THE PAW PRINT Spring 2019 • Wilde Lake High School, 5460 Trumpeter Rd. Columbia, MD 21044 • Volume 46, Issue 2
“Positive behavioral forms reward good behavior at Wilde Lake and can become the highlight of a student’s day.” -Kylee Macklin, 11 Teachers Award Record Number of Positive Behavior Forms
Seniors Timia Smith, David Gordon, Abigail Jackson, and Anna Brown having a conversation with Vice Principal Mr. Molin during their lunch. (Photo by Adriana Irizarry-Cruz)
By MiMi Johnson This year, teachers have handed out more positive behavior forms than discipline forms, the result of an increased effort to recognize students for their successes and not simply their missteps. In the first two quarters of the school year, 179 disciplinary forms were given out to students. But during the same time period, 474 positive behavior forms were written. In an effort to highlight positivity around Wilde Lake, the administration held a contest to see which teacher would give out the most positive behavior forms. During this contest, over 200 forms were given out to Wilde Lake students, and the winning students and teachers received gift cards. The winning department was
the math department, which gave out 86 positive referrals. Unlike disciplinary forms, positive behavior forms are not used countywide. Assistant Principal Mr. Crouse and former administrator Ms. Cherry began this initiative at Wilde Lake in 2015, but really started encouraging their use in 2016. Mr. Crouse felt that Wilde Lake could benefit from the program. “In the past, a lot of these behaviors were expected and taught, I don’t think that’s necessarily true today. And so to me positive behavior forms are a way to teach the right behavior,” said Mr. Crouse. A positive behavior form is written by a teacher when a student demonstrates overachievement in the classroom. “I think that positive behavior forms are a good idea because they give students the
opportunity to be called down to the office for something positive instead of negative,” said teacher of the year Mrs. Kenney. Teachers have seen the positive impact that these forms can have on student’s behavior. “Positive behavior forms are great because they bring the positive reinforcement to students, but there needs to be more of them,” said Mr. Beal. “Issues can arise when students display favorable behavior but aren’t recognized. For example, frustration and the students going back to poor behavior. By increasing the number of positive behavior forms distributed or other ways to recognize students for good behavior, poor behavior will be minimalized.” However, some students don’t see the benefit from it. Senior Deola McGeachyAlexander recognizes that good students
rarely get recognized for their good behavior. “When you’re a good student and have never gotten one it feels as if we aren’t recognized,” she said. “Bad or troubled students always get them because when they change their behavior they stand out more.” But some students are surprised by the feeling they get when they receive a positive referral, like junior Kylee Macklin. “It made me feel good when I got a positive referral because I always got an office referral because I did something bad, but this time I did something good so it was a new feeling,” she said. “Positive behavioral forms reward good behavior at Wilde Lake and can become the highlight of a student’s day.”
Howard County Protects Students Against Rising Threat of S.T.I.s
What’s inside the bag? Condoms, an information pamphlet on how to use a condom, fact sheets, and a teen heath matters card. (Photo by Hope Kahn)
By Hope Kahn In response to an increasing threat of sexually transmitted infections, Howard County offers condoms upon request to help protect students from S.T.I.s in Howard County. In 2017, Chlamydia was the most reported S.T.I in Howard
County with 1,136 reported cases followed by 235 cases of Gonorrhea, according to the Maryland Department of Health. Howard County teens contributed to the significant number of S.T.I.s. Of the 2017 numbers, people age 15 to 24 accounted for 775 of all Chlamydia cases in the county
(68 percent), and 101 of the gonorrhea cases (43 percent), according to The Baltimore Sun. This rise represents an S.T.I. epidemic across the United States, Dr. Gail Bolan, the director of sexually transmitted disease prevention at the C.D.C, told The New York Times. “Most people with these S.T.D.s do not know they are infected,” she said. “They don’t realize that these diseases are spreading silently through the country.” Chlamydia and Gonorrhea might seem like just a hypothetical to some teens, or just a minor issue since there is treatment. However, some people do not have any symptoms when they have an S.T.I., and the danger of an untreated Chlamydial infection could cause pregnancy complications and infertility in men and women. In response, the Howard County Public School System, the Howard County Department of Health, and the Maryland Department of Health partnered
together to offer Howard County High school students condoms available in the health rooms. A Wilde Lake senior walked into the health room and walked out with free condoms, and was shocked at how easy and nonjudgemental it was to receive them. “I wasn’t really sure how to ask so I walked in and didn’t talk right away,” he explained, “but then the nurse asked what I needed. I said ‘could I get some condoms?’ and she was like ‘of course,’ and then I walked out of there with a brown paper bag. It was super easy.” The health room also provides test kits for STI’s to students who want to have testing done. Both the request for condoms and the tests are completely confidential, meaning that parents are not informed of either request, according to the description on the HCPSS website. A Wilde Lake parent sees the necessity for the program to encourage safe sex. “I don’t necessarily want sex to be
advocated for at a high school level, but I’d rather have my child be safe than deal with the repercussions of a bad decision,” he said. The health room provides a safe environment, according to nurse Ms. Dickerson. “Any student who attends Wilde Lake can walk into the health room and no questions will be asked. Some students are nervous, but there’s nothing to be embarrassed about. We’ve passed out roughly 15 bags every two weeks.” In each bag of condoms, information fact sheets on proper use of condoms is included. In addition, health classes will teach STI prevention and proper use of condoms, which most students feel the curriculum has lacked. “They preach abstinence in high school,” senior Adriana IrizarryCruz said. “There are going to be people that have sex whether they teach abstinence or not, at least now they’re being realistic about high schoolers and helping them be safe.”
Wilde Lake Tightens Safety Measures in Response to Threat of Gun Violence in Columbia By Bryan Shin The school shootings that have occurred throughout the United States are incidents that have changed the mindsets of many throughout the entire country. 2018 was a record year for school shooting incidents with 113 killed or injured, according to BBC News. In 2018, schools across the United States underwent profound changes because of these events. But school shootings are not the only concern. On Thursday, March 28, 2019, Ronald Carolina was shot near the Harper’s Choice Village Center. Right next to the village center is Harper’s Choice Middle School. In 2014, two people were killed in a shooting at the Columbia Mall, just down the road from Wilde Lake High School. These shootings have prompted a change in schools, specifically in Howard County. Only a few years ago, school lockdowns were seen as insignificant to students, according to junior Jack Hartley. He remembers a sense of safety that students felt when they were in schools. Today, lockdowns are much more serious and have deep implications to the shootings that have happened across the nation. “I remember back in
elementary and middle school when we had lockdowns we didn’t even know why we were doing them. Nowadays, when we have a lockdown we never know if there is an active shooter or some other kind of danger in the school building,” said Hartley. Wilde Lake High School’s principal Rick Wilson outlines some of the security measures that Howard County schools are taking. “We are keeping the building closed until the staff are available to monitor, which is 7:10 AM and students on buses are released at the same time. Between 7:10 a.m and 2:10 p.m, the only way someone can enter the building is by buzzing in the front,” he said. Everyone that passes through the school doors must be allowed access. Any suspicious individuals will be prevented from entering the building with the new security measures that are in place. Last year, anyone could enter Wilde Lake through the front doors, but now they have to be approved by the front office before entering. Junior Nathan Cho, like others, thought the new security measures were annoying. “But I understand that they were implemented to protect us, so I can’t complain.” said Nathan Cho, a junior at Wilde Lake High School.
Senior Darae Lyles gets off of her bus to be greeted by Officer Shams. (Photo by Bryan Shin)
Wilde Lake Students PARCC REPLACED BY MCAP Attended Glenelg High For a Day By Hope Kahn
This means that the testing software will judge the student’s academic level and Next year, the PARCC assessment will adjust the questions as a result, shortening be replaced by the MCAP, short for the the time of the test, Williamson told The Maryland Comprehensive Assessment Baltimore Sun. Program, in an attempt to improve state Because of the quick transition of tests, assessment testing by providing a shorter questions regarding the Bridge Project, and more efficient way to test the MD the alternative method of receiving the College and Career Ready Standards in necessary credit if a student did not pass Reading, English, and Math, according to PARCC, have been raised by students. the MCAP Update. The students who do not pass the The change in assessment reflects the PARCC assessment this year will still be main concern of PARCC-- that it takes held accountable for the Bridge Project, away from instructional time. PARCC is according to Instructional Team Leader disruptive, according to Wilde Lake and Mrs. Read. Next year, there will be a other Maryland teachers. The English and modified version of the Bridge project for Math portions totaled seven to nine hours, the students who do not pass the MCAP. all of which were taken during the school Over the course of the next few years, day. the MCAP will be adjusted accordingly. The new test, according to Carol A. Williamson, will be computer adaptive.
Wilde Lake and Glenelg students at Glenelg on March 27. (Photo contributed from Glenelg’s Twitter)
By Hope Kahn Wilde Lake students are used to the open building, diverse classes, and constant noise, so when five students had the opportunity to attend Glenelg for the day, they noticed an enclosed building, a lack of diversity, and silent hallways. Senior Rachel Henry presented the idea she had last year. “I always think ‘what if ’ I attended a different high school, rather than Wilde Lake,” she said. “I’ve only ever been surrounded by diversity in the Wilde Lake community. I’ve researched the demographic data for other schools, specifically Glenelg where they are less diverse and more affluent.” Sophomores William Parker, Laura McHale, Hannah Henry, junior Khiera Tuck, and senior Rachel Henry attended Glenelg on March 27. When they arrived, they were each partnered up with one of five Glenelg students participating in the program as well. First, they participated in a get-to-know you activity, and then it was time for classes. For Henry, this was the moment she had been waiting for: She was a student at Glenelg for the day. “I walked in not knowing how the day was going to go. I’m mixed, Jewish, and I was wearing a green Wilde Lake jacket. I stuck out,” she explained. “But overall, what
I really noticed was the lack of chatter. Everything just seemed a lot quieter and people kept to themselves.” The difference of interactions stuck out to junior Kheira Tuck as well. “At Wilde Lake, we’re a family and we’ll branch out of our normal friend groups and talk to others we may not know,” she said. “At Glenelg, students seemed more reserved than the students at Wilde Lake.” While some students found the differences between the schools, Laura McHale saw the similarities. The first class McHale went to was theatre which gave her a similar atmosphere as the one at Wilde Lake where she is involved in the theatre department. “At least in the theater department, everyone [at Glenelg] has the same relationship as here,” she said. The experience made McHale consider the relationship between the schools. “Attending Glenelg made me realize that even though people think Wilde Lake and Glenelg are complete opposites, we actually are very similar,” she said. “The students at each school have their hobbies and interests, and they work hard in their classes.” As for the student exchange program, Henry believes it is a way to better Howard County. “It’s a way to bring the schools together and test the perceptions that we hold of each other.”
Social Studies Teacher Ms. Volpe Awarded Secondary Teacher of the Year By Hope Kahn
Ms. Volpe wins Secondary Teacher of the Year (Photo provided by Ms. Volpe)
“She’s always there for her students, and I know that once I graduate, I’ll still come back and visit her.” -Julianna Bonner, 12
Ms. Volpe’s enthusiastic presence is known throughout the school, and now it is known throughout the state. On March 25, she was awarded “Secondary Teacher of the Year” by the Maryland Council for Social Studies. “I didn’t think I was going to win, so I was running late to the ceremony,” she said. “When I walked in, they announced my name and I was shocked, humbled, and felt really valued as a teacher.” The bond that Ms. Volpe creates with students is special. Senior Julianna Bonner knew she wanted to be Ms. Volpe’s student aid since she had her in 9th grade. “She’s the teacher that goes to the games and events. She’s always there for her students and I know that once I graduate I’ll still come back and visit her,” said Bonner. Her qualifications for the award include being Nationally Board Certified and 9th Grade Team Leader, but the reason why she won Teacher of the Year lies within her classroom. “The classroom isn’t my classroom, it’s our classroom,” she stated. “I like to be treated with respect, so that’s how I teach my students.”
Wilde Lake Varsity Basketball Has a “Special season... something to be remembered.” By Darae Lyles
Marc Marshall running onto the court. (Photo by LifeTouch)
Spotlight: Marc Marshall Position: Shooting Guard
Years on Varsity: 2 years and a quarter Stats: 357 Points this season, averaged 17 points per game
The Wilde Lake High School boys Varsity Basketball team, composed of eight seniors and the rest of the lineup juniors, finished fourth in the county with a season record of 16-8. Senior guard Trea Keys credits his success to the team. “I knew what we had here would be something great,” he said. Keys left his mark on the team and the county by scoring 1,000 points during the season. Not only was he successful this year, but two years ago, Keys was crowned Howard County Player of the Year as a sophomore. The boys had a brotherhood that cannot be explained. Says head coach Wingfield, “They all liked each other and they had lots of chemistry on the court.” Coach Wingfield admired the brotherhood that the team shared. Almost all of the seniors on the team had played on the JV Basketball team together in the past years, which he remarks as one of the reasons for the team’s success this season. The team had some challengers this season. Oakland Mills, a rival team for Wilde Lake basketball, was hungry for
revenge after Wilde Lake won its first game against them on December 14. The team was down two with three seconds left. With a pass from senior Will Zimmerman, senior Marc Marshall shot the ball from beyond half court. The Wilde Lake crowd stormed the Oakland Mills court in an excited cheer. “We’ve always lost to Oakland Mills throughout my career. It’s always been a two point loss, so it’s always a close and competitive game,” said Coach Wingfield. Senior guard Marc Marshall’s half court shot, finally broke the streak and won against Oakland Mills. “To be on the side of the win column was an amazing feeling,” said Coach Wingfield. Although the first game was successful, the team’s second game against Oakland Mills proved to be a fight that the Wildecats couldn’t win. The Scorpions won 67-64 in a rematch on February 8. Wilde Lake lost in their second round of playoffs to River Hill, however from senior guard Marc Marshall, “this was a special season... something to be remembered.”
Lacrosse Prevails With Positive Attitude Ahead of Minor Setbacks
Trea Keys running onto the court. (Photo by LifeTouch)
Spotlight: Trea Keys Position: Point Guard
Years on Varsity: 3 years Stats: 359 points this season, averaged 17 points per game
Coach Henderson Fills Head Coach Position for Upcoming Football Season
Coach Henderson on the sidleline instructing his team. (Photo by LifeTouch)
By Aenilah Watkins Left: Anna Boyer saves a goal for the Wildecats. Top right: Senior Dominique Service protects the ball. Bottom right: Senior Autumn Weinig drives the ball to goal. (All photos by LifeTouch)
By Aenilah Watkins In the first two weeks of practice, the Wilde Lake Girls Lacrosse team lost a goalie to a concussion, had to have players learn new positions, and had less time to practice due to weather conditions. In spite of their slow start, the Wildecats have persevered through these troubles with a positive and optimistic attitude, according to senior captain Autumn Weinig. “I’m hoping for us to be competitive this year. It’s unrealistic to expect us to win every game, and honestly it adds unnecessary pressure,” said Weinig. “But when we leave a game or even practice, I want everyone to feel as though the majority of the game was strong on our part.” So far, the team has already had to replace the goalie twice this season first with Weinig, but when she suffered
a minor concussion, junior Anna Boyer who had no prior experience filled the position. “I had never even touched a lacrosse stick before and I didn’t know a single rule,” said Boyer. “It was a lot at once, but all of the girls were so happy I was there and I wanted to be good for them.” Aside from Boyer who had never played lacrosse before, other players have been adjusting to position changes, varying from defensive to offensive positions. Sophomore defender Bridget Tiffey has also played attack this year. Although not her usual position, she has stepped up as a leader on the team. Junior defender Toshiba James praises Tiffey for her ability to lead and contribute to the team. “Since Autumn got her concussion, Bridget definitely stepped up. She’s only a sophomore,” she said. “She acts way ahead of her age, she’s very mature, and
she’s always encouraging us to better ourselves.” Weinig admits that the team needs communication and intensity more than ever. “Intensity is a huge factor we need to improve on,” she said, “ because a passion and fire for lacrosse makes everything smoother and more fun. Intensity leads to better communication, faster reactions, and a more cohesive team.” On April 1, the girls won their first game against Randallstown with a score of 14-2. The team will continue pushing themselves in hopes of moving in the right direction. “We just need to move forward and build on our chemistry,” remarks senior Imani Morris. “It’s still early in the season ,so you never know what you’re gonna get from us.”
The Wilde Lake Wildecats will be hearing a new voice along the sidelines under the Friday Night Lights as former assistant coach, Coach Henderson, steps up and replaces head coach, Coach Henderson for the 2019-2020 football season. Next year will be Coach Henderson’s sixth year coaching football at Wilde Lake, since he has been the assistant coach alongside Coach Harrison. “Wilde Lake has a lot of rich history, and to be the school’s only 5th head coach since it’s opening, is extremely humbling,” said Coach Henderson. In a time of self-reflection, Coach Harrison credits both his former players and the persistence and dedication of the coaching staff to the team’s successful run this season, most of which was placed in the hands of Henderson. “He knows how to get the best out of his players by building great relationships,” said Coach Harrison. One of Henderson’s biggest coaching aspects revolves around his relationships with his players. “The thing I enjoy the most about this job is that I have the opportunity to shape, help, and develop my student athletes, so they’re able to reach their hopes and dreams,” he said. Henderson’s coaching style has been able to reach multiple student-athletes, as he deals with each of his players individually and personally. “I want to make sure that my players are not only successful on the field, but in the classroom as well,” said Henderson. Whether it’s on or off the field, Henderson is working on improving is his player’s image. “I want each and everyone of my players to know what they are representing when they put those jerseys on,” he said. After coming off of a 6-4 season record, Henderson wants nothing but success for his team next school year. In order to achieve this goal, he knows he’s going to have to motivate his players and continue to drive them down the road of success.
What do other high schools think of Wilde Lake? We asked one student from four different Howard County High Schools to see what they thought of Wilde Lake:
“There are some stereotypes about Wilde Lake being less academic and more racially diverse. Diversity shouldn’t be something that everyone focuses on. Every school in HoCo has something to bring to the table and they’re all prestigious. Wilde Lake is probably better than what people say about it.”
“Stereotypically, Wilde Lake is the school with fights and low intelligence. People say that good grades at Wilde Lake are less valuable than at Atholton because the academics aren’t at the same level. However, they are the most competitive school artistically. The theater program is incredible compared to other schools and the band is very high performing.” “I’ve always perceived Wilde Lake as being a big school that somehow makes everyone feel like family. There’s a kind of unity that encompasses everyone and brings them together. I love seeing the photos from spirit weeks where everyone goes all out. There’s a sense of pride that connects everyone, and that’s something not a lot of schools can say.” “I believe that Wilde Lake has an extremely diverse population, similar to that of Long Reach. I’m sure that issues exist internally as they do in any school. However, I believe the sub-par reputation is not at all well deserved, much like Long Reach.”
Mr. Nicks and the BSAP students pose for their club picture (Photo by LifeTouch) By Marcus Nicks When I was told that I was being transferred to Wilde Lake High School I was told, “It’s a ghetto school.” I was told, “Wilde Lake is a ratchet school.” I actually can’t remember many positive things said about Wilde Lake High School as a whole from many people beyond the Wilde Lake Community in Columbia, Maryland. However, something that I noticed that was glaring was that a good number of the Wilde Lake staff members that I met had many positive things to say about Wilde Lake. Many of them told me that Wilde Lake held a special place in their heart. A number of staff members even shared with me that their children also attended Wilde Lake as well. I also discovered that many staff members have at some point
and time in their lives been students at Wilde Lake and have held Wildecat pride dear to their hearts for quite some time. In my second year as a Secondary Achievement Liaison of Howard County’s Black Student Achievement Program for Wilde Lake High School, much of what I learned through my engagement and interaction with black students has contradicted a seemingly negative narrative or story of how Wilde Lake was originally described to me. As an employee for the Howard County Public School System for close to nine years and as someone who grew up in Howard County attending it’s schools, I have been able to notice a continual pattern. What is that pattern one may ask? The pattern that I am referring to is a narrative that can be embedded in someone’s outlook on life. A narrative can be very
Seniors Regret Freshman Failures I was a little fish in a big pond, and I wasn’t accomplishing my goals academically or in other areas like sports.” -Corey Cooke, 12 By Adriana Irizarry-Cruz As graduation approaches, seniors are looking back on their time in high school. Each year has its ups and downs, but freshman year tends to be the biggest struggle. It was a hard transition from middle school, and many students had a hard time developing a good work ethic. Because of this, their grades suffered and their options for college seemed limited. Why is freshman year difficult for so many students? How do seniors look back on that transitional year? What advice do they
have for incoming freshman? These are the questions The Paw Print is looking to answer. Senior Corey Cooke reflects on his struggle freshman year and sees the impact of those who surround you. “I had a bad circle of people [going into high school who were bad influences on me. I felt as if I was going into a school where I only knew a handful of people from my middle school. I was a little fish in a big pond, and I wasn’t accomplishing my goals academically or in other areas like sports,” he says. For senior Jim Nwalal, his wake-up
call was at the end of sophomore year. “I noticed that if I really wanted to go into the medical field, I had to step my game up, so I stopped hanging out with people I considered a distraction and started focusing on my schoolwork,” he says. These realizations don’t come easily, and it can be a challenge to completely change how you’ve spent your entire school life. Other seniors may not have struggled academically, but had some difficulties socially. Lucy Flippen recalls, “At first I didn’t make an effort to meet new people because I thought that my friends would never change.” Her middle school friends had grown so close that she didn’t see a reason to open up and find new friendships. Though it was good to keep her friends from middle school, she feels she would’ve made way more friends had she been more outgoing. Teachers and extracurriculars can help ensure that students keep focused and motivated. Cooke says, “With basketball, my teammates that were excelling helped
me become a better person in and out of the classroom. Also, my teachers inspired me to become a teacher myself. They saw me as more than a letter grade, and actually rooted for my success.” As their high school years went by, many seniors began to improve in their schoolwork, and their grades reflected such. “I’ve grown so much mentally. I went from having a 2.7 GPA my first semester as a freshman, to having a 4.3 my first semester as a senior,” said Nwalal. Through focus and hard work, he was able to apply and get accepted into the colleges at the top of his list. Four years later, now wiser and more focused, these seniors would like to leave advice for freshmen who are in the position they were in four long years ago. Nwalal says, “At the end of the year, take time to reflect. If you truly want to be successful, you have to make sacrifices, which may include cutting off some people or forgoing a sports season. The only person who controls your future is yourself.”
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negative narrative that many African Americans have been subjected to. This narrative comes in the form of racist undertones, negative stereotypes, implicit biases, explicit injustices, faulty assumptions, unverified beliefs, preconceived notions, misperceptions, and inaccurate conclusions. Historically numerous Black people have been told that they have to be twice as good and work twice as hard to validate their value. The narrative portrays blacks as criminals, thugs, savages, beasts, coons, lazy, shiftless and incapable of learning. The narrative or story that is often told historically paints the picture of black people being passive victims with no agency, power or will to influence and control their own destiny. In fact, I remember having numerous conversations with my students and the first thing that comes to many of their minds when the term “Black History” is mentioned is slavery. There are those who even assume that BSAP only addresses the low performing black students even though it addresses the broad spectrum of African American learners. I have noticed that many students at Wilde Lake have internalized this negative narrative. I believe much of why I was told negative things about Wilde Lake High School at first was because it is a predominately African American populated school. It still is with the black student population hovering right over 43% in 2019. Some African American students don’t believe they are capable of learning or are deserving to be in rigorous and
challenging classes, especially if there are few students who look like them. Some black students bring into the classroom with them an inferiority complex and may be oversensitive showing distrust for teachers even when they mean well. Many students see the narrative reinforced with African Americans often times being excluded from the history books which can zap motivation and interest in the curriculum. Many black students have expressed a deep thirst for more black teachers within the classroom. Since I have been at Wilde Lake High School, I have been so inspired by the wonderful diverse population of students at Wilde Lake High School. Since my role in the building is such where I address the educational needs of the African American students specifically, I have met students who are very resilient and highly talented in their own unique way. Many black students are from other countries and many even speak multiple languages. Many black students are doing many successful things at Wilde Lake. Many have come to greatly dislike the negative label and stigma that comes with being an African American student. Changing the narrative requires a paradigm shift and a mindset change. It requires one to challenge their biases. However, it can be an opportunity to interact with each other more so we can learn from one another. The Black Student Achievement Program’s theme for the 2018-2019 school year has been “Making Connections For Success”. It is through building relationships and truly connecting with each other that the old narratives can be dismantled and new empowering narratives can be established. It’s time to change the narrative!
Wilde Lake: The County’s Best-Kept Secret From a Parent’s Viewpoint, We’ve Got a Good Thing Going Here. By Amanda Loudin I had just entered the adjacent neighborhood on my morning run when I saw another one: an ugly yellow sign with the words “kids are not polygons” printed in big, black letters. Soon I came upon another, and another. They were seemingly everywhere I looked in that part of town. As a Wilde Lake parent, the signs represented what I considered a slap in the face—a concerted effort by parents of another high school to prevent redistricting their children to our school. There had been plenty of ugly, insulting chatter about the issue in community Facebook pages. These parents were vocal, united, and hell-bent on keeping their kids from attending what they considered a lesser county school. The thing was, they didn’t know what they were missing. With a current senior and an incoming freshman, I’ve had plenty of time to get to know Wilde Lake. I think it’s the county’s best-kept secret. From where I stand, the Wilde Lake community is warm and welcoming. Because of its diversity—which I consider a strength— there’s a place for everyone. Like to play lacrosse? Welcome to the team. Theater? The Lake may have the best productions in town, but it will take on a newbie and show him or her the ropes. There’s a club or activity to fit every student.
“Wilde Lake has a good thing going— it’s a secret gem in the middle of the county. Maybe we’ll just keep it to ourselves.” Kids who have never crossed paths before entering Wilde Lake will become fast friends and stay that way all four years. I’ve seen strong friendships forged between students from vastly different socioeconomic and racial backgrounds, learning and gaining perspective from one another along the way. Then there are the teachers, coaches and members of the administration. This is a devoted group, all invested in helping our kids make the most of their four years at the Lake and beyond. They are readily available when help is needed and deliver quality lessons in the materials they teach, as well as lessons in life. Since those runs past the yellow signs a year or so ago, I’ve had time to reconsider how I think about those parents so opposed to Wilde Lake redistricting. They are missing the boat, and while that’s too bad for them, it’s probably a win for us. Wilde Lake has a good thing going—it’s a secret gem in the middle of the county. Maybe we’ll just keep it to ourselves.
I Was Homesick After a Day at Glenelg By Rachel Henry Walking up to Glenelg at 7:45 March 27, 2018 was terrifying. I had on my Wilde Lake sweatshirt, and my bulky Wilde Lake band jacket. I was a giant billboard saying “Hey! Look at me! I don’t belong here!” All of the participating students and some counselors sat down in a small conference room. The students paired up into twos, and we each had an exchange partner. The counselors gave us a getto-know-you activity to try and find similarities between us. They told us to think of the first movie we remembered seeing. I said Avatar. My swap partner said Monster House. He recalled the moment he was Senior Rachel Henry (left) and watching it too. “I was driving in the car to our second Glenelg junior Justin Robertson house across the bay,” he said. Second house. (right) at Glenelg. (Photo from Wilde Lake districts students from Section 8 Glenelg’s twitter.) housing, meaning that it is partially paid for by the government to help low-income families afford homes. That’s when I knew the experience would be completely different than Wilde Lake. In the first class I went to, the lesson included a powerpoint presentation with a discussion of the events of the Russian Revolution. The classroom was silent for the
entire 45 minutes. I missed the hustle and movement of the Wilde Lake hallways and the discussion between friends. Everyone at Glenelg was just so… quiet. After the first class, it was GLAD time, their equivalent of WildeCat time. They were allowed to roam the halls and enter any room they wanted. The sound was no more than a buzz. Here, there is constant motion and always a whir of activity. Whether it be physics dropping eggs on mainstreet, a senior walk-in, or just the regular day’s events, something is always taking place. During the debrief session at the end of the day the Wilde Lake students were making observations and inferences, and we added on to what each of us would say. The Glenelg group remained fairly quiet, and if they had things to say, they would raise their hand and wait to be called on. It was a different dynamic. I think at Wilde Lake, people see the school as a home. Unfortunately, lots of kids don’t have safe places to leave to after school, so they’ll either hang around the area or the school itself. Everyone has a home here. I think it may be why we are so loud and outspoken. When you’re at a place you’re surrounded by people you know and care for, you can be loud and be yourself. One of the Glenelg kids in the exchange said that “I don’t need to be here [at Glenelg unless there’s a purpose.” That resonated with me. People like to just hang around Wilde Lake all the time. The whole experience made me realize why I love it here so much. Not to say that it was so unbearable at Glenelg, but I now appreciate the little things that differ. It was a day away from home, and I was homesick.
6 6 Spotlight Taniskha Mistry Proves Mr. Nicks Motivates Her Worth in a Male Students Through Class Dominated Club Visits
Mr. Nicks leads a circle seminar in the cafeteria at Wilde Lake. (Photo provided by Mr. Nicks)
By Sarah Rubin Tanishka Mistry working diligently on her robot in robotics club. (Photo by Preeta Singh)
By: Preeta Singh
In her second year of robotics, Tanishka Mistry hopes to prove people wrong when they say that girls can’t be scientists. “The only reason I joined in the beginning was because my friend was doing it, but now it’s like my second home,” she said. Mistry, one of the only two girls in robotics, says that the club has become her release from an overwhelming day at school, and her only free time to be creative. Upon joining robotics, she found that she didn’t know very much about electronic engineering or computer science, and found herself struggling to get things right, especially when coding her first robot. “It’s hard because I put so much effort into it, but I didn’t get to show that at our competition last year.” Being in a group with very few girls, Tanishka felt lost, and often felt like her work was pushed to the side by some of her male teammates. “It’s not like they were mean to me, but sometimes they would just act like my work wasn’t as important as theirs.” She also found herself worrying constantly about what other people thought about her being in robotics. “When I first joined, I remember people saying how stupid girls in robotics was, and it made it hard for me to not care.” Even though it wasn’t easy at first, Mistry has been using this year as a new opportunity. “I always felt like I had to prove myself because society puts so much pressure on everyone to be perfect. But then I remembered that failure actually motivates me to do better, and now I know what I’m doing.” By joining robotics and confronting all that came with it, Mistry noticed that she had the power to change her role on the team. “I know people hear the saying, “believe in yourself and you can achieve anything” and they are like, yeah, whatever. But it really works.” She decided to change her perspective, and focus on what she can contribute to her team. “Now it’s amazing because I have this confidence… and robotics is what helped me find it.
Brian Hudac works on the soundboard during Chicago. (Photo by David Hobby)
Grace Fetters standing in the JRT. (Photo by David Hobby)
Walking into a room, BSAP Liaison Mr. Nicks commands attention. His inviting personality and spirited energy draws the crowd in, and all eyes are on him as he greets the students. In the 9th grade classes he visited during the month of April, he shared his own story hoping to connect, inspire, and motivate the students. “How do we present ourselves to the world?” he asked to the students. Mr. Nicks started his presentations by letting the students get to know him, which automatically adds an air of community to the room. Then, he began his story. Growing up, Mr. Nicks spent his whole life aiming to become a professional basketball player. As a young, African American male, he believed his only options were to go into either basketball or rap, as that was what was drilled into his narrative. People told him he wasn’t going anywhere, but to that he says, “Those who hate on you will be the same ones who want to get with you when you’re successful.” He used those people as his motivation, and stood steadfast with what he wanted to do - become a professional basketball player. However, when Mr. Nicks learned of the
Kailey Ramsing and Rachel Henry pose for a picture. (Photo provided by Rachel Henry)
strong, black leaders in the world, his view immediately shifted. He soon discovered he could be anything he put his mind to, including teaching and speaking in schools to help students recognize their own power. “When I was in school, I never learned about black people doing things, or saw influencers or superheroes who looked like me,” he said. However, he runs by the idea that everything depends on your perspective. “Question the narrative, don’t just accept it,” he shares. “Your skin color doesn’t define who you are.” He traveled from class to class with Wilde Lake seniors who were eager to share their stories. Senior Darae Lyles shared what she has taken away from the past four years. Her advice to those just beginning their journey is to “Surround yourself with positive influences,” she said. “I changed up my friend group, and I’m not saying they were the main reason my grades went up, but they were definitely a reason.” Sharing Malcolm X’s inspirational story, Mr. Nicks told the students to “Be the best you in your own skin.” As he paused to let his words sink in, he told them once again that everything depends on your perspective. Everybody has a story to tell, you just have to take the time to listen.
Emerson Balthis paints the set for Peter and the Starcatcher. (Photo by Rachel Henry)
BRIAN HUDAC: SOUND
GRACE FETTERS: LIGHTS
KAILEY RAMSING AND EMERSON BALTHIS: RACHEL HENRY: PROPS PAINT
By: Marian Isailovic
By: Sarah Rubin
By: Hope Kahn
By: Rachel Henry
If you recently saw “Chicago,” and noticed the smooth transition from speech to song between characters, you may have also noticed Brian, head of sound, following each line to make the microphones react as perfectly as they can. Although stationed in the back of theatre, he also fixes mics and makes sure everything is aligned correctly for each character. Since joining his freshman year he has participated in six productions starting with “You’re a Good Man Charlie Brown” and he enjoys the fun music and dialect in each one. He claims his favorite part is the people. “You get to make a lot of friends that stay by you,” he said. “It’s just like one big family.”
Grace Fetters, a junior, adores being the head of lights for the shows at Wilde Lake High School after two previous years of being on crew. She says, “I decided to do the show because I really enjoy working behind the scenes, and being in crew is like a family. We always support each other, and we all appreciate how hard we work.” And that support extends to outside of the theatre, too. “All the heads have gotten a lot closer, so we’re friends and we hang out a lot outside of the show,” Fetters says. She feels like she’s taken a lot away from being a head, and her advice to those upcoming is that “You’re going to do a lot of hard work, but it always pays off in the end.”
Mary Poppins isn’t complete without her magical bag. Co-props heads Kailey Ramsing and Rachel Henry were responsible for the bag, and the overall magic enhanced by the props. Ramsing started in the costumes department as a sophomore but then moved to props her junior year. “I wanted to try something new,” she said. Henry began her crew career as a junior in the production of “Mary Poppins”. Although new to props, she stepped up her senior year when assistance was needed for the fall production. The two are close friends and enjoy being surrounded by other crew members. “I love working to put something amazing together,” said Henry.
The background of the stage is what brings a production to life. No one knows that more than Paint Department head Emerson Balthis. He was inspired to join tech crew after seeing past productions throughout his years at Wilde Lake and through the music department. “I started tech because some of my friends were already on tech,” he said. “They would talk about it and it sounded like a lot of fun. Also having seen some shows before I joined I was always impressed by the work that crew put in to create such beautiful sets and scenes.” “My favorite part is the start and the end of a show,” he said. “At the end it’s nice to see everything brought together, and to see all the hard work finished.”
Spirit Days: Memories that Last a Lifetime By Sarah Rubin Freshman year, Jenna Hutchison was covered head to toe in all white, sporting a mohawk wig, furry leg warmers, and a cape trailing behind her. Sophomore year, she came to school dressed as Darth Vader in all black, with the imperial theme song playing out a speaker in her backpack as she strut down the hallway. During her junior year, Jenna dressed up in bright yellow tights, a bandana, and yellow sunglasses with a yellow mustache hanging from them. Making her final debut on class color day as a senior, she wore bright green clothes with dragon wings and a tail attached. Spirit days are Jenna’s favorite days of the school year, and she’s not alone. Newcomers to Wilde Lake tend to be surprised when the first spirit week comes along the week before homecoming and they see just how many people participate. For many of the students, these days create a greater sense of community within the school, with not only their fellow classmates, but with their teachers as well. Nate Mancuso, a freshman at Wilde Lake, said “It’s nice as a freshman to feel included, and walking into school on the first spirit day seeing everyone all dressed up was incredible.”
Jenna Hutchison posing for color day Freshman, Sophomore, Junior, and Senior Year. (Photos provided by Jenna Hutchison)
On the last day of spirit week, an assembly is held, where many different school club and sports get to perform and just hype up the student body. Sophomore Bridget Tiffey said that being on the girls soccer and lacrosse team lets her enjoy spirit days even more, especially when she gets to participate in the pep rallies. “It’s one of my favorite parts of
school,” she said. “I wake up extra early for spirit week. I’m always so eager to see how everyone dresses up, which gets me excited to go to school as well.” Spirit days also give people a chance to break out of the norm, wear something extravagant, and just be a completely different person. A junior, Cole Simmons said, “It gives people a chance to be crazy
with other people, whether they’re your friend or not.” In fact, many people come to school that week even if they’re not feeling well, or just didn’t want to come. Following the same routine from day to day can get boring, but spirit days change up this monotony, and they’re days not to be missed. The spirit shown by the students strengthens the school’s community and brings everyone closer together. The pictures taken on those five short days gives some people a lifetime’s worth of memories that can last forever. These days allow people to express their creativity and individualism that normal school days tend to hinder. Students get the chance to portray themselves any way they want and can make school a place students look forward to going to, instead of dread. School shouldn’t be just about getting good grades and completing worksheets– it should be about making new friendships and learning new things that actually interest you. A school should bring the whole surrounding community together. From scary dragons, to Darth Vader, to crazy cowboys, spirit days are a way to enjoy school, and make memories that never fade away.
Passionate English Teacher Ms. Kenney Wins Teacher of the Year By Darae Lyles
Mrs. Kenney at the pep ralley when she won her award. (Photo by Lifetouch)
I met Mrs. Kenney at the beginning of senior year of high school, but she has been one of my biggest supporters since meeting her. At the beginning of the school year, I bought a necklace that said “Romans 8:39” which reminds me of my father who passed away. One day, I forgot my necklace at home and cried in Mrs. Kenney’s class. I was so upset and hurt and I didn’t know what to do, however, Mrs. Kenney did. She took me into the hallway and talked to me like a person, not just a student. She let me know that everything was going to be alright and that just because the necklace wasn’t with me that didn’t mean my father wasn’t. Senior teacher of the year Mrs. Kenney won the award because of the personal connections she makes with
students. She is sensible and relatable, her unexpected and sly sense of humor is unique, and she never fails to put a smile on her students’ faces. Winning Teacher of the Year after 18 years of teaching, Mrs. Kenney is grateful for this honor, “because [she] think[s] this is something the kids decide, which is far more important than anything else,” she said. For senior Tiana Barnes, Mrs. Kenney saw something in [her] when nobody else did, Barnes explained. “She’s the reason I take honors classes now.” To me, Mrs. Kenny is one of the few teachers who have genuinely cared about me both academically and emotionally, and I know that other students feel the same, that is why I am so proud to call her our senior teacher of the year.
Ze’ev Sayers is a set builder for Wilde Lake theater. (Photo by David Hobby)
Allison Deboy spends countless hours in the JRT. (Photo by David Hobby)
Chin Tai does Bridget Tiffey’s hair for Chicago. (Photo by David Hobby)
Abi Morakinyo works on a costume for Chicago. (Photo by David Hobby)
ZE’EV SAYERS: CARPENTRY
ALLISON DEBOY: STAGE MANAGER
CHIN TAI: HAIR & MAKEUP
ABI MORAKINYO: COSTUMES
By; Rachel Henry
By: Darae Lyles
By: Rebecca Nason
By: Susie Osborne
Take a trip backstage to the JRT to the carpentry shop. Need a saw, a hammer, or a drill? Ze’ev Sayers knows where to find it and it’s purpose. Sayers, the head of carpentry, is your goto guy behind the scenes. He has worked on the carpentry tech crew all eight of the Wilde Lake shows he’s been here for, starting with “The Brothers Grimm Spectaculathon” ending with the most recent musical, “Chicago”. “I stuck with it because I am friends with the other kids in tech,” he said. “It was a great experience to work with [them]. “It gives you a chance to create something unique,” he said. “We can bring something to the community that we can say we had a part in bringing to life.”
Allison DeBoy tried out theatre as a prop crew member in eighth grade, and developed a passion for it. DeBoy was influenced by her friends, since they were acting in the shows so she figured why not join behind the scenes? She has done seven shows at Wilde Lake as a crew member, and “Chicago” especially meant a lot to her. “Spending time with the crew and helping run the show was amazing,” she said. “Theater is a place for anyone who genuinely wants to be there.” DeBoy absolutely loves when new people come into the program. When new people join, she offers advice to “dive right in and enjoy it while it lasts.” DeBoy says the program has been “one of the best experiences of [her] high school life.”
Chin Tai, a sophomore, was proud to be the youngest crew head in Wilde Lake’s production of Chicago. Ever since middle school, Chin wanted to work tech for the school play but always forgot to apply. As the only non-senior on the crew last year, she was bound to become head. Chin said that “I put [wigs and makeup] as my number one choice, so I really played myself [to become head].” Now on her fourth production, Chin finds it both stressful and rewarding to be the youngest crew head. Despite the large responsibility that her position holds she enjoys both the leadership and the makeup itself. However, she really loves that “everyone there is working together towards something.”
Abiola Morakinyo has been doing costumes for the WLHS theater department for two and a half years now a co-head since her second show, and the only head this year. For Abi, costumes has been a way to connect with people. She spends time talking with parent volunteers and communicates with people from each department to figure out what works so the actors look their best on stage. “Doing costuming is a lot more than just picking out clothes,” she explains. “It’s much more complex; there are a lot more steps, and there are a lot more levels than people think.”
OPINION Our Diversity Makes Us Stronger And yet, all people can see is the “blackness” within the school. By Darae Lyles Diversity is one of the biggest challenges we embrace here at The Lake. Wilde Lake’s diversity score is 70 percent, which is higher than the state average, 40 percent. We have AfricanAmericans, Hispanics, Caucasians, Afro-Latinos, Asians, Middle Easterns, Africans, and Hawaiians. From celebrating culture day, to having different clubs, and even having different flags around the school, we embrace all of these cultures. And yet, all people can see is the “blackness” within the school. I remember when I was an 8th grader going into freshman year, and I was nervous to come to Wilde Lake. I had heard the rumors that were spread, and as an African-American person, I was so scared of being called “ghetto.” I didn’t want to be categorized as violent or loud or ignorant, or any of the other racist stereotypes that go along with being black. When I came to this school, I realized that that’s not what it’s like at all. Sure, fights do happen, and people are loud, but that’s how it is with any school you go to, whether it’s a middle school, high school, or even college. Loud people are everywhere and fights happen when people get upset, so it’s not necessarily just our school, it’s life and that’s how life goes. Being a diverse school gets us ready for the real world. It helps us to understand how to communicate with various kinds of people and how to respect different cultures other than our own. For me, being in a diverse school has helped me to explore my own culture and meet people from multiple backgrounds. In middle school, I hung out with one group of people and they were all white. I found myself trying to be like them since I wasn’t exposed to a diverse culture. I even straightened my hair everyday so I could somehow fit in. When I came to Wilde Lake, the culture was a game changer for me. I found people who looked like me rocking their natural curly hair, I saw girls wearing hijabs and showing pride in their cultures, and I admired it all. I wanted to be like them in the sense of showing pride and getting to understand everyone else’s culture. Now since I’ve been exposed to many different backgrounds, I know how to treat people with respect and understand everyone’s individual culture.
Make Wilde Lake Even Better By Hope Kahn As I was trudging up the three flights of stairs to my first period class the other morning, it hit me that I am about to graduate from the school I have spent days, nights, and even weekends at for the past four years. Reflecting on those years, I realized I have walked, or run, those same stairs almost 700 times. I never thought four years would fly by so quickly. In my four years here, I have been on various sports teams, I have participated in honor societies and clubs, and I have gone to the dances, shows and games at Wilde Lake. But one of the most important things I have done is report for the newspaper for the past three years. As a reporter and an editor, I have covered Wilde Lake’s news from new teachers and graduation rates to school safety and new policies. I have spent so much time talking to and questioning students and staff, and thinking about student’s concerns. In that time, I have discovered so much about our school. In the past four years I have grown as a student and person due to the atmosphere and people at our school. As a senior, I am about to leave the school I love, and I believe that to make our school even better for the next generation of Wilde Lake students, the following problems must be addressed by Wilde Lake. 1. Upper level classes need diversity Our motto states that “diversity excels,” but our upper level classes are mostly white and our lower level classes are mostly black. I have been a G/T and AP student in most subjects, and year after year, I am typically sitting in classrooms surrounded by the same people. G/T and AP classes are not representative of our diverse student population. The participation of African American students in AP courses in our school is 24.3 percent. That’s something we
do not talk about enough. Administration must continue supporting and empowering students to take upper-level classes. Admittedly, this problem is larger than Wilde Lake. The racial gap exists in classrooms across the country, according to The Atlantic’s article titled “The Race Gap in High School Honors Classes.” “The achievement gap in advanced courses partly reflects an achievement gap that starts before kindergarten, but that doesn’t mean high school teachers should throw up their hands. First, schools need to set the expectation that a broad range of students can succeed in advanced courses.” According to Wilde Lake’s School Improvement Plan, Wilde Lake’s goal is to increase the participation of African American students in AP courses from 24.3 percent to 28.3 percent. Administration must set goals and follow through to meet them. Administration must do their part to empower the students at Wilde Lake. 2. Students need to show more respect in school The behavior that occurs in classrooms and hallways needs to be addressed. We are in high school, which means everyone gets angry or upset occasionally. But on numerous occasions, I have heard students cursing at teachers or other students, and when that happens, the behavior problems become noticable. The atmosphere of Wilde Lake should not be tense. Nobody wants to be in an atmosphere like that, especially at school. Howard County high schools hold a negative image of us. I’ve been asked too many times why I’d want to go to Wilde Lake. As students, we shouldn’t let what they say affect the love we have for our school, but I do believe we must be aware of our behavior while in the school building. Respect is essential in the classroom, in work and in life. Students must respect their
peers and teachers. We shouldn’t live up to the stereotypes that exist, rather, we should work to prove them wrong and break them down as a student body. 3. Teachers should evaluate how they treat students Respect is a two-way street. Teachers, students want to be treated like real people. When we show respect to you, we want to be treated with respect back. I have heard students talk to each other about how they think their teacher is racist or is prejudiced. Students should not feel that way inside the school building. Students should feel cared for and respected. I have had teachers that cared for me as a student and as a person and that is what students want from a teacher. A good teacher is one who takes time to get to know their students as people, respects the personal challenges that students may face, and challenges them to grow. In my favorite classes, the student-teacher interactions are thoughtful discussions rather than onesided lectures. If you’re a teacher who truly cares for your students, a teacher who knows that students have bad days, and a teacher who treats their students like real people, thank you and please continue teaching the way you do. However, if you’re a teacher who isn’t sure if you really know your students, reflect and reevaluate your classroom dynamic. On my last day of school in May, I will trudge up the stairs one last time, but will pridefully walk down each step. As I leave, I leave knowing that I made an impact and positive contribution to Wilde Lake, and an even greater one if these areas of concern are addressed. To the next generation of Wilde Lake students: look out for what must be fixed, address the problem, and improve our school to be the best that it can be.
Let’s Start School With WildeCat Time Every Day By Sydney Cox Waking up around 6:15 am is insufferable for most students, including myself. We get to school groggy and irritated, with almost no motivation to even walk in the building. Trudging outside to the bus stop, I’m engulfed in darkness, with only street lights guiding my path. There seems to be no positive outcomes to having school start so early, but that does not mean we should change start times. According to a countywide poll, 77 percent of students are involved in at least one afterschool activity consistently. On average, athletes get home around 4:45 pm on days with practice, and between 9 and 10 pm on game days. Those involved in performing arts or clubs normally get home between 3:30 and 4:30. If school started at 8:30 am, a possible start time argued to the Howard County Board, those involved with sports would get home around 5:45 pm daily, and 10 to 11 on game days. Those involved in performing arts or clubs would get home between 4:30-5:30. Despite the seeming insignificance of this change, many students already struggle to fulfill their daily responsibilities with the current time allotted, and it would
be more difficult to manage homework, chores, work, and activities. Pushing school back would likely not make a positive impact in the long run. A better alternative is to put the time used for WildeCat time as the first half hour of the day everyday. Students could catch up on homework if needed, use it as a study hall, or use it as a buffer for late students so they do not miss class time. This may seem like a waste of time to teachers, but it would help students wake up more before classes start, function more productively during the day, or at least complete homework on time. One of the most common arguments for later start times is that it means more sleep. According to The National Sleep Foundation, Melatonin, the chemical in our brain that makes us want to go to sleep, starts producing around 11 p.m. for teenagers. Many teens stay up late to finish homework, which can diminish stamina during the day and lead to important due dates or assignments being forgotten. Sleep is so important to development, but when an hour is tacked onto every school day, the window between school and sleep becomes smaller. Say you’re involved
with extracurriculars that, with the pushed back times, end at 5:45. That’s two hours taken away from homework, eating dinner, and other chores that come with being a teenager. That means scholarly responsibilities are pushed back even further, and when 11 p.m. rolls around, your subconscious needs you to fall asleep, but your conscious doesn’t allow it. Doing work while exhausted is a recipe for less retainment of the material and sloppy products. We all have to sleep, and I’d sleep all day if I could. However, there is a reason that school starts so early. Everyone has things to do after school. If school started later, these activities would need
more time that cannot be fit into an inflexible schedule. As I drive home from rehearsal, I dread having to get my homework done, but I appreciate actually having time to do it. However, what I would appreciate more is having time dedicated to completing it during the school day when I just simply can not at home. WildeCat Time is such an important time for me and my busy schedule, and one that I know I use effectively. I would love more sleep more than anything, but changing start times isn’t the solution to that; time management, less procrastination, and a study hall period is.
THE PAW PRINT STAFF 2018-2019 The views expressed in this issue are not necessarily those of the staff, the students, the administration or the school board. Letters to the editors are encouraged. The Paw Print reserves the right to edit any submissions.
Adviser............................................ ....................Ben Townsend Print Editor-in-Chief......................................................Hope Kahn Web Editor-in-Chief......................................................Rachel Henry Arts Editor..................................................................Sydney Cox Feature Editor.............................................................Sarah Rubin News Editor.............................................................Rebecca Nason Sports Editor..........................................................Aenilah Watkins Writers......................................Adriana Irizarry-Cruz, Marian Isailovic, Miriam Johnson, Erica Knight, Darae Lyles, Susie Osborne, Bryan Shin, Preeta Singh