Bear Facts Student Media October 2018 by Lake Zurich Bear Facts

BEA

IA ED

K LA

U TS ST DENT C FA OCT. 2018

E Z VOL. 31 ISSUE 1 H C UR ICH HIGH S

d e n i f de E G A y b

EXPOSING AGEISM

Students and teachers alike face the judgements of ageism. Page 15: Adult vs Child Page 16: Experience vs Inexperience Page 18: Teenager vs Society

BEAR FACTS STAFF

Editor’s Note

MAGAZINE EDITORS-IN-CHIEF

Dear Readers, We are pleased to present you with our first issue of Bear Facts for the 2018-2019 school year. In this issue we continue to have our News, Spotlight, LZ Life, and Spotlight sections in the magazine. The LZ Life section discusses differences in class sizes, favorite substitute teachers, and a feature on triplets. This issue’s Sports section focuses on all the sports during the fall season that students partake in. Since our October issue of Bear Facts comes out in the first couple of months in the new school year, we decided to focus this magazine on the theme of ageism. Ageism is the concept of individuals being treated differently solely based on their ages. We thought ageism is an important topic to cover and dig into because of the division in our society experienced by many of our fellow high schoolers, as well as teachers and faculty. This theme is presented both through the cover and the Spotlight section. Through this theme, we discuss how students see ageism in the classroom setting with teachers, comparing students’ respect of teachers and parents, along with the overarching idea of teenagers experiencing the effects of ageism in society. In the photographs used for cover, inner cover, and the Spotlight section, you will find a different aspect of ageism represented through repetitive images of labels. We thought this would best describe how people may be looked at differently, or labeled, at first glance due to their age. Like any other characteristic, we think that age is no reason on why one should be judged or treated differently. We would like to thank you for supporting our award-winning publication as our staff works hard to produce interesting and relevant material. Please enjoy this issue of Bear Facts and check out our website lzbearfacts.com for more! Sincerely,

chloe faris parul pari

DIGITAL EDITORS-IN-CHIEF

caroline sun madeleine lawler

SECRETARY/ BUSINESS MANAGER

emma brumage-kilcourse SPORTS EDITOR

alex ketcham

STAFF WRITERS

annette suk ellie melvin marissa drake ruby lueras sreelikhi vangavolu ADVISER

carolyn wagner BEAR FACTS STUDENT MEDIA

Lake Zurich High School 300 Church Street Lake Zurich, IL 60047 (847) 540-4642

Chloe Faris Parul Pari Co Magazine Editors-in-Chief

AMERICAN LITHO PRINTING 530 North 22nd St. Milwaukee, WI 53233

Cover design by Chloe Faris and Parul Pari Cover edits by Chloe Faris and Parul Pari About Us All decisions are made by the Bear Facts staff. The adviser is responsible for making recommendations based on school rules, applicable laws, ethical journalism, and other concerns. However, final authority rests with the staff. The Bear Facts staff strives to inform, entertain, and showcase high quality work to our readers. We always seek to uphold standards of journalistic integrity, acceptable ethics, and truth.

Our Website Bear Facts is also published online at http://www. lzbearfacts.com. Online materials report daily news occasionally related to our print publication. Advertising To advertise in Bear Facts, please contact our editorial board at bear_facts@lz95.org. Prices vary on size and placement of the advertisement. For a complete editorial policy, please see our website.

BEAR FACTS STUDENT MEDIA 300 CHURCH ST.

LAKE ZURICH HIGH SCHOOL

LAKE ZURICH, IL

10. LZ LIFE

16. SPOTLIGHT

24. SPORTS

Special substitutes

Adult vs Child

Breaking Boundaries

Experience vs Inexperience

Triplets

Teenagers vs Society

Student Voice

9 10 12

Numbers Matter Political Perspectives

Former Athletes Sports Coverage Girls team respect

News in

Brief written by

Caroline Sun co-digital editor-in-chief Madeleine Lawler co-digital editor-in-chief

NEWS

Powderpuff to feature new changes

The leaders of this year’s “Bears through the decades” themed homecoming week hope to bring back the beloved powderpuff tradition that LZ has taken part in for so long. But they also want to mix things up a bit. “For the girls football game, we are trying to make it resemble Friday night football as much as possible,” Blake Rowell, Senior student council representative who is chairing the event, said. “We will have an announcer and the same walk on music playing as the girls gear up to play. We are still working out some ideas, but we hope to have some sort of a trophy as well.” The girls will take the field on Wednesday, October 12th, with the junior game starting at 7pm and the senior game starting at 8. In additon, the event will also feature the boys poms performance. Although registration and sign-ups are closed, anyone is welcome to attend. Previous players celebrate a victory in the 2016 junior powderpuff game. Rowell hopes to draw even more spectators to this year’s games, and encourages all grade levels to come on out and see who will take home the victory. Photo by Madison Hart

NEWS october 2018

Elementary schoolers dash through colorful powder during last year’s Bears on a Color Run. The coordinators of the event hope to draw an even bigger crowd this year. Photo by Vanessa Griffin

Third annual Color Run ready to go

Back for the third year in a row, Bears on a Color Run is returning on Sunday, October 14th, on the LZHS campus. Beginning at 10:00 AM, this year’s event “will be about a mile, and will [feature] five stations where colorful powders will be thrown at you,” according to Erica Chianelli, Executive Director of School District 95 Educational Foundation. “The purpose of it is to just get as messy as possible, so you basically go out and just try to get as full of color as possible, [and then in the end], you get to take fun pictures with your friends and family and even your teachers if you want,” Chianelli said. Like prior years, this “family fun event”, according to Chianelli, will help collect money to develop the district. Fundraising from this event will go directly into supporting under-resourced students, STEAM programs, teacher initiative grants, internships and more. In these aspects, this year’s event will be very similar to the past two years, says Chianelli, but there will be some minor differences. “It’s on homecoming weekend [this year], because we are trying to draw more alumni this year, since the district is really trying to focus on [developing] the alumni database,” Chianelli said. In addition to a change in time, Chianelli also says that there will be “a bragging rights trophy to encourage a school competition, so the school with the highest percent of participation will get this bragging rights trophy that will travel year from year to whichever school wins.” Although signups have already ended, that does not mean students and faculty cannot go out to volunteer for the event, or to cheer on their friends. In fact, Chianelli encourages all to head on over to check it out, and hopefully sign up next year. “[It’s rare] to encounter an event where the purpose of it is to get as messy as possible, and that’s a lot of fun, so even if you’re a spectator, it will be fun to come, watch, laugh and see how crazy and messy people can get.

around the AREA

Photo with permission of Demie Panousis

Photo used with permission of richardsonadventurefarm.com

RICHARDSON’S CORN MAZE

Home to a corn maze with a claim to world’s longest (over 9-10 miles of trails!), Richardson’s Farm is a must see this fall. If mazes aren’t for you, no worries! Check out one of Richardson’s 30 other activities: whether it be ziplining, zorbing, slides, jumping pillows, goat-feeding, pig races, paintballing or hayrides, this farm is sure to bring out the kid in you. Richardson’s also includes all of your fall favorites, from pumpkin patches to cider donuts. Open Thurs-Sun till November 4th, with special holiday hours and four “Maze till Midnight” dates, grab a friend and take some time out of your busy schedule to enjoy the changing weather! Admission is $17-19, depending on the day. Don’t miss out on this fall filled fun!

Apocalypse Training Mundelein

Ever woken up, drenched in sweat from zombie nightmares? Well, fear no more. Get your workout gear on and head over to the Dunbar Recreation Center gymnasium from 7-8pm on Friday, October 26 to sharpen up your strength, speed and agility. For only $10, muscle through a workout that’ll be sure to prepare you for the next zombie apocalypse!

Photo used with permission of richardsonadventurefarm.com

Haunted Halls Waukegan

It may be fun to follow along on TV as crews of ghost-hunters search the dark for spooky specters, but it’s more fun to do it yourself! On Saturday, October 20 at 6pm, 8pm, or 10:30pm, partner up with Chicagoland’s Supernatural Investigation Crew as they take you through the eerie haunted halls of Genesee Theatre for the adventure of a lifetime!

Didier Pumpkinfest Lincolnshire

Looking to cross off everything on your fall bucket list? Didier Farms Pumpkinfest has it all: hayrides, corn mazes, pig races, and more. Additonal fun includes fresh hot cider, pumpkin donuts, and fall produce all day long. The fest runs until October 31, and is open daily from 9am-6pm, even on Columbus Day. Come on out and make the best of fall before it’s over!

Fright Fest Gurnee

It s an annual Halloween favorite and it’s back in full force: Six Flag’s Fright Fest, ending on October 31. Go check it out for a freaky fun time, complete with live performances, ghostly mazes, frightful rides, and heart-stopping scares! Season passes start at $70 and daily admissions at $47, so whenever you’re feeling brave, drop on by!

NEWS october 2018

LIFE

Like no other

There’s no substitute for a substitute

Photo by Ellie Melvin

Students see substitute Greg Poterek teachers only so many Subbing for 11 years Former: business teacher, businessman, usher times a month, and for Q: Have you had any other careers? 30 years. Then, when I retired, I still hardly more than 45 A: I was an usher at the Allstate had my teaching license, so I started minutes at a time. There Arena for hockey, sporting events, subbing here and there, and I just fell baseball. Also any type of concerts in love with subbing again. is only so much you can that they would have, like Tina Q: Is there something about yourlearn about a person in Turner, Earth Wind and Fire, Chica- self that people may not know? go. Those were the ones that stick in that time, which is why my memory. And here’s another fa- A: I was a track and cross country high school coach, and a basketball substitute teachers took mous one; the Jonas Brothers. They referee at one time. I [also] helped time to share who they were the warm up act for Hannah with the [LZ] girls golf team. Montana, who is now Miley Cyrus. Q: Do you travel? are beyond the classroom. Q: What is your main pastime? Ellie Melvin staff writer

A: During the summer I am a volunteer at golf tournaments, which are professional, amateur, and college golf tournaments. I started in 2004, and at the end of this golf season, I will have volunteered in 66 golf tournaments. I also work on a golf course on Saturdays and Sundays. Q: How did you get involved in the substitute teacher job? A: When I graduated college, I was a business teacher. I taught eight years in city high schools, and then I went out into the business world for

LZ LIFE october 2018

A: No, I really don’t, I have no desire to. When I was younger, my parents were in World War II, and they traveled and took me and my sister to visit all their friends from the military, so I’m just worn out on traveling. I’ll [only] go if I have to.

Q: What is a fun activity you do? A: I’ve been to many Indianapolis 500 races. My son and his family would come up from Ohio, I’d drive down to Indianapolis, [and] we’d sit together and watch the race. The races are always exciting, and I get to see [my son’s] family.

Candice Glicken Subbing for 4 years Former: teacher, booking agent, advertiser Q: What is something people would be surprised to know about you? A: One of the most interesting, I think, is that I grew up in the music business, so to speak. My father was a record promotion man in the 60s and I got to meet a lot of the singing groups from the 60s. We would have bands in our backyard and people would come and listen. That’s one thing, the other is I always wanted to be a rock n’ roll singer. Q: Before becoming a teacher, what jobs did you work? A: I have a very checkered past. I worked at a booking agency for jazz bands and I worked for a Hollywood celebrity, Lainie Kazan. She was in My Big Fat Greek Wedding. Then, I came back and did advertising, and then I became a teacher. Q: What would you consider a hobby or passion of yours? A: I do a lot of photography. My love is taking unusual photographs [of] nature. I started years ago, [so] I have had a couple of shows and have been published, but a lot of it is for me.

Q: How is your free time spent? A: I like to play canasta, it’s a card game, and I play that a couple times a week, usually. I also knit. [I like to] make things for my great nieces and various relatives and myself. I like to go to water aerobics and I go to Ravinia a lot in the summer. Q: Do you enjoy traveling? A: I was in Europe for a couple of weeks this summer, so I missed some of the Ravinia shows I probably would have gone to. We were on a riverboat cruise on the Danube river, so I [got] to go to Romania, Bulgaria, Serbia, and then Hungary. I’ve [visited] European countries in the past. Q: What do you do to relax? A: I’m in a book club, so I read books for [that], but I am also an avid mystery book reader. I read a lot of heavy stuff, especially since I taught English at the high school, The Great Gatsby is one of my favorite books. But I [also] like to read some no-brainers that are good for relaxing and [having a] laugh.

Photo used with permission of Candice Glicken

“

I always wanted to be a rock n’ roll singer. Candice Glicken substitute teacher

Sandy Serafin Subbing for 12 years Former: Home Ec. teacher Q: How do you spend your summer? A: [My husband] always wanted to come out West, he didn’t want to live and die in Illinois. So we built this house in Coeur d’Alene, Idaho, and we go [to Idaho] for the summer. Q: What are some activities you get to do when off the job? A: I play pickleball, I play tennis. I knit, I bake, I cook. I would say baking and cooking are a big hobby of mine, I’m always in the kitchen. I [also] read a lot, I’m in a book club.

Photo used with permission of Sandy Serafin

Q: What books do you read? A: I love mysteries, psycho thrillers, you know, that type of thing. I don’t really like historical fiction, I’m not one of those gals, but I like more cur-

rent books. We have a book club of teachers and secretaries from Lake Zurich that meets, and I think we might have maybe 20 members. Q: Have you been able to do anything new in your retirement? A: [My husband and I have] been able to travel since I’ve retired, and I still fit that in with my subbing. We’ve been to Italy, we’ve been to Germany, [and] we’ve been to Greece. Q: Where did you grow up? A: I grew up in a small town, it was right outside of Alan Town, [Pennsylvania]. My mother was a teacher, my father traveled. You know, I was always used to the small town life. I am definitely not a city person.

LZ LIFE october 2018

Yen and Lee are the only sophomores in the class of AP Stats. While freshmen take AP World History, AP Stats currently has few sophomores this year. Photo by Annette Suk

Sophomores Rachael Lee and Elizabeth Yen discuss quiz corrections with Tiffany Yen, senior, in AP Stats. The class includes 5 sophmores this year, as it is a class typically taken by juniors and seniors. Photo by Annette Suk

Breaking boundaries

Underclassmen challenge the norm, take AP classes typically geared toward upperclassmen Annette Suk

staff writer

Seeing freshmen or sophomores entering classrooms of AP seniors and juniors is an unusual sight. But underclassmen, who qualify, chose to attempt the challenge of the workload and pace typically reserved for older students. AP Statistics typically is a class with more juniors and seniors, but sophomores attempt the AP class, as it is open to any student that passed Algebra 2 from last year. While Elizabeth Yen, sophomore, is part of the few underclassmen that take the class, she feels more prepared because her older sister, Tiffany Yen, senior. With that connection, they can learn help each other out with any comprehension problems. “It’s really fun having Tiff in my class and I don’t really think about how she’s a senior and I’m a sophomore. It’s really more like she’s always been around to help for my other classes so it’s kind of like having a tutor take the class with me,” Yen said. “We do work separately on assignments, but we do help each

LZ LIFE october 2018

74%

of LZ students have taken an upperclassman AP course as an underclassman source: Bear Facts Student Media survey of 352 students.

other and work together when one of us is confused.” For some who have more experience with AP classes , AP Stats may not be as formidable for other sophomores. Rony Ochakovski, sophomore, takes 6 AP classes this year and does not view AP Stats as a difficult class, but rather as extra practice. “[AP Stats] has a rigid schedule. There’s been a lot harder classes where the concepts are a lot more difficult to understand. [In AP Stats], it’s really straightforward and [Mr. Hanson] explains it. You go over it twice, once over the homework and in class, so it’s really

easy and repetitive,” Ochakovski said. In attempt to get college credit, the difficult AP classes may seem approachable at first, but the workload of the classes is often ignored according to Rhea Prakash, freshman. Prakash notices the faster pace in AP World History over other classes. AP World History is encouraged to be taken by 10-12th graders, but freshmen are allowed to take the class and expose themselves to a university- level curriculum, Steve Jeretina, history department head, says. “I feel that there is a difference of the pace between Honors and AP, because [it] seems to go much faster, and you have to make sure that you are prepared on every thing, since you will never know when a quiz or test will come up,” Prakash said. “The most difficult part of AP right now would have to be the homework, because you need to take into account that there are many events that occurred in history that can impact what you write down.”

Stephanie, Nicole, and Julia Lane (left to right) pose before their first day of freshman year. Although the siblings aren’t as close as they used to be, they still stay together as they progress through their high school career, says Stephanie. “Through elementary school and middle school we all had the same friend group,” Julia said.. “But in 8th grade we started to get our own friend groups, while still remaining close.” Photo used with permission of Barb Lane

Three’s not a crowd

Sophomore triplets love sharing life together We’ve just always been close.” Ruby Lueras staff writer Since they have stayed close throughout life, they often Sharing birthdays, classes, and even a closet with two oth- find themselves making a lot of important decisions together, ers may sound like a punishment, but sophomores Stephanie, such as birthdays. “I feel if we were even given the option to have a party by Nicole, and Julia Lane are used to the concept. The three sisters are triplets and know no different. Al- ourselves I would still ask [my sisters] advice on what I should though they seemingly share a life together, they still find pick,” said Stephanie. “All of us are just so used to having to agree on everything with each other.” themselves expressing their own unique personalities. “I see traits in each of them that are similar to me, but Despite the upsides of being a triplet, it has its downsides between each other I feel like they’re all very different. [...] too. Like when other assume aspects of the triplets looks and personalities that aren’t true, according to Stephanie. Nicole is very outgoing and enthusiastic, “People just assume that we all look alike, Stephanie is extremely smart and nice, despite the fact that we’re not fraternal. So I’m and Julia is very bold and witty,’’ Mekind of used to being called Julia, or Nicole began Lane, older sister, said. “What they ing called me,” Stephanie said. have in common though is how [they] She says that the confusion does not always love the togetherness of being triphappen but when it does, it’s frustrating. lets.” “We do have some similarities [but] I per Although they do not consider sonally think that we all look pretty distinctly themselves as close as they used to different. It can get annoying [sometimes] bebe, they still are close. Due to this cause you just want to be recognized as you.” they are able to help each other Even though being a triplet can sometimes out in different ways. be a nuisance, the sisters say the positives out “I feel like if there’s something we ever forget to do, there’s weigh the negatives by far. always [one of us] to help the “It’s just the idea that I have no idea other,” said Julia. “If I’m sick [a what it’s like not being a triplet. I’ve nevThe three sisters at age 5 pose for a picture during sister] can bring homework home dress up. “We were so weird when we were young!” er experienced that before,” Nicole Lane. for me or if I’m sick [one] will Nicole said. “We definitely had creative personal- “It’s just such a big part of me, so I would teach me a dance [from theater]. never change being a triplet.” ities.” Photo used with permission of Barb Lane

LZ LIFE october 2018

Numbers matter

Students: class size affects how we learn In Rachael’s first period class, she has to fight to have her voice be heard among the filled classroom. But in her second, she has to make sure she is talking loud enough to fill the awkward silence.

With a large variety of different classroom sizes, students feel that something as small as an extra student can benefit or damage their learning atmosphere, according to Rachael Lee, sophomore. “Large classes are a great way for you to interact with more people, but I think it also can be difficult for the teacher’s relationship with the students. When the teacher has so many students, I have to wonder if they will be able to give us all the same attention and help that we need,” Lee said. “However, big classes are a great way to get more opinions on a topic, as well as Sreelikhi Vangavlu staff writer different points of view or skills.” Nicole Mironchik, senior, also questions whether or not classes with more students can really help better a student’s learning experience. “Just in general, I think large classes are much more fun to be in than smaller classes because there’s lots of energy and ideas going around,” Mironchik said. “[However], I think a lot of students in a class can, in

“

fact, disturb classes because the constant communication with more people is going to be louder and more distracting to a class than a smaller class’ talking would be.” Although classes with numerous students may encourage group work, classes with fewer students are more socially and emotionally beneficial, according to Molly McDonough, English teacher. “When there are classes with more students, it is much easier to blend in. From my own experience as a student, when you are in a class that is packed, oftentimes you get lost in a sea of faces. However, smaller classes do not allow for this opportunity of hiding. Even Molly McDonough the most reluctant English teacher speaker will feel much more inclined to talk when there are fewer people in the room,” McDonough said. “During my teaching career, I can back that statement up because smaller class sizes allow me to hold my students more accountable.” Similarly, Lee feels that smaller classes

When you are in a class that is packed, oftentimes you get lost in a sea of faces.”

Having more students in a class can be affective when doing group activities, according to Nicole Mironchik, senior. Mironchik believes larger classes can be helpful when doing group work and activities. “[However], larger classes can be noisy and rambunctious, which could make it hard to focus,” Mironchik said. Photo by Sreelikhi Vangavolu

10 LZ LIFE october 2018

Classes with less students allow for more quality time with teachers, according to Rachael Lee, sophomore. However, Lee says less students in a class also means there is less collaboration and communication. “Less students in a class make for a more timid atmospehere, and it creates more awkward situations,” Lee said. Photo by Sreelikhi Vangavolu

act as a phenomenal way to make new friends and get more one on one time with the teacher, in addition to getting more individualized attention. “Small classes are good because you have a better opportunity to get to know all the other kids in your class, and there aren’t as many people who need to ask for help. [This gives] you more time with your teacher if you need it,” Lee said. AP Human Geography and AP Psychology teacher, Andrea McKendrick, voices her personal opinion on class size. “In a smaller class I can spend more time with each individual and checking up on them is much easier to do in a smaller class,” McKendrick said.

45%

Along with more time guaranteed with the teacher, smaller classes allow for more time to grasp a new concept or new lesson, according to Mironchik. “But on a academic note, smaller classes are definitely more beneficial in terms of getting more [of an] explanation and an understanding of that class,” Mironchik, said. “[However], a con of smaller classes is there is fewer collaborative opportunities, and students may not get the different ideas they could’ve gotten from other students in a larger class.” Although classes with fewer students do have positives when it comes to personalized attention, the lack of people in a class can also create an uncomfortable

94%

of students prefer classes with fewer students over classes with more students.

of students have at least one class with over 25 students.

source: Bear Facts Student Media survey of 352 students.

atmosphere, according to Lee. “If a class is too small it could get awkward at times, or there may not be enough differing viewpoints and brains to get something thought out [in] a class with more people,” Lee said. Despite the pros and cons of having more or less students in a class, Lee believes that it is essentially the overall learning experience that matters. “[Even though] I prefer one class size over another, I think that [success in a class] depends upon an individual, rather than the size of a classroom,” Lee said. “I don’t think I’ll look back and think ‘my math class had a lot of students and that affected my career.’ I’ll just move on.”

93%

of students believe that class size plays a role in affecting the learning environment. source: Bear Facts Student Media survey of 352 students.

LZ LIFE october 2018

LZ’S take on... A LAND DIVIDED

Compiled by Bear Facts Staff

“I just feel like a lot of people in the world come from different social classes and I feel like the government should be able to provide and help people live easier, and I feel like the Democratic party leans more toward that side.” Taylor Marshall, freshman

“I lean more towards the Democrats. I feel like ... it gives more rights to other people. I don’t really mind all that much. Everybody’s got their own opinion. It doesn’t really matter to me.” Ben Gernstein, junior

“I think that the critical role of government, their goal should be making sure that every person can have the opportunity to have as good a life and the [highest] quality of life possible. And I think that the best way to do that is by providing for other people rather than elevating your own needs, providing freedom and resources so we can accomplish those types of things.” Gretchen Guimarin, senior

12 LZ LIFE october 2018

Although most of the student body cannot vote, students from Left and Right still have opinions on the politics dividing our country.

“I believe people are giving our president too much negative energy. I mean obviously there are bad things that he’s done, everyone has done bad things. Everybody is just like, “Oh, he’s a terrible president, he’s not good at being president.” Daniel Chechelnitskiy, sophomore

“No one’s getting along right now. It’s bad because then we can’t make decisions, and that can lead to a failed government.” Jack McConnell, sophomore

“I think it’s kind of sickening that it’s that separated. I think that in a country where you grow up with your beliefs being said, it would be nice to see some congruency between the two parties since they’re so split. I feel like we’ve come to a standstill, not being able to progress your ideas because everybody’s so divided.” Jason Czabaj, senior

LZ LIFE october 2018

Bear Facts explores...

AGESIM

SPOTLIGHT

the act of discrimation or holding prejudice against an individual based on their age.

14 SPOTLIGHT october 2018

ADULT vs CHILD

How students respect their elders Chloe Faris magazine editor-in-chief

The saying goes, respect your elders, but with the different roles that adults have in students’ lives, there are differencs in how adults are respected. Going from school, to sports, to home students are often met with an authoritative figure. Alina Malin, sophomore, notices there is a difference in how she treats and respects the adults in her life. “You respect your teachers because their job is to teach you and make you a better person. Your parents are there for your whole life, not just for one year for 44 minutes a day, so you respect your parents in more of an honest sense,” Malin said. While the common thought may be that the adolescents in this day of age are more disrespectful, Bud Zasadil, math teacher, has a different perspective. “I think kids today are more respectful than I think they were in my day,” Zasadil said. “We are becoming a more sophisticated society. There is a lot of what you see in society, [for example] parents are doing a good job to teach their kids to be respectful and modeling that at home. Parents are be-

coming better parents.” While Zasadil believes it is a change in society and better parenting, Malin says it is for a different reason. “I respect most of my teachers because they want to make me better as a person. They have been through a lot more than me, and even if I don’t agree with what they are doing, I know that they are still trying to help me,” Malin said. Julie Gyarmaty, science teacher, believes the students also respect her because of the way she treats them. “It is important that your students respect you,” Gyarmaty said. “I try to set a good example by being respectful of my students and by doing this, the vibe in the room would create mutual respect.” Though Malin says she respects her teacher, there are some circumstances where her respect can decrease. “I think you should respect elders who are worthy of being respected. I think it’s almost like when you meet someone you should automatically respect them and if they do something that goes against your morals then your respect can decrease.”

BY THE NUMBERS

76.7%

of high school students believe they and their teenage peers respect their elders

50.6%

of high school students believe adults do not automatically deserve respect

87.2%

of high school students see a difference in how each generation treats their elders source: Bear Facts Student Media survey of 352 students.

SPOTLIGHT october 2018

EXPERIENCE vs INEXPERIENCE Younger teachers experience equal treatment Max Feldman staff writer Roaming bands of mischievous English teachers who try to wreck as much havoc as humanly possible; a group of social studies teachers who snicker constantly at any mistake; marauding math teachers who throw crinkled up balls of paper at anyone in their sights. Although new teachers may fear such possible scenarios, the reality is much more comforting. Kim Ferraro, social studies teacher who has been here for two years, says that it was tough finding her way around and learning the ropes, but says that more experienced teachers make that task a whole lot easier. “If you are new in any profession there is sometimes a bit of a learning curve. One thing that is always good about it though is if you have colleagues who have been in this profession for many years,” Ferraro said. More experienced teachers like Megan Bajor, English teacher who has worked for over 20 years, say that they always make sure to create an open environment and encourage younger teachers to join the community. “Our whole school [welcomes new teachers], the E n glish department does, the [entire] staff at our school does, [we are] a very welcoming, friendly, [and] fun staff to be working with,” Bajor said. “There aren’t any cliques. We all help each other which makes for a nice atmosphere.” One part of this welcoming atmosphere is giving younger teachers advice, Bajor says. “Sometimes [I tell them] how to handle a specific situation with a student. Maybe if there was trouble presenting in class I can give [new teachers] another perspective on that, [or just] keeping their spirits up if something is not going right and telling them it will be okay,” Bajor said. Elisabeth Slaughter, a younger English teacher in her second year at the school,

16 SPOTLIGHT october 2018

says that this advice makes a huge difference in her life in the school, helping to adapt to her new environment. “Teachers [that have been here longer] are always very eager to offer help. They know that I haven’t been here as long and I might not know how to do something or not know how something works,” Slaughter said. “The faculty here was very helpful when I started, offering help, materials, and advice, so they’ve been really generous.” Younger teachers say they take this advice and apply it to the classes they teach, as well as combine it with their own techniques and skills. Ferraro, in particular, says that along with the new ideas that she brings, being young helps to connect with students more and f e e l more relatable. “[Being young] is great when it comes to building relationships with students. I remember when I was

teaching a lesson in a government class last year, I was thinking about a ‘How I Met Your Mother’ episode, and it really stuck with me. When [there was] a political election there was an episode that talked about that,” Ferraro said. “A bunch of my kids remembered that episode so we were just bonding over that episode in relation to our lesson. Being able to find a current topic is a fun way for [students and yourself] to remember [a lesson].” Students that have had classes with younger teachers say that the experience is different than classes with older teachers. Jason Saab, junior, says that his experiences with younger teachers are different than those with older ones. “It was a little more fun, [and] there was a little more energy in the class rather than one with an older teacher. Possibly because of age, with a younger teacher there is more energy that they are willing to put forth,” Saab said. “The younger you are the more enthusiastic you are. I guess with the younger teachers in general they are newer, they want to please the students more, and they’re young themselves so they relate with students more.”

64%

However, with this more laid back environment, some students take advantage of a teacher’s lack of experience, according to Saab. “I think there certainly is a number of students who act a little more disrespectful towards younger teachers than with older teachers, probably because of that age difference. I personally believe [young and old teachers] both deserve respect, but I definitely have seen a portion of the student [body] act a little more disrespectful towards the younger teachers,” Saab said. “A while ago, one of the students talked back to the younger teacher when they were reprimanding him, and I’ve never seen this with any teacher, but definitely not an older teacher.” Ferraro says that these situations do happen occasionally, but that the best way to fix that problem is time. “Sometimes that is a challenge, however, even if I am a younger teacher, I think the best way is just to show the student you are there with them and you are there to support them, they usually have the respect for you in return,” Ferraro said. “Initially, if they don’t know you it’s not great, but if you build that relationship with student it improves.”

58%

of LZ students say younger teachers have more innovative teach-

of LZ students say they connect more to younger teachers

source: Bear Facts Student Media survey of 352 students.

BREAKING STEREOTYPES

Elisabeth Slaughter, English teacher, knits at her desk before the school day begins. This is just one of her many hobbies that break the mold of younger people only being interested in new and hip activities.

Q: How does being younger help you connect with a student more than an older one would? A: I think I can name drop things like Fortnite and students think it’s funny that I know that. It’s kind of ironic because I don’t use Snapchat, I don’t have an Instagram account, so a lot of things you would assume about a younger teacher don’t necessarily apply to me, I just know about them. Q: What are some other assumptions about younger teachers that aren’t true? A: I think it’s more on a person by person basis, because an assumption about a younger teacher could be fair for another teacher. Personally I like knitting, I go to bed early... I call myself a grandma a lot of times, so I feel like it varies by personality. Q: What is the difference between an older teacher and a younger one? A: Usually the stereotype is that younger teachers are more relaxed in discipline, or they are more hip with references. But I’ve met older teachers who are much more laid back.

SPOTLIGHT october 2018

TEENAGERS vs SOCIETY

The way society judges based on first looks Parul Pari magazine editor-in-chief

Baggy pants, headphones in, and an unexpressive look on a person’s face. How would your perception of this person change if they were 15 years old versus 35 years old? Nearly 8 in 10 students in grades 5 through 12 say they want to be their own boss, 45% say they plan to start their own business, and 42% say they will invent something that changes the world, according to gallup.com. Yet even with so many aspirations, teenagers feel as if they are being treated differently in society based solely on their age rather than their potential. Because of the stigmas surrounding teenagers, Annabelle Harrison, sophomore, believes that it is hard to be a “kid in the real world”. “Especially teenagers are treated very differently than adults or younger kids because we have this stigma about us that we are rude or emotional and we don’t really know what’s going on [which leads us to] jump to conclusions,” Harrison said. “I think that’s why people don’t take us as seriously because we are young and we are in that phase where there’s a lot going on.” Harrison has had first hand experiences in her job last summer, at a ari country rul P c l u b, y Pa o ot Ph

with unequal treatment in her job. what they are doing. [On the contrary] “ I have worked at a country club for there are a lot of kids who are young but the past two summers and I think since have that business mindset and are very I was so much younger than everyone good at handling money,” Sameer said. there, I was treated as though “I resell shoes and clothes and a lot of I was dumb and I reYounger kids have a better eye for ally didn’t k n o w products that are gonna do well in what I was the market. talking Amaan Sameer a b o u t junior when I was trying to help people or do my job for them. Because the times, the younger generations will I am so young, and because I’m a girl, know what the market wants to buy beand because I’m a teenager, they treated cause they themselves are interested in it. me kind of harshly and it seemed that A lot of the time I feel that the older peothey were making fun of me,” Harrison ple are in it for the money [rather than said. the passion].” At another country club, Amaan Once older generations realizes that Sameer, junior, had similar experiences teenager perspectives should be viewed with adults viewing him as inexperienced as equal to adults, Lexy Selof, junior, at his job. says she is treated the way in which she “When I was 13, I caddied at a place deserves despite age. called Biltmore. A lot of the times when “When I have a conversation with you recommend the golfers on what to people who are older than me, at first do, they do not take you as serious- they don’t necessarily take my opinions ly because they think you are just and considerations,” Selof said. “[Once] some kid who doesn’t know I actually start talking to them and they much,” Sameer said. see that I am mature enough and I have Sameer has seen parallels be- enough knowledge on what I am talking tween societal perceptions about so they treat the way I deserve.” based on his age in the busi- Selof and Sameer agree that matuness world due to his business rity is dependent on each individual , on the side. therefore teenagers should not be judged “In a business aspect, collectively based on age. kids are always “Everyone is at a different level of looked down maturity and someone who is a freshupon and man can be very mature but someone p e r c e ive d who is a senior can be very immature,” as not Sameer said. “It all depends on who they know- grew up with, or how they grew up, and i n g what they are taught.”

“

survey says:

AGEISM AFFECTS YOU

Do you think younger teachers use more innovative teaching styles than older teachers?

76.4%

of students surveyed say they respect their younger teachers as much as their older teachers.

“I’d rather have older teachers, just because I feel like they’re more experienced and they know what works well and what doesn’t.” Rachel Moore, senior.

Madeleine Lawler

co-digital editor-in-chief

How has your age influenced the way people treat you in your job? “There are a lot of other people where I work that are also high schoolers, so I feel pretty much equal to everyone, even the adults too, and we all talk to each other on a first name basis.” Kaleigh Heisterkamp, sophomore.

Do you feel your voice is heard by adults in school?

Do teenagers automatically respect their elders?

“No I don’t feel my voice is heard because people who are more well known are usually more listened to.” Isabelle Buccelli, sophomore.

2/3

of students surveyed feel their voice is heard by adults in school.

“To be quite honest, I don’t really think it is. I feel like teachers have more authority over students and they do whatever they want, not what us students want.” Iman Beg, junior.

Source: September Bear Facts Student Media survey of 352 students.

“Sometimes yes, but other times you’ll see videos of kids running around teasing older people, messing with adults, that’s not so respectful. So yes and no.” Sean Washburn, freshman.

SPOTLIGHT october 2018

Ageism: how can we combat it?

OUR VIEW

More young people are speaking up, and adults must make sure to listen

The Bear Facts Staff believes...

Ageism is a potent force in young people’s lives, yet very few people seem to have a clear idea of what the word involves and how often it affects student’s lives. A term for any age-based discrimination, ageism affects both young and old-- but especially high school students. Lately, youth activism has been on the rise, with movements like the one started by the students of Parkland, Florida. However, many young people are still finding that their opinions are discounted and dismissed, even on the issues that seem to affect them the most, like what they learn every day at school and the decisions their school districts make with their money and time. Part of this is the fact that young people do not have voices in the conversation when it comes to the important issues. According to the Wall Street

20 SPOTLIGHT october 2018

Journal, the average age of a Congressman has been rising since the early 1980s-- from the average Senator being 50 years old in 1983 to being about 61 in 2011. What follows are real-life consequences from Capitol Hill to the classroom. Many teenagers, and even people in their twenties, want more representation of their age group, as evidenced by a recent crop of younger politicians on both sides of the aisle. Young people often claim that older generations are creating and playing off stereotypes of youth as lazy and frivolous, while also discounting their opinions on serious topics when young people actually voice them in forums like student media (although the District 95 Board of Education has been consistently supportive of student media) nd other platforms This can fuel a frustrating cycle

CASSIDY KALAMARAS freshman

CODY LINDBLOOM, sophomore

“We [teenagers] are the next generation, and we have to realize that our opinions are what’s going to shape our world in 20 years. We have to realize that teenagers actually have power.”

“I feel dismissed sometimes. People see me as young, and since I’m a teenager they see me as most likely stupid. I’m not exactly for it, then again there’s not really anything I can do about it.”

THE PROBLEM

65.9%

of students see a change in how teen opinions are valued during their high school career

Photo by Emma Brumage-Kilcourse

of cynicism and apathy, having a silencing effect on young voices. Young people have always had some of the lowest voter turnout of any demographic group, with only 46% of people ages 18-29 voting in the 2016 presidential election compared to 67% of those ages 45-64. When young people become convinced that older generations will not let their voices be heard and take their opinions into account, they can be discouraged and stop expressing them, which harms public discourse. While schools often solicit student input on issues they anticipate will be controversial, like the recent grading policy change that put much more emphasis on summative assessments, many school districts do not consider student voices on the classroom issues that most directly affect the educations that they receive.

Examples of this would be the pace at which material should be taught or what books to read in English class. There are, of course, educational standards that must be met, but there are ways to create additional collaboration.This view can contribute to a disillusionment with school in general, and does not prepare students for the real world. Despite the omnipresence of youth activities in culture and politics on our television screens, this newfound media power is not translating into real political or cultural power. The solution to this is striking the right balance between remembering young people’s inexperience and keeping in mind that their opinions deserve the same consideration as anyone else’s. The fact that decisions are made about young people without enough input from those young people should alarm us all.

44.7%

of students say they do not believe their opinions are respected by society

50.6%

of students agreethat their elders automatically deserve respect by virtue of their age

THE SOLUTION ARIAHNA KLEIN, senior

BRETT STEINES, senior

AMY PINE library media specialist

“If you’re in a room with a whole bunch of adults, and you bring up an idea.. it’s really common that people will not even hear you. They [adults] will not even acknowledge your opinion at all.”

“I think that sometimes adults think that teenagers are all apathetic and that we do not really care about anything. [They have] this stereotype that teenagers just don’t care about much.”

“I think teenagers are treated by adults in the way that they treat adults, and so when I am treated with respect, I will give that back to a teen just like I would for any person or any adult.”

Young people need not let ageism affect their decisions to advocate for themselves- there is strength in numbers. source: Bear Facts Student Media survey of 352 students

SPOTLIGHT october 2018

Athletes through it all

Teachers use what they learned as athletes to help them to enhance their coaching abilities

Alex Ketcham sports editor

SPORTS

Being able to understand a sport, or anything for that matter, is crucial when teaching or coaching the concept. Butfor some coaches, they’re experience as players is what gives them the advantage when they teach their craft to the new generation of players. Peter Ternes, history teacher, Amanda Rodriguez, PE teacher, and Michaela Towne, Spanish teacher, all played multiple sports in high school, and have used those diverse experiences to help them as coaches at LZHS. “I coached for 24 years, and I just gave it up last year. I’m trying to pay it forward. Trying to take what I’ve learned from other people and pass it on to the kids so they learn, so they enjoy the sport and love the sport as much as I do,” Ternes said.

Ternes played soccer and tennis in high school with soccer as his primary sport. After high school, he went on to play for three years at Illinois State, and then later graduated to pro as a player for the Dayton Dynamo and the Rockford Rattlers. He then started using the skills that he learned from playing professionally to coach high school soccer, Ternes said. “[I started coaching] because I love the game. I love soccer and I want to pass along my knowledge, my experiences, and help people to enjoy the game as much as I do,” Ternes said. “I knew that having my experiences as a pro with how fun and how great it was, I could relay that to anybody else that I coach.” Like Ternes, Rodriguez played her primary sport, softball in college. However, Rodriguez never had the opportunity to go pro because there was no league yet. However, she took that opportunity to coach the game she loved, Rodrigues said. “The reason I coach is because I have a passion for the sport,” Rodriguez said. “I know what type of impacts my coaches have had on me, and I like to give that back.” While in school, she played many sports that, according to Rodriguez, influenced her coaching style. “[Playing multiple sports] influenced my coaching style. Seeing all the different extremes and all of the different styles helps me mold into the coach I am,” Rodriguez said of her experiences. Towne also played multiple sports and coached volleyball in order to give back to the game, but also stressed how playing multiple sports benefitted her, Towne said. “[I think it was good] not only from an athletic standpoint but from a mindset standpoint. In one sport I was a varsity starter for four years, another for two years, and another for zero years,” Towne said. “aside from the physical aspect, it’s not

Amanda Rodriguez, PE teacher, has played softball all of her life. Now, she is coaching the game using what she has learned from her own coaches to enhance her coaching techniques. Photo by Alex Ketcham

Michaela Towne, Spanish teacher, was a three sport athlete in high school, playing softball, volleyball, and basketball. She has coached volleyball primarily, but has used ideologies from playing all three to become a better coach. Photo by Alex Ketcham

good on your body to play one sport or do the same motion year round. I think it made me probably a better athlete than I would have been if I just specialized in one sport.” As athletes may have memories or performances that stay with them forever, the coaches mentioned above also have their moments that define their careers. “[One that sticks out] is going to the state finals, and losing in double overtime versus New Trier on an unbelievable goal,” Ternes said. “Seeing all of those kids a few years later after they graduate, those are awesome memories.” Rodriguez has her great memories from a similar scenario where her softball team went far in the IHSA state tournament early on in her career as a coach. “My first year as a head softball coach, the group of seniors, I knew them since they were in third grade from camp, and I was really close with them. It was a great experience. We made it pretty far, we made it to super-sectionals. It was good to be able to coach them at a high level before they left.” Overall, coaches choose to volunteer their time because of the love of the game and to spread knowledge, Ternes said. “Watching a player love the game as much as I love the game [is the most rewarding thing],” Ternes said. “Watching them turn into a young adult, and pass their knowledge onto someone else, that’s the most rewarding thing. sometimes, I make a little bit of difference. It’s a cool thing.”

Peter Ternes, history teacher, has played soccer at all levels from club to professional. He played for the Dayton Dynamo and the Rockford Rattlers. During that time spent on the field, he has picked up a lot of knowledge that helps him coach the game he loves. Photo by Alex Ketcham

SPORTS october 2018

Sports Coverage Alex Ketcham sports editor

Photo by Emma Brumage-Kilcourse

Photo by Marissa Drake

Photo by Alex Ketcham

Photo by Ruby Lueras

Photo by Annette Suk

1. GIRLS XC: Runners cruise down the stretch during a meet against Waukegan and Zion-Benton on September 4. UPCOMING EVENTS: October 6-Wheeling Invitational, October 13-NSC Championship, October 20-IHSA Regionals. 2. GIRLS GOLF: Grace Loverde, senior, takes her backswing during a September 6 match vs. Warren. UPCOMING EVENTS: October 6-IHSA Regionals, October 12-IHSA State. 3. POMS: The team rehearses for their halftime performances at football games, and prepares to start their competitive season, which begins in November. 4. CHEER: The team practices for football games, and also prepares to begin and their competition season in October. 5. BOYS GOLF: Jason Czabaj, senior, admires his tee shot during a practice at Hawthorn Woods Country Club to prepare for the teamâ&#x20AC;&#x2122;s postseason tournaments. UPCOMING EVENTS: October 6IHSA Sectional, October 12-IHSA State Championship.

24 SPORTS october 2018

7. Photo by Chloe Faris

Photo by Max Feldman

6. BOYS SOCCER: Austin Myhre, senior, throws the ball into play during a September 6 game vs. Zion-Benton. UPCOMING EVENTS: October 6-Game at Palatine, October 9-Game vs. Carmel. 7. FOOTBALL: The team lines up in a drill to prepare for upcoming games. UPCOMING EVENTS: October 5-Game at Warren, October 12-Game vs Mundelein, October 20-Game at Waukegan 8. GIRLS TENNIS: Emily Groeller, senior, prepares to serve in a Septem ber 4 match versus Zion-Benton. UPCOMING EVENTS: October 6/7NSC Championship, October 13-IHSA Sectional. 9. GIRLS VOLLEYBALL: The volleyball team waits to return a hit during a September 6 game vs. Zion-Benton. UPCOMING EVENTS: October 10-Match vs. Mundelein, October 15-Match at Wheaton North. 10. BOYS XC: Jack Gilboy, sophomore, and Caleb Engelmann, junior, race down the stretch in a meet at Lakewood Forest Preserve. UPCOMING EVENTS: October 6-Wheeling Invite, October 13-NSC Championship, October 20-IHSA Regional.

Photo by Ellie Melvin

Photo by Sreelikhi Vangavolu

10.

Photo by Madeleine Lawler

SPORTS october 2018

VIEWPOINT: Girls deserve better

Give girls’ teams more respect

Marissa Drake staff writer

Fan size is an important factor for competitive team, the size of a crowd can negatively or positively affect a teams confidence. At Lake Zurich, students favor football over many other sports, going to football games is seen as a big event for freshmen and seniors alike. But how do student athletes, on teams that have on average 10-15 students in their fan section, feel? Or how about girls teams that get overshadowed by the boys teams because their games are “faster and more exciting’? This imbalance is unfair and needs to change. As a student body, we need to take action for what is right, because the way this school treats female sports is unfair. In the past, girls basketball has had entire sections of people pick up and leave after a boys game, according to Margueret Spear, junior who has been on the girls varsity basketball team since sophomore year. `“At boys games, they get much more attention. More people go to their

74.4%

of LZ students feel there is an inbalance of fans between boys and girls sports source: Bear Facts Student Media survey of 352 students.

Photo used with permission of Patrick Hart

69.3%

of LZ students feel that girls and boys sports are not valued the same source: Bear Facts Student Media survey of 352 students.

games because [their games are faster]. During our super sectional game, we went pretty far. [Boys basketball] had their first playoff game, they had such a big crowd, and we did not have a lot of students [during our game],” Spear said. “I mean, I feel like I’m used to it. That’s how it’s been my whole life, people always wanting to see the boys games. It is kind of disappointing.” Girls being “used” to this treatment should not be tolerated, as a student body we need to step up and change our ways, change our culture to be more accepting and open to not only female sports, but to all underrated athletic teams, which as a student section leader Ian McGee, plans to do. “It’s just the generation we live in. Boys sports, I guess, are just more popular. As a leader I’m going to be going to the girls events, but a lot of other people are just not as interested in them. So we have to try and figure out ways to get people to go to more of the girls events, which is a main focus for us,” McGee said. Girls sports deserve more recognition than they are given, LZ students need to see that this treatment is unfair and needs to change, not only for girls sports but all sports.

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