KEQ - The Education Issue - Fall 2015

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Photographer: Keenan Schember

Learning Differently

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Senior Matt Paul talks about his experience as a student.

Letter From the Editor Hi Readers, I’m so exicted for this first issue of this year’s KEQ. We decided to focus on education in this issue because education is what consumes the majority of our time as students. I encourage you to read our feature on cheating as it reveals how both teachers and students view the problem, and whether it really is a problem.

There’s a great article on page 10 about the cost of tuition at BSM and other private schools and what exactly the high cost is buying. This story was the “problem child” of the magazine throughout the entire process, but developed into an informative, fresh look at what the writer refers to as “brand name education.” The magazines have historically included beautiful page designs, and this issue upholds that reputation. I recommend checking out the story on page 30. No, that was not a mistake, you will have to flip the magazine to read it, and it’s a story on flipped classes. Get it? I also visually enjoy Page 8. Using some strange foreign tablet-like object, the designer hand-wrote and drew a majority of the words and images on the two pages to give them that authentic, homework feel.

The front cover of this issue pictures various school supplies in an organized layout, while the back cover displays those same supplies in a chaotic, overused mess. The process of creation began with a trip to Walgreens to buy some pristine supplies (I promise we are not sponsored by Walgreens). The next step was to lay out the supplies in an aesthetically pleasing format and snap a picture.

Finally, the most fun step was to destroy the supplies by coloring, breaking, smudging, and bending. While the meaning behind the contrasting covers can be interpreted in many ways, we figured most students and teachers would

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understand and probably be familiar with the images in both photos and their relation to education.

Last year, when I helped Hannah Scherer with the Music Issue, I didn’t understand how it all came together in end and how I would be able to take it over. So, it’s fitting that this is the education issue, because I’ve learned a lot in the process. I’ve learned that you can never go wrong with a good Q&A, a great photo can make a page, and procractination doesn’t pay off. In fact, we were going to have a story about procrastination, but alas, that story didn’t make it in.

I also learned that Hannah was able to create the magazines because she didn’t do it all on her own.

Which is why I’d like to thank the graphic designers, our team of four photographers––yes, I said four, the new and returning writers, my proofreading advisors, and the academy. I’d also like to thank Hannah, who is off at Notre Dame doing her thing, for serving as my role model throughout this process and paving the way for this issue and issues to come.

For those of you who haven’t heard, the 2014-15 KEQ was nominated for a Pacemaker Award, the highest award in scholastic journalism. This is not only a great honor, but it sets the bar high for this year. And I beieve with this issue, we are meeting that bar. Of course, this is the first issue of a new year, meaning there will be mistakes. It also means we can top this issue with the next and continue on an upward trend.

Sincerely, Rachel Lyons Editor-in-Chief

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{Contents}

Volume 3 Issue 1

Homework

Publication Policy

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Includes surveys that show how much homework students get and if they find it valuable.

Impact of Immersion A look at how students with an immersion backrgound perform in language classes

KEQ is written and produced by the journalism students at Benilde-St. Margaret’s School. The views expressed in this magazine are the opinions of the writers and not necessarily those of the Knight Errant staff, advisers, or BSM administrations.

KEQ is produced with the support of anonymous donors. It is distributed for free to all BSM hight school students.

Benilde-St. Margaret’s School 2501 Highway 100 South St. Louis Park, Minnesota 55416 Contact at kkoshiol@bsmschool.org

Engineers in the Making BSM’s ACS class is building the engineers of tomorrow.

Staff Editor-in-Chief: Rachel Lyons

The Library

Photography Editor-in-Chief: Keenan Schember

Has the BSM library died, or been reborn? Ms. Sylvester has the answer.

Graphic Editors: Will Keivit, Tyler Matson, Anna von Kampen

Cheating Through a survey and interviews, this story reveals the reality of cheating at BSM

Writers: Grace Hedin, Elizabeth Kupchella, Andrew Plouff, Gunnar Lundberg, Grace Gyolai, Molly Keady, Henry Bird, James Libbey, Maya Berg, Elizabeth Ambre, Kathryn Sohm, Abby Letscher, Madison Hicks, Julia Feld, Peter Linder.

Photographers: Elle Ryan, Katie Ercolani, Sisay Shannon-Tamrat Designers: Charlie Peavey, William Krane, Bennett Delgado, Noah Shields

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Impact of Im “It’s cool to learn about different cultures firsthand.”

-Teagan Wolf

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rowing up, I never questioned the fact that I was fluent in two languages. It never occurred to me that not all kids had experienced the same sort of educational opportunities that I had. In my mind, everyone grew up in a multilingual environment, either at home, or at school. At least this is the way I saw things from my classroom in Robbinsdale Spanish Immersion School.

Immersion schools offer an alternative education style that allows students to advance in their basic schooling while also being immersed in the school’s target language and its associated culture. It is highly popular among families that speak a language besides English, as well as among families that simply want their children to have a greater understanding of other cultures. “When you go to an immersion school, it opens your mind to other ways of thinking and how you see the world. It makes you realize that you think a certain way because of your environment that you were born in and grew in,” BenildeSt. Margaret’s French teacher, Frederique Toft, said.

After years of being lectured in another language, high school students with an immersion background do have certain advantages when taking high school-level language classes. Because they were fully immersed in their target language, students who attended immersion schools are more likely to be successful in the aspects of comprehensive listening and reading, and are often more confident with their speaking abilities. “I find it easier to talk and express myself when I’m trying to say something. It’s easier than I think it would [be] if I had started the language when I came to high school, or later on,” Gabriel Bauer, BSM sophomore and former French Immersion student, said.

Although they do have a certain advantage, students who attended immersion schools do not always excel in all aspects of their high school language classes.

In immersion school, students are simply thrown into the language and culture and are expected to learn as they go. “[Immersion school] taught me everything at once, because it wasn’t like you were learning it tense by tense; you were completely immersed in [the language] so you didn’t really have to think about the tenses you were using; It just came naturally,” Nolan Arostegui, BSM junior and former Robbinsdale Immersion School student, said.

Although they are capable of learning these elements of their target language, it does come as somewhat of a shock when previous immersion students are suddenly focusing on grammatical aspects of a language. “Immersion was less about learning the specific points of grammar and more about learning how to speak well, like pronunciation, whereas in high school, classes are less about carrying on conversation and more about understanding the grammatical intricacies of the language,” Bauer said.

Even though former immersion students tend to have more experience in their target language than students with a traditional educational background, students from both backgrounds often find themselves in the same classes in highschool.

Some might think that having such a different range of initial ability in a class can create an unfavorable environment for both groups of students and potentially affect the learning environment in a negative way, but in reality, integration between the two groups fosters exponential growth for every student. “For some projects, I might want an immersion kid to work with someone who’s non-immersion to hopefully empow-

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mmersion er that person or encourage that person to work on their speaking skills. But also the traditional kid will sometimes help the immersion kid with the grammar parts,” Ms. Mary Murray, BSM Spanish teacher, said.

Students carry the concepts and ideas that they learned in immersion school and language classes throughout their lives. Not only do they leave school with the knowledge of how to speak a certain language, but they also leave knowing how to connect with cultures other than their own. Whether it’s when traveling to another country, or working with people who do not speak English, knowing another language and understanding the cultures that come with it is an advantage in many ways. “It’s really cool to be able to talk to people and learn stuff about different cultures firsthand and experience it,” Teagan Wolf, BSM junior and former Spanish immersion student, said.

Although all students have had a different level of exposure to languages prior to high school, language classes can be challenging for students of all fluency ranges. However, even if difficult for many high schoolers, language classes are vital to the overall cultural development of students by giving them a deeper and more knowledgeable connection to the rest of the world. Because of their immersive experiences at their schools, students will not only go through the rest of their schooling being mostly fluent in their target language, but will forever have an educated and personal connection to the culture that comes with the language. “The power of language is the power of opening your mind. It’s a tool to discover other cultures and other ways to perceive the world, and I think that’s a gift,” Toft said.

“You were completely immersed in the language... it just came naturally.”

Writer: Maya Berg Designer: William Krane Photographer: Katie Ercolani

“I find it easier to talk and express myself” -Gabriel Bauer

-Nolan Arostegui

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Students Who Want to be Teachers Kylie Nevells:

Knight Errant Quarterly: Why do you aspire to be a teacher?

Kylie Nevells: I love helping people. Children, especially, are so impressionable and the idea that I could help shape their lives and encourage them in their passions is an amazing thought.

KEQ: Has any teacher greatly influenced you?

KN: Mrs. Maslowski from my old school influenced me. She wasn’t ever actually my teacher, she was my basketball coach. She is also a teacher, and her form of teaching is just like her coaching style, very personal.

She forms a connection with all of her students and players that I really appreciated.

KEQ: What type of teacher would you like to become?

KN: I would love to be a high school math teacher or an elementary school teacher.

Sabrina Ehrmantraut: Knight Errant Quarterly: Why do you aspire to be a teacher?

Sabrina Ehrmantraut: I think it’s really the passion in teachers that I would love to continue. To show people that you can be passionate about something, and it is absolutely fantastic.

KEQ: Has any teacher greatly influenced you?

SE: In third grade, I was going through a hard time, and one of my teachers acted like it was absolutely no big deal and treated me like any other third grader and made sure that I knew it was nothing unusual.

She just really helped me get through it, so I always looked up to her.

KEQ: What type of teacher would you like to become?

SE: I would like to either be an elementary school teacher or a high school English teacher. I would love to teach some of my favorite books that I’ve read at BSM: Great Gatsby for sure, I absolutely love that, Jane Austen, 1984. I would love to be an English teacher, to show up with a warm cup of tea and a sweater everyday.

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Teachers have a natural passion for education that cannot be matched. These students have found that innate enthusiasm for teaching in themselves. Fostered by a love of helping people and encouraged by their own teachers, these students plan to be teaching the next generation of students.

Sophia Wolf: Knight Errant Quarterly: Why do you aspire to be a teacher?

Sophia Wolf: Kind of ever since I was little I always had this idea that I wanted to be a teacher. I’ve just realized how much I love it to communicate what I know and help someone learn something new. I worked as a tutor before, and nothing makes me happier than spending time with people and teaching people.

KEQ: Has any teacher greatly influenced you?

SW: Ms. Brew and Ms. Shea influenced me because everyone respects them so much and everyone knows that they are good at their jobs. I was just always excited to go to their classes because I always knew they would have something insightful or intelligent to say that I wouldn’t have thought of myself.

KEQ: What type of teacher would you like to become?

SW: I want to be a high school theology teacher. I would actually like to come back and teach at Benilde if I could. That’s kind of my end goal.

Morgan Williams:

Knight Errant Quarterly: Why do you aspire to be a teacher?

Morgan Williams: I would love to be a teacher because I want to help children and teenagers gain a brighter future. Going through school and gaining knowledge has been such an amazing experience, and I imagine that imparting the knowledge I have would be even more fulfilling.

KE: Has any teacher greatly influenced you?

MW: From my old school my fourth grade teacher Mrs. Jaxx really influenced me. She taught on a personal level, and she made sure everyone understood what was happening. She gave every student the extra help that they needed.

KE: What type of teacher would you like to become?

MW: I would like to become a middle school or high school science or math teacher.

Writer: Abigail Letscher Designer: Will Keivit Photographer: Kathryn Ercolani

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In the everyday life of a student, one task is always present: homework. Whether you like it or not, it is an unavoidable task that must be completed each day. The intent of homework is to help students to learn their material outside of school. However, it often leads to busy days and very long nights. Homework greatly affects the lives of students in many different ways.

The amount of homework students get varies per day. However, most students would agree that homework consumes a large amount of time in their daily life. “I would say I probably spend three to four hours each night doing homework. Sometimes, doing homework honestly feels like I’m dying a slow death,” sophomore Maddie Schafer said.

Besides classes, like math, that get consistent homework, history and English classes are often singled out for assigning the most homework. “The classes that give out the most homework is probably World History and Honors English. Whenever I get an assignment in those classes, it usually is super long and often requires a lot of time and attention in order to be done correctly,” Schafer said.

Although an extensive amount of homework is assigned each year, most upperclassmen would agree that junior year is the busiest year when it comes to homework. “The amount of homework given junior year almost felt like too much. I feel like a huge load is lifted now that I’m done with junior year,” senior Natasha Wagner said.

For students participating in activities, homework often creates problems within their daily schedule. “The activities I do outside of school tend to push back how late I begin my homework, often extending the process longer than it needs to be. Also, because I have to do it at night, it takes me a lot longer to complete it,” Schafer said.

Another part of homework is the effect it has on a student’s social life. “Sometimes I may want to do something with a friend, but homework gets in the way. Instead of having

fun, I have to stay home and complete the dreadful task that is homework. It’s unfortunate, but you can’t really do anything about it,” freshman Brad Shibley.

Although it is supposed to help a student improve on certain skills, homework can sometimes be seen as unnecessary or irrelevant. “If I’m being completely honest, I just feel like teachers give out homework just so it can keep me busy. Sometimes the assignments just don’t seem necessary,” Shibley said.

However, most teachers would disagree, stating that all homework assigned is only meant to benefit the student. “Teachers don’t give out homework just to punish students. Much like practice or rehearsals, it is meant to help tune the understanding and technique for the large, meaningful work experiences later in life,” Ms. Anne Marie Dominguez, a senior high English teacher, said.

Although homework tends to cause trouble within a student’s life, there are a few tips that can help students complete their homework in a timely fashion. The first tip is to prioritize which homework needs to get done first. “I usually make a list on a sticky note that helps me differentiate what should get done tonight and what can wait until later on. By doing so, it can help with focusing on what should be done first,” Schafer said.

The next tip is to utilize the BSM hour to get as much homework done as possible.

“Try to get as much homework done in the BSM hour as possible. Some students probably don’t use it well, but if you do as much homework as you can, it will help so much when you get home and realize that there is one less assignment to worry about,” Wagner said.

Finally, the last tip is to remain calm and stay focused on the task ahead. “Try to go somewhere that you won’t be distracted. Remain focused and don’t worry about time. As long as you relax and stay calm, your homework can get done. It might be tough at times, but just know that you can do it,” Shibley said.

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Writer: Andrew Plouff Designer: Anna von Kampen Photographer: Kathryn Ercolani

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19% , $11 011 , $13 610 , 3 160 , 1 184 BSM students who rely on financial aid

amount spent per public school pupil in 2014

cost of BSM tuition for the 2015-16 school year

students who attend Wayzata High School

students who attend BSM

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BRAND NAME 0

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The choice is hard. I’m shopping around Macy’s at Southdale Mall in Edina, looking for new clothes. I’m in need of some nice shirts, but just can’t decide; do I go for the Polo Ralph Lauren, or the less expensive bargain brand? The only differences appear to be a small logo on the chest, and the price on the tag. This dilemma is too comparable to choosing between private and public education. What’s better, the brand everyone recognizes, or the cheaper one that’s just missing a logo?

For as long as my parents have had the means, they counted on their three kids attending private high school. I never questioned their motives, and I never argued with their decision. Now, as a senior graduating from Benilde-St. Margaret’s, I’m grateful for the investment my parents have made toward my education. BSM has given me the opportunity to join numerous clubs, sports teams, and be a part of the close-knit Red Knight community, but one question continues to plague me: did their money really buy me a better education?

Private schools in the media are portrayed as sanctuaries for the elite, a student body comprised of daughters of diplomats and sons of Senators. At BSM, that is certainly not the case. Most students come from middle-class families, and more than 19% of students rely on financial aid. For the most part, tuition puts a large burden on the budgets of families. Yet sadly, it can’t be proven that our education is any better because we’re paying for it.

In 2014, the State of Minnesota spent an average of $11,011 per public school pupil; BSM’s tuition for 2015-16 was $13,610. Even though one of these costs is funded by taxes, and the other is out-of-pocket, the numbers are relatively close. The amount of money spent on each student does not vary greatly between BSM and public schools, so where does the difference in education come from?

“I don’t think our education is necessarily better than public schools, but because we pay for it, it’s smaller and we get a more interactive experience with the teachers,” senior Celia Smithmier said. BSM’s average class size is 21.6, and with a total enrollment of 1,184, it’s almost one third the size of public high schools like Wayzata, with an enrollment of over 3,160 and student to teacher ratio of 27:1. Smaller class sizes ensure more individual attention and allow teachers to teach more efficiently and effectively. Smaller classes don’t let students hide in the back of the room; they provide “a greater chance for each student’s voice to be heard,” BSM English teacher, Mr. Tom Backen said.

When asked whether BSM offers a better education because its students pay, Mr. Tanner Stevens, a BSM physics teacher, hesitated only slightly before responding that “the scientific field has requirements to prove causation and correlation.”

When applying those principles, it cannot be concluded that BSM has a higher quality education simply because its students pay tuition; there are too many factors that need to be taken into account–– it would be similar to concluding that blackberries taste better than strawberries simply because they cost more.

I’m heading off to college next year, but the question of better education costing more is still relevant. Tuition alone for top universities such as Stanford costs up to $45,000 annually, while tuition at community colleges like Normandale is only $4,825 annually. Is Stanford’s education really nine times better than Normandale’s, because they charge nine times more for tuition?

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Normandale’s Director of Admissions, Nancy Pates, had this to say: “The cost of tuition is not indicative of the quality of the education received. I don’t feel qualified to speak about the quality of Stanford, but I can tell you that Normandale offers an outstanding educational experience. Many other factors, beside the coursework, factor into the higher cost of tuition: sports programs, buildings and facilities, technology, et cetera,” Normandale’s Director of Admissions said. So, it’s not necessarily the quality of education that causes the tuition gap– it’s the school, facilities, and technology.

BSM’s skeleton remains the same long hallway that was built in 1956, but since then it has undergone a series of major additions: the Haben Center, the Moore Library, the Hamburge Theater–– basically if BSM was a celebrity, it’d be Joan Rivers. In 2010, BSM even unveiled a brand new turf stadium and other revamped athletics amenities. Not to mention the recently updated fleet of laptops that is visible in every BSM classroom. Upgrades as simple as new editions of Jane Eyre novels are often taken for granted at BSM, and surprisingly a lot of public schools have that same luxury.

In February of 2014, Wayzata residents voted in favor of $109.645 million in bond funding to expand Wayzata High School, build a new elementary school and upgrade safety, security and technology infrastructure districtwide. Not every district has the same means as Wayzata, but it’s certainly not an outlier; referendums to increase funding for public schools are being voted on all across the metro. So if facilities in most public schools are being updated just as often as BSM’s, the question remains as to what my parents’ $50,000 spent on a private education is really getting me.

There is a certain quality that sets BSM apart from public schools in the state. An unquantifiable factor that makes paying tuition well worth it. It’s comparable to the Chemical X that makes the Powerpuff Girls so special, or the secret ingredient that renders Krabby Patties irresistible. For argument’s sake, we’ll call this the the “Red Knight Factor.” But what does that really entail?

“Community–– but it goes much further than that: there are people you don’t like, you’re not friends with everyone, there’s still a lot of friction. But when something tragic happens to anyone in the Red Knight community, the outpouring of support and sympathy is overwhelming. When push comes to shove, we have each other’s backs unconditionally,” Student Council President, Peter McCague, said.

History goes to show that our resilience as a school is truly incredible. When Jack Jablonski suffered his tragic accident, our school rallied support through white-outs, common baskets, social media, shirts, and even a pond hockey tournament. The unity of the student body amazed the outside world. The sense of community remains a large draw for prospective families, as well as a reason for alums to send their children. BSM coined the term “it’s a great day to be a Red Knight” and we live that motto every day.

I stood in Macy’s for a long time trying to decide; I ultimately chose the brand name shirt and never looked back. I don’t regret going to BSM, and I’m glad my parents picked a private school: I’ve made some amazing friends, I’ve connected with most of my teachers, and I’m proud of the education I’ve received. The statistics don’t lead to a definitive answer, and quality is all relative. At the end of the day, the only difference may be the brand name label, but it’s a label I trust–– and a school I’ve come to love.

Writer: Gunnar Lundberg Designer: Anna von Kampen Photographer: Sisay Shannon-Tamrat

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Engineers in D

own in the depths of Benilde-St. Margaret’s lies a classroom only the most fearless and determined venture into. On a typical day, this room is hustling and bustling with students working on projects left and right. It is filled with the sounds of clicking keyboards, robotic pieces being assembled, and the buzz of teachers and students working together. This room is the ACS lab.

BSM’s Advanced Competitive Science (ACS) program is highly accredited and teaches students how to explore engineering for themselves. “The program has been reviewed by the University of Wisconsin-Stout to be as challenging, or possibly more challenging than a masters level robotic program,” head ACS teacher Mrs. Kirsten Hoogenakker said.

In the past, BSM has sent students to robotic competitions to compete against other high schools and universities from all over the world. This past summer, students from the school’s ACS team went to Hefei, China to compete in the 2015 RoboCup and placed in the top ten teams.

The engineering students learn about mechanical and electrical systems, 3D modeling, sensor interfacing, logic programming, motion control, and data collections. The end goal of the course is to be able to build a fully functional search and rescue robot that can navigate on its own.

The program is open to sophomores, juniors, and seniors, and correspondingly, there are three levels to the engineering program that usually follow the grade levels. “The first year of engineering is really about breaking students of all of the traditional classroom experiences that they’ve had. It’s really about finding independence, learning how to iterate, learning how to fail, and realizing that if you failed once it’s probably because there are better options out there,” Mrs.

Writer: Grace Hedin Designer: Tyler Matson Photographer: Elle Ryan

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n the Making Hoogenakker said.

First year students learn basic physics concepts, how to assemble lego pieces, and how to work with the computers and different softwares. “ACS is more than just a regular Engineering class. ACS teaches us how to collaborate with partners, the process of trial and error, and gives students a taste of what real engineering is like,” Senior and Engineering 3 student, Preston Becker, said.

By the end of the first year, Engineering 1 students make up a full design brief for a search and rescue robot, which then carries through their junior and senior year. Sophomore Charlie Rocheford began his ACS journey this year and enjoys it so far. “I just joined the program this year, but the environment down there doesn’t even make you feel new.

My favorite thing about ACS has got to be playing the devil’s advocate and pointing out anything that could go wrong with what my partner thinks of. It’s always good when I can’t think of anything, but when I can, it sure is fun,” Rocheford said.

Engineering 2 students gain more freedom and continue to work on their search and rescue robots. They learn how to use computer software programs like AutoCad and SolidWorks, which are real world engineering softwares that improve the quality of a design, aid in the communication of robots, and create databases for manufacturing. The students also begin to use the laser cutter and the 3D printer to get the parts for their robot, which they start to drive by the end of Engineering 2. “My favorite thing about ACS would have to be how it is completely self taught. It’s really nice to have a break in the day from all the lectures given by teachers and be able to actively learn the material with your partner,” Madi-

son Semler, a Junior and Engineering 2 student at BSM, said.

In Engineering 3, everything the students have learned throughout the other years begins to come together. Students get to program their robot so that it can become fully autonomous and they master how to navigate the robot in the little arena located in the classroom. Students that successfully complete all of the curriculum objectives are then considered for placement on the RoboCup advanced research project and competition travel team.

One theme seems to be a defining and favorite characteristic of the ACS program at BSM: the flexible teaching and learning style. “One of my favorite parts of engineering is how hands on the class is. We don’t have to take any notes, there’s no homework and Ms. Hoogenakker doesn’t sit in front of us for 40 minutes and tell us what to do. It’s a nice change of pace being able to try multiple things out, and kind of teach yourself,” Senior and Engineering 3 student Annabel Rathmanner said.

A sense of free rein is definitely apparent to anyone who enters the ACS lab. This is Ms. Hoogenakker’s second year of teaching the ASC program and she thinks it is going well.

“I think it’s a really good fit, at least for me particularly because I think talking at students is really boring; I don’t enjoy it, students don’t enjoy it, and there are better ways to learn even if it takes a really long time for students to learn a concept. If they are able to do it on their own, then they’re going to learn it a lot better than just taking notes and trying to translate what I am saying into their own knowledge base,” Hoogenakker said.

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Learning D

Writers: Liz Ambre & Rachel Lyons Designer: Charlie Peavey Photographer: Keenan Schember

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Differently At the beginning of his first grade year, senior Matt Paal took a series of tests pertaining to his attention span, reading fluency, spelling skills, and his ability to retain information. The results of these tests concluded that Paal had dyslexia, a learning disability characterized by a lack of connection between written words and verbal sounds. After being diagnosed, Paal went to lessons up to three times a week before school to practice sounding out vowels, making connections between written words and their sounds, and spelling and speaking the English language. Many lessons later, Paal challenges himself by taking AP Language and Literature, an intensive English course with a focus on reading and writing. “I actually like [English classes] just because they’re so challenging,” Paal said.

Paal’s love and appreciation for writing and reading despite having dyslexia came with many trials, like surviving Mrs. Maura Brew’s vigourous Honors English 9 class. For students and teachers with learning disabilities, school presents a different set of challenges than those traditional students face. Paal struggles the most with in-class essays and time management. “It takes me longer to do things. It takes me longer to do my AP Literature readings. It takes me longer to do my history readings,” Paal said. “It takes someone who doesn’t have dyslexia less time to read and understand things, whereas it takes me around double the time to comprehend what I just read...my brain just isn’t able to function at the faster rate at times, so then it adds more stress and I end up falling behind because of stuff like that.”

English teacher, Ms. Anna Overbo describes herself as “massively ADHD” and understands these struggles that her students with learning disabilities face. “I have a lot of compassion for the anxiety and shame that a lot of these kids carry around because of how the manifestation of that learning disability is so different than what the person is carrying around on the inside. Sometimes it looks like not caring, when there’s really an abundance of care,” Overbo said.

Oftentimes it is the misconceptions Overbo spoke of that pose the greatest barriers to students with learning disabilities. Overbo hadn’t even heard of ADHD or ADD until midway through her college experience.

Fortunately, schools have come a long way in the methods they use to support students and foster efficient learning environments for all types

of students. Benilde-St. Margaret’s caters to the needs of students with learning disabilities by offering different levels of core classes and giving students the option of extra help and more intimate learning spaces than the traditional classroom. “They have this thing called the 504 plan which is essentially like an education help plan that gives you special recommendations...I’m able to get notes from teachers on stuff I’ve missed, as well as get extended time on tests and be in my own secluded area if I’m having problems thinking or processing,” Paal said.

Paal’s plan is catered specifically toward him and may look very different from the methods and systems used by other students with dyslexia or other learning disabilities. In addition to granting extended time on exams and providing differing class paces, BSM allows outside tutors to work one-onone with students during their BSM hours and works with parents to create a plan that works best for the student.

Many students even take advantage of devices and instruments, like Smartpens, that provide even more help to boost performance in class.

BSM’s goal is to give students the tools to be successful and help them live up to their potentials in the classroom.

There are two classes in the school that especially focus on these goals: Learning Lab and Academic Support. “Learning Lab is geared toward freshmen so they can learn organizational study skills to be successful in high school,” Freshman and Sophomore dean, Ms. Nicole Rasmussen said. According to Rasmussen, Academic Support is offered to older students and moves past providing tips for organization by simply providing “a smaller environment where they have adult support if the need it.”

Schools like Benilde are constantly developing new programs and educating themselves on how to best aid students with disabilities like ADD, ADHD, anxiety, and dyslexia. It is difficult to tackle the problems students face, because each student is different and has different needs. “There are different severities [of dyslexia]. I kind of got a minor to lighter version, while I know some people got a harder version. I’m still able to read at a decent level, it just takes me a lot longer,” Paal said. Assisting kids with learning disabilities is also difficult because of stereotypes and mis-

“I came to terms with me not being a ‘perfect person,’ and that I am going to have challenges for the rest of my life, but that doesn’t make me any worse or much different from other people.”

- Matt Paal

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#

information that pegs such students as less intelligent or incapable. Paal has encountered skeptics who question the authenticity of his disability.

“Typically they are understanding. If they don’t understand, I just ignore them because they don’t know what it’s like. Or, I don’t ignore them, I just disregard their thoughts about it,” Paal said.

Learning disabilities are not an indicator of someone’s intelligence.

Rather, they simply pose barriers to the means of gathering information and keeping up with the pace and rigor of traditional education. Overbo decided not to major in pre-med after realizing that she didn’t have the means to be successful in the process of medical school. “I knew that I couldn’t function that way and get through medical school, and I knew that I was smart enough...I knew that it wouldn’t work and I didn’t know how to do school differently. It looks like a lack of self-discipline in a way.

But it was more being able to step outside myself and say ‘this is just not going to work,’” Overbo said.

Obtaining self-awareness and realization is something that all people struggle with, but for those with individualized needs, this growing process can be even more difficult. “What we see, especially with students with layered diagnoses, is that they’ve struggled with school for so long and they’ve never found success, so they kind of quit trying,” Rasmussen said. “They think ‘If I try and do poorly, I’m a failure. If I don’t try...it’s the same result.’” BSM works to change this mentality and guide students down a path of success. “‘I’m going to work hard, and it’s going to pay off.

I just have to realize that it’s going to take me a little more time, and I’m going to need this extra help,’” Rasmussen said.

Because of the structure of high school that is geared toward a traditional student, especially in a college prepatory school, it is easy for students with various diagnoses to feel defeated––which is why it is so important for teachers, parents, and peers to do all they can to create a learning environment adaptive to all students by continuing to ask tough questions about learning disabilities and progressively changing the format of education. “I have a hard time holding [students] accountable when things come in late because I am aware of how things like that can be, especially if I’m behind in correcting; I feel like I might be too much of a hypocrite to be too righteous about late work. But, on the other hand I know that to not hold those students accountable is actually hurting them, especially the kids struggling with time and ADHD,” Overbo said.

It’s empathetic conversation like this that needs to happen every day within classrooms. It’s important to provide necessary tools for students who need them, without patronizing their abilities and disregarding their potential for success. “I came to terms with me not being a ‘perfect person,’ and that I am going to have challenges for the rest of my life, but that doesn’t make me any worse or much different from other people,” Paal said.

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KEQ: 11/9/15 12:23 PM

Learning From Others

Isabel Erickson

Mike Jeremiah

Megan Kern

A lot of learning happens outside the classroom; we can learn a lot from those around us.

Knight Errant Quarterly: What is your life motto?

Social Studies Teacher Megan Kern: Kindness counts, kindness matters.

KEQ: What does your role model mean to you? How did he or she become your role model?

MK: I don’t have one single role model; it’s more like different role models for different traits. I might just say, the people who influence you, come and go from your life, but there’s usually something of value you can take from lots of different situations or circumstances. When I see someone acting in a way that impresses me, then I guess I pay attention to the choices I make more.

KEQ: If you could only give one piece of advice, what would it be? Why? MK: No matter what you do, work hard, play hard: earn your play time.

KEQ: Could you tell me a story about a time when you used the advice of a role model?

MK: So Ms. Nightingale, when I started having kids, I was asking her how she gets everything she needs to do done as a teacher, but then how she also effectively acts as a mom at home, and she said, “You just learn to use your time really well while you’re here at school and then you have the free time to do other things at home.”

Knight Errant Quarterly: What is your life motto?

Campus Minister Mike Jeremiah: The most important thing in life isn’t what we have, but what we do with what we have.

KEQ: If you could only give one piece of advice, what would it be? Why? MJ: Never lose sight of the gift that you are. So many times we put material value on people’s lives. I think every single person has value, has worth, and that they should never underestimate their value and their worth; every single person makes a difference.

KEQ: How have the lessons you learned affected your life positively?

MJ: To not overlook the small things, because I think sometimes it’s the little things we do, that we don’t even think about, that can make the biggest difference in people’s lives.

KEQ: Is there anything else you want to say on the topic?

MJ: I think an important thing to realize as you are thinking about who have been the role models in your life, also think about those in your life to whom you are a role model. You live your life, and other people notice that; you don’t have to say anything; it’s more who you are that makes the difference.

Knight Errant Quarterly: What’s your life motto?

Sophomore Isabel Erickson: Don’t give up and always keep pushing yourself, because you’re not going to get better if you don’t push yourself harder than you can.

KEQ: How have the lessons you have learned affected your life positively?

IE: I feel better about myself as a person by following my mom’s advice, and if I didn’t follow her advice, I feel like I wouldn’t be where I am, and wouldn’t know the things [I do], she always puts positive thoughts into my head by saying, “You can do it. Just keep going. Don’t give up.”

KEQ: How are you inspired to be a better person?

IE: Well, if they’re nice to someone, and people really like them, that’s going to make me want be to a nice person and have people like me because no one likes to be not liked or excluded; it’s pushing yourself to be the best you that you can be.

Writer: Julia Feld Designers: Will Keivit & Keenan Schember Photographer: Katherine Ercolani

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Writer: Grace Gyolai Designer: Anna von Kampen Photographer: Keenan Schember

CHEATING an original (not

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KEQ: 11/9/15 3:36 PM

In BSM’s Morality class, students learn about their “consciences,” a tool that gives them the ability to decipher right from wrong. From the first days of elementary school to the final days of high school, teachers remind children not to cheat and warn them of the consequences of doing so. However, it seems that somewhere along the timeline of countless assignments, essays, and readings, a grey area was formed between committing a punishable offense, and simply taking advantage of outside resources. The BSM handbook’s guidelines may be clear, but the ethics of both students and teachers vary in what they consider to be cheating, why students cheat, and its true consequences.

NG:

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T

he moral dilemma of cheating has plagued the education system since its beginning. The balance between school, activities, and a social life, mixed with pressure to have a satisfying GPA, take hard classes, and attend higher education generates a culture where taking short cuts becomes imperative. Cheating has become one of the biggest taboos in high school, but although the consequences are harsh and clearly expressed, many students still copy and plagiarize throughout their education––often without ramifications.

Students understand the risk they take by cheating in school, but perhaps it’s a calculated risk. Afterall, it might secure the “A” all students are aiming for.

Most teachers at BSM review their syllabi on the first day of class, and as to be expected, most of them have a zero-tolerance policy regarding cheating. “If you cheat you get a 0 on the assignment, or quiz, and then I file an academic misconduct report,” English teacher Mrs. Paula Leider said.

Leider has found that sticking to her policies reduces the amount of cheating in the classroom. “In practice [giving students a zero] worked very well. It happens maybe once and then people will learn that you aren’t someone who tolerates that,” Leider said.

Leider is not the only teacher who has strict guidelines in regards to cheating. “If a person is caught cheating they receive a 0, but helping someone cheat is also part of that.

I have in my syllabus that if you make the choice to help someone else cheat you get a 0 as well,” English teacher Ms. Anna Overbo said.

A common form of cheating involves asking a classmate to share their answers, but placing peers in that situation forces them to make a difficult decision between helping a friend or risking their grade. “Don’t put someone else in the position to either say ‘yes’ to you or do something that they don’t want to do. It’s a crappy thing to do to your friends–– to ask them to get in trouble,” Overbo said.

Although zeros in the gradebook lead to stress students cheat to avoid, it becomes important to keep the lost points in perspective. “If you didn’t read it’s okay to take the 0.

There will be another quiz where you can do the reading and bring the average up. It’s not fair to steal those 6 points,” Overbo said.

There are teachers, such as math teacher Mrs. Mary Seppala, who realize what kind of damage zeros can inflict on student's grades. “If it's a big test, then I usually give them a score that corresponds to 50%. That way the student gets an “F”, but it doesn't completely break their grade. Depending on the class, giving a 0 on a test can be almost impossible to come back from,” Seppala said.

A few teachers at BSM have stopped giving zeros for cheating all together. “I’ve watched students cheat in my class and called them on it. What was their punishment?

They had to learn the material. I didn’t give them an ‘F’, I just said that they haven’t demonstrated that they know the topic,” Science teacher Mr. Mark Peterson said.

Peterson is ensuring that his students have a chance to learn the topic discussed in class, and demonstrate their knowledge even after making the decision to cheat. “It’s not about the grade, it’s about what you know. If you come to class and you say you’re not ready then we’re not taking the test today. Maybe the rest of the class will, but you’ll take the test when you’re ready,” Peterson said.

To prevent trivial cheating from happening in his classroom, Peterson has done something unconventional with homework assignments. “My homework is assessed, which means I give students feedback on it but it doesn’t affect their grade. I watch kids copy homework all the time. That gives you no value. You’re not becoming a better learner by copying someone's homework,” Peterson said.

For assessments other than homework, Peterson hopes his students will prove they have learned enough to pass the first time, without cheating. “It about integrity and trust. I want to be able to trust my students, and the business of doing what is right when nobody's watching is important,” Peterson said.

Putting the amount of trust Peterson instills in his students is not beneficial for all teachers. Easy access to computers and the endless resources on the internet have made websites such as Sparknotes and Calchat only a few clicks away. “I draw the line at summary vs. commentary. I prefer kids not go into the commentary of those things [websites] because suddenly that’s someone else telling them what to think about the text instead of, ‘just incase you missed it, here is what happened,’” Overbo said.

While technology is often viewed as a cheating aid, for Leider, it has become a very valuable asset in stopping it. “I don’t have to go surfing the internet to find sections of papers that I think are plagiarized anymore. I can’t remember the last time I had a student

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turn a paper into Turnitin.com and it came up plagerized,” Leider said.

Turnitin.com, Haiku, and other technological resources have proven to be very helpful. “Haiku has been an awesome tool for me. I can mix up questions and answers so it’s harder to look across to another person's computer,” Leider said.

These websites designed to stop cheating have become popular amongst teachers because, frankly, they work. They have the ability to stop cheating before it happens and even catch cheaters in the act. But why are students so inclined to cheat in the first place? In a survey sent to all students at BSM, 67% of the students who answered the survey believe cheating happens due to pressure from parents or internal pressure.

Teachers also agree that students are put through an extensive amount of pressure to do well in school. “I think students genuinely want to be successful in school. They want to please their teachers and parents. They want to get into a great college. There is a lot of pressure riding on students to do really well,” Leider said.

When students feel the inclination to cheat and act on it, they lose the valuable chance to comprehend the topic at hand, and comprehension should be the goal of any assignment. “I think it’s unfortunate that students have that pressure whether from within or from outside sources. It takes away from the business of learning,” Peterson said.

BSM’s culture also adds stress to students’ school lives. The school takes pride in the ability to send graduates to some of the best colleges in the country, but this can also create an environment where college prestige is critical. “That pressure to go to a good college is going to continue. I think there is a way to work with the educational system to be able to eliminate that temptation by doing more collaboration and more hands-on learning experiences where kids can’t help but learn,” Leider said.

The challenge educators face is ensuring that students learn everything in the curriculum while not over scheduling. “I would rather workout a plan, help them brain storm or help them realize their resources instead of them feeling alone and buying a paper off of someone. If we have a lot of students who have to cut corners to take care of all the business that they have, that is a systemic problem,” Overbo said.

When outside factors place a time crunch on students, homework assignments are often pushed aside, but if learning is truly the main purpose of school, teachers must understand the moral dilemma many students are facing and adjust classroom policies accordingly even if that means trying something atypical. “I don’t have any due dates in my classroom. The whole point is that you have lives outside of school,” Peterson said.

Teachers are able and willing to understand the complications students face when balancing their time. An easy step to help adjust stress caused by over scheduling, is to have a conversation. “I want students to do their own work because that’s how they learn best. If you are so stressed and overwhelmed with things that are going on in your life that you don’t feel like you don’t have time to do your own work, that’s a problem for me,” said Leider.

One of the easiest ways to cheat is by plagiarizing an article, particularly in English classes. The content usually doesn’t follow from one unit to the next and already completed pieces of writing are finished and ready for use on the internet. “Plagiarizing is so easy and I think so many people do it. It didn’t feel like cheating in a way just because of all the pressure. If you know a teacher isn’t going to check, I’m just going to do it to get those points,” Junior Joey Simpson said.

Copying and pasting finished essays or articles may be easy, but as Leider mentioned, the real cost is the learning that is lost through cheating, a lesson Simpson learned after plagiarizing through 8th grade and during 10th grade. “It may seem fine now, but later in life plagiarizing won't get you anywhere. Learning to do research and [putting] the information you’re looking up in your own words will help you become a better writer,” Simpson said.

After being caught in the act of cheating, the moment to learn has been lost, but the chance to build and improve character still remains. “They have lost an opportunity to demonstrate that they have integrity, but I don’t know where you come from. It becomes an opportunity to learn about life skills and life,” Peterson said.

High schoolers are expected to study hard, test well and get the soaring grade to match, but this expectation is not realistic for everyone. Understanding personal academic strengths and weaknesses could be the key to eliminating excessive pressure to do well, pressure that leads to cheating. “Your best might be different than someone else's best. If you can honestly say to yourself ‘I worked hard, I studied, and I did my best’ then that's all you can ask for. Sometimes that results in a C. So be it,” Seppala said.

KEQ: 11/9/15 3:37 PM

What do you think is the most common reason students cheat?

33.2% pressure from parents

14.8%

other

17.2% internal pressure

pressure from teachers

34.8%

Do your classmates cheat?

56.6% 43.4%

I think so Not that I’ve seen

Do you think students deserve a zero for cheating?

52.6%

No Yes

47.4% If you caught a student cheating off your test, would you tell your teacher?

Yes

77.1%

No

22.9%

Answers based on 257 student responses

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from the

WHITEBO

Writers: Madison Hicks and Rachel Lyons Designer: Rachel Lyons Photographer: Keenan Schember

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11/9/15 4:28 PM

OARD to the

LAB Chemistry teacher and Biomedical Club Advisor, Ms. Jennifer Roushar attended a class this summer called Brain U at the University of Minnesota in order to expand her knowledge on neuroscience.

Biology and forensic science teacher, Mr. Bob Lyons participated in two workshops, one at Lawrence Tech University and one hosted by the University of Mississippi. He learned more about how to effectively teach the relatively new class, Forensic Science.

Knight Errant Quarterly: Why did you choose to take that specific class?

JR: I felt like it was a good opportunity to learn ways to teach neuroscience and to learn about the ever-changing content in the field of neuroscience.

KEQ: What new information did you learn, and how will you use it to your advantage in your specific classes?

JR: I learned a lot about how the brain works, how memories are made, how students learn, how different drugs affect the brain, as well as many great labs and activities that I can incorporate into the curriculum.

KEQ: What changes will you be making to your teaching, courses, or activities?

JR: Since it is a new class, everything is new. One thing that I haven’t done before in other classes, but I will be doing this year is having students critique each others’ experimental design and data to hopefully make them better experimenters.

KEQ: Would you recommend summer classes and workshops to other teachers?

JR: I would recommend this one for anyone who wants to learn about the brain, memory, learning, how drugs affect the brain.

We got to take tours of the neuroscience labs at the U of M and the Center for Magnetic Resonance Imaging which were very interesting.

Knight Errant Quarterly: Why did you choose to go to those specific workshops? What did you want to improve in your class or teaching?

BL: There are not very many workshops for high school teachers in forensic science. There are only a few each summer, so it’s important for me to attend to learn more about the field. I’m not a trained CSI, so the more information I can gather the better my class will become.

KEQ: What new information did you learn, and how will you use it to your advantage in your specific classes?

BL: Estimating time of death by using insects. Analyzing skid marks on the road to figure out the speed of the vehicle when doing accident reconstruction. Toxicology and performing white powder tests to determine drugs at the crime scene. This typifies forensics as an inter discipline science because the three topics involve chemistry, physics, biology, and math.

KEQ: Would you recommend summer classes and workshops to other teachers?

BL: It is very worthwhile taking summer courses because of the increased knowledge, activities, experiences that I can pass along to our BSM students. I plan on taking courses each summer and hopefully someday soon I can hold my own course for other teachers to visit BSM and learn what we’re doing here.

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Commu

Challenging

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WHY PR Opportunity

Smaller Class Sizes When

College Preparatory

discussing education, one debate seems to present itself over and over again, with a differing conclusion each time: whether public school or private school is better. The biggest difference between the two are their environments. Variations in socioeconomic factors, religious affiliations, levels of competition in sports, and student body size all contribute to these different atmospheres. Class rigor and college preparatory aspects also play a role in the major differences between the two types of schools.

An advantage to private education is the possibility of a religious education. As a private school, Benilde-St. Margaret’s prides itself in having a welcoming atmosphere with its values and principles rooted in Catholic teaching.

Many students find comfort in being able to freely express their Christian faith. “The biggest difference is having God a part of your day during school hours and being around people with the same beliefs as you,” junior Carson Haefele, who previously attended Wayzata High School, said.

Because of the religious emphasis, many students and faculty find BSM to be a comforting environment in which students feel safe professing their faith. “Because I’m in a Catholic school, I don’t have to hide my faith. [My faith] is just part of who I am, and I don’t have to think about what I’m saying during the day,” Mrs. Cherie Vroman, a history teacher who previously taught at Minnetonka High

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Caring S

School, said.

Because of the warm and supportive atmosphere, people feel at home while at Benilde-St. Margaret’s. “I think that the dynamics between people [at public and private school] are relatively similar, but I actually think that people in private school might be more welcoming,” junior Morgan Bettin-Coleman, who attended Patterson Mill High School in ninth grade, said.

Students develop close relationships at BSM, and look out not only for their closest friends, but for all their classmates. “I get the sense that the students at BSM seem to really look after other students, and I really like that in an environment,” Vroman said.

Despite the inviting feel of a Catholic community, former public school students and teachers have also noticed a more privileged ambience.“Socioeconomics can make a big difference in the school, through no one’s fault,” Vroman said.

“I think with a public school, there’s so much more diversity within the school and you can be friends with so many more people with different backgrounds,” senior Sisay Shannon-Tamrat, and previous Hopkins student, said.

Though the lack of diversity in private schools can have a negative impact on the overall community of the school, oftentimes it fuels a greater systematic focus on

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unity

Religious

Rigor

RIVATE?

g Staff

School Pride

Lifelong Relationships

ory

inclusion and diversity. With classes like Discipleship in Society and Faith in Action, and clubs like the BSM Justice Club, students are always reminded of the world around them and encouraged to serve and promote social justice in their community.

Benilde-St. Margaret’s is a college prepatory school, which means the school work is often more challenging than that of a public school. “I think that private school offers more opportunities for students to be challenged, but I think that any school can be challenging to anyone, and it is important to do the work and get help, [whether] you go to public or private school,” Bettin-Coleman said.

Teachers at private schools expect greatness from each of their students. “There are different expectations her. There’s, more of a need to actually get my homework done. At public school, I didn’t really have to do my homework. Coming to Benilde, there was a requirement and consequences of late work. For me, private schools are way harder,” Shannon-Tamrat said.

Though the coursework at BSM may be more rigorous than other schools, students find that their classmates and teachers are more than willing to help. “From different aspects it’s more challenging, but the environment that you are surrounded by makes it easier to get your work done and succeed,” Haefele said.

Another dynamic of a private school that differs from

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that of a public one is that the class sizes are so much smaller.

“The biggest difference I think between the two are the class sizes and just the general size of the student body.

My class sizes (at Minnetonka) were around 32, here I max out at 26 (students in a class)... I can walk down the halls and I see my students, whereas I could walk in the hall at Minnetonka and not spot a single one,” Vroman said.

Because of these smaller class sizes, students and teachers are able to establish close relationships with each other, which is very beneficial in and out of the classroom.

The teachers and staff at BSM genuinely care about their students succeeding and are always willing to help any of their students who might be struggling. “The teachers are actually here for you and want you to do well instead of (students) just being another number in the system,” Haefele said.

Overall, Benilde-St. Margaret’s differs in many ways from public schools. The students care about not only each other but succeeding in their classes. BSM offers students the opportunity to challenge themselves in the classroom and develop lifelong relationships with their peers and teachers. “I don’t think private schools are a better option for everyone. It depends what kind of student you are. But, I like having one-on-one relationships with my teacher and a smaller community,” Shannon-Tamrat said.

Writer: Kathryn Sohm Designer: Charlie Peavey

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Morgan Hovanec “It was freshman year around Christmas Eve––I think the day before actually. And, I went to the popular restaurant, Rojo, for dinner with my family, and after that we went and saw a movie. I sat through the entire movie which ended at about 9 o’clock and then just my mom, sister, and I went shopping for Christmas presents for my dad. We were in Macy’s for about an hour and I told my mom multiple times that I didn’t feel well, and finally, we are in the shoe department and I screamed at the top of my lungs, since I hate throwing up, ‘MOM, I DON’T FEEL GOOD.’ Then, I threw up all over the shoe department.”

Learn to La

Mr. Matthew McMerty-Brummer

High school is undoubtedly a memorable negative or positive time, one thing is for ing. How to graph functions, think creati are just some examples of what we lear many of the lessons we learn throughout adult years happen outside the classroom come in the form of embarrasing or reg an education in learning to lau

“When I studied in Santiago, Chile, on the first day of class, we had to go around and introduce ourselves and spell our names for the professor. He couldn’t understand what I was saying, so I did the best I could to type out my ridiculously long name. I got back to my host family in Santiago that night, which happened to be my very first night, and I tried recalling the story as best I could. I intended to tell the host family that I was embarrassed, but I made the unfortunate mistake of telling them I was very pregnant.”

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rning augh

emorable four years. Regarded as a hing is for sure: we’re always learnink creatively, and manage our time at we learn each day. However, so roughout our adolescent and young classroom. Sometimes, these lessons ng or regretful moments that offer ing to laugh at ourselves.

Writer: Elizabeth Kupchella Designer: Tyler Matson Photographer: Elle Ryan

Mr. John Sabol “My senior year, a number of my friends had permission to leave campus and would leave together to get lunch. I did not have permission, but they would always try to get me to go with them. Eventually I relented and went with them. Every time I went with them I would get to my next class late and ended up getting an unexcused absence. What I didn't know was the consequence for an unexcused absence. I had to go to Saturday school.

It was horrible. It was three hours starting at eight o’clock on Saturday. You were not allowed to talk, sleep, or work on anything. You had to just sit there.

As I sat there, I thought to myself, ‘it was really dumb to let yourself get in this position.’”

Mrs. Claire Shea “I was about nine years old. I was at Susan Lingren Elementary. I was wearing denim jeans and this denim open shirt with these Timberline boots. I was looking good.

One weekend, I went to Great Clips for a haircut. And, you know, they sit you down, ask you what you want, and my dad said, ‘she keeps putting her hair behind her ears, like it’s bothering her or something.’ So they literally cut my hair to the length of one bang around my head, but left the back alone: which is commonly referred to as ‘a mullet.’ I just remember thinking, ‘This is about as low as it gets.’”

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students and the teacher to become closer as well,” Hennen said. “I think my favorite part of the system is that the students can get immediate help from the peers in the classroom as well,” he said.

Henry Koch, a sophomore who had the Flipped Class structure for Math while attending Our Lady of Grace, also benefited from the system. “My favorite thing about it was that it meant I had very little homework. It did have lots of benefits to go with it beyond that though. I think the video notes were especially helpful,” Koch said.

Hennen also discussed how having the videos online helps the students. “Because the notes are posted online and are always available, students can go and rewatch the same lesson continuously until they feel they understand the material. They can have time to pick away at the problem until they figure it out,” Hennen said.

One of the biggest advantages of the Flipped Class structure system, however, is that it prepares students for college life. Many colleges are now offering online courses, and because the Flipped Classes structure is very similar to an online course, it shows students how to handle online classes and balance the work that goes with them. Furthermore, the structure teaches students how to figure out lessons on their own and outside of the classroom.

Though Flipped Classes are growing in popularity and are fine tuned every year, they do have their downsides. One of these problems presents itself when students fall far behind. “If a student forgets to do an assignment, it becomes quite easy for them to become engulfed in work. The structure is very demand-

ing, but if students put in the work required, it can be very easy,” Hennen said. While the structure often causes students to fall behind, it can prevent people from falling behind when they are sick or out of town and have to miss school. With the notes available to them from home, it is much easier for them to keep up with the class than it is in comparison with other traditional classes.

Overall, the Flipped Classes structure is positively accepted by students. It offers students more time to ask questions in class and gives them the ability to have the teacher’s notes with them at home.

“Would I want to take another Flipped Class at BSM? Of course,” Koch said. With this kind of feedback, and with many other positive reactions, it is a surprise that more teachers at BSM haven’t tried implementing the system. Of course, switching to an unfamiliar style can be difficult for both teachers and students, but hopefully in the future, more departments will offer new forms of classes and continue to advance the education system for the benefit of the student body.

Though Flipped Classes are growing in popularity and are fine tuned every year, they do have their downsides. One of these problems presents itself when students fall far behind. “If a student forgets to do an assignment, it becomes quite easy for them to become engulfed in work. The struc-

ture is very demanding, but if students put in the work required, it can be very easy,” Hennen said.

While the structure often causes students to fall behind, it can also prevent people from falling behind when they are sick or out of town and have to miss school. With the notes available to them from home, it is much easier for them to keep up with the class than it is in comparison with other traditional classes.

Overall, the Flipped Classes structure is positively accepted by students. It offers students more time to ask questions in class and gives them the ability to have the teacher’s notes with them at home.

“Would I want to take another Flipped Class at BSM? Of course,” Koch said. With this kind of feedback, and with many other positive reactions, it is a surprise that more teachers at BSM haven’t tried implementing the system. Of course, switching to an unfamiliar style can be difficult for both teachers and students, but hopefully in the future, more departments will offer new forms of classes and continue to adjust the education system for the benefit of the student body.

Writer: Henry Bird Designer: Bennett Delgado Photographer: Kathryn Ercolani

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F l i C pped l a s s e s Most classes at schools have always followed the same structure: you go in, take notes on the lesson, then go home and do the homework for that night. It’s a system that’s been around forever, and is rarely questioned for its efficiency. But surprisingly, there are many people who don’t see the value of the traditional classroom, and offer a different and arguably better class structure.

Flipped Classes is a system that involves taking notes at home instead of at school, and doing homework in school, instead of at home. The point of the structure is for students to have more time to discuss questions from the lesson with their teacher, and to be able to go over the finer parts of the lesson that might not have fit during a typical class period.

One teacher that uses this system at BSM is Mr. Fred Hennen, a Junior High math teacher. He thought of the system, which he named “Backwards Math,” in 2008, when the Minnesota School Board wanted Algebra teachers to fit more material into their classes.

He decided to post videos of himself teaching the lessons online for his students to watch from home so they could go to class with a head start on the homework and with questions already in mind. “I was very fortunate because all of the students had laptops, which made the process a lot easier. Dr. McNamara’s support also helped a lot,” Hennen said.

Once the structure was put into place, Hennen got positive feedback almost immediately. “The Flipped Classes system helps students in a lot of ways, because it offers students a unique experience in which they have lots of one-on-one time with their teachers.

This helps a lot of students get over little problems they may be having, and it also helps the

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FIELD TRIPS:

Writer: James Libby Photographer: Keenan Schember Design: Noah Shields

a look at experiential learning

One thing that nearly every student looks forward to is a good field trip. Getting out of school and doing something elsewhere for a class is an amazing experience.

Although they don’t occur frequently, school-related excursions have academic value and improve the in-class experience.

Many students feel that field trips aren’t as common in the senior high as they may have been in junior high and elementary school. “I’ve noticed that there have been less field trips as I get older,” senior Matt Keefe said.

The need for a valid connection to curriculum requires teachers to arrange field trips sparingly. “We will only go on field trips that mesh well with the students’ academic work, so the field trips that are in place are always of value,” senior high English teacher, Mrs. Maura Brew, said.

One way that teachers in the BSM English department follow this pattern is by attending theater performances outside of school. Whenever there is a play in the Twin Cities that reflects the reading materials in English classes, the English teachers try to make it a destination.

Going to these plays is a perfect opportunity for students to gain an educational experience outside of the walls of BSM. “To experience a play acted onstage is invaluable because plays are written to be performed, not read. You’ve got all sorts of things that you can’t get from the written pages,” Brew said.

The American Experience, a class offered in the junior high, is known to take advantage of the learning opportunities outside of the classroom. Originally, The American Experience was a history and literature class that had no focus on regular field trips.

Over time, after taking a few trips to Washington, D.C., the teachers of the class added more events and activities to the class curriculum to improve the experience and expand the class.

Not only do field trips enhance the class a student is taking, the classroom subjects are also used to improve the overall experience on a trip. “We can prepare and reflect [on a field trip] because it is in the class,” American Experience teacher, Mr. Daniel Sylvester, said.

The trips, including one to Washington, D.C., stick with the students for many years after they’ve graduated from the junior high. “We have students who come back as juniors and seniors who say, ‘I remember that,’ from something that will come up in high school that we touched on,” Sylvester said.

While The American Experience offers amazing opportunities for students outside of Minnesota, a senior high class, Ecology, brings learning to life by simply walking out the main entrance. Every week the students go outside to see various aspects of nature, depending on the season, including plants, animal tracks, and birds.

This outdoor experience enhances the class by

giving the students hands-on experiences. “Using all of your senses is much more valuable than simply showing pictures or talking about it; so experience through immersion is invaluable and much more memorable,” Ecology teacher, Mr. John Porisch, said.

The need to connect field trips to the curriculum creates a distinction between field trips and other academic experiences. “There’s lots of opportunities for students to have academic experiences outside of the classroom; they’re just not always field trips. Sometimes they’re retreats and sometimes they’re competitions,” senior high Assistant Principal, Mrs. Mary Andersen, said.

This distinction is another reason many students feel that there is a reduction in field trips. For example, every year students have two opportunities to go on retreats, which, though not viewed as field trips, can offer just as much of an educational advantage as a trip to the Guthrie.

Unlike retreats, field trips sometimes create extra

stress for students because they often have six classes of make-up work to finish on their own time. Teachers are aware of this and don’t want their students to fall behind because of a field trip. “Something you [never] want to encourage ever is for a student to fall behind,” Brew said.

On top of extra work that is often a result of a trip, class excursions often fail to connect with students and or add to subject matter of a lecture. “No field trip is like the Magic School Bus,” Keefe said.

However, most students like the field trips that they go on and agree that they help supplement their experiences in class. “I really like field trips because they add to my knowledge of what I’m learning about, and it helps me make connections,” freshman Molly Segner said.

These connections are at the heart of every good field trip. Whether or not students enjoy field trips, they are certainly an aspect of education that will always be used to enhance various courses whenever possible.

“I’ve noticed that there have been less field trips as I get older.”

-Matt Keefe

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