REVIEW

RICHARD CHENG | SENIOR MANAGING EDITOR

the globe reviews the wood fired pizza restaurant which recently opened a location on Meramec Avenue. photos by michael melinger.

America loves pizza as universally as apple pie. I’m no different; pizza has remained my top comfort food since I’ve been able to feed myself. So naturally, when I learned there was a new pizza restaurant in downtown Clayton, I was eager to try it out.

Owners Patrick Thirion and Brandon Case began Peel in the St. Louis area because they felt the community could use a new dining experience. Both owners have a pastry and baking background, which they translated into pizza making. Also, both have a diverse, multicultural culinary background which accounts for the numerous cuisines you can choose on Peel’s menu.

When I walked into Peel, the first observations I made were the size of the restaurant and the decor. There’s a comfortable amount of space in the restaurant for customers, and I enjoyed the modern, sleek aesthetic of the location. A variety of booths and tables line the space across from the bar, and minimalist decorations adorn the walls. In addition, an abundance of windows makes natural lighting in the restaurant excellent.

The menu is decently concise and easy to follow. For a place that specializes in pizza, there’s an impressive diversity in options. Consumers can pick pizzas from the classic Italian flavors all the way to pies with sweet, Asian flares. Wing flavors also range from buffalo to fire to Thai curry.

The pizzas we chose included the Margherita, ricotta and trio flavors.

We also decided to accompany the pizzas with the maple bourbon wings.

The first thing you should notice when you bite into a pizza, other than temperature, is the feedback from the crust. With Peel, the crust is airy, thin and a satisfying combination of fluffy and crispy.

I found this consistent with all of their pies, and I was delighted with the texture. The wood-firing process Peel uses to cook both their wings and pizzas give them the light crispiness that evokes a great mouthfeel with each bite.

In terms of the toppings, the Margherita was a little mundane in flavor.

However, since the pizza is only intended to have tomato sauce, cheese and basil, I wasn’t expecting to be blown away.

The trio, however, had a balanced and tasty assortment of ham, sausage and pepperoni while remaining fairly light. The ricotta pizza, which contained mushrooms, ricotta cheese and sausage, had a great indulgent

flavor. I did find though that I was looking for the sausage flavor while eating the pizza, which is most likely due to the serving of the sausage slices. In all of the pizzas we tried, the smokiness from the wood-fired cooking process was present in each bite.

The wings were cooked well and coated in a fair amount of maple bourbon sauce. The sweetness hits you instantly, which I really enjoyed. The sweet-savory combination works well here. Like the pizzas, the wings also had an excellent texture. While the first wings were delicious, you may find that specifically with the maple bourbon wings, the maple syrup becomes overbearing after you’ve eaten a few.

In terms of price, most pizzas fall between the $10-$13 range. A 12-wing bowl costs a similar amount. While the food is not necessarily cheap, the serving sizes are about generous enough to justify the prices they charge.

Overall, while I cannot speak to the microbrewery portion of Peel, the dining experience was very good. The service was great, and the pizza is definitely among the best in downtown Clayton. I’ll definitely be coming back to the restaurant, hungry to try more dishes.

bad policing or racist policing?

23 | OPINION

An unfortunate encounter at the local IHOP pushes thoughts about racial bias.

DAVID HIGUCHI | NEWS SECTION EDITOR

Most in Clayton have probably heard by now the story of the ten incoming black Washington University students stopped by Clayton police responding to a dine and dash at the IHOP on Clayton road. The students turned out to be innocent. The story received widespread national attention with accusations of racial profiling and bias.

There were calls for the firing of Clayton Police Chief Kevin Murphy, and #eatingwhileblack became the latest protest mantra. You wouldn’t usually expect such a large response from such a seemingly everyday occurrence. However, it’s no mystery why this relatively small incident received so much national coverage; it fits in with a narrative.

A narrative that says black St. Louisans are targeted by police, and this is the latest example of it. The problem with narratives, however, is that they lose the nuance that is often part of these complex situations.

I do not doubt that racial bias is real and affects the lives of many living in St. Louis. I believe it is our responsibility as a community to do more to eliminate these inequalities in our policing.

However, it’s essential to examine the full context of what happened early in the morning of July 7 before assigning such serious charges of racial profiling to the police’s actions.

It started at 12:52 AM when Clayton Police received a call from the IHOP manager reporting four black teens in their late teens, early 20s wearing basketball shorts and white t-shirts left the IHOP without paying their bill of approximately $60. They were believed to be heading to the Richmond Heights MetroLink Station.

Following the call, Clayton Police made contact with the IHOP manager who added, in addition to the two wearing white tees, one was wearing black pants with a possible white stripe, and one was wearing red.

After searching the area, police made contact with the incoming students, several of which meet the description of the suspects including African American males in white shirts, black pants, and one individual wearing red. Some of the students also carried IHOP bags, and they confirmed they had just left IHOP. The police informed them of the dine and dash and three of the students presented receipts. Then, according to Clayton Police, two individuals offered to walk back to the IHOP to confirm with the manager that they were not the thieves and the group proceeded back to the IHOP

followed by multiple police cars.

After returning to the IHOP, the manager confirmed the students were not the suspects, and the students were free to leave.

I can’t help but ask what were the police supposed to do?

I really do sympathize with the students. They were just in the wrong place at the wrong time, and it is truly unfortunate they got such a bad first impression of our city.

I also believe the Clayton Police did a really poor job of improving the situation. Instead of forcing the students to walk back, they could have instead brought the manger to the students. Or they also could have at least offered to give the students rides back to campus after they confirmed they were innocent.

Nevertheless, bad policing does not equal racist policing.

The students matched the general description of the suspects, and it is the police’s duty to follow through with reported crimes.

After all, the IHOP location has already reported over 40 dine and dashes just in the past year. They are a victim just like the students.

Some argue that the police should have used their discretion and let the students go because after all, these are Wash U students and they acted respectfully.

Yet, more discretion isn’t a solution, in fact, wanting more discretion creates room for more racial bias.

If you already believed these police officers were racially motivated in stopping the students, why would you want them to use more of their own opinion to decide if someone is suspect or not?

If you are going to eliminate racial bias, it is better to treat every case the same, white or black.

The fundamental question is whether or not the students were treated differently because of their race and there just isn’t any evidence of that. It is an unfortunate situation all around, but not a solution with any simple solutions.

It is not IHOP’s fault they were stolen from, or is the police’s fault that they investigated the crime, nor is it the students’ fault for going to IHOP. Ultimately, it is the fault of the individuals who committed the crime that created the problem.