September 2024 Hawk

No Phone Zone Pages 7-9

Cell phone policies set to reduce distractions

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Hendrickson High School 19201 Colorado Sand Drive Pflugerville. Texas 78660 Volume 18, Issue 1 September 20, 2024

In this Issue...

Hadestown Oct. 3,5 Page 6

Reboot reviews Page 10

Waters at Nationals Page 13

9/16/24 3:56 PM

2 Our Turn Opinions Volume 18, Issue 1

Hit or Miss

Editor reflects on school dress code updates Dress Code promotes Eliana Grant | Co Editor When someone thinks of public school, the typical tropes usually pop into their minds. Cheerleaders, football games, maybe even the occasional spirit day.

While it may not be the first topic to come up, not too far down the list would be the dress code. The school dress code can be a notoriously annoying subject for students.

The idea of having to wake up every morning and look through your clothing, trying to check and make sure that you won’t get stopped by any teachers, can be incredibly exhausting, but it could be worse.

I have been through the entirety of the Pflugerville public school system, meaning I have seen many sides of the school dress code and its updates. In Elementary school, the dress code only became stressed when I was around nine or ten years old, as students were soon to be hitting puberty. I remember them telling us to make sure that if we put our arms down and our fingers went past the ends of our shorts, they were too short. When I explained this to my parents, they seemed generally confused, but I had always been told by the school that it was because the dress code was the same for all grades, thus high school rules had to be imposed on my third grade class. While this seems baffling looking back, it felt incredibly normal at the time.

When I entered the fifth grade I had to buy many new pairs of shorts, as I was quickly growing a n d suddenly it felt like nothing fit “right.”

Puberty is already a difficult time for preteens, and feeling like the adults surrounding me were always watching and judging for any flaws in my clothes just made things all the worse.

By the time I got into middle school, it seemed like the students had begun to turn against me as well. I cannot even remember the amount of times girls had come up to me, put their fingers on my shoulder, and told me that my shirt straps were too thin. This particular instance happened several times, and I was always so confused on whether they expected me to really go to the front office and report myself, or if they just wanted to feel superior to me. Having students as well as teachers now peering down at me was overwhelming, and made it feel like the girls in my class had been indoctrinated into this set of rules. One occasion in middle school stands out to me, in which I was walking to my PE class, and a female coach who I did not know looked me up and down and told me my shorts were too short. I felt like I was being inspected. All of these years of being watched made me feel objectified

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and disrespected. I was barely comfortable in my own skin, I didn’t need another set of judgemental eyes on me. My years in middle and elementary school made me feel like everyone was against me, suspecting that I was actively trying to disrespect the dress code, or that I actively wanted to ‘sexualize myself,’ despite the fact that I was practically still a child, and wasn’t aware of how my body came across to other people, especially as a girl.

Finally, I went to high school. My eighth grade year had been spent online, so breaking free from my home and into this big adult feeling world was wonderful.

My freshman year still had a pretty regular dress code, including no crop tops, short shorts, or offensive language, but the rules were m u c h more relaxed, and when I realized I could wear spaghetti straps I could hardly believe it. It was almost like a dream come true, wandering the halls I saw girls who’s shorts were significantly shorter than their fingertips, while also showing off not only their stomachs, but their sh o u l d ers!

What I realized here is that boys weren’t distracte d in the way I had been told they would be.

Instead of every boy in the class of 2025 now getting F’s in every class, the world just kept spinning, and classes continued. All those years of feeling uncomfortable, and trying not to buy anything that could be considered revealing were over.

On a serious note, most teachers in a high school are going to be too uncomfortable dress coding a kid who’s practically an adult. A strict dress code is terrible for kids' self expression, and often unfairly targets girls, especially girls who are still too young to view themselves in an ‘adult’ light. I am glad our dress code is incredibly relaxed, as students can feel at home in themselves, and wear what makes them happy. I think it’s reasonable to not want violent or inappropriate language on students' clothes, and it’s important that students don’t wander the halls half naked, so I think since we have those bases covered, we’re doing alright.

Illustration by | Brittany Truong

inclusivity, self-expression The new school dress code has generated mixed reactions, sparking debate among students, teachers, and parents. While aiming to strike a balance between promoting a positive learning environment and allowing for self-expression, the code’s specifics have raised concerns. On one hand, the clear guidelines provide a sense of unity and focus on academic pursuits. On the other hand, some students feel restricted in expressing their personality, cultural identity, or values.

However, the dress code’s inclusivity is commendable, particularly in allowing religious headwear and hats. This demonstrates an understanding of cultural diversity and respect for individual beliefs, creating an environment where students feel valued. The code also acknowledges current fashion trends by permitting fitted pants, ripped jeans (provided that underwear is not exposed,) and designated athletic and sleepwear days. These allowances prioritize student comfort and well-being, encouraging participation in physical education classes and boosting morale.

As the school community navigates these differing perspectives, it’s essential to consider the impact on student well-being, inclusivity, and the overall learning environment. By refining the dress code to address concerns and promote a sense of belonging, the school can foster a supportive and inclusive community.

Ultimately, the dress code has the potential to be a hit, promoting a positive and focused learning environment while allowing students to express themselves.

ID requirement helps safety, accountability Since the middle of last school year, it has been mandatory for students to wear their student IDs. These IDs are crucial for staff members and teachers to identify their students, and maintain a safe environment.

Wearing IDs helps prevent unauthorized individuals from going inside the building, enhancing safety measures. Given the increase in school intruders across the U.S. in recent years, this policy is essential for ensuring our safety. It helps build a more cohesive and orderly school community.

The requirement to wear IDs promotes accountability and creates a sense of responsibility among students. In the future, some students may enter professions that require wearing an ID, making this policy valuable for providing essential preparatory experience.

Overall, the new student ID policy enhances student’s safety, and ensures a safe environment for the school community. Additionally, it also contributes to student’s personal and professional skills that they may use in the near future. Students will develop good responsibility habits, and will be prepared for future careers and. The new mandatory student ID policy is a hit.

9/16/24 3:58 PM

Opinions May 7, 2024

Your Turn

Staff Editorial

What do you think of the new cell phone policy?

Limiting cell phone use helps students focus

“I’m not a fan of the new cell phone policy, but I get where they’re coming from. However, there is going to be some backlash because they’re implementing it at the beginning of the year.

- Guinevere Thomas, 11 “I understand what the district is trying to achieve with the policy.

I assume it’s because of student grades dropping from using their phones, but the way they’re doing it is pretty hardcore.”

- Sebastian Soria, 12 “I think the new policy is good. It lets me stay focused on my work, even if I’m going out in the hallway. I’m not just on my phone all day.”

- Kyleigh Fuller, 9 “I think it makes sense because some people do get distracted by them, but to an extent I feel like we’re mature enough, but it depends.”

- Harper Heath, 10

“I don’t mind it that much. I think it can get a little excessive sometimes, but it’s not a big change for me because I wasn’t really online that often anyways.”

- Lucy SenGupta, 11 “I actually am really mad about it because in middle school they were lenient. I’m really angry because my friends, they’re sophomores, now told me they had their phones for the entire year. Whenever we come down it’s strict, and I’m really angry that I didn’t get to be on it all the time because I thought in high school I would be able to be on it more, and I can’t.” - Laila Crain,

Principal: Michael Grebb Adviser: Kari Riemer

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Cover art Karina Bon

to the lessons being presented, preventing distractions that could detract from educational lessons. If the roles were reversed and the teachers were the ones on their phones, students wouldn’t have a great education. It is only fair that they demonstrate attentiveness and gratitude by putting up cell phones. Students are privileged to have these amazing educational programs, and they should take advantage of them.

Being able to access the internet and communicate with peers opens numerous opportunities to cheat, whether it be texting, using Google, or using AI bots such as ChatGPT. Using modern

is

caught up in activities they’re not

i n te r e s te d in, which will cause academic disruption and poor performance.

Students could get distracted by social media notifications or text messages. Although some notifications may be important, a majority are not. Students should be able to access their phones before class, during lunch, and after school in case of an emergency.

Teachers provide their students with numerous class opportunities and lessons. Having your cell phone out during class can come off as disrespectful towards teachers. While they are teaching it is crucial to engage and educate yourself for future jobs, difficult situations, and basic life skills. Teachers go out of their way to direct and teach young students so they are prepared for the real world. Additionally, maintaining a phone-free classroom environment ensures that all students have equal access

Letters to the editor are welcomed, and may be dropped The Hawk, the official student off in E211. Corrections will be newspaper of Hendrickson printed when brought to the High School, is an open forum attention of the staff. for the exchange of ideas and opinions.

The Hawk is printed monthly at Community Impact in Opinions expressed reflect the Pflugerville, Texas. 1,000 copies beliefs of the student author are printed each run, and are and do not necessarily reflect distributed to the student the opinion of the entire Hawk body for free before school Staff, the Hawk Adviser, the on publication day and on Hendrickson Faculty and Staff, newsstands throughout the or the Principal. building.

Hendrickson High School 19201 Colorado Sand Drive Pflugerville, TX 78660 http://www.pfisd.net/HHS (512) 594-1100 Student Population: 2,134 Staff: 180

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In recent years, the pervasive use of cellphones among teenagers has been sparking up a debate within educational settings. While cell phones may have benefits such as great learning and communication tools, they also create opportunities for distraction, cheating, and dishonesty. Many teenagers have developed an addiction to cellphones, with an average screen time of up to 7-8 hours. This causes detrimental effects on sleep, productivity, and focusing during daily activities.

To avoid these issues, it is essential to turn off and put away cell phones out of sight during the school day.

Cellphones are a significant source of distraction in classrooms.

Students may be tempted to use their cellphones for a distraction w h e n

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technology a quick and easy way for students t o cheat, t h i s c a n result i n

plagiarism, which is not permitted in any educational setting and does not show academic honesty.

Restricting cell phone use during school hours is essential for maintaining student’s grades, frequent social interactions, focus, and upholding academic integrity. While students should be able to access their phones in emergencies, keeping them out of sight during class can significantly enhance the learning experience and help students be more productive. Additionally, limiting cell phone usage can help better interpersonal skills, as students are more likely to engage in face to face conversations and collaborative activities. Furthermore, by minimizing the temptation to engage in non-academic activities, students can build better time management habits and have a more disciplined approach to their educational responsibilities.

Illustration by | Mason Deaton Associations

Editorial Staff Editors

Reporters

Artists

Co-Editors: Eliana Grant & Gia Patel Assistant Editors: Afomiya Michael & Travis Tellez

Natalia Beltran Savannah Brewer Zuri Clark Antonio Garcia Marcos Hans Ashleigh Perrow Fella Sahertian Mikaylah Stimage Abenezer Tewodres

Karina Bon Cylee Cumento Mason Deaton Isaiah Trieu Brittany Truong

Interscholastic Press League Texas Association of Journalism Educators Journalism Educators Association National Scholastic Press Association Columbia Scholastic Press League

Honors

ILPC Bronze Star 2014, 2015, 2017, 2018, 2019, 2020, 2024 ILPC Silver Star 2021 Columbia Scholastic Press League, Gold Medalist 2016, 2017, 2018, 2020, 2021 Silver Crown, 2017, 2018, 2021, 2022, 2023, 2024 Pacemaker Finalist, 2018

9/16/24 3:58 PM

4

News Volume 18, Issue 1

Principal discusses changes to school rules

Eliana Grant | Co Editor The world and operations of a high school are ever evolving, allthough the updates to the rulebook may seem endless to some students, only three primary things have been changed or updated for this school year.

“Every summer the administration team at Hendrickson meets,” principal Michael Grebb said. “We have a couple of days where we talk about these things. A lot of it comes from teacher feedback … So that’s what we did, [tardies, cell phones, and ID’s] were our three main focuses.”

The first rule to be changed is the tardies, as administration felt they needed to be enforced to a higher severity. In previous

years students would collect a certain number of tardies before having to make them up in Saturday school or eliminating a tardy through tutorials.

“One thing that we did change, was the tardy rule,” Grebb said. “We believe that being on time is a huge life skill for school, for college, for work, for the military, for anything that you’re gonna do in the future. Last year you would be able to kinda take care of it or wipe it out, so this year we’re giving you four free ‘flat tires.’

I think it’s gonna be very beneficial to show people that being on time is super important.”

Another of the most noticeable differences of this year is the stricter

phone policy. Grebb made sure to state that the rule has not entirely changed from previous years, only that the district policy is now being imposed to a higher degree.

“We noticed that a lot of kids were getting distracted by their cell phones, so we wanted to really remind the staff and students what the district policy is,” Grebb said. “We believe it’s going to be a very healthy change for everyone.”

The final rule to be looked over and edited is the use of identification. The student IDs are a relatively new implementation within school rules, but remain something Grebb wishes to stress. “[IDs were] something that came in mid-

year last year, so that was a little hard for everybody, but IDs are important because you have to be identifiable for school safety in the building,” Grebb said.

In all, these three policies are the only things that are being enforced differently, which Grebb hopes to have a positive effect on the student body.

“I think these changes are really gonna help everyone become a better student, be on time, and learn to wear [an ID],” Grebb said. “A lot of students will get jobs where they will have to wear a name tag or have an ID, and they won’t forget those, cause it’s tied to a paycheck, it’s tied to a promotion, it’s tied to a lot of things.”

Hairston wins $10,000 Manilow Music Teacher Award Gia Patel | Co Editor Head Band Director James Hairston was honored at Barry Manilow’s concert at the Moody Center on August 19 after winning the music educator contest and being the recipient of the $10,000 for the Austin area. As a part of Manilow’s Last, Last Tour, in each city there would be a music teacher contest, and the winner who earned the most votes would be awarded a grant from the Manilow Music Project to support their school’s band.

“I got an email back in April from the Moody Center, saying that I have been nominated,” Hairston said. “And all I had to do was spread the word out and get kids to vote for me in order to win.”

The grant from the Manilow Music Project is going in support to the band.

“The event was great because I got to meet Barry Manilow,” Hairston said. “But the funding that he provided to our school is going to give us the opportunity to buy instruments that we are desperately in need of, so we are going to be using a lot of that money to buy instruments for the kids.”

Music has played a significant role in

Hairston’s life since middle school.

“I joined band in 6th grade,” Hairston

said. “I started off on the clarinet, and then in 8th grade, I switched to the saxophone;

Hairston talks with Barry Manilow before the concert starts. “When we got there, we met with the agents, and they took us backstage,” Hairston said. “We got to meet Barry Manilow in a private room.” Photo courtesy of | The Moody Center

I played saxophone all the way through high school and college.”

Since middle school, Hairston gravitated towards music.

“I have three sisters and two brothers; there’s six of us,” Hairston said. “It was something I was really good at and that no one else in the family did, so I stuck and pushed forward with that.”

Before the concert began, Hairston got a chance to meet Manilow.

“He talked to us, asked a bunch of questions, we took a bunch of pictures, then they walked us backstage,” Hairston said. “When we got to our seats, people saw us walk from backstage, and so that was cool to get this backstage view of a concert that big.”

Halfway through the concert, Hairston was introduced in front of the thousands of people in the audience.

“It was just like a mini-celebrity status for that one night,” Hairston said. “When we were walking back to the car, random people were stopping and asking me to take pictures, since I was a winner. It was surreal.”

New safety measures implemented on campus Travis Tellez | Asst. Editor As the new school year starts, new security measures have been added to the school that we previously did not have.

These security measures are meant to keep all students safe and secure from any danger that may occur within the school.

“IDs are something that we started enforcing last December, and we also decided to put up frames for safety doors in the main hallways, which can close in any emergency and block off sections of

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the building,” Principal Michael Grebb said. “We do have a new safety vestigial in the front. It has a doorbell on it and a camera. So, when a visitor comes, they now have to ring a doorbell, to be allowed access into the campus.”

These new safety regulations not only come from the school but from the Texas Legislature as well, which has passed multiple laws designed to protect students.

“IDs and visitor badges are a good idea because they help staff identify who

should be in the building and I think for the most part, our building is looking good,” Grebb said. “Obviously there are things that we want to improve every year so I'm always working with the district and getting the feedback from people to figure out what are some things that we can add to as the year goes on to make the building even safer.”

Even with these new regulations, students still need to do their part to keep the school as safe as it can be.

“The most important thing is ‘see something, say something’ if something's out of place, so it doesn't affect the safety of other people coming in the building, whether there's broken glass on the ground or an animal outside,” Grebb said. “We just need everybody to do their part and report any activity that could potentially be a danger to others which students can do by just calling the front office, emailing someone, or just telling a teacher so they can let us know.”

9/16/24 3:59 PM

News Sept. 20, 2024

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Local FFA student wins State, prepares for Nationals Marcos Hans | Reporter Senior Lyliana Quintanilla achieved a milestone by winning the state championship in prepared public speaking. At the state FFA Convention her victory, earned among over 3,000 Texas students, highlights her dedication and skill.

The FFA, or Future Farmers of America, is more than just a club, it’s a community where students explore all things agriculture. Whether it’s learning about plant science, caring for animals, or diving into ag mechanics like welding and woodworking, FFA offers a wide range of activities.

“FFA isn’t just about getting your hands dirty,” Quintanilla said. “It also includes

exciting competitions in areas like ag policy and business. It’s a place where you can really get involved in whatever interests you.”

Quintanilla was initially shocked at her win.

“Honestly, my first reaction was, ‘Did they get it wrong?,” Quintanilla said. “I didn’t even think I’d make it to the finals, let alone win state.”

Now, she is preparing to represent Texas at the National FFA Convention in October.

Raised in Corpus Christi with a background in livestock, Quintanilla was encouraged by her former FFA advisor, Ms. Hage, to try public speaking.

“She noticed I liked to talk and suggested

I give prepared public speaking a shot,” Quintanilla said. It’s been a journey of growth ever since.”

Even though she now lives in the suburbs, Quintanilla continues her agricultural roots, maintaining a barn for her livestock near Cele Middle School.

“A lot of people don’t realize that even in the suburbs, you can still be involved in agriculture,” Quintanilla said.

As Quintanilla gears up for nationals, she’s focused on perfecting her speech and practicing with various audiences. She appreciates the strong support from her Hendrickson FFA chapter, emphasizing, “It’s not just about the competition, but growing together as a team,” Quintanilla said.

Photo provided by | Pilar Lira

Voter registration open for first time voters How to register to vote You can register by mail to vote in Texas by printing a voter registration form, filling it out, and mailing it to your local election office. You can also register to vote in person if you prefer. There is no online voter registration in Texas.

Who can register to vote To register in Texas you must: • Be a citizen of the United States • Be a resident of the county in which the application for registration is made • Be at least 17 years and 10 months old (you must be 18 to vote) • Have not been convicted of a felony or, if you have been convicted of a felony, you have completed your sentence, probation, and parole • Have not been declared by a court exercising probate jurisdiction to be either totally mentally incapacitated or partially mentally incapacitated without the right to vote

When you can register to vote

Registration deadlines: In-person at local election office : Oct 7 By mail (postmarked by) : Oct 7 Absentee ballot deadlines Request ballot (received by) : Oct 25 Return ballot by mail (postmarked by) : Nov 5 by 7:00 p.m. CST Return ballot in person : Nov 5 by 7:00 p.m. CST Voting deadlines Early voting : Oct 21 - Nov 1 In-person : Nov 5

Illustration by | Brittany Truong

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6

News Volume 18, Issue 1

Hawk Drama goes down to Hadestown Zuri Clark | Reporter Hadestown, a story filled with themes of love, grief, greed, and sacrifice, is now available for productions by high school students. The Tony award winning musical released a teen edition April 23 of this year. With the opportunity up for grabs, the theatre department reached for the rights.

“It is the ultimate love story,” director Nicole Malone said.

The story of Hadestown follows optimist Orpheus and young and hungry Eurydice.

The show includes other characters such as Hades, king of the Underworld, Persephone, the goddess of spring, the five Fates, and the narrator of the tale Hermes.

Weeks before summer came to a close, students in the Musical Theatre program

were already at work bringing Hadestown to life.

“I love working on Hadestown. Certain songs and harmonies can be very difficult, but it’s super rewarding,” junior Juliana Vargas said. “Especially knowing everyone is super dedicated.”

Every show comes with its own set of challenges, and Hadestown is no different.

“You have to account for how many new people we’ve gotten in the department. It’s ensemble based and you try to figure out how to incorporate the students as much as you can, but it can be a challenge.”

Malone said. “The show also never stops.

It continues from one song to the next.

There’s not a moment of breath.”

In the original broadway show characters use a revolving stage to progress the story along. However, this is not the case for the

Director Michael Fisher constructs the vibrant set for Hadestown: Teen Edition, “It’s been amazing,” Fisher said. “There’s nothing better than watching it all come together.” Photo by Andrea Foster

Teen Edition.

“When you apply for the rights for a production you have to agree to not take scenic elements from the Broadway production,” Malone said "And the stage is very pivotal to the story.”

But director Michael Fisher and student technicians such as Anastasia Benavides and Noah Iordanov were able to work past that.

“In the pit we’ve built an extension that acts as a layer to help stimulate the difference between the above ground world and the underground world,” Malone said.

For all the labor Hadestown has required, excitement is the main emotion among students.

“It’s been a whirlwind,” sophomore Melody Cano said. "Especially since I’m

new to the school.”

At the heart of Hadestown, it is a story about a boy falling in love with a girl.

But this story differs from others. “It’s a tragedy” is a line in the opening number of the show.

“Orpheus and Eurydice’s tale is sealed with ink,” junior Gavin Johst, who plays Hades, said. “It’s such a crushing story because no matter what you do their fates are inevitable.”

The story of Orpheus and Eurydice cannot be changed, but it can be retold for two nights at the Gerrell Moore Performing Arts Center on October 3rd and 5th.

Juniors Jonah Brody and Maple Willis build walls for the Hadestown set. “It was my first time in tech, and I thought it was fun being able to do a hands-on activity in school,” Brody said. “It’s based in a jazz club, so people are working on railings and paintings and setting up stuff.”

Photo by Andrea Foster

Alvarado Shines as Region 13 Assistant Principal of the Year Marcos Hans | Reporter Clarissa Alvarado’s recognition as Region 13 Assistant Principal of the Year came as a surprise. The award, presented at a Texas Association of Secondary Administrators conference, was a testament to her dedication and hard work.

Since her promotion to Associate Principal two years ago, Alvarado has embraced her responsibilities warmly.

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“This year is the first year where I feel like I’m able to really transition into more of the added responsibilities of an associate,” Alvarado said.

Despite the challenges of managing additional roles after the loss of an administrative position, Alvarado remained committed to her students and staff.

“I was taking on so many roles, and I

didn’t feel like I was giving my best at all times,” Alvarado said.

Alvarado’s favorite aspect of her job is the opportunity to invest deeply in her school community.

“I really enjoy investing in the campus,” Alvarado said. “Not just in teachers, but in the school community and students.”

Moving into a new office with a window was a small but meaningful upgrade,

representing her evolving role and increased responsibilities.

Despite the busy nature of her position, Alvarado finds joy in working directly with students and teachers.

“I love being on campus with students,” Alvarado said.

9/16/24 4:14 PM

No Phone Zone

Feature Sept. 20, 2024

7

Teachers discuss impacts of phone use in classroom Eliana Grant | Co Editor One of the key differences within this school year and years prior is the cracking down on phone use. In an effort to better comply with district policy, teachers and administration have been encouraged to make a bigger effort in discouraging and preventing phone use from the student body.

“I have been welcoming of this policy for years,” math teacher Donna Spears said. “I have a phone pocket on the left side of my room. Students exchange their phones for their calculators as soon as they enter.

The students have been very good about getting this done, and I am very proud of them.”

Spears commented on how she has always had phone restricting rules, and believes that these rule enforcements will be an overall positive on not only the students, but the school as a whole.

“It helps with better concentration, more participation, and answering questions,” Spears said. “They become more alert and it is overall a great experience. I am very happy the school and district is behind the no phone use. Before when a teacher had the rule it was between the teacher and the student, and now it’s backed by the district. Students have been complying better from the get-go.”

While rules may be subject to change between different classes, Spears teaches primarily freshman and sophomores, whom she believes could usually use more guidance regarding their electronic use than upperclassmen. Despite this, Spears tries to create an equitable experience within her classroom.

“I also believe that teachers should restrict their own phone use to be an example,” Spears said.

“The way I work is if the class puts their phone away I should follow the rules too. It’s mutual respect, the phone use teaches that.”

While Spears is entirely for the restriction of phone use, many teachers go about the policy enforcement in varying ways, with different results across the school.

Given this one account of teachers' phone limitations, it can be important to take

policies on a case by case basis.

“I’m actually for [limiting phone use], because there's a line that kind of needs to be drawn, where texting, watching videos and all that stuff during class when you're supposed to be paying attention to what the teacher’s doing, that does need to be minimized,” math teacher Joseph Houston said.

“Using our phone for constr uctive pieces is extremely useful.”

Many teachers take phone policies in different ways, but the primary variables on how they decide their rules typically come into what they teach, the ages that they teach, and how long they have been teaching. As for Houston, this is his first year teaching at a high school level, and, along with Spears, the grades he interacts with impacts his rules for them.

“Most of the kids I deal with are juniors and seniors, so we’re starting to get kids who are entering the workforce, and they need to start learning to deal with their phones on their own terms,” Houston said. “If you get caught texting and making phone calls all day during work hours you’re gonna get fired pretty quick, so learning and letting the juniors and seniors figure that out at their own pace a little bit, but aso putting a little bit of a barrier there kinda helps out.”

For Houston, phones can be a big positive, as they provide calculators, access to QR codes, and the ability to research data for class. Oppositely, Spears finds them to frequently be nothing but trouble. Overall, phone use rules are usually assigned by teachers entirely depending on what is most useful in that class, and not all rules should necessarily be applied the same.

“It depends on what they’re teaching, so in a class like English where you’re having to pay attention and read and do all that stuff, phone usage should be kept to an absolute minimum,” Houston said. “In our math class the only time we really use our phones is for data sourcing, so minimal amounts of phone usage is really showing big gains with grades and all that stuff too.”

Illustration by | Isaiah Trieu

Students polled on daily phone usage Screen time

Ashleigh Perrow | Reporter Schools have started confiscating phones prior to instructional time. A trend across

the US, not necessarily favored among teens. Although teens may not favor this trend, it seems teachers do. We polled

students about their own phone usage and with 203 responding, these were the results.

Popular apps most used

73 Students had a screen time between 1-4 hours

102

59

57

14

35

38

Students’ most used app was TikTok

Students’ most used app was Instagram

Students’ most used app was Snapchat

Students’ most used app was Messages

Students’ most used app was Spotify

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Students had a screen time between 5-7 hours

28 Students had a screen time of 8+ hours

9/16/24 4:14 PM

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Feature Volume 18, Issue 1

No Phone Zone Cell phones deplete social interactions for teens Savannah Brewer | Reporter As the world at large becomes more accustomed to technology being a part of their everyday lives, devices are being given the chance again and again to be a substitute for actual human interaction.

“I’d walk into my first period and say good morning, and there would be complete silence,” AP Psychology teacher Sara Lucas said. “I did a lot of thinking and talking to my husband, who’s also a teacher, over the summer, and [decided] I’m going to model social interactions.”

Everyday life in high school normally includes social exchanges, such as speaking up for oneself in class or having long conversations with friends, as well as educational experiences, like learning a new theorem in math class. The problem is that teenagers of today are on their phones more than ever, causing them to miss out on said experiences and leading them to be more reserved than ever before.

“The people who are mainly on their phones are the main ones who are not paying attention,” sophomore Zaybrien Brown said. “So when it comes to asking questions in class or talking to people, they’re already behind.”

According to Lucas, social anxiety is making its rise more than ever before

among the population, becoming a prevalent problem. Students are less likely

than interact with other people.

“They were sitting there texting instead

Illustration by | Isaiah Trieu to participate in class and, if given the choice, would rather be on their phones

of talking,” junior Connor Kelly said.

“People were on Instagram reels instead of participating in the conversation.”

Discomfort due to being shoved into the metaphorical spotlight has also risen in recent years, with students being so anxious about what others are thinking of them due to overexposure to social media that they assume the worst at all times, making a situation where multiple eyes are on them quite a nervous one. Even so, being exposed in such a way is necessary for personal growth, according to Lucas.

“If you want to help people with anxiety, they have to be in uncomfortable situations,” Sara Lucas said. “They have to face problems and see that they can work them through.”

Supporting another student with social anxiety by affirming or reassuring them can help them tremendously, but only giving said person postive affirmations does not help. It is necessary to guide those who suffer from such anxiety out of their comfort zone so that they may begin to mature and evolve as a person. “[It’s] a matter of getting people comfortable,” Lucas said. “Making sure that they have friends or at least people they can get along with in a classroom or anywhere so [that] they’re feeling more more safe.”

Psychology teacher explains addiction to cell phone use Gia Patel | Co Editor The increasing advances in technology, primarily cell phones, have provided people with easy-to-access technology.

In an instant, you can see what others are doing on social media apps or send a text.

Eventually, this could lead to excessive phone use and an increased dependence on our phones to keep us entertained and occupied with something to do.

For students, this starts to pose a risk in classroom settings. When students see their phone light up with a notification, it tempts us to check to see what it could possibly be.

8-9 CS.indd 2

“We get a rush of dopamine when we’re checking [our phones],” psychology teacher Sara Lucas said. “So what’s happening is we’re dumping dopamine into our brain as we check things.”

In some of her classes, Lucas sees students who struggle to put down their phones during lessons.

“There are some students that I have, who really seem to not be able to let go of their phones, and that concerns me,” Lucas said. “I think it’s great to have rules in place, but we need to actually help people with the addiction part.”

When students are highly dependent on their phones, headphones, and devices,

it makes it difficult to pay attention to a lecture that doesn’t involve a device.

“They’re not being able to pay attention in class,” Lucas said. “Your brain can only pay attention to one thing at a time, and so they’re being distracted by the attention to the phone.

Not only do cell phones and devices negatively affect students’ attention spans and ability to focus, but it hinders our ability to interact with the people around us.

“When people get on their phone instead of talking to each other, they’re not building the networks they need to be good learners with other humans,”

Lucas said. “It also cuts down on their interactions with other people, which is just crucial to learning and being a human being.”

The phone rules established this school year have the potential to help students who are finding it challenging to put their phones away, while everyone else has theirs out.

“I think having rules put into place like this year where the social norm is not to have your phone on your desk or in your lap,” Lucas said. “We as humans just want to conform, so that is making it easier to put it away, and just teach some habits.”

9/16/24 4:17 PM

Feature Sept. 20, 2023

Life Without a Cell Phone

9

Student navigates world without phone Fella Sahertian | Reporter In a world where smartphones dominate the landscape of teenage life, a student stands out as an anomaly. Isaac Bendixen, a junior who has navigated his teenage years without ever owning a cellular device. His story is not just about the absence of technology; it’s about the conscious choices that shape his daily experiences and interactions.

The primary reason for this unconventional choice stems from a family rule: Bendixen’s parents decided that he wouldn’t have a phone until he was financially responsible enough to pay for it himself. This decision reflects their values around responsibility and independence, setting a precedent that resonates with Bendixen. However, this isn’t merely a restriction; it’s also an opportunity for growth.

“I understand why my parents made this rule and I agree with them,” Bendixen said. “I don’t feel like it’s necessary for me to own a phone of my own, it teaches me to value what I have and be responsible.”

Despite living in an age where texting and social media are the norm, Bendixen has found effective ways to stay connected with friends and family. He utilizes an extra phone provided by his parents when necessary, but he often opts for more personal forms of communication.

“I can use the extra phone, and I also have access to other devices like my Chromebook for schoolwork,” Bendixen said. “Sometimes, I do miss things, yeah, but it really isn’t hard to find information plus the PfISD Hendrickson website is up, too.”

What truly sets Bendixen apart is his preference for face-to-face conversations.

In an era dominated by digital communication, he finds joy in engaging with people directly. Whether at school

or during family gatherings, he relishes the moments spent talking with others in person.

“I like talking with people while they’re right in front of me, rather than on a call or through text,” Bendixen said. “Having

Illustration by | Isaiah Trieu people perceive me in real time is just better.”

This preference not only fosters deeper connections but also enhances his social skills—skills that many peers may overlook in their reliance on screens.

Bendixen's experience serves as a reminder that there are alternative paths to connection in our increasingly digital world. His story challenges the notion that smartphones are essential for maintaining

relationships and highlights the value of direct human interaction. As he continues through high school without a phone, Bendixen exemplifies how personal choices can lead to unique perspectives on life and communication.

While h e

acknowledges that not having a phone can be challenging at times, Bendixen doesn't feel like he's missing out on much.

"I don't really mind missing out on gossip or chatting about significant events," Bendixen said. "I can always catch up with someone if they're talking about it."

To stay organized, Bendixen relies on a notepad and pen, as well as a Google doc where he keeps track of reminders and tasks.

"It’s for writing down anything that I

want to remember, or anything I don’t think I’ll remember," Bendixen said. “It's like a bunch of little tunnels that I can look at and follow down to find the things I need to do” Despite the occasional difficulties, Bendixen believes that not having a phone has helped him stay more engaged in the present moment.

"I don't get distracted as much between classes," Bendixen said. "I'm more likely to talk to someone or look around the room instead of being on my phone."

If put situations of emergencies, Bendixen is confident that he can find alternative solutions. "If I'm with someone, I can ask to borrow their phone," Bendixen said. "And if I'm alone, I might have the emergency phone with me, but I also know that there are other ways to get help if I need it."

While Bendixen doesn't feel pressured to get a phone, he acknowledges that some people might judge him for not having one.

"I don't care what they think, though," Bendixen said. "I'm getting my work done, and I still have access to a phone if I need it."

As for the future, Bendixson plans to get a phone when he's of age and can pay for it himself.

"Having a phone is just too useful to ignore," Bendixen said. "I don't want to put a large burden on myself by not having a phone."

For now, Bendixen is content with his phone-free life, finding ways to stay connected and organized without the constant distraction of a smartphone.

“I find that being the greater qualities of myself,” Bendixen said. “Not perplexed.”

Time of highest phone usage 54 students

116 students

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Between 9am-12pm: 14 students Between 1-4pm: 8 students Between 5-8pm 116 students Between 9pm-12am: 54 students Between 1-3am: 11 students

Social media or texting?

93 students used their phones for mostly social media, while 110 students used their phones mainly for texting.

9/16/24 4:17 PM

10

Entertainment Volume 18, Issue 1

Say His Name

Cult classic film gets sequel decades after original release

Illustration by | Cylee Cumento

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Savannah Brewer | Reporter After thirty-six years of not-so-patient waiting, the sequel to Beetlejuice, the 1986 cult classic, has been released, aptly being named Beetlejuice Beetlejuice. The film reintroduces its audience to the supernatural world of the afterlife through the eyes of the human main characters in the same campy manner as its predecessor, keeping its beloved cheesy special effects as well as the main cast of the original movie to try and keep the whimsical weirdness of the original alive. In some ways, this was done perfectly, such as seeing glimpses of the dead working in the afterlife or sitting down in the lobby and waiting for their number to be called, but in other ways, the film also failed, which can be seen in its seemingly never ending plot holes.

As a huge fan of Tim Burton films myself (though I must admit, I’m more of a fan of his early work) I was extremely excited for the second Beetlejuice movie to be premiered in theaters, as I’ve watched the first since I was a little kid. I practic a l ly sprinted into the theater with fellow newspaper member Eliana Grant on the weekend of its release, and as soon as the opening theme song for the movie started playing along with the opening credits, I knew that I was in for a good time. The movie begins with a bird’s eye view of Winter River, the town that Beetlejuice is set in, that slowly pans up to the Deetz’ house on the very top of a hill. Halfway through, the view of the town transitions from being real to that of Adam Maitland’s model, paying homage to the original movie’s similar intro. We are then reintroduced to the Deetz family, who must handle the death of their patriarch.

While incredibly funny and entertaining, I regret to say that Beetlejuice Beetlejuice is filled with several confusing, perhaps even unnecessary plot lines/plot holes. There were several different conflicts occurring at one time that didn’t add anything to the overall storyline, feeling as if a team of

writers just slapped all of their ideas for the film together, made it a script, and called it a day. Lydia Deetz’ (played

by Winona Ryder) personality completely changed from being a confident, albeit depressed young teenager to becoming a nervous wreck of a woman enduring a strained relationship with her teenage daughter (played by Jenna Ortega). Though Ryder’s acting was phenomenal as usual, Lydia Deetz’ complete personality 180 was quite the whiplash to experience, as she was a completely different person than she was before. Where is the snarky goth girl that we all know and love? Ortega as Deetz’ daughter had an average performance, but her character felt unnecessary and flat, not seeming as if she belonged in the Beetlejuice universe.

The character that the film is christened after, Beetlejuice, played by Michael Keaton, is exactly the same as he was in the first movie; raunchy, hilarious, and utterly, completely eccentric, and is fortunately featured in many more scenes than he had previously. In practically every scene he was in, I laughed.

Unfortunately, I also laughed (even harder, perhaps) at scenes that were supposed to be completely serious. In one instance, what was supposed to be a heartfelt, intimate conversation between Ortega and her love interest ended up being one of the most cliché things that I have ever witnessed in a Tim Burton movie, her love interest almost too easily fitting into the ‘nice guy’ trope and causing both Eliana and I to laugh at him for the rest of the movie. His storyline, as well as several others haphazardly thrown in throughout the film, wouldn’t have affected the end product of the movie practically at all if they were removed. Half of the time I was watching the film I didn’t even know what in the Beetlejuice was going on. But hey, I was down for whatever Beetlejuice Beetlejuice wanted to throw at me, because when are you going to get a sequel for such a cult classic (other than the hundreds of others that are for some reason being made right now that we are simultaneously reviewing in this paper)?

To close off my review, I’d like to suggest to all of the people who have watched the film so far that we hold a candlelight vigil for the best character in the film, who did not deserve to be treated the way he was. An innocent man; one who deserved peace. Bob. Justice for Bob!

9/16/24 4:23 PM

Classic Movies: Modern Sequels

Entertainment Sept. 20, 2024

11

Hollywood banks on classic movie nostalgia

Alien Romulus

Eliana Grant | Co Editor In June of 1979, the movie Alien was released with positive reviews. The common consensus surrounding this film was that it was absolutely horrifying, in a way many horror movies before it had not been. While it is no longer the late 1970’s, we do have a new Alien movie. Released on August 16, Alien: Romulus is a film which combines a range of horror with a thrilling plot that will have audiences on

the edge of their seat from beginning to end.

Set between the first and second Alien films, Romulus follows a group of miners scavenging a seemingly abandoned space station, as they look for supplies to leave their home planet. The miners fight through the film, dealing with themes of pregnancy, prejudice, and a realization that life isn’t always fair. Romulus keeps with the typical motifs of an Alien movie, including a fear of androids and a strong female main character. Personally, I thought this film was terrific. I sat through the whole thing terrified and anxious for the poor protagonists as they just narrowly escaped time and time again.

One particular highlight includes the facehuggers, who were uniquely portrayed almost as large spiders, leading to thrilling scenes of them lurching and jumping at the characters. My personal favorite highlight of the movie however, is the android character, Andy, and seeing how the humans develop the way they treat him.

Overall, Romulus is a fantastic and thrilling horror movie. While maybe not for the faint of heart, I found this film to be an excellent addition to the Alien canon, and would recommend any Alien or horror film fan to go see it.

Twisters

Antonio Garcia | Reporter A classic disaster film makes an unexpected return, with a modern twist put onto it. Released on July 19, Twisters is a tornado movie, serving as a standalone sequel to the 1996 Jan de Bont film:

Indiana Jones and the Dial of Destiny

Top Gun Maverick

Travis Tellez | Asst. Editor Top Gun: Maverick isn't a movie that changes or circumvents the action genre of movies. It is a very rudimentary movie with a similar plot to that of the first Top

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Gun. It isn't an advancement of the action genre, but instead a celebration of it. It plays right into the strengths of the genre and creates a fun and engaging experience even better than that of the first movie.

Tom Cruise again plays the role of Pete "Maverick” Mitchell, the cocky and hotheaded Navy pilot, this time in the role of an instructor for a new group of students who are training for a dangerous life-ordeath mission, while also confronting his past regrets from the first movie. There are so many high-tension moments and heartwarming scenes and is an emotional rollercoaster from start to finish. The visuals and cinematography add to the movie as well, with real Navy jets being flown around for the action scenes which makes them all the more exciting.

This movie pays homage to the first movie as well, with many references to its predecessor, while also being an enjoyable watch as a standalone film. If you have the time to experience a high-tense and incredibly enjoyable action movie, then please consider watching Top Gun: Maverick.

Twister. Tornado chasers Kate (Daisy Edgar-Jones), Javi (Anthony Ramos), and his team of researchers work to confront tornadoes at the source to benefit the public with improved warning systems.

The next step in their tornado research brings about a brand new set of twists and turns (literally), as advanced technology plays a role in the advance of public safety.

This film is a great demonstration of the unpredictable nature of tornadoes and the destruction they can leave in their path, keeping viewers on high alert in the midst of impending disaster.

Having seen the 1996 film a few times before on TV, I found this rendition of the twisted thriller quite refreshing. The plot has many similarities and references to the original, but a different execution to fit the nearly 30 years in time difference, which makes it a familiar yet unique experience that compliments the inspiration for it.

It was exciting to see just how much of a difference new methods can make as time goes on, and I believe this film pulled that off well, leaving me to rate this spin-off a five out of five.

Eliana Grant | Co Editor When I was about eight years old my dad showed me Indiana Jones and the Raiders of the Lost Ark. I cannot say I particularly enjoyed it, but as time has gone on I have come to have a deep love for the Indiana Jones movies. The original trilogy is a set of movies I rewatch quite frequently, with the fourth being more of a gray area.

With not much to do last summer, I eagerly awaited the release of the fifth Indiana Jones film. On June 30, 2023, Indiana Jones and the Dial of Destiny was

released to mixed reviews.

The film follows Indiana Jones on yet another adventure, as he steals yet another artifact back from a Nazi. This film had a few highlights to it, namely the 1970s theming, which I felt fit the Indiana Jones theme in an unexpected way.

Alternatively, seeing Sallah and Marion again was bittersweet in a way, and was certainly enough to make audiences in my theater smile in excitement. This movie I believe has several negatives. It is largely just another action movie, which really adds nothing I care about to the Indiana Jones canon. I felt that many plot points did not matter in the end, and were just added in reference to earlier films, including the Nazi villain, Indiana hunting down a tomb, and an old artifact that needs to be found.

While Harrison Ford continues to be great, I found his goddaughter character, Helena Shaw, played by Phoebe WallerBridge, to oftentimes be annoying and a forced depiction of a strong female character.

Very much in line with the fourth film, Kingdom of the Crystal Skull, Dial of Destiny includes lots of CGI, has many varying plotlines and ends up being more fantasy themed than the original films.

While the originals included scenes with gods and cults, the newer films include aspects of aliens and time travel, which felt off and cheap in terms of writing. Overall, I did not love this movie. It was entertaining and fun in many parts, but when I do my yearly rewatches of Indiana Jones movies, I think I’ll just stick with the first three.

9/16/24 4:24 PM

12

Entertainment Volume 18, Issue 1

Falling Into Autumn Fashion Students discuss latest clothing trends Abenezer Tewodros | Reporter

Q: Are there any classic fall pieces that you think always look great, no matter what’s trending?

A: “Yes definitely like some nice sweaters, sweaters are always in.” -David Martinez, 12

Q: What are some of the coolest fashion trends you’ve noticed this fall?

A: “I like loafers, minimal coloring, and sweaters.” -David Martinez, 12 A: “I’d say gingham shorts and boxy tees, like Billionaire Studios type tees.”

-Micaiyah Brewer, 12 A: “I would probably say, crewnecks and jorts.” -Artis Duncan, 12

Q: What’s your advice for someone who wants to try out new trends but still keep their own personal style?

A: “Just wear what you think looks good on you and what’s comfortable, and try to express yourself in your own way rather than following trends.” -David Martinez, 12

Allison Donaldson, 12

Q: What colors do you think people are really loving this season?

A:”Definitely like some earthy tones, like dark green.”

-Artis Duncan, 12 A: “Definitely brown and I see red coming back this season.”

-Micaiyah Brewer, 12

Madelyn Keverline, 11

Q: How much do you think social media and street style are shaping what people are wearing this fall?

A: “A lot, like on TikTok a lot of people follow the trends and I like some of them but others are like overused.”

-David Martinez, 12

Q: What are your opinions on replicas?

A: “Personally I don’t wear them but if you don’t have the money for it then it’s your business.” -Micaiyah Brewer, 12 A: “Replicas gotta go!”

-Artis Duncan, 12 Donyelle Gray, 10

Josiah Willis, 12

Q: Where are the best places to go thrifting?

A: “Nothing crazy, just some places like Goodwill.”

-David Martinez, 12

Andrea Foster | Photographer

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9/16/24 5:09 PM

Beyond the Hoop

Sports Sept. 20, 2024

13

Niyah Waters spends summer in triumph Afomiya Michael | Asst. Editor Senior Niyah Waters, the potent Varsity starting guard and member of the 1000 points club, has always had a clear vision for her future. This summer, she set out to win the Nike Girls EYBL Championship, facing numerous challenges and tough competition along the way. Not only did Waters and her team clinch the title, but her journey also deepened her perseverance and commitment to becoming one of the best. Her story, marked by resilience and drive, underscores the relentless spirit that propels her towards greatness. Niyah Waters has been dedicated to basketball since she was five, thanks to a small push from her mom. Playing with AAU teams like Hoop Shop and Competitive Edge shaped her into the player she is today, drawing attention from coaches and gaining offers.

“They really helped me with my confidence; I’ve been seeing her since I was young,” Waters said “Coach Ashley has just been super important in my life and she’s just been in my corner.”

In youth basketball, the Nike Girls EYBL team ranks among the top in the country, attracting college scouts and earning numerous scholarships for their players. The prestigious tournaments and national games, fully funded

by Nike and other donors, are known for their high level of competition.

“The competition level here is way more competitive; We got top recruits on the team from ESPN,” Waters said.“It’s not like you go to the tryouts and everyone makes the team; they make serious cuts.”

Despite the intense environment, Waters values the genuine relationships she has built with her teammates.

“Nobody is cocky,” Waters said.

“Everyone is just really genuine.”

Waters said.

The Nike Girls EYBL Championship is far from an ordinary tournament; for Waters, it represents the culmination of years of dedication and sacrifice.

Her summer journey started with qualification rounds and culminated in the Nike Nationals Tournament and the Tournament of Champions in Chicago, two of the most prestigious and competitive events in club basketball.

“Think about it with a school ball; we’re playing throughout the season, then we have our conference record—that’s basically our district record,” Waters said. “Then we go to Nike Nationals, which is the last tournament. That’s equivalent to playing in the Playoffs.”

With only two games of pool play, every subsequent game was a win-or-go-home scenario. Each dribble, pass, and shot was crucial, demanding 100% from every team member. Every game was a battle, as opponents brought their own dreams

and aspirations. The turning point for Waters came

through team bonding and self-reflection.

“I really feel like at the end of the season, we all knew our roles. At the beginning, we were all struggling,” Waters said.

“We were big players for our high school teams, so we had to adjust to this AAU team.”

Battling mental and physical challenges, Waters focused on herself.

“I had to learn my role,” Waters said.

“I knew I’m that energy p l a y e r, so every t i m e I got on the

court, I tried to give it 100%; I knew I couldn’t mess up.”.

Despite the whirlwind of publicity surrounding her high-profile team, Waters remained grounded and focused on her goal.

“Honestly, the televised games and people always having to say something about us doesn’t really bother me,” Waters said. “I’ll just go out there and hoop because it’s basketball at the end of the day, nothing changes.”

As she returns to her role within the school, her championship experience is set to impact her approach to the upcoming season.

“I kind of feel like the Aaliyah Chavez of our team, if that makes sense.” Waters said. “She was really leading us on that team. I feel like I lead them, I play my role, and get buckets.”

Reflecting on her journey, Niyah Waters exemplifies the importance of having support.

“I was kind of going through it this summer,” Waters said. “When I wasn’t performing how I wanted to, I learned how to adjust and not shut down. I just got back in the gym, hit a reset button, and talked to college coaches and my mom for advice,” Her hectic schedule was a testament to her dedication, and she inspired her teammates with her focus “There would be days where we practiced for 8-9 hours, with breaks every 3-4 hours,” Waters said. “In Chicago and Kentucky, we’d remind each other to lock in and win Nike Nationals—we couldn’t lose.”

Overwhelmed with pride, Waters’ family and friends shared in the joy, tears streaming down their faces. Her victory symbolizes more than personal success; it highlights how dedication, hard work, and a relentless

pursuit of excellence can achieve remarkable outcomes.

“I was kind of sad, but I was happy at the same time,” Waters said. “When that buzzer went off, we all just jumped on each other, so excited, we’d been through so much together, so it was nice to celebrate our last year like that.”

Her triumph in the Nike Girls EYBL Championship is not just a moment of celebration but a stepping stone towards even greater accomplishments in the world of basketball. As she continues to chase her dreams, Waters will undoubtedly inspire

others to pursue their own with the same intensity and commitment that defined her path to victory. Following her senior year, Waters hopes to play in college in order to be able to get a free education. For now, though, the spotlight remains on her remarkable summer achievement—a testament to her skill, dedication, and the bright future that lies ahead.

Photo provided by Niyah Waters

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9/16/24 5:09 PM

14 Football Prospects Soaring High Sports Volume 18, Issue 1

Football prospects prepare, talk about their football career, plans after high school Travis Tellez | Asst. Editor With the start of a new football season coming up, the team and coaches continue their training to make this season successful, unlocking the potential of both new and returning players. It is the coach's job to make sure that these players play to the best of their ability and leave everything out on the field.

“The team has got a lot of potential, but potential is always a scary thing because you have to get to it, you know?” Coach Douglas Pearce said. “You get a lot of young players, a lot of inexperienced players, that I know can perform at a high level, but it all comes down to when the lights come on on game night that determines how they really perform.”

Pearce makes sure to work his team to the limit in order to mold them into what he believes to be great football players.

“Being consistent, working hard every day, showing up on time, and doing all the behind-the-scenes work,” Pearce said, “That’s what makes a good player.” There are even some players who share Pearce’s philosophy with the team.

“We had a good start to the season, but

it’s my last year, so I hope we can make it to the playoffs.” Left guard Allijah Ford said. “A lot of people say that we’re gonna lose, but even though we’re a young team I feel like we could make something happen this year.”

Ford has multiple college offers, including D1 offers, that he hopes will propel him into the next level of his career. When a player is able to gain recognition at the next highest level, it offers opportunities not only for themselves but also for the people around them.

“I’ve been playing football since I was six years old and fell in love with it when I was ten” Receiver and Defensive Back Maddox Quiller said. “I want to use football to put my family in a better position and potentially play professionally.”

Quiller also has a few D1 offers, but even then, that still doesn’t deter him from competing his best within the Hawk Football team.

“Our team is great, we’re built like a brotherhood,” Quiller said. “We grinded together, and we’re setting up the culture to be great.”

Andrea Foster| Photographer

Volleyball Team Starts Off Season

Volleyball Team talk about their experience as they prepare for their upcoming season

Ashleigh Perrow | Reporter Hawk Volleyball, led by Head Coach Latraica Spencer-Bailey, assistant coaches Brett Gola, Alexis Urch, are aiming for a successful season. Although Hawk Volleyball’s schedule looks tough, they hope to improve from last year’s record of 13-13 and come out with more

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wins than losses.

“I love the energy aspect of Volleyball and the fact that one kill or one block can change the entire game,” junior Kendal Roberson said. “My goal is to continue playing volleyball in college and hope to get far in the playoffs and eventually become district champs.”

“I love the energy aspect of Volleyball and the fact that one kill or one block can change the entire game,” junior Kendal Roberson said. “My goal is to continue playing volleyball in college and hope to get far in the playoffs and eventually become district champs.”

“I definitely like the team aspect, like our

celebrations and how we pick each other up. I like being useful in any position I play.” Despite it being her last season she will pursue volleyball in college. “I think about it every day. It’s like everyday is my last day of something. I’m gonna miss my teammates that are staying.”

Andrea Foster| Photographer

9/16/24 5:45 PM

Sports Sept. 20, 2024

Tennis Q&A

15

Tennis team answers questions about their team, teammates, season and themselves

Afomiya Michael | Asst. Editor

Sam Lee | Photographer

Arielyn Metayer 10th JV and Gisela Garcia 10th JV Teagan Kamenicky 11th. Varsity and Tyler Artes 12th. Varsity Q: Why do you like playing tennis so much?

“I would say I get really enraged in the sport, but I feel like it’s fun because there’s no pressure to be perfect out of all the sports, coming from volleyball there’s pressure levels, but I feel like here if you Q: Do you play doubles or singles?

“Neither. I didn’t try out for the team, but if I could pick I’d do doubles because it’s fun to have a partner to be on the court with.

You can cover more ground that way.” A.M.

mess up it’s okay.” - A.M. “I would say I’m super competitive, so the fact that I just like winning makes me motivated.”- G.G.

“I do a little bit of both. I actually do all of them. So I have a mixed doubles partner but I also do girls doubles with my partner [Julia Alvarado] and then I do a little bit of singles. I like whichever one I win the most.” - T.K.

Q: Who do you model your game after?

“I really like Elena Rybakina. Honestly I look more for the guys. I like Novak Djokovic. I really try to emulate his backhand, maybe not as much as a certain Q: How do you balance your schedule during the season when it gets busy or hectic?

“Honestly just having constant communication with my teachers. I think I’m missing psychology for the 3rd time in a row. So just keeping in touch with your teachers and making sure you get caught

person named Sam Lee. He really tries to be like him.” - T.K. “I really model my game after John Amador.” - T.A

Q: Tell me about challenges that you have faced. How have you learned to

days are good, some days are bad, it’s just all about remaining positive.” - G.G. “Definitely just being in 3rd period overall.

Most of Varsity is in 4th period. It was a scheduling thing and I don’t know if I can’t change it. If I did it would probably mess up my whole schedule. But I mean I try to remain positive about it. There’s always practice after school and there’s always practice on the weekends.” - T.K “I think I wasn’t getting my serve in. I got coaching from some of the other members on the team. They helped me get there.” - T.A

overcome them?

“When I mess up I usually get really enraged and throw my racket. Then I just learned to not give up. So now I actually got my serve down really good. Coach Bertsch helped me do that, so yeah just practicing.” - A.M. “I feel like consistency is a big part of it.

Honestly tennis isn’t like riding a bike, like you’ll still remember the basics and you won’t remember your techniques. Some

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up on that work and doing it whenever you can, whenever you have the time to.”

- T.K. “I really don’t have a problem with kids.

Really my only hard class this year is AP Chemistry. So as long as I get that work done, then all my other classes are chill.”

- T.A.

Q: What are you looking forward to this season?

“Man, I’m excited for lunch. We get Canes every Tuesday, or Chick Fil A. Lunch is just great.” - G.G “I’m looking forward to districts, playing Q : How do you and your partner work together for doubles?

“Me and Julia, we’ve been playing together for a while. We’re both around the same age, same grade, so it’s nice. We kind of have a connection where we both know that if we make a mistake, we pick each Q: What is the best tennis court to play on? What is the best racket to use?

“Honestly just rubber. I like my Babolat Pure Strike. I like my Babolats personally.

My dad does a lot of my strings and we

with a bunch of different people and accomplishing that by lots and lots of practice.” - T.K. “I’m looking forward to winning, just having a great time playing tennis.” - T.A

other back up and we kind of get along.

We know our way around the court.” T.K. “We’re great. We’ve been playing together since I started sophomore year. I love my guy Alex.” - T.A. switch them out and play with a lot of different things.” - T.K. “I play with the Wilson Roche Staff 1. I really think it’s the nicest one out there.”

- T.A

Q: Tell me about your serving technique.

Does it matter to you in a game?

“It definitely matters. A lot about serving technique is mind games. When you serve you want to make sure that you’re not thinking ‘oh am I gonna double fall,’ you just have to think, ‘I’m gonna get this

in, I know where I’m gonna get this in, I’ve done this before and I know how to do it.

I’ll do it again.’” - T.K “My technique matters a lot. It depends who you’re going against. As long as you’re getting that serve in the technique will be fine.”

Q: Tell me about the coaching staff and style. What are some things you like and don’t like? “ I really love how nice they are. I like how we get to use our phones in the classroom.

I also like how some days if we’re not feeling it, we can sit out if we want to. They also come over and help you during the course and tell you what you need to fix in a nice way. It’s very fun honestly.” - A.M. “I think it’s pretty lenient. If it’s really hot outside, they’ll be like ‘hey we understand if you don’t want to play,’ just because it’s really hot. One thing I wish was different, I guess you could say it’s a con. I wish we would go to the weight room or run more.

Coming from volleyball or other sports, in

tennis you do no actual workouts.” - G.G. “So our coaches are Coach Bertsch and Coach Lopez. They really look out for us.

They try to do what’s best for the team.

They always make sure we are fed. They really make sure we stay out of the heat and stay hydrated.” - T.K “I don’t like some of the drills we do. I don’t really think they help us much. Some of the stuff we do doesn’t benefit the team like working on our shots. I think going to the track and the weightroom really helps.

Their coaching definitely helped me get better. I didn’t know how to play freshman year and sophomore. They taught me how to play.” - T.A.

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Feature Volume 18, Issue 1

Texas-Sized Celebrations

Upperclassmen share anticipated homecoming plans “I decorated [my overalls and mum] with silver, white, and navy blue and then added a bunch of sparkles. [Cheer] always puts on a big performance for our homecoming pep rally which is on Wednesday at 6:30pm. It’s going to be really good. Stunting and dancing is my favorite. We always put on a big show, with fancy, crazy stunts.” - Edyn Gerzon, 12

“I look forward to dressing up, potentially winning the game, having fun, and doing my overalls. I think I’m going to go to the dance because it’s my last year.” - Jordyn January, 12 “I’m excited to spend time with my friends and make memories for my last year going to the game. I hope we win. I’m going with my boyfriend, and I’m going with my friends [to the dance]. Me and my friends are going to get ready together, and me and my friends and my boyfriend are all going to go take pictures, and then go to the dance, and then go eat after, probably at Chili’s. Gracelyn Swedlund, 12

“[I look forward to] the excitement from the crowd and the emotion. We’ve been working hard all season and offseason. I’ll probably go out to eat and just talk about the game. The go-to is always Canes, but it gets packed sometimes.” - Logan Clark, 11 “[I look forward to] the team winning, having school spirit, and making memories with my friends. I’m planning on making [overalls] this week with my friends. I probably will customize them with diamonds and rhinestones and do the ‘senior 2025’ on them. Micaiyah Brewer, 12 “I plan on going to both [the homecoming dance and game]. I plan on going to the game cheering, and I’ll be in the student section with my friends. At the dance, I’ll probably just be there for like ten minutes.” - Noah Campbell, 12 “I look forward to taking pictures with my friends and then making my mum and hanging out with my friends after the dance and game.” - Malaya Bennett, 12

Photo provided by | Olivia Quarshie “I look forward to winning. I plan on going with my friends and having fun. I’m going to make a mum, probably volleyball and EMT themed.” - Holley Matthews, 12 “I’m excited to cheer at the game and have fun experiences this year. I made a big mum this year, so I’m excited to show it off. I just decorated it for school spirit. [Cheer] hangs the mums up on the fences. I’m going to go to the dance with my friends and hang out. I think I’m going to throw a little getting ready party.” - Karsen Grissom, 11

Photo provided by | Mikaela Ancira “I’m going to the game for sure. [I look forward to] the school spirit, hoping our team can win. I want to take pictures because I don’t really get pictures of my friends.

I’m getting [my overalls] made by my friend. She’s adding on to the mum, so it’s not going to be too big, but it’s going to be a little bit bigger.” - Jasmine Culpepper, 12

Photo provided by | Jahnvi Patel

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