The Highlander April 18, 2023

The Highlander

DOING GODS WORK IN NICARAGUA AND KENYA

Highland Academy Spreads God’s Word Around The World!

Highland Academy took two mission trips this 2022-23 school year! They took one group to Nicaragua and one group to Kenya during the February home leave starting January and ending February 8, 2023. Thanks to much hard work from the participants, Andy Wade and Will Labrenz, mission trip sponsors, and many generous donors, these mission trips were made possible. At Highland Academy, many students have the privilege and opportunity to go on a mission trip. It is always one of the school year’s highlights as everyone involved looks forward to it. This year, the mission trip worked differently because of the growth Highland has experienced. Instead of having one mission trip which is the normal mode of operation, it was decided there would be two trips to different places with different goals for each—one to Nicaragua and another to Kenya. This year, 14 students and three sponsors went to Nicaragua, and 23 students and seven sponsors went to Kenya.

This is a challenging undertaking. Students do not just voice their desire to go, and then it happens. To become a reality, students must raise funds within a short time frame, apply for and receive their passports, and meet strict health guidelines. Not all students who want to go on a mission trip get to experience it. Funds can be difficult to raise, and health requirements can be difficult to navigate since Covid-19 caused many travel restrictions. Prayer and donations are always appreciated during the mission trip time frames.

Nicaragua:

The mission to Corn Island in Nicaragua focused on the spiritual aspect of mission work. However, there was still physical work involved. The group helped start a building project for an Adventist school. While some were hard at work building, others were hard at work packing food and clothing bags to hand out to needy families. Seeing the smiles on the people’s faces when given the bags of food and clothing was touching and eye-opening to the needs that many experience in other countries. There was also a great need for medical attention. Because of this, the students also helped create a medical clinic. Locals from surrounding communities came to ensure they were doing well or to check on their already significantly developed diseases. A doctor with the “It Is Written” organization helped people by giving them medicines, being a chiropractor, checking ear aches, skin conditions, hurt or broken limbs, and many other medical needs. Students even made a house call to one of the local pastor’s homes to check on his wife, mother-in-law, and neighbor. It was a great experience, but it also showed students how fortunate we are here in America. Technologies taken for granted here are unavailable in thirdworld countries. Besides the missionary work, students also enjoyed many activities on the island. They tried fresh coconut water and ate the coconut flesh. They rode in one of the local’s boats and went to the beach. They went to Little Corn Island and relaxed on a beautiful part of the island together, spending the afternoon on the beach there. They could

spend time with the locals, tour the island, and go shopping. It indeed was a fantastic experience. According to Anthony Verderaime, junior, his favorite part of the mission trip “was definitely the food.”

One of the experiences that touched my heart was the number of baptisms. There were thirteen people who decided to give their lives to Jesus while Highland Academy students were there, and we got to be a part of it. That was so awesome! Hopefully, even more, people will dedicate themselves to Christ because of their example. Pastor Will Labrenz, a sponsor and Highland Academy Chaplain, shared, “What I really enjoyed was the fact that it was this island that was cut off from the rest of Nicaragua, and it had such a unique culture because you had the Nicaraguans, you had the Creoles, you had the Mesquite people. So you had kind of three cultures going on so that was really neat. And you know, they were poor, yet very happy, and they were receptive to the message and to us being there.” Labrenz continued with how welcoming the people were and how excited they were about our small group of student missionaries there to work alongside them. The best part was how many people came out to the meetings!

For Labrenz, his experience just leading the group seemed to bring blessings and the ability to share the Gospel of Christ. He stated, “One of the most exciting things for me was a German couple that just happened to be at the restaurant with us at breakfast when we did the devotional. They wanted to know more about Jesus and the message we were talking about. We were able to share a Steps to Christ book that they were glad to get, so that was exciting.”

Kenya:

The mission trip team to Kenya Africa partnered with Africa Mission Services (AMS). There they were able to help with the construction project that included building showers and making trusses, brick, mortar and plaster. They also helped at a women’s health clinic where students participated in weighing babies and vaccinating patients. One staff member, Sarah Bagshaw, sponsor and Equestrian Instructor, and several students, including Esther Lewis, senior student, and Abigail Hosler, junior student, even delivered a baby while working at the clinic!

The mother named her baby girl

“Sarah Esther” in honor of two of the assisting Highland mission participants. Esther Lewis

shared that “being in Kenya, experiencing the culture, and getting to know the people was phenomenal! As an 18-yearold about to graduate, I never thought I would get to see the birth of a child’s life at such a young age. Sarah, Abigail, and I could see the beauty of humankind that God created. Toward the end of the birth, Abigail and I were able to wrap the baby and hold her. It was a happy moment. Sarah and I helped the mother get to her room to rest, and she thanked us for helping her and wanted to name the girl after us.” The work days of the Kenya mission students often started at 8:30 a.m. and ended around 5 p.m. with an hour break for lunch. It involved much hard work, but it was worth it according to many of the students. The school they are building, along with the other one already in session, is opening many opportunities for young people in Kenya. It is a huge blessing for them, giving them opportunities they would not otherwise have.

The team was able to spend time with many of the children, and they were able to talk with them answering many of the questions that they had about life in America. Tian Carney, a senior student, said, “the kids are inspiring and admirable because they believe in their dreams. To them, the sky is the only limit.” It shows how we take all our opportunities here in the states for granted. They visited the kids at their school, and the girls of the school even sang for the mission group. This team also matched their hard work with some downtime activities. They bought many souvenirs from the people and supported multiple businesses there. The people of Kenya made an impact on the students. They taught them how fortunate we are and how to be grateful for what we have. About the experience, Lewis shared, “I was in awe of how amazing it was the whole time. I thank God for this opportunity because many people my age can’t get this chance. I appreciate it, and I cherish life more.” As well as meeting the locals, the group was able to go on a safari for two days. They saw lions, hippos, hyenas, zebras and more in their natural habitat. Overall, both mission trips went very well. Lots of memories and friends were made that will last a lifetime. I pray daily for the people and their relationship/ journey with Jesus. If we cannot meet those people again here on earth, I hope we will meet them again in Heaven! As Christians, we must tell others about Christ and the Gospel. Whether in our neighborhoods or in another country, we must share the good news. “And He said to them, “Go into all the world and preach the gospel to every creature” (Mark 16:15 NKJV).

SEE SOME PICTURES FROM OUR NIGHT IN PAIRIS BANQUET Pg.4

Adriel Garcia

Maddie Schmidt and Jan Gonzalas

Music Festival is an event that many students in the Kentucky-Tennessee Conference look forward to every year. This year, however, there was even more anticipation, as this was the first Music Fest since 2020 due to Covid-19. Expectations were high for this year’s Music Fest, and Highland’s students could feel the buzz of excitement as people started arriving on campus. Over 300 people participated, adding to the near 130 students currently attending Highland. There are many different instrumental and vocal groups that make up Music Fest, including a band and string ensemble, junior and highschool choir, and bells. Each of these groups are led out by professional clinicians who are dedicated to music.

Music Fest is a big ordeal that takes many moving parts to work. The students and staff have to work together to accommodate all the people that stay on campus during Music Fest weekend. All participants arrive on campus by noon on Thursday, March 2nd. Each group begins to practice their individual pieces up until Friday night, when the first performance is held. The following night, there is a second performance, after which the participants from the KY-TN Conference all go their separate ways. All these participants have to work together to make these performances flow perfectly, and they only have two days to prepare all together. It is an experience that many come

MUSIC FESTIVAL

back from excited and eager to keep learning and keep growing with each other.

The band ensemble was directed by Donald Huff, the band director of Spring Valley Academy in Centerville, Ohio. He loves teaching students and has a passion for music, which has inspired many during Music Fest. Bailey Darrell, a junior at Highland Academy, has attended Music Fest and has been a part of the band ensemble for multiple years, and says, “Music Fest has shown me the importance of working as a team to make all of the different parts come together, and continues to be one of my favorite events that encourages forming new relationships with the people around you.” It is especially difficult to bring together people who do not know each other to play in a band, since everyone is at a different level with their instrument. The ages range from 5th-12th grade, and it takes patience and hard work to prepare these pieces of music while working together. That hard work, however, is what ultimately brings people closer together and shows what can be accomplished with dedication and passion.

The junior choir was directed by Mark Beeker, who is enjoying his third year of retirement after serving the SDA church for over 40 years by teaching music to young people around the U.S. The junior choir is a challenging task, but one of the most important. For many young students, this is their first impression of what it means to be a musician, and what it means to work together with similar-minded people. The high school choir was directed by Dr. William Chunestudy, who currently conducts the William Chunestudy

Men’s Chorus which he organized in 2005. The students in choir put in many hours of practice, most of which were spent standing. However, the outcome seems to be worth the effort, for more reasons than just to put on a great performance. Samuel Robles, a senior at Highland Academy, says, “Getting to be a part of the choir and band was a great experience. I was able to interact with many schools, and experienced the feeling of being able to worship together. It is an experience that I would not trade for anything else.” Although Music Fest is a tiring weekend, everyone leaves knowing that they have gained an experience that they will look back on with gratitude.

The string ensemble was directed by Kelly Widemann, who serves as Associate Music director and English teacher at Shenandoah Valley Academy in New Market, Virginia. The string ensemble has always been a powerful force, though it is the least popular. Daniel Gonzalez, a senior at Highland Academy and a participant in the string ensemble, says, “Although strings may be the group with the fewest number of students, from the beginning I felt that we were able to achieve great things. Our clinician had a great charisma and an excellent way of teaching, which made working with her even more special.” The students who are a part of the string ensemble are always passionate and never fail to impress, which shows the enthusiasm of both the participants and the clinician.

The handbell choir was directed by Shelly Miller, who has been a clinician for Music Fest for four years now. She graduated from Southern Adventist University with a degree in Mathematics, but her passion for music has always been

known. She taught handbells and chimes for seven years at Highland Academy, one year at Madison Academy, and one year at Ridgetop Elementary. She clearly enjoys Music Fest, saying, “It is like a HIIT (high intensity interval training) workout, lots of intensity over a short amount of time, but the results are amazing. So many young people come together to speak the heavenly language of music.” Music Fest is a way for people to come together to share a passion, and can use that to bless others. Each of the different groups worked together, learned new pieces, and improved their skills. The work that the students and the clinicians put into Music Festival every year is admirable. Every group dedicated many hours of practice to prepare a beautiful performance, and helped each other to create a memorable experience.

Haroldo Alvarez, the music director at Highland Academy, says, “Music Fest provides an opportunity for small programs to join forces to perform works that are only possible with the right amount of individuals.” Because of Music Fest, students can learn what it is like to be a part of something that is bigger than themselves. It is an event where we can truly impact those around us and share God’s love through music with each other.

Hannah’s Highland Highlights HA STAFF OF THE MONTH LILLIAN LOPEZ!

Lillian Lopez has been a teacher for 16 years; She served as a math teacher at Highland Academy for seven years. After graduating from Highland Academy in 2002, she attended Union college graduating with her BS in Mathematics Education in 2007.

What have been some highlights in your career path, and what led you to become a teacher at Highland?

The 2022-2023 marks

Lopez’s seventh year teaching at Highland. When asked, she highlighted her first job teaching at Spencerville Adventist Academy, “because I was just so excited to be a teacher, and I was finally teaching at a wellrun professional school and [it had] an excellent community.” Another highlight for her in her career was teaching at a community college when her children were little. She said, “I just enjoyed teaching adults. It was pure teaching.” She continued, “The adults had the perspective of what they wanted to do and where they wanted to go.” She said it was “bridging the gap between what they learned in high school and what they needed to go on into college.” Finally, coming back and teaching here for seven years already “has given me the opportunity to give back because I felt like I received a lot as a student here… [and] it satisfies the urge to give back,” she confesses.

What was your favorite book as a child, and why?

Lopez loved and still loves “The Hiding Place, by Corrie Ten Boom.” It is unique because the female lead and her sister are Christian, so they have to grasp when it is right to lie when hiding the Jews, wondering if they told the truth God would provide.” They had to grapple with real-life issues that we face in Christianity and living in a sinful world,” she said. She still draws on lessons they learned in the concentration camp, “that God can bring good out of anything,” she mentioned. God gave Ten Boom a vision at the end of the book about what her life will be like after. Lopez states, “it has often led me to pray for a new vision when I am feeling bitter or stuck.

Okay, God, what is my vision? What am I doing now in my life? Where do you want me to go?” She also noted why this book is so unique to her because her mom would read the story to her family, one chapter every Sabbath evening. It gives her warm feelings.

How long did you and your husband date before getting married? And how many relationships did you have previously?

Lopez said that one day during dorm worship in college, she was paired with Antonio. Lopez’s sister to pray, and they prayed for Antonio Lopez. Later, she met A. Lopez: he

was a freshman, and she was a sophomore in college. She said, “from that moment, he “knew” that she was the one, but she admits barely remembering when she met him. She took some time

college was not very serious.

If your life was a movie, what would you name it, who would play you, and why?

The title of her movie would be called, “Unreasonably Loved.” She mentioned how God has unreasonably pursued her. She felt loved all her life. “He has been pronounced… overwhelmingly sure He was there and cared for,” she admits. Who would play her is Sandra Bullock (actress from the movie The Blind Side) because not only is she pretty, but they have a similar body type.

If you could give a message to the students in a phrase, what would it be and why?

“There is an amount of God’s goodness in each of you,” she emphasized. She explained that she is here to help the students with growing this goodness. There are many things the students can do with God. Where is your favorite place to escape when you feel overwhelmed and need to talk to God? Lopez has a small house, so she says her favorite place to escape is “kneeling on the bathroom floor” or in her closet. She stays there until God brings peace to her overwhelmed mind. What was one time when God showed up for you? What kind of an impact did it have on you?

off to be a student missionary in the Galapagos Islands, so, they were both juniors by the time she returned. He asked her to a banquet at Union College, and

agreed to attend with him. They dated for nine months, and in their senior year of college, on December 31, 2006, they married. Before, Lopez said she had one and a half relationships prior. The half she explained was because his family did not allow him to date in high school, so on campus, they were dating but not off.The one in

Santiago Avila is from Brazil, one is from Mexico and one is from Ukraine. This adds to the ever-changing culture of the student body, altering interactions and social dynamics even more than usual. Different cultures, languages, and opportunities have only enriched the school culture.

As seniors leave, first-year students come, and new students are added to other classes, each school year always brings a different mix of people, consequently changing interactions and social dynamics among the students. This transforms the school culture and makes each year a different and unique experience for everybody, especially those who witness these changes. This process is like a game of musical chairs, where each year, the chairs are rearranged, and the music starts again, forcing different people to interact with each other in a new way. This year what has led most of the change has been a wider variety of cultures represented by students.

The increase in the student population at Highland Academy has brought about a unique dynamic to student culture this 2023-2024 school year.

There has not only been a greater number of students enrolled compared to Highland Academy’s more recent past, but there has also been an increase in international students. Highland Academy boasts 13 international students this year with students hailing from multiple countries and speaking various languages. This year students from all over the world have joined the ranks of Highland Academy. Of the 13 international students, one is from China, several are from Korea, one is from Kazakhstan, several are from Colombia, one

This diversity in the school has provided a unique learning environment and created a bridge between the students and a global community. In terms of school culture, regardless of their origin, each student always brings a unique perspective to the campus. However, international students have undoubtedly advanced this aspect even further than usual. Walking down the halls of the school or dormitories, one can easily see students talking to each other or their parents in various languages. While this could be seen as a barrier, it has also encouraged new dynamics and raised opportunities among the students to learn new languages–even if just learning a few words or phrases, or using translators (whether another friend capable of translating or through an app on their phones) to improve communication and ensure a way to exchange ideas with other students that may not understand them without the additional effort. Students are working with one another helping them learn and understand English better and in turn, learning about other languages and cultures.

This is the case with students like Sofia, from Brazil, and Nikita,

Recently, she said two people she loved were fighting and wanted to try to help by intervening. She knew her feelings were hurt, and there was a miscommunication. She instead went to her bathroom floor and prayed. She said, “God brings peace and understanding.” After she had been praying for a little while, the shouting stopped. She said she was so grateful that God does things better than we could ever have imagined. She realized that going off and praying was the best decision she made in that situation because if she got involved, everyone would most likely get hurt worse, and it would be messier. She said she wants students to know that when you have a terrible situation, “go off and pray about it.” How do you keep your relationship with God consistent with a busy schedule like Highlands? “I don’t. He does,” was the first thing Lopez said. She described this as taking the pressure off of her. She told how she went outside the box of daily devotions because there are other ways to worship God throughout the day. She likes to be quiet whenever she devotes herself, and life is never quiet. She says she does not get to journal and pray scripture much, but she loves it. She is always praying for a student, family member, or staff member throughout her day in her head. She takes a chapter or two in scripture for her worship in the classrooms. She has the class reflect on it for around a week. This is how she spends some of her time worshipping God throughout her day. Lastly, God tells her, “Talk to me when you can, child.”

Diversity At Highland

from Kazakhstan, who regardless of their early process of learning English, still needed ways of communicating. We have seen our students and staff's open and friendly attitude at Highland, doing their best to make them feel part of the school community. Some of them would use translators on their phones and others would even go a step further and start to memorize phrases commonly used in their own language making them feel more comfortable as they get accustomed to a new language. When interviewing Sofia, she mentioned that she really values when somebody takes the effort to find a way to communicate with her. The fact that people try to engage with her in conversation makes her feel appreciated and accepted by them. She added that this small effort really shows how much they care, which is something she highly regards.

For students like Callian, who is a Junior at Highland Academy, having a bigger friend group that speaks Spanish has influenced her to learn more of the language. It has also given her the chance to ask them for help with topics in her Spanish class that she does not fully comprehend. Combining her efforts studying for this class with some help, she has been able to improve her grade by a full letter! Furthermore, she has also noticed that what she has learned is also helping her to understand conversations in Spanish and to her surprise, communicate with Sofia–who speaks Portuguese–better. For her, apart from improving a

grade, what brings her more happiness is connecting with people better, which she finds even more satisfactory. She has started to see language not as another school subject, but as a way to communicate and establish meaningful connections with others. She is encouraged to keep learning and using the language, to be able to communicate even better in the future. As well as language, cultures also carry their own cuisine and traditional foods. However, sometimes they–with small variations–share recipes, leaving just a few differences that lead to discussions about which one tastes better. From a conversation that debated which was the best kind of “arepa,” either Venezuelan or Colombian, Jeniffer Southard, girls' assistant dean, and school’s nurse, volunteered her house’s kitchen to be the place of a cook-off. This “competition” took place on a Sunday morning, where representatives of these two countries came together to cook this traditional food in their own way. Despite the conversation and laughter, the cooks worked hard and concentrated to not get distracted. After everyone tried both of these dishes and appreciated their different flavors, the conclusion came to be that the best arepa was a mixture of the Colombian with the Venezuelan filling, resulting in a tie, or as

everyone considered it, a win! Apart from bringing cultures together and allowing others to try traditional food from other countries, in Southard’s words, this cook-off was “a good excuse to try some tasty food from two different places and enjoy time with students”

Even though different from past experiences, having a wide variety of countries represented in the academy has enriched the school culture. Regardless of the issues that may arise from such a mix of personalities with different backgrounds, it's everyone's responsibility to find opportunities to connect with others, learn from them, and expand our horizons. By cultivating an environment of acceptance and respect, Highland Academy can ensure that each person’s unique culture is embraced and celebrated, providing a powerful platform for learning and growth.

“God brings peace and understanding.”

A NIGHT IN PARIS BANQUET

WHAT IS S.A.D AND HOW TO AVOID IT

In the state of Tennessee, four to six percent of people suffer from Seasonal Affective Disorder (SAD) according to www. tn.gov. That may not seem like a lot of people, but in the most recent United States (US) Census, Tennessee is home to around seven million people. That means four percent of our population is 282,053.56 people, and six percent is a whopping 423,080.34 people. That is five hundred and twenty-nine times the population of the world’s smallest country, Vatican City. To scale this down to Highland Academy size means that five to eight people on campus at any given time during most of the school season are affected by SAD. Plus, consider that these statistics are solely based on diagnosed cases. The number is presumed to be much higher throughout the US as well as Tennessee and thus on the school campus.

Seasonal Affective Disorder (SAD) is a type of depression that is related to changes in season — SAD begins and ends at about the same times every year. Although it is something of which doctors are very aware, the specific cause of SAD remains unknown. Some factors that may come into play include:

- Your biological clock: The reduced level of sunlight in fall and winter may cause winter-onset SAD. This decrease in sunlight may disrupt your body’s internal clock and lead to feelings of depression

- Serotonin levels: A drop in serotonin, a brain chemical (neurotransmitter) that affects

mood, might play a role in SAD. Reduced sunlight can cause a drop in serotonin which may trigger depression.

- Melatonin levels: The change in season can disrupt the balance of the therapy (CBT): CBT is a type of talk therapy. Research has shown it effectively treats SAD, producing the longestlasting effects of any treatment approach.

- Antidepressant medication: Sometimes, providers recommend medication for depression, either alone or with light therapy. - Spending time outdoors: Getting more sunlight can help improve symptoms. Try to get out during the day, and increase the amount of sunlight that enters your home or personal space. SAD can be debilitating for some and can feel like the end of the world, but it is important to remember that summer does come.

Talking to a doctor and or taking steps to better your mental health can greatly improve symptoms of SAD. If you find yourself struggling with symptoms like SAD:

1. Don’t be afraid to ask for help.

2. Make sure you’re getting enough sunlight and vitamin D.

3. Remember that things will get better no matter how hard they seem right now.

The Bible talks about how Christians can persevere during hard times. Lamentations 3:2224 says, and because of the LORD’s great love we are not consumed, for his compassions never fail. They are new every morning; great is your faithfulness. I say to myself ;The LORD is my

EDITOR’S SECTION

portion; therefore, I will wait for him;” (NIV). God never leaves us. He has promised to be with us through everything, including SAD.

- Spending time outdoors: Getting more sunlight can help improve symptoms. Try to get out during the day, and increase the amount of sunlight that enters your home or personal space. SAD can be debilitating for some and can feel like the end of the world, but it is important to remember that summer does come.

Talking to a doctor and or taking steps to better your mental health can greatly improve symptoms of SAD. If you find yourself struggling with symptoms like SAD:

1. Don’t be afraid to ask for help.

2. Make sure you’re getting enough sunlight and vitamin D.

3. Remember that things will get better no matter how hard they seem right now. The Bible talks about how Christians can persevere during hard times. Lamentation 3:22-24 says, “Because of the LORD’s great love we are not consumed, for his compassions never fail. They are new every morningreat is your faithfulness. I say to myself, The LORD is my portion; therefore, I will wait for him;” (NIV). God never leaves us. He has promised to be with us through everything, including SAD.

MATH AND WRITING LAB AVAILABLE

Suhjin Yoon

Highland Academy opens a math lab and writing lab for the first time to assist students with their writing skills and mathematics understanding. The labs have been operating just one school year, 2023-2024 with much success. The labs were opened because of the increased enrollment and because of the additional classes teachers took on to accommodate the growing student body.

Have you ever heard someone say they are English and history-brained or math and sciencebrained? People often possess a natural tendency to lean one way or the other. They have a better propensity for one type of material in school than

another. Some even find it difficult to keep up with the subject matter that is not their natural talent or skill, and getting help with the gap can be beneficial. This is precisely why Highland Academy chose to provide a math lab and a writing lab this school year for students. The labs provide writing and math tutors throughout school hours to help students overcome academic challenges. The math lab is sponsored by Mrs. Lily Lopez, one of the math teachers on campus. The math lab is located in her office where Fernando Montez, a senior student, and Adriel Garcia, a junior student, alternate hours to provide maximized aid even when Mrs. Lopez is unavailable or teaching

a class. The writing lab is sponsored by Mrs. Melissa Weisner, the school’s guidance counselor and the freshman and sophomore English teacher. The writing lab tutors are Aurora Gomez, a junior, Maddie Schmidt, a senior, and Brooklyn Wishard, a senior. They, too, alternate hours for maximum coverage during school hours. Mrs. Lopez, who teaches geometry and senior math, said that the math lab’s purpose is to multiply the effort of the math teachers. It was created when the school’s enrollment increased, and math teachers were overwhelmed by the number of students who needed extra assistance

simultaneously. The math lab has employed handpicked students who excel in communication and math skills to work one on one with students who need extra time and attention and to offer more available hours than math teachers alone can provide. Not only is this highly beneficial for students receiving help, but this also helps the tutors themselves. Working in the math lab provides a valuable skill set for the student instructors to acquire since they interact with various students and build experience in teaching. This type of interaction where student workers get to serve other students in this way makes their jobs more meaningful in contrast to simply grading papers as

done in previous years.

Mrs. Lopez views the math lab as an obligation as a teacher. She said, “I feel like it’s part of the service. It’s not optional, as a teacher, as a school. People learn from different explanations.” The idea that this is not an optional service shows students that they have the right to learn at school, and to truly be educators, the school must provide a supplement in areas where students struggle. This is why the math lab heavily emphasizes the importance of using many tactics and approaches, as everyone learns differently. Mrs. Lopez sees the significance of the work through students who utilize this opportunity by taking advantage of available help and using it to build their confidence and skills in math. Reaching out for aid and holding oneself accountable for catching up with missing work also creates self-discipline. If improvisations CONT pg.7

Lillie Lelko

SERVING KENYA

Ena Sikes

Kenya could not have been a better experience for me. It was a continuous process and took many months to prepare for this once in a lifetime opportunity. On this trip I finally realized what I wanted to do for the rest of my life. I could almost remember every detail from that whole trip that led up to the moment I knew what God was calling me to do. I had spent my first day there resting because the next day we were going straight to work. The next day we went to the school that we would be working on for the next three days and met the most beautiful and talented little girls. They welcomed us with a song and after they came up to us and started to talk to us one by one. They had told us their hopes and aspirations and asked us what we wanted to do, I had no idea what I

wanted to do. They were so fascinated with us and just wanted to know as much as they could about us. Later on that day we lifted bricks for hours and carried them around, most of us couldn’t wait for a break just to get water and some food in our stomachs, but still no one was complaining and we all had smiles on our faces.

After that I asked to work in the clinic. Most of that day I refilled medicine cabinets, helped do ultrasounds, watched a class that taught mothers how to do at home births just in case they couldn’t get to the clinic in time, and I played with the children and babies. It was such a simple day and when we got back to our camp

I shared what I did like we always did before dinner and as I was telling people I realized how much I would like to help people in the same way. So in that moment as my face lit up I knew that I wanted to help people who couldn’t help themselves, I want to be a doctor.

could be made, it would be that “It needs to be more organized, and make it a requirement for some students who should be using it,” said Mrs. Lopez. The two math tutors had similar experiences working in the math labs. Fernando Montez, a senior student math tutor, shared that he also learns new things while he explains different concepts to students. He said, “Whenever they come to me, I try to read the book and try to understand it and try to explain it to them.” Showing students how to solve problems requires recalling previous concepts because different topics require various knowledge and skill. As he reviews earlier chapters, his mastery and understanding increase as well.

“Let’s say in pre-cal if I’m helping people study for a test, I don’t have to study separately because helping them helps me study,” says Montez. Not only that but helping students understand problems gives a sense of accomplishment. Adriel Garcia also agreed with this statement.

When asked about it, he said, “I learn new ways of teaching people stuff and concepts I didn’t learn when I was in that class.” He mentioned that teaching people also helps him find new ways to solve problems. Adriel’s favorite part about being a math tutor is getting to do both things he likes to do. “I like math, and I like helping people, so I guess my favorite part is helping people and tutoring people,” he said. Youjin Kong is a junior who frequently gets help from the math lab. Kong visits Mrs. Lopez almost daily, and she finds it very helpful that Mrs. Lopez’s specific teaching style caters to her understanding. “Sometimes, when I don’t understand a question because English is not my first language, she rewords it in easy English,” says Kong. Mrs. Lopez sits down with each student and individually addresses the problem step by step. Students can get individualized help solving problems

Aurora Gomez

and learn different methods to approach the same questions. Tanya Lunga, a junior, agreed with this. “It’s really good because they can explain it in simpler terms than the teacher.” Tanya gets help directly from the tutors, usually around twice a week. When asked about the convenience of the math lab, Tanya said, “They are available when the teachers are in class and can help you understand from a different perspective.” If there had to be improvements made, Kong added that she would want more tutors, which would take less waiting time since the labs are crowded.

The writing lab requires writing assignments to go through the lab before they are turned in to the teachers. Mrs. Weisner said that doing this made a difference in the quality of the finished products for her students and Mr. Hallam’s students. Mr. Hallam is the junior and senior English teacher. What prompted the creation of the writing lab was Mrs. Weisner’s goal to give students the tools they need to write at a college level by the time they graduate, both as a school counselor and an English teacher.

Brooklyn Wishard, a senior writing tutor, expressed that working in the writing lab keeps her grammar

Activities

knowledge constantly refreshed. She wants to be an English teacher in the future, and working at the writing lab has given her unique exposure to coaching students with their grammar and understanding of collegelevel writing. “Im proud that I was considered to work in the wiring lab by Mrs. Weisner... it’s been a really valuable experience learning,” she explained. Being a tutor is also rewarding in aspects of watching students grow. Brooklyn’s favorite part of her job is “...working with other people and helping them realize that it’s [writing] not as difficult as they thought it was.” Solomon Lewis, a junior, finds the writing lab very helpful to his writing.

Every time a writing assignment comes back to him, he can make changes according to writing suggestions from the tutors. He said, “Not only does it help me get my work done on time, but it also gives me a better understanding of how to get it done well.” Meeting deadlines and getting work done on time can be a challenge for students, but the writing lab helps the quality of the papers go up as well as motivates

students to reach their full writing potential. Thoughtful feedback can always be valuable. Solomon agreed by saying, “Tutors are kind, and they don’t mind repeating their words.”

The math and writing labs at Highland Academy are truly making a difference for the students. All of this has been made possible through the thoughtful collaboration of all teachers, and students who want to make a difference for anyone who reaches out for help.

The Highlander Staff

Editor-in-chief

Abigail Hosler

Video Editors

Nathan Hilibert

Katie McConnell

Designer and Art Director

Isabelle Laneville

Reporters Hannah Louden Lillian Lelko Adriel Garcia Suhjin Yoon Jan Gonzalez

Maddie schmidt

Sponsors

Eric Johnson

Melissa Weisner

Stephanie Rufo