A: Para mí aprender inglés es súper importante porque quiero poder comunicarme con mis compañeros, quiero ir a la universidad, quiero un futuro mejor para por eso estoy aquí. Ha sido difícil, pero he podido comunicarme bien hasta ahora. He estado en los Estados Unidos durante un año y vine aquí con mi mamá
hermanos.
Q: ¿Cuáles son unos de los desafíos de ser hispanohablante en una escuela Americana?
A: Cuando llegué aquí por primera vez, tenía una comprensión muy simple del idioma inglés, pero ahora lo entiendo bien. No lo hablo perfectamente, pero entiendo no hablaba el idioma, entonces no entendía mis clases. Pero siempre me han brindado ayuda y nadie me ha tratado injustamente y nadie me ha hecho sentir mal eso. En mi primer día, todos mis profesores me ayudaron mucho, y mis compañeros incluso me ayudaron a encontrar mis clases porque no sabía dónde estaban. compañeros de clase siempre me ayudaban, lo cual era bueno porque estaba muy nerviosa por empezar la escuela.
Q: ¿Los estudiantes te tratan diferentemente porque eres hispana?
A: La gente me trata diferente, pero nunca me tratan mal. Siempre tratan de ayudar lo más que pueden.
Q: ¿Hablas mas ingles que tu guardianes?
A: Hablo mucho más inglés que mi mamá. Mi mamá realmente no habla nada de inglés. Sin embargo, mis hermanos sí lo hablan. De hecho, mi hermano me estaba hablando en inglés y mi mamá le dijo que en la casa solo hablamos español porque no quiere que se olvide del español, ya que aún es pequeño. Tengo traducirle muchas cosas a mi mamá, como todo el correo que recibe. Tengo que acompañarla la mayor parte del tiempo para poder traducirle. A veces va sola traductor, pero la mayoría de las veces me pide que la acompañe. Realmente no me importa porque son cosas simples. Cuando nos mudamos aquí por primera encontré preguntando “¿Puedes repetir eso?” Y a veces incluso pasa ahora, y le pido a la gente que diga las cosas de nuevo, pero más despacio. Pero estoy aprendiendo y estoy progresando.
Q: ¿Tienes recursos que te ayudan?
A: Estoy tomando una clase para aprender inglés como un nuevo idioma y mis maestras, la Sra. Plahm y la Sra. Graham me ayudan mucho. No importa clase sea mi tarea , siempre tratan de ayudarme con cualquier pregunta que tenga, y si no pueden resolverlo, preguntan a servicios para estudiantes. Siempre estoy rodeado de profesores y compañeros de clase que están dispuestos a ayudarme. Incluso mis otros profesores que no enseñan inglés como un nuevo idioma siempre ayudarme porque conocen mi situación.
Q: ¿ Que quieres hacer después de la preparatoria?
Después de la secundaria, planeo ir a la universidad para estudiar psicología clínica.
Q: ¿Que consejo tienes para otros estudiantes aprendiendo ingles?
Living a double life
bilingual students look for ways to stay connected to their cultures
Originalmente, tenía miedo de hablar inglés en caso de que cometiera un error. Todavía me da un poco de vergüenza, pero siento que puedo comunicarme más mente con mis compañeros y he salido de mi caparazón. Mi consejo es perder el miedo a hablar inglés porque la gente realmente no te juzga, sino que trata de
The number is 21.6 percent. According to the U.S Census Bureau, out of every five people in this country, one person is not a native English speaker. In a society where language is essential, whether it be through understanding directions in hospitals and schools, or even in everyday situations -from understanding slang, pop culture references, and even abbreviations- bilingual speakers encounter a range of difficulties.
For starters, students who didn’t grow up speaking English usually have either immigrated from a different nation or have immediate family who came to America from a different country. Therefore, in addition to learning a new language, their family is probably learning English as well. That takes a toll on a student. It’s not uncommon for bilingual students to read and translate documents, set up appointments, or perform tasks like making important phone calls to assist their parents, all simple things that native speakers may take for granted. From a young age, bilingual students take on responsibilities that their peers may not be accustomed to.
When bilingual speakers start attending schools, they are often put into English As a Second Language (ESL) programs at schools. These are designed to help students adapt to an English-speaking environment. According to the U.S. Department of Education, these programs were originally implemented in the 1950s to help decrease the number of immigrant students who dropped out of school. At first, the purpose of those programs was to focus strictly on improving academic performance. Although there was pushback, these policies did not take into consideration how they could negatively affect bilingual students or fail to assimilate them into society in a way that also helped them feel pride in their heritage. Change came in 2002, with the passage of the No Child Left Behind Act, which also affected the organization and funds of the country’s ESL programs. The act allowed schools to start increasing support for ESL programs -either through expansion or other fundamental changes.
The data seems to indicate that many schools around the nation are working to change ESL programs to better accommodate students. However, they still fail
to fully address one of the biggest concerns expressed by bilingual speakers: How can ESL programs produce language assimilation in a way that allows students to feel proud of their native culture as well?
Because language and culture are so interlinked, when bilingual students are put into ESL classes and focus primarily on English, many have said that they are subconsciously getting a message that English is somehow placed on a higher pedestal than their native language, and by association, that their native cultures are somehow not as “acceptable.” ESL classes must avoid this kind of environment. Instead, the mission of these classes should be to encourage a sense of pride and respect towards students’ native languages and cultures, along with proper proficiency in English. Students should never feel ashamed that they don’t understand English. On the contrary, they should be made to feel courageous that they are mastering different languages.
After-Break Update: Parking Lot 4, Student Lot Closure,” reads an email sent by the NHS administration on Wednesday, January 11th at 11:08 a.m. For student drivers returning to school after a two-week-long winter break, this inconvenience only adds to the heightened anxiety of waking up on time, driving before the sun rises, and finding a place to park in the jungle known as the student parking lots. Exasperated by this news, I found myself imagining a birds-eye view of the condensed lot, planning out where I’d leave my car for the school day, and more importantly how much sleep I was going to lose from waking up early to find an acceptable spot.
At first I was convinced that the construction taking place in parking lot 4 was nothing but a nuisance, and my mindset was fueled - and supported - by my fellow student drivers. I can admit, without context for this decision, the closure of an entire parking lot seems inconvenient at best, and pointless at worst. For junior Carson Cannatella, the irritation was mutual.
“The changes during the school year are unnecessary, especially as we are already overcrowding and constantly getting new drivers,” Cannatella said.
This was the frustration I harbored until I sat down with assistant principal Dan Swafford, who shared the expansive multi-step plan the school has put in place for students’ benefit. It was then that my eyes were opened
and I saw my behavior for what it was: self-centered and close minded. If student drivers ever-so-graciously adapt to the new parking situation, the school will be able to accommodate the growing number of athletic, Project Lead the Way (PLTW), and performing arts students. I, for one, am willing to make that sacrifice.
The first part of the phasing plan is aimed at helping the athletic department. By May 2024, NHS will be sporting an array of new additions. One of the most notable is the expansion of the auxiliary gym, including a woodfloor court where basketball games will be held.
“Essentially, take [the existing gym space] and double it,” Swafford said. With these exciting additions, students should be more than happy to park further away from the school doors in order to allow future generations to be able to use these amenities. Athletic, PLTW, and performing art students will soon be able to utilize an array of expanded spaces for their individual passions.
The multistep phasing plan is an unbeatable opportunity for all students, and who are we as drivers to say that our minor inconvenience is more valuable than shaping the future student body? The development of this plan is a step in the right direction, so who cares about parking in the scheme of something as grand as this? While I won’t be able to use the amenities this four-step plan has to offer, we should be thrilled for future Millers to be able to attend NHS with more opportunities at their fingertips.
Tori Rowe// torir248@icloud.com
Last year was the first time I had ever gone out on Valentine’s Day. It was also the first time I had seen an older couple make out. From what I can assume, it was probably their first time since the ‘80s.
It only makes me question why people perform these extreme acts of romance based on the excuse of ‘love?’
Maybe it’s just me, but Valentine’s Day becoming outwardly commercialized has led to a huge surge of PDA and intimacy in mainstream media and public. On the days leading up to Valentine’s Day, and even weeks after, you’ll be bombarded with Instagram posts of happy couples canoodling and showing off the gifts they got. It’s hard to go on social media without seeing someone posting their significant other and shoving their relationship down your throat.
But this wasn’t always the case. PDA is a very Western concept and with the rise of social media, it gives performative relationships a place to prosper. With the wide popularization of the holiday due to commercialization, many couples go out and show off what their amazing partner got them. When asked, 65% of the high school students who participated in an online survey admitted to feeling inadequate and compared their relationships to the ones they see online. In addition, 66% of respondents felt as if their social media feeds were pushing other people’s relationships in their face. Looking at the survey, it’s easy to see that people are very much aware of the presence of PDA, but the issue has skyrocketed with the major commercialization of Valentine’s Day. Valentine’s
Day gives couples an excuse to express their undying love for each other, or at least what they think is undying love from their shortterm relationship. And many of the couples most overtly pushing their relationship don’t seem to last.
I understand that Valentine’s Day is just another low level holiday used as a marketing scheme for chocolate companies. But even with this knowledge, I can’t help but feel inadequate to the other couples I see. From posting, to hearing about their wonderful dates, the whole thing feels almost competitive. Valentine’s Day seems to just give people more reason to partake in PDA, especially more than usual. But with what excuse - that love is in the air? You know what else is in the air? Oxygen. And personally, I don’t want to see random people struggling for air after an intense makeout session.
Don’t get me wrong, I’m not trying to completely outlaw PDA. I’m just saying there is a time and place for the more intense things, and it’s not in public or on your Instagram story. Low stakes displays like hand-holding or a quick peck aren’t bad, and if that makes you happy, go for it. Realistically, it is your relationship, not others’.
Valentine’s Day is so much more than just an excuse to make out on a Texas Roadhouse bench. It’s a day to celebrate love in every form, and that’s what it’s always been. We as a society have turned it into an over-the-top excuse to indulge in PDA . When in reality, Valentine’s Day should be a day to celebrate all love. Just hopefully privately...
Danielle Hook//danielleehook13@gmail.com
Madeline Smith//madelinerosalie921@gmail.com
Sophomore Chloe Bass remembers how intimidated she was at her first band performance. The velvet stage curtains swung open, revealing to the awaiting audience a barrage of instruments held by the shaky hands of student performers. The fiery glow of spotlights glared onto the anxious expressions of Bass and her peers. But through all the trembling and the burning, a spark of passion was ignited in the young performer.
The choir, band, orchestra, and theater programs are one avenue for students to find their identity through performing, programs that have also inspired them to express themselves. Performance arts is one area of the high school experience where students can find their melody, rhythm, and most especially, their voice.
“I tried out a band instrument, but I could not make a noise,” Bass remembered of her first experience with the music program.
As a sixth grader, Bass felt that a part of her was missing because she hadn’t yet discovered her calling. This led to Bass joining NHS’s orchestra program.
“I wanted to try something new and something different. No one I knew had done orchestra,” Bass said.
With new things comes nervousness, and although the difficulty of orchestra may invite anxiety in some people, Bass says she appreciates that the challenges of the group help her to improve.
“Playing tests are a little nerve-racking, but it’s always good to just get it done and I think it helps build confidence and getting used to playing in front of someone,” Bass said.
In the violin, Bass discovered a new hobby and developed a passion. She is grateful for how performaning arts has helped her overcome her fears.
“Even if I do badly on a playing test, or I’m not really proud of it, I still feel accomplished to have just gotten out there and played in front of people
and
“Performing as a student helped me learn valuable lessons of teamwork, humility, confidence, trying new things, and perseverance,” choir director Julianne Fowler said.
Fowler sees hundreds of students in choir each day, watching them come and go, but she also relates to each one of them on a personal level. Reminiscing about her own choir experience in high school helps Fowler recognize how it has helped her students grow, like she once did.
“My favorite part of teaching performing arts is definitely watching kids grow from Point A to Point B,” Fowler said. “They seem to discover that they are capable of more than they previously thought along the way, and that journey makes it all worthwhile.”
Fowler noticed how choir has helped so many students find their self-worth. Without every student in the ensemble, the performance would feel incomplete. So Fowler values her students and helps them on their journey of self-discovery in high school.
“I want my students to know that they are irreplaceably valuable, and they can do hard things,” Fowler said. “Watching my students grow and believe in themselves is the absolute best part of my job, and I hope to share that joy with every student I teach.”
Lauren Davis, Trombone Player“I played the first note and I knew this would be for life,” senior Lauren Davis said.
Davis has been playing trombone ever since she first picked up the instrument as a fifth grader. Band helped her discover friendships as well as beautiful melodies. Playing the trombone became an expressive outlet for Davis as she developed her skills and even her identity.
“Band has definitely pushed me to make more friends because it makes [the band] sound better together,” Davis said.
Although Davis believes practicing can sometimes become repetitive, she also thinks that staying persistent is worth it in the end. Playing the trombone has provided her with many opportunities and she says it has given her a place to be seen.
“Band gives me a sense of community and it changes you so much as a person,” Davis said.
“I knew I wanted to do more with performing and they advertised the musical. I didn’t know what it was exactly,” senior Noelle Henson said.
As a sixth grader, Henson joined theater out of curiosity. Henson landed her first speaking role as a middle schooler and has continued performing throughout ever since, only taking a break to work backstage for a few years. Being behind the scenes strengthened her passion for theater when she eventually returned to the stage.
“I did sound, helped out with costumes, props, and stage management,” Henson said.
Henson’s return to performing provided her biggest role to date in the school’s 2022 production of “Chicago.” With the recent loss of her biggest fan, her grandmother, Henson performed through passion and also through grief.
“I put an immense pressure on myself to perform, as if [my grandmother] was sitting in the audience,” Henson said.
Henson found that theater allowed her to work through difficult emotions, and she noticed that her peers could do the same. She says the stage gave her a home away from home with people who could relate positively to her.
“I found that a lot of people who are very guarded human beings can find solace in the small group of people that you’re with for five hours a day,” Henson said. “It’s like a little family.”
Take
Landon Durm//landon.durm2007@gmail.com
Max Habel// maxwellwhabel@icloud.com
You’restaring down the long list of To-Do’s, wondering just where to start. Your phone buzzes, startling you, but it’s just your friends. “Where are you? Are you coming?” they ask. You sigh, knowing that they’ll have to go on without you, and the world continues on while you look back toward the long list full of AP coursework.
As spring approaches and students are beginning to build their schedules for next fall, many are considering Advanced Placement (AP) classes for the coming year. Experienced students have usually already formed an own opinion on the topic of AP courses and the amount of time and effort they require. But what about underclassmen who have not taken an AP course yet? Is an AP class right for you? The courses provide many advantages, but along with these benefits come downsides that could be a determining factor in your decision.
What are the benefits of taking an AP course?
G.P.A. BUMP - Delaney Heckman (NHS senior): Even with the extra work, the G.P.A. boost makes AP classes worth it.
FINANCIAL HELP - Anthony Crist (AP Spanish teacher): If a student has the intention of going to college, then yes the course is worth it from a financial perspective.
SELF-IMPROVEMENT - Hannah Dwyer (AP World History teacher): I challenge students to think about it as a way to improve a weakness or even challenge a strength they may already have.
COLLEGE CREDIT - Jackson Umthum (NHS sophomore): AP classes are a great way to expand your knowledge and get good college-level courses for experience. I believe the college credit and G.P.A. boost outweighs the workload.
PREPARING FOR COLLEGE - Leslie Ringle (AP US History teacher): AP courses provide students with critical thinking skills and improve reading and writing skills. AP course work prepares students for the rigor of college courses and what the workload may be like. They also give students an idea of what time management skills will be necessary to succeed in college.
Percentage of U.S. students who scored a 3 or higher on their respective AP exams. All AP exams grade on a scale of 1-5. A score of three or higher on an AP exam earns credit at most colleges and is usually considered an above-average score.
Calculus AB - 55.4%
Calculus BC - 76.9% Statistics - 59.9% Spanish (Lang) - 82.0% English (Lang) - 55.5% English (Lit) - 77.8%
World History - 58.1%
US History - 48.2%
Physics 1 (Alg. Based) - 42.3% Chemistry - 52.7% Biology - 67.8%
Environmental Science - 53.9% Princ. Computer Science - 68.6%
Art History - 54.6%
Drawing - 88.5%
What are the downsides of taking an AP course?
AP TESTS - Elly Uggen (NHS senior): AP courses have a test in early May. The AP exam can definitely be intimidating. It’s a very long test where each section is timed and has its own rules. It’s like a final, but it is less about knowing vocab and specific content. It’s a lot more about being able to apply that content to bigger examples, which can be challenging.
COLLEGE-LEVEL MATERIAL - Ringle: AP courses are also structured much like college-level courses, so there is more rigor than a regular class. That generally means the workload is more challenging.
MORE TIME STUDYING - Heckman: I have to set aside more time to complete work, sometimes missing out on events.
FAST PACED - Thomas Doering (Spanish teacher): You have to move quickly to get to everything that you need to do. Because of that, it makes students reach out for help from their teacher or forces them to find a way to learn it on their own, both of which are real-life skills.
MISSING OUT - Uggen: High school is worth more than closely monitoring your grades and G.P.A. every second. Trust me — I did the same thing.
How can I be successful in an AP class?
CONSIDER THE SUBJECT - Josiah Smith (NHS junior): Some advice I would give to someone wanting to take an AP class is to take ones that interest you. Don’t force yourself to be in an AP class just because you want the AP credit. Take it because you want to, and it matches your interest.
- Jason Giordano (AB and BC Calculus teacher): Be prepared to put in the work in order to succeed. The classes put a lot of emphasis on student accountability, and students who have a great work ethic almost always succeed.
CONSULT TEACHERS AND COUNSELORSUmthum: Freshmen who are interested in taking AP classes should definitely talk with their counselors and teachers for guidance and clarification. Your counselors can give you the rundown and overall description of the class along with some other helpful information regarding workload and past students experiences.
REVIEW YOUR SKILLS - Uggen: I would say to definitely think hard about what is motivating you to take AP classes. You just have to be honest with yourself and list the pros and cons in your head. If it seems like everything is leading back to the grade boost or you are having to convince yourself it’s not for the grade boost, then it’s probably not your biggest priority to take the AP class.
Olivia Gonzalez//vialiin06@gmail.com
Caitlin Hall//hallc7544@gmail.com
Brenzlee Johnson//jbree1433@gmail.com
Santi Leon Torres//santilt23@gmail.com
Imagine it’s your first day of school. If you’re like most students, it’s an experience full of nerves. What are my new classes? Who are these new people? The typical first day of school challenges can be anxiety-inducing; however, it can be made exponentially worse by not being able to adequately connect with your peers. But now imagine that English is not your first language. For bilingual students like junior Kaylee Reyes or transfer students like Lorena Mata, a first day of isolation and alienation was not imaginary, it was their reality. Feeling disconnected to the culture you’re surrounded by is something many bilingual students struggle with. But sometimes, students take it upon themselves to surround themselves in the culture that makes them feel comfortable.
For most students, Spanish class is simply another course piled on top of their already overwhelming classwork. But for Kaylee Reyes, a junior who identifies as Hispanic, the Spanish language she grew up with creates a connection between her background and her everyday life. Although Reeves speaks Spanish at home, she mostly speaks English at school. But even though she may not speak her native language throughout the day, she still makes an effort to keep her culture alive.
“Because of the people I’m around, most of my friends are Hispanic, and we speak in Span ish most of the time,” Reyes said. “I connect with my culture by speaking in Spanish at home.”
Language isn’t the only way Reyes stays in touch with her culture. She actively participates in Baile Folklorico, a traditional dance focused on local folk culture.
While practices like these may work for some students, simple visual reminders are enough for others. With the help of her parents, junior Lia Benitez-Castillo’s Caribbean heritage is not just a memory from a far-off place, it’s clearly visible in her home.
“My parents always put our culture all over our house and never let us forget it,” Benitez-Castillo said, “We have a Dominican shrine and a bunch of family pictures from the Dominican Republic.”
Like Benitez-Castillo, other bilingual students agree that culture should be a source of pride, openly displayed for the world to see. Senior Olivia Chingis understands this, and is not ashamed of where she comes from: Mongolia.
“I’m very proud of my family, my culture, my ethnicity, and my identity. It’s unique, and I think it’s so cool to be a part of something like that,” Chingis said.
Various cultures call Noblesville home, even if it doesn’t feel like it at times for some residents. For these students, their country of origin tends to resonate more with them.
“When I’m in the Dominican Republic, I feel like I’m finally ‘normal,’ like this is where I’m supposed to be,” Benitez-Castillo said.
A shared culture between individuals can often cultivate relationships, as it has in Benitez- Castillo’s life.
“Being Latin is what brought us together, and it still helps me connect with other people,” Benitez-Castillo said.
Bilingual students often say they want to keep their background intact, but some negative experiences can frequently highlight the clash of two distinct cultures. This may lead to students’ full background not being fully discovered, and as a result, can create negativity associated with learning new things about their heritiage.
“I used to have moments where I had to learn about new things, and at times it was embarrassing that I didn’t know already,” Reyes said.
In order to avoid negative interactions stemming
students are and where they come from.
“I think now that I’m more comfortable with just asking and learning new things about my culture, I know more than I used to,” Reyes said.
Speaking multiple languages and understanding cultural details brings it’s own set of benefits. Bilingual students often say they encounter insensitivity or even blatant disrespect, and according to Benitez-Castillo’s experiences, the incivility goes deeper than ignorance.
“This girl asked me why my hair was different, and I was really embarrassed to tell her that I’m Dominican, so I just ran away, ” Benitez-Castillo said. “There were always racial slurs. I felt put down and it made me feel a little ashamed of my racial background.”
These insensitive exchanges are preventable, according to junior Keilani Cruz. Cruz sees a potential opportunity for education on different cultures in classes at NHS. Cruz believes that there is room for improvement.
“In other classes like history, it would be more important to emphasize [learning different cultures],” Cruz said. “I feel like a lot of the time we are so stuck on America and [its] history, and then you have other students who could be from different races and ethnic groups. It would be nice to learn about your history as well.”
According to Linda Campbell, Senior Director of College Advancement at Trinity College, “ESL programs are a great asset in the process of integration and acculturation of the immigrant population. However, the limited funding and the need for updates have a negative effect on the learning process.”
In Indiana, native English speakers can pick up graduation credits for language classes like French, Spanish, or German. However, a different language program at NHS provides non-English speaking students courses to help them learn English throughout the school day.
English as a Second Language, or ESL, was created to help students who struggle with English, and in these courses students are taught English to help them succeed
in their other academic classes. Although the program can be helpful, some ESL students believe the program can also cause harm. These concerns about ESL are backed by real experiences from those who participated in it, such as Chingis.
“I was taken out of class sometimes to do the ESL program where I would be taught more English, and I truly think it messed up my ability to be fully bilingual,” Chingis said.
In Noblesville, the ESL program is mandatory for some foreign language-speaking students, but some students in the class feel like they were forced to take the course, only learning English in school and unable to express their culture with their native language.
“The problem I have doesn’t have to do with comfortability, but more about the enforcement of ESL when I was a little kid in elementary,” Chingis said. “At that point, I was only focused on English and lost the basis of my first language.”
The program’s requirements can also damage the students’ views of themselves. Being forced into a room and tested on English because they are, for example, Hispanic, does not provide bilingual students the sense of normality others kids experience, according to Benitez-Castillo.
“They took the Hispanic kids out of class and made them take tests,” Benitez-Castillo said. “I felt suppressed in them because I was pulled away from the ‘normal kids.’”
Although the program can feel restrictive for some, other students say it is a valuable resource for students learning English with no previous knowledge of the language.
“My teachers, Mrs. [Kristen] Plahm, and Mrs. [Katherine] Graham help me a lot. No matter what class it is, they always try to help me with whatever questions I have,” junior Lorena Mata said.
The ESL program at NHS provides support for nonEnglish speaking students, but Chingis worries that students in the program can sometimes feel they are being repressed from their native culture. According to Chingis, this can create subtle damages and repress some students from being connected with their culture.
“Speaking this language in my household, or whenever I am in Mongolia, makes me feel better about myself,” Chingis said. “[But] in Mongolia, I always get remarks about how I can even be Mongolian if I can’t speak the language.”
Some ESL students say they take preventative measures to ensure they don’t forget their native language. Mata says this is the case when she arrives home from school.
“My younger brother was speaking to me in English, and my mom told him that we only speak Spanish in the house,” Mata said, “because she doesn’t want him to forget Spanish since he is still young.”
Folkloric dance is a term used to describe the vastly different regional dances of Mexico. Dressed in ruffled white linen dresses, women dancers adorn their hair with colorful ribbons and flowers in order to perform intricate, high energy dance routines.
Men, often dressed in a dark, embroidered ensemble, paired with boots, can seem reminiscent of American cowboys. From Jalisco’s jarabe tapateo and el baile de los sonajeros to Guerrero’s tixtla, Reyes’ passion has no use for geographical boundaries. Every passion has an origin, and for Reyes, her passion is inherited.
“I was inspired by my dad who has been dancing since he was a little boy,” Reyes said.
Although her interest in dance was sparked by her father, her passion wasn’t applied until a momentous occasion in a Latin girl’s life.
“I joined ballet folklorico because I wanted to learn a dance for my Quinceñeara,” Reyes said. On the left, Reyes models her right, she presents her everyday look.
For some, learning two languages can be a challenge. But what about those surrounded by this situation in their day-to-day life? While junior Abdallah Al Samaraee is no longer fluent in Arabic, he is actively working to connect back to the former part of himself.
“My entire family speaks fluent Arabic, but I only have a third grade understanding of the language,” Al Samaraee said. “So they are always actively helping me in advancing my knowledge in Arabic, so that I can maintain conversations for longer and deepen my connection with it.”
Through re-learning the language, Al Samaraee continues to attempt to connect not just with family, but his heritage.
“Truthfully, I feel envious around others that can speak Arabic fluently because of the grasp that they have on their traditions and culture,” Al Samaraee said. “It also gives you the opportunity to connect with a more diversified group of people, which could bring many experiences that they would never experience without the language.”
As the second semester falls upon NHS students, fatigue looms heavy in the air. Lurking in the melancholic hallways, a familiar sense of uneasiness washes over high school students once again.
It’s a predictable feeling that occurs every winter. Teenagers and adults all across the world experience some kind of burnout, in a variety of forms, like academic, social, or emotional. Though this time of year often brings emotions such as joy and happiness, it can also carry a lingering feeling of dread. Consequently, a students’ mental health can feel like it’s being targeted at this time of year.
A host of explanations exist for this overall feeling of gloominess, and for senior Camryn Schott, the symptoms all began just a few short years ago.
faced with more pressure than their younger peers.
“On top of everything going on, seniors also have their futures to worry about. I have to balance school, work, and manage to have a social life, all while trying to focus on college,” Schott said.
For students stuck in this tedious cycle, no one specific strategy works for everyone. To find what worked for her, Schott believes that sticking to something comfortable can be key.
“To get out of the burnout feeling, I try to make a schedule or a routine. If I don’t, assignments keep piling up and it feels like I’ll never get out,” Schott said.
Along with students, teachers often face this discouraging energy as well. While the general effects on mental health often look similar between the two groups, teachers can experience different types of stressors. Gilbert says she tries to focus on the positive aspects of her job throughout the year to help combat burnout.
“If teachers have something interesting going on in class that students really want to learn about, it sort of counteracts the ‘blah’ feeling students might be experiencing. Just trying to keep things interesting kind of helps balance it out,” Gilbert said.
Like teachers, students always have the opportunity to work themselves out of this funk. Guidance counselor Craig Spinner suggests thinking of this experience from a different perspective.
“I’d say COVID definitely made it worse. The lack of motivation started sophomore year, which is when I think the subjects start to get harder. Freshman year is still new and interesting, but after that, it gets difficult,” Schott said.
Teachers play a key role in keeping students engaged in class, and psychology teacher Stephanie Gilbert has observed that when a teacher is encouraging, it often translates to students feeling more comfortable and optimistic.
“I think if I stay upbeat, and I stay enthusiastic, that rubs off. I do a celebration for my seniors, I bring in food and decorations and we all celebrate the fact that they’re graduating,” Gilbert said. “So having something fun to look forward to, and keeping the enthusiasm that you have for the content, is key.”
Mental health researchers say the results of burnout often first begin to manifest at school, and students’ minds start to struggle to find the energy to put forth effort. A teen’s mind can start to grow tired of the constant day to day responsibilities.
“Burnout definitely affects mental health, confidence, and self esteem,” Schott said. “If you’re doing horrible in school, you’re usually going to feel horrible about yourself, too. It will just overall take a toll on you.”
While students from every grade experience some form of mental stresses, seniors often feel like they are
“The story that we tell ourselves in our head is usually worse than the actual situation itself,” Spinner said.
The rate for educator burnout is higher than it has been in years. Guidance counselor Cosette Fehribach believes that outside of school, teachers’ personal stresses are often overlooked, as educators are expected to balance their personal life with their academic responsibilities to their students.
When second semester comes around, finding a way to combat burnout is essential
Lance Engelman//lanceengelman@gmail.com Kenzie Glass//gracie.glass12@gmail.com
HiGH SCHOOLER STRESS FEELS MORE SELF-FOCUSED, WHEREAS EDUCATOR STRESS FEELS MORE OTHER-FOCUSED.
-GUiDANCE COUNSELOR COSETTE FEHRiBACH
“Part of the reason for educator burnout is COVID and virtual learning, part of it is changing state expectations for what the curriculum needs to be,” Fehribach said. “A bigger part of it is how to be both a teacher in the sense of academic involvement, but also a supportive adult in a more social-emotional environment.”
Fehribach says that a senior’s perspective on high school is most likely going to be vastly different from that of a freshman. While seniors may be worrying about college, Fehribach adds that freshmen are still in the early stages of growing academically and socially.
“For my seniors, it is typically ‘I’m tired of this specific setting, and taking classes that are not relevant to the field in which I’m going to pursue,’” Fehribach said. “Whereas freshman burnout, I feel, is a little more social-emotional.”
This feeling is new to most freshmen, as the transition
from middle school to high school can sometimes be a rude awakening. It can be a lot to handle, but freshman Jackson Allen sees the silver lining.
“I cope with it by doing small tasks, like dishes or laundry,” Allen said, “It makes me feel like I’m getting something done.”
Replace thoughts like ‘I can’t do this, I can’t get through the semeter’ with ‘I can do this, I have people to support me, I can reach out and ask for help.’ -guidance counselor Craig Spinner(Above) Spainish teacher Thomas Doering stresses over class planning. Doeringis responsible for two levels of Spanish courses.
Stay on top of your assignments and keep an attitude of wanting to do well for yourself.
-junior Camryn Schott
THE BLAHS HOW TO NAViGATE THE POST-HOLiDAY SEASON
Senior Kaelyn Hart created an impressive work of art that honors the environment
Morgan Trowbridge//morganrocks270@gmail.com
Becca Garber//beccag9757@gmail.com
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Anyone who takes a walk through the main courtyard has probably noticed it: the sun shining brightly, bouncing off a series of carefully arranged bottle caps that reflect their bright colors to all visitors of the area. It’s a sculpture, standing alone in front of tall brick walls, representing all that senior Kaelyn Hart could have ever wanted. With wings spread wide and antennas reaching to the sky, the butterfly named “Berty” offers an usual beauty to any Miller passing by.
Since 2019, the courtyard has been in the process of renovation, to provide teachers and students a chance to enjoy the space in their free time. Hart is among those creators, the designer of the butterfly sculpture made of recycled caps sitting in the courtyard. She is also a member of the student-run Conservation Club, whose main focus is to find ways to improve the environment, both inside NHS and outside of the school’s walls. The club collects and recycles caps to be melted into a variety of objects, like the benches that are placed in several hallways around the school.
“I chose the courtyard because I’m a part of the ‘Courtyard Group’ with the National Honor Society [and the Conservation Club]. That just means it’s our job to take care of, and spruce up, the courtyard by the art hallway,” Hart said. “I wanted to bring life and a little bit of color to the courtyard and recycle some of our caps in my own way — a different way than the benches we’ve been making. I want people to see it and enjoy it as an art piece, while also keeping in mind the impact we have on our earth.”
The Conservation Club is the group behind efforts like the non-perishable food bins in the school’s cafeteria, a compost room in the club sponsor’s room, and recycling bottle caps for new uses. Hart wanted to channel these efforts into her own piece, while also showing a bit of her personality.
“When I think of a butterfly, I think of growth, transformation, and transition. Butterflies go from a caterpillar, to a cocoon, and then into a beautiful butterfly. I wanted my piece to represent my own growth and transformation after a pretty rough time in my life, so I saw it only fitting,” Hart said. “I also thought of what would look good in the courtyard in the spring when all the flowers come back, then boom, a butterfly.”
Hart worked mostly alone on her project, planning and designing the sculpture. However she did have several supporters along the way.
“The people to support me through this journey were my wonderful mom, my wood-working step-dad, [Assistant Principal Dan] Swafford, and [Conservation Club sponsor Eric] Gurule,” said Hart.
Gurule has worked as a teacher at NHS for nine years. Hart joined Gurule’s club during her junior year, but Gurule said she became more involved this year as a senior.
“Each year the Conservation Club sets goals that they try to accomplish for the year. Many kids found groups and brainstormed ideas, but [Hart] came to me with an idea she had already had in mind,” Hart said. “To have a project she already thought of, not knowing how to do it, was really inspiring. I had no idea what she truly had in mind, but boy did it turn out fantastic.”
Gurule points out that one-time-use plastic can be damaging to the environment, which is why the Conservation Club collects caps to be reused for something new.
“The reason we make the benches is to find a way to keep plastic out of the ocean, and make something useful out of the caps we collect. When [Hart] came to me about using the caps for an art piece, it was just perfect,” Gurule said. “Plastic does not have to be trash, and if we can make something beautiful out of it at the same time, then that is just extra amazing.”
Just as Gurule had hoped, Hart was able to create her own individualized piece through recycled caps. Her piece took the single-use plastic and renewed it for her own artistic purposes.
“My work really makes me feel confident. Just to stand back and say, ‘I did that. I did that by myself,’ is the absolute most satisfying feeling in the world,” Hart said. “I feel a little more complete every time I finish an art project, like I’m putting myself back together in a way. I hope it makes other people feel inspired to try something like it themselves, inspired to do anything they set their minds to.”
Hart created a piece that embodies her own ideas as well as those of the Conservation Club. Alongside her sculpture, the courtyard showcases the other projects that teachers and students have worked on to create a welcoming environment.
“Just also keep in mind that the Conservation Club does actively collect and recycle bottle caps, so any caps that students have should be placed in the buckets we have in every classroom and lunchroom to be recycled,” Hart said. “The only thing I’d ask students to do is enjoy the piece. Take pictures with it - it’s gorgeous in the sunlight.”
Maria Celis//celismariavalentina@gmail.com
Thomas Whalen//tw1271941@gmail.comThe atmosphere was electric. Shouts from parents, teammates, and spectators in the audience surrounded eighth-grader Kyra Tomlinson, and the chills and adrenaline combined together to create almost a sense of euphoria in her. She had just won the River Rock wrestling championship, her first title and a moment that changed her life.
Tomlinson, currently a junior, has been wrestling for five years now. She is a two-time state championship runner-up, and has made a tremendous impact on the NHS wrestling program. Yet wrestling wasn’t always part of her life, and she only developed a passion for the sport in middle school.
Wrestling is typically seen as a male-dominated sport, at least in the public image. According to College Wrestling Recruiting, a whopping 94% of wrestlers are male. But wrestlers like Tomlinson are beginning to rip down the traditional stereotypes and come out on top. Tomlinson isn’t completely sure what got her into wrestling, but her attitude has played a large role in breaking down those walls.
“Part of the reason was a lot of people said I couldn’t do it, and I was curious,” Tomlinson said. “I really like the idea of being the only girl to dominate the males in something they think they have complete control over, wanting to beat them at their own game.”
Brooke Butler, another junior wrestler, joined the team in 2020 as a freshman, the same year as Tomlinson. Like Tomlinson, Butler faced challenges with adjusting to a new culture.
“[Kyra] was at East Middle School and I was at West. Freshman year was a challenge overcoming being the only girls on the high school team and getting the team to accept us. Now that we are upperclassmen, the team is family,” Butler said. “We both prepare for matches in very similar ways [with] stretching, music and a pep talk from Coach [Michael] Weimer.”
Tomlinson says the feeling she experiences when she achieves her goals is what keeps pushing her to succeed, time and time again. She holds up her hugely successful sophomore and junior seasons as proof that her discipline has paid off.
“One of my favorite aspects is the achievements. I work hard for what I want, and finally feeling the ref raise my hand and my coaches in the corner clapping for me is a moment I will always love,” Tomlinson said.
Tomlinson’s teammates have also noticed her motivation and the effort that she put into her craft before
competitions. And they were right there to help her along the way.
“Her attitude from regionals week to state was laser focused and set on one thing, which was the state title. She worked harder in the room, hard drilling with her partner Brooke Butler, another state [finalist],” said junior wrestler Carter Richardson. “I’ve seen her grow from just wrestling at school to perfecting her craft and become better in and outside of the room.”
Fans might mistakenly think that someone like Tomlinson, ranked second in this year’s state wrestling tournament, would have ironed out the nerves and anxiety before a match. But they’d be wrong.
“I would be lying if I told you I wasn’t nervous. A part of me always is, but that doesn’t mean I can’t perform better,” Tomlinson said. “Before a match, I usually go off by myself and have my music playing. I watch closely as the other people wrestle and get my mind focused on my match.”
After high school, Tomlinson wants to continue being involved in wrestling and she has big dreams and aspirations. Her supporters in the NHS wrestling program believe that with a can-do attitude like she possesses, it is well within her realm of possibility. According to Weimer, Tomlinson’s head coach for her entire high school career, the wrestler has the mental resolve and physical ability to achieve goals that seem so far off for so many people.
“At state, I really noticed Kyra’s preparation before each match,” Weimer said. “Her pre-match routine, listening to her music, warming her body and mind up to prepare at the highest level, was what separated herself from her opponents on the mat.”
Tomlinson draws her motivation and her drive to succeed from her life outside of the wrestling room. Tomlinson looks up to her peers to help her make her a better version of herself everyday. Who would be her greatest role model? That would be her mom.
“My mom is an independent woman and a single mother. She works hard and gets what she wants,” Tomlinson said. “She has shown me that life isn’t easy so don’t expect it to be. If I want that state title. I better fight for it and work hard.”
Sitting in the open gym, Senior Aidan Biddle was facing the biggest decision of his life. In front of him lay a pen and piece of paper on an empty desk. That single sheet potentially mapped out his future for the next four years. What was on that page? A national letter of intent to swim at Ball State University. Surrounded by his coaches and the people he loves, the senior All-State swimmer took a deep breath, picked up the pen and did what he’s done so many times before. He smiled for the camera…
In Noblesville’s recent run of state championships -in boys and girls soccer and girls cross country- the number of student-athletes committing to play sports at the collegiate level has climbed dramatically. From inside Indiana to around the Midwest to up and down the East Coast, Noblesville athletes will compete at dozens of colleges in the upcoming year. If you are not a highly-recruited athlete, this process of committing to a college can often be a mystery, though it’s a practice that involves a constant stream of communication between coaches and recruits. This is how the recruiting process began for Junior Riley Resmer, a trail that eventually ended with her committing to Harvard for volleyball.
“A couple of schools would text me throughout the week asking for updates or to send me information, but the majority wanted to set up a call once every one or two weeks to catch up,” Resmer said.
Communication in the form of text messages or phone calls is usually the first step in the recruiting process for both players and coaches. This communication allows coaches and athletes to know each other and for the recruit to feel welcomed by the school. Biddle points out that the amount of contact from a school is unique to each athlete.
“Some colleges did try to chase me a little bit. There were some smaller schools who would email me a lot and even some who would find me at meets consistently,” Biddle said. “One school even sent me an email after I committed, guilt-tripping me for not picking their school.”
Though schools often contact recruits online, inperson communication is usually vital for coaches and athletes alike. This can be a time for coaches to see the athletes play and determine if the school’s recruiting tapes match what they see with their own eyes.
“A lot of schools are really active before camps so that a lot of girls come and they can see what they’re like in the gym, work with them one on one, and decide if they’re a good fit,” Resmer said. “After camps, everything slows down because coaches start to focus on the girls they are most interested in and liked the most at camp.”
High school coaches have a front row seat for the recruiting process, and after a few years of experience, many coaches can immediately tell the difference
club season, because they’re able to see more players at one time,” varsity girls soccer head coach Mike Brady said. “College coaches do reach out to me, but usually it’s more to discuss the player’s character than it is to discuss her playing ability.”
In most cases, the next step in the recruiting process is an in-person visit to a college. These are a school’s chance to show off their facilities and impress each athlete with why the student would fit best at their college. These trips can range from a single-day trip to a weekend stay, and the agenda for the trip is unique to each college. For senior softball player Erin Clark, she set aside time during her visits to investigate the academic resources of the colleges she visited, and she eventually landed on Butler as the best fit for her.
“Being able to visit many different schools was such an amazing opportunity. It was very cool to see all of the different campuses and academic and athletic programs at each. It was also very interesting to be able to see all of the different cultures among the different schools,” Clark said.
College visits can be official or unofficial. Visits that are considered official allow for the college to go all-out
for recruits. Unofficial visits require the recruit to pay their own way.
“Official visits are really fun. I stayed in the dorms with the players, went to class with them, ate all the team meals, sat in the locker room with the girls, watched their pregame film sessions, and went to a water polo match,” Resmer said. “They paid for my flights and all of my food while I was there.”
These official visits can be set up in a variety of ways, from more formal tours of the college or even include extracurricular activities that give athletes a glimpse of what college life can be.
“The group of athletes I was with got free meals for two-and-a-half days, including a steak dinner that the coach hosted. We also went bowling, played games at their football field, went out for ice cream, and toured all of their facilities free of charge,” Biddle said. “We also got to spend the majority of the time with the team there so we could get the most raw, natural experience of what the team is like.”
Many recruits also consider a school’s academic setting and judge how well the college can provide for them in their studies as well as athletics.
“I was between Butler and another school, so I chose
to sign up for an academic visit so I could see more of the ultimately made my decision to go to Butler,” Clark said.
The final step in the recruiting process is the big one: deciding where to attend. This can be stressful for athletes as they narrow down their options and set their focus on one school, while telling their rejected school that they will not be attending.
Once recruits commit, the process is close to finished. Like Biddle experienced on his big day in December, a recruit’s final task ends with a signature on their national letter of intent, when an athlete goes from a recruit to a signee. After this, the athletes are free to post their decisions and release the stress of the recruiting trail.
“Everyone was so encouraging and exciting for me, it was really great. My whole family cried, I got so many texts congratulating me, and a couple of the girls I stayed with on my visit reached out too,” Resmer said.
“It was such an amazing experience because it felt like a weight had been lifted off of my shoulders,” Clark said. “I had spent a lot of effort throughout my recruiting process in order to achieve the goal of going to an amazing school, and getting the opportunity of playing softball there was a bonus.”
What are the various universities NHS students will be competing at in the future? Several Miller athletes will be traveling to other parts fo the country.
East to West:
Riley Resmer - Harvard, Owen Mejia - Army
Tori Cook - University of Mount Olive
Joe Glander - Notre Dame
Brooke Lahee - University of Louisville
Cameron GraysonUniversity of Minnesota
Find out how far NHS athletes are relocating for college athletics
You don’t need to be an expert to have a pretty garden and take good care of your plants. Shelbi Smeathers, a biology teacher at NHS, says that anyone can start a garden.
“Gardening is definitely beginner friendly. I mean, anyone can babysit a plant; as long as you don’t water it too much,” Smeathers said.
Gardening doesn’t have to be just for those with a green thumb. The activity can be for anyone who wants a little more greenery in what can sometimes feel like a colorless city-scape. All of the plants below are resilient and can handle basic mistakes from a first time gardener.
Petunias’ bright, cheery colors are perfect for a window box.
• Must be planted after the last frost. In a cooler climate like Indiana, they will die after a frost
• Water these every 3-4 days or more often if in a dry spell
• Plant in late January-mid March
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Daisies
Daisies symbolize loyalty and love in the Victorian flower language.
• Once daisies are established, they’re pretty resilient
• Dry spells won’t affect them too much
• Be sure surrounding soil is not at all soggy when watered
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Coneflowers
Coneflowers make your garden welcoming, attracting bees, butterflies, and even birds.
• Need to be planted in early spring, after all dangers of frost are gone
• Shouldn’t be watered until the soil surrounding the flowers is completely dry
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Turtle Vine
Turtle vine adds texture to the floor of your garden, as it grows to only 4 centimeters.
• Bright, indirect light is best
• Water every time the top few inches of soil become dry
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Sage
In medieval Europe, sage was thought to make you wise, but today we use it to ease the stomach and digestive system, as well as for cooking
Sage needs regular watering
Does well during dry spells, if extended water
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Thyme
Thyme is used in savory dishes and includes many different varieties.
• Thyme hardly ever needs water, other than droughts in the summer
• Water soluble plant food is helpful, but not necessary
• Avoid pruning more than a third of the plant at a time
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Lavender
The smell of lavender naturally reduces the body’s fight-or-flight response and calms anxiety.
• Water deeply but infrequently
• Make sure soil is dry before watering
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Succulents
Succulents are ideal for students because they are primarily indoor plants that require little maintenance.
• Water every other week
• Rotate the plant every so often so it gets sun from all angles
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Spider Plant
Spider plants look beautiful in pots that are hung from the ceiling because their long leaves cascade over the rim.
• Water once a week
• Always keep in a room temperate area
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Anthony Pratt// anthony.p6758@gmail.com
McKenzie Vitale//mckenzievitale@icloud.com
The year 2022 was dominated by trends, new aesthetics, but most importantly, movies. “Batman,” “The Menu,” “Top Gun Maverick,” “Black Panther: Wakanda Forever,”...these are just a few notable films that destroyed box office ticket sales and dominated theater screens for weeks. As we say “Goodbye” to 2022 and “Hello” to 2023, let’s take a moment for a review of a few of the films that stood out in the past year.
Ratings: 8.1/10 (IMDB)
Review: “Everything Everywhere All at Once” is exactly that. Everything. Everywhere. All at once. It’s emotional, it’s chaotic, it’s odd, it’s heartwarming. The film, directed by Daniel Scheinert, has captivated audiences all over the world with its intense and entertaining story line. When the main character, Evelyn, is faced with saving the universe, she finds that she must make all the right choices to save what matters most to her. Often when watching this film, it’s easy to find yourself ignoring the dialogue as the marvelous cinematography in the movie is captivating. As Evelyn jumps from universe to universe, viewers are met with fast-paced, quick cut, captivating scenes. Talented actors Michelle Yeoh and Ke Huy Quan are outstanding in this film and helped create a story that audiences can get lost into. Some parts of the film get a little repetitive, but it does not tarnish the film in any way. If you are into fast-paced, colorful, and fun films, check out “Everything Everywhere All At Once.”
Nope
Ratings: 6.9/10 (IMDB)
Review: “Nope” is a science fiction/horror movie created by Jordan Peele. This movie does a wonderful job at establishing an eerie atmosphere through its use of dark and distorted sounds combined with its suffocating imagery. The film explores society’s obsession with fame and spectacle, displayed through its many expertly-crafted personalities, specifically the two main characters O.J. and Emerald Haywood. However, the movie does feel unnecessarily long and drawn out at times. It’s a movie that’s not without its flaws, but it is still very much worth your time.
The Whale
Ratings: 8/10 (IMDB)
Review: “The Whale” follows Charlie, a 600-pound man coming to terms with the end of his life. One thing viewers will quickly realize is that it is not a happy film to watch. You feel boxed in by the four walls of the same scenery, since the set of the film does not change. Audiences will also feel wrapped up by the film’s heart-wrenching themes. After watching this movie, it’s easy to walk out of the theater feeling gloomy, and not because of the January weather. Many reviewers have called this movie fatphobic because of the stereotypes it portrays. Other writers say it’s a work of genius. The film is very hit-or-miss with audiences, but one consensus that audiences can agree on is that Brendan Fraser’s presence was entrancing in bringing the character to life. But even with all of the fantastic performances in this film, it’s hard to enjoy this movie. The ending feels like it was spelled out in the beginning. It was just 117 minutes of pure suffering.
The Fabelmans Ratings: 7.7/10 (IMDB)
Review: “The Fabelmans” is a coming-of-age drama loosely based on the life of director Steven Spielberg. The story focuses on Sammy and his love for movies and directing. The film features amazing camera work, with some of the most interesting and unique shots audiences have ever seen. The story is well-paced, dramatic, and entertaining, but it’s easy to think several times during the film that it’s all predictable. The characters have many different layers to them that are brought to life through the actors, especially a standout performance from Michelle Williams. It’s a movie that’s enjoyable and it’s definitely worth a watch.
