Bullis School 10601 Falls Road Potomac, MD 20854
Bullis School
The BULLDOG June 2012
Issue 5
Club sports push studentathletes to the brink
INSIDE: News Page 2-5
By Joe Sageman Editor-in-Chief
Breakfast for lunch
Arts Page 6,7
MOLLY CHEHAK
Ms.Yen, Ms. Chehak, and Bullis seniors take in the spectacular view in Guatemala before beginning their service project.
Seniors put on final dance show
Opinions Page 8,9
Blended learning
Sports Page10, 11
Bullis seniors serve before graduating By Hunty Brown News Editor Once a year, in early June, a senior class says goodbye to the school that has prepared them for their next stage in life. The bittersweet moment of students walking across the stage and receiving their diplomas is emotional for all. The memories that they have made in and around campus will be permanently etched into their hearts and stay with them for the rest of their lives. A memory that
will be fresh in their minds by the time their first semester of college approaches will be that of their last activity associated with Bullis: senior projects. The last hoorah, as it is sometimes called, gives seniors a chance to volunteer in the community and make a difference. Marty Berger, an Upper School social studies teacher and community service organizer, spoke about the trips. “They provide a last opportu-
nity before graduation for seniors to recognize that we are part of varying communities and we are blessed to have what we have had.” The projects, set up by Berger and Dr. Sara Romeyn, are all based around construction and most involve Habitat for Humanity International. Habitat for Humanity, a non-government, nonprofit organization, is devoted to building simple and affordable
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A peek at teaching changes for 2012-2013 By Brian Mitchell Assistant Editor
Offseason changes for Caps
Backpage Page 12
Summer plans
The thrilling 2011-2012 school year, which has seen its fair share of accomplishments both inside and outside of the classroom, soon comes to a close with an unfortunate twist: new instructional staff members who students have come to know well will be moving on after one year of service. Indeed, two Upper School teachers, Dr. Peter Sun and Mr. Connor Parker, who joined the esteemed Bullis faculty last summer and who have contributed to this particularly successful year, will walk through the doors at the end of the day on June 8 for their last time as Bullis teachers. Sun, who teaches four sections of 10th grade Europe and the World, will transition into a “new stage in his life” as Upper School history department chair at the Garrison Forest School, a private, all-girls school in Owings Mills, Maryland. Although Sun will certainly
JONATHAN LAETSCH
Dr. Sun has decided to move on from Bullis after a successful year due to a taxing commute. miss Bullis, a school he describes as containing a “generally fun, kind-hearted, and diverse student body,” his three-hour round-trip commute to Bullis made the decision to look for a new job in the Baltimore area a necessary one. Sun acknowledged that for the
sake of both his family and his own well-being, finding a more reasonable commute was imperative. In addition, the teacher of more than 60 students and a leader of Bullis’ Diversity task force said,
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At 5:15, Anthony Thompson’s (‘13) alarm clock signals the start of another long day. He takes advantage of a one hour and ten minute bus ride to catch up on some sleep and work on some assignments he was unable to complete the previous night. He arrives at school, goes to class, and then shows up to track practice. At its conclusion, most of his teammates head home. Thompson, however, waits for the 6:15 activity bus to take him to Prince George’s County. His destination is not home, though. Instead, he must be at practice. Thompson plays for Team Takeover, one of the most cutthroat grassroots basketball teams in the country. They practice from 7:00 to 9:30 pm on Mondays, Tuesdays, and Thursdays, for four hours on Saturdays, and for another three hours on Sundays. The schedule is grueling, and Thompson is left with too few hours in the day to scratch everything off his to-do list. “Sometimes, I have to sacrifice some assignments. If I don’t have time to do homework, I have to take an incomplete,” admits Thompson. On weekdays when he has practice, Thompson is lucky to be home by 10:00, and he still has not eaten dinner. He refuses to stay up past midnight in order to scavenge a precious fifth hour of sleep, so he prioritizes his assignments. Overextended and overworked, Thompson must battle exhaustion on many school days. Still, Team Takeover is worth it. To Thompson and other serious student-athletes like him, demanding club sports provide much more exposure to college coaches than school sports. Idrienne Walker (‘13) is an accomplished field hockey player and agrees that club sports are the best way to secure a college scholarship to an excellent university. “Field hockey has opened a lot of doors for me in terms of colleges. I’m looking [Division] I and haven’t thought of anything less,” says Walker. She has narrowed her college choices to Duke, Penn, and American and
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Bullis Student Tutors ready and waiting
THE BULLDOG
By Joe Sageman Editor-in-Chief The Bullis Student Tutor organization is one of the fastest growing student groups in the school. Under the supervision of Upper School Learning Specialist Jason Eist and Director Lauren Keane (’12), there were an unprecedented 46 student tutors signed up this year looking to help others achieve their academic potential. However, the growth of the organization easily outpaced the demand for their services. Eist is disappointed by the shortage of clients, but is a firm believer in his organization’s benefits. “The student tutor program has proved to be an invaluable asset for students of all grades and classes as a way to get extra help in a one-on-one, comfortable environment outside of the classroom with a peer whom they can easily relate to and speak with,” explained Eist. The organization helps not only students in need, but also its student volunteers. Eist claims that Bullis Student Tutors provides a unique realworld work experience for Upper School teenagers.
JONATHAN LAETSCH
Tyler Allen (‘13) works with Dayna Alexis (‘14) in the Academic Center “Students lead the meetings, make the agendas, vote on important topics, monitor themselves and make the decisions that run the organization. Student tutors report that the experience is valuable for
B U LLI S S C H O O L’S
THE BULLDOG The Bulldog is a student-run newspaper made to not only inform students about school information, but also to provide a forum for student expression. Many of the articles are written by the Journalism class, however we accept articles from the entire student body. The Bulldog reserves the right to edit and change submitted articles as we see fit or if they do not meet our specifications. If you have an article you wish to submit, send it to TheBullisBulldog@gmail.com. The Bulldog will not publish anonymous letters, or anything deemed libelous, obscene, or in poor taste.
Advisor Brad Kosegarten
Editor-In-Chief Joe Sageman Assistant Editor Brian Mitchell News Editor Hunty Brown
Opinions Editor Allison Osterman
Sports Editor David Harrison
Staff Writers Winton Lyle Rachel Perelman Jonathan Laetsch Contributing Writers Josh Foreman Zach Wood Darlene Haught Staff Photographer Jonathan Laetsch
their own growth as a student and provides an on-campus opportunity to develop real skills that will be used in one’s professional work life,” said Eist. The organization grooms new sets of leaders every year and is currently completing their annual transition of power. David Fireman (‘13) is poised to take over as the new Director, and he will be flanked by Kristina Frye (‘13), who will be the Assistant Director. Under their leadership, Bullis Student Tutors expect to continue their success. The program’s office hours are from 2:45 to 3:15 on Tuesdays through Thursdays in the Academic Center as well as Friday during the enrichment block. Students do not need appoint-
ments and receive individual attention. “In addition to the direct subject support and increased understanding, I think the most important thing that helps students is the fact that they choose to go for help when they need it, and then they actually get good help. This is a positive risk taking behavior that is the root skill of lifelong learners and really successful people. Getting help when you need it is a great habit to form” said Eist. Bullis Student Tutors is not a one size fits all program, either. Eist and student leaders work to craft a flexible and intelligent system that works for the client in question. “Tutors are trained to develop professional working relations
with their clients. The tutoring sessions are real and center on completing work and reviewing concepts to improve students’ understanding. Many students who utilize the program are referred to it by their teachers and parents, but we are pleased with the growing number of student self-referrals. Students choose the frequency at which they meet. Some regulars come almost daily while others come on an as needed basis. We also link specific tutors with specific students for weekly appointments. Tutors are paired with students a variety of ways from random pairing based on the subjects needed to specific matches born of teacher requests and student needs,” said Eist. The organization allows students to develop a sense of control and responsibility over their own learning. By learning from fellow students who face similar issues to them, clients can develop deeper connections with their tutors and discover how they learn and what works for them. “Student tutors is my go-to resource for extra help. I always feel comfortable to go there because they only want to help you learn and understand the [material] at [hand] better,” said Brian Kelley (‘14), who has regularly taken advantage of the studentrun service through his upper school years. Eist shares that Kelley is a great example of how students can use BST successfully. Eist and his leadership team are dedicated to convincing more students to take Kelley’s path on the road to academic improvement.
Bullis’ longest serving teachers 31 Years Glenn Hunter ‘81
16 Years Marty Berger ‘96
29 Years Esty Foster ‘83
14 Years Janet Gerson ‘98 Kathleen Lloyd ‘98 Mike Lowry ‘98 Liberty Okulski ‘98 Cheryl Terwilliger ‘98 Winnie Thompson ‘98
22 Years Andy Marusak ‘90 19 Years Deb Donoghue ‘93 Tina Zazaris-Davis ‘93 17 Years Heda O’Brien ‘95 Deb O’Neill ‘95
BULLIS SCHOOL
12 Years Stephanie Mayer-Sattin ‘00
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THE BULLDOG
AP Statistics brings Bullis a menu makeover By Hunty Brown News Editor
On April 20th, the aroma of sizzling bacon blanketed all of campus. Inquisitive and intrigued looks could be seen in the faces of every student. The cause of this carnivorous perfume? An A block AP Statistics class project. Faith Darling, Mathematics Chair and teacher of the class, proposed the project to the class months ago. Students had to use statistical analysis to determine a student body demand, promote it, and then implement it. Darling also required that the project improve Bullis in some way. “Right away we all sort of agreed on basing it off of food,” said Jamie Smith (‘12). Their first ideas included providing after-school snack, but after statistical analysis through polling,
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Mmmmmm Bacon
the class came to see that people were not interested. While brainstorming in class, Jordan Friedlander (‘12) threw out the idea of
serving breakfast before school. “We realized that it wasn’t really feasible due to scheduling, so we de-
cided to serve it for lunch,” said Friedlander. From there, the idea blossomed, and students conducted tests to figure out the most effective ways of advertising their plan. The class got a buzz going through the student body by placing posters around North Hall and by making an announcement at Upper School assembly. Having breakfast for lunch was a slight change from the original plan, so the class was unsure how the school would react to the menu change. Fortunately, the class proposal was met with positive feedback and happy students. Alex Steel (‘12) enjoyed the unusual breakfast scheduled for lunch. “I don’t usually enjoy breakfast food at other times of the day, but the lunch was actually really good.” The line for the hot bar was massive as the hash browns
and sausage there were in especially high demand. Many of the kids returned with clean plates for seconds and thirds. “It felt good seeing people enjoy something that we had worked so long on,” commented Max Nordeen (‘13), one of the project’s architects. Ms. Darling also thought they did a great job: “I was proud of their resilience and how they all worked together.” The class insisted that they could not have completed the project without the cooperation and help of Dawn Duong of the serving staff. “Ill let the food speak for itself,” praised Gordon George (‘13) “[Duong] gets mad props.”
Bullis experience comes to a close for class of 2012 By Hunty Brown News Editor
Continued from page 1 housing. The students were given a choice of destinations which included West Virginia, Guatemala or local areas. Those who chose to stay local were asked their preference of Calleva, Frederick, Chesapeake, or Prince George’s County, Maryland before being broken up into groups of fifteen to twenty.
Updates from both the West Virginia and Guatemala trips have been pouring in through their individual blogs. In West Virginia, the senior group was busy making houses for families that live in poverty. The county in which they are working, Pendleton County, has a per capita income of $15,800 and plenty of families who are relying on the group to complete the projects. Dur-
ing down time, the group has gone bowling, rollerskating and swimming and has even cooked and sung with Dr. Romeyn. The Guatemala group updated their blog on their working activities, went sightseeing on their first full day there and had a great time. The other intriguing facet leading up to graduation is the commencement address. Speakers in the
past have been notable figures in the community who have touched on a myriad of inspirational topics. In 2009, Wa s h i n g t o n Capitals, Wizards, and Mystics owner Ted Leonsis spoke. In 2010, former coach of the Washington Capitals Bruce Boudreau spoke, and last year, former Chief of Staff Andrew Card addressed the class of 2011. On June 2, graduation attendees will be treated to the
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Katherine Weymouth, publisher of the Washington Post
words of Katharine Weymouth. Weymouth, publisher of the Washington Post and CEO of Washington Post Media has much guidance to offer as she has had a tremendous career. She has become a role model for many as she climbed the ranks at the news company from an assistant counsel in 1996 to her current position, which she took in 2008. Gaining the respect and esteem of her peers as a woman in the SARA ROMEYN
Members of the West Virginia senior group pose for a picture during a full day of work
workplace certainly adds a dimension to her story that will resonate with listeners. Anita Havas, an assistant to Dr. Boarman, was responsible for having Mrs. Weymouth as a guest speaker. “We like to get recommendations [for speakers] from students and parents,” she said. “It gives our guest a closer connection to the community.”
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THE BULLDOG
Parker, Sun leave voids in their respective departments By Brian Mitchell Assistant Editor
Continued from page 1 “part of me feels that because of the commute, I am not at my best for Bullis, and in some ways, I am shortchanging my students.” However, Sun’s students would certainly disagree with this sentiment. “Dr. Sun is not only a great history teacher but also someone who you can talk to about basically anything,” said Matt Hansan, a student in Sun’s E block. Additionally, those who have worked closely with Sun in the history department have only high praise for the teacher who had but a year to leave an impression. “Dr. Sun has a great connection with his students and has brought a lot to Bullis outside the classroom with his work on diversity,” commented Lisa Vardi, Sun’s colleague and department chair. As Sun takes on a new teaching role come September 2012, Honors and AP Chemistry teacher Connor Parker will be a student. Parker will pursue his Ph.D in pharmacology at Georgetown University during school years, then assist in research at the university during his summers. Similar to Sun, the fact that Parker has only taught at Bullis for one year has no effect on the imprint he leaves in the Bullis science department. In combination with his superlative understanding of both the foundations and more advanced concepts of chemistry, Parker “brings a noticeable enthusiasm to work with and engage students on a daily basis,” said
his department chair, Tina Zazaris-Davis. In fact, while he may view them as commonplace, many of Parker’s teaching methods earn praise from students and colleagues alike. For instance, in his three Honors Chemistry classes, Parker assigns a series of “conceptual exercises” for the current class topic. These exercises encourage the application of topics rather than just their memorization and serve as practice in succinct scientific writing. “Mr. Parker’s conceptual exercises always make me really think about the complexities of topics. Once I’ve had practice in the more complex parts, success in homework and quizzes follows naturally,” said Adam Cohen (‘14). As it is in most cases, the relationship between Parker and Bullis is far from a oneway street. That is, the Bullis community has left a deep impression on Parker as he moves to an exciting new chapter of his scientific career. “I will always remember students walking out of class the first day of school and saying thank you, which was something I had not experienced as a teacher previously. Students still do this every day, and I only hope that I remember to show appreciation for people who help me in the future like the students at Bullis have shown me.” In the fall of 2012, Ms. Rachel Newman and Dr. Daniel Terbush will fill the voids left in the social studies and
JONATHAN LAETSCH
Mr. Parker will go back to school to gain experience as a scientist. science departments, respectively. Newman, who graduated from the University of Iowa with a master’s degree, has spent the last three years teaching a variety of history classes such as AP US History, global studies, and civics at a small private school in Iowa. According to Lisa Vardi, Newman’s passion, thoughtfulness, past experience with civic education, and her engaging inclusion of primary sources into her les-
ANTONIO BORCKARDT
After the AP exam, Mr. Parker’s chemistry class makes soap as part of a series of fun experiments.
sons attracted attention from the social studies department. In addition, during the interview process, Newman “genuinely seemed that she was committed to being involved in the Bullis community,” noted Vardi. Newman’s multitude of positive qualities as both an educator and a future community member were all necessary in separating her from a field that included an astounding 150 applicants from local areas, other states, and even other countries. For the selection committee of Vardi, Dr. Sara Romeyn, Timothy Hanson, and Upper School Principal Andrew Delinsky, the process of choosing one applicant from the 150 was an extensive one. First, each member read through all of the applications, then the four came together for a series of meetings which narrowed the field to 13 candidates. Subsequently, it became Vardi’s task to conduct phone interviews with each of the 13. After more discussion, the selection committee invited four candidates to Bullis for a day comprised of meetings with Head of School Dr. Gerald Boarman, Upper School Assistant Principal Robert Pollicino, various history teachers, a personal interview with Vardi, and a sample lesson with an AP US History class. Finally, the committee reached a consensus on Newman. As for the science department, Dr. Daniel Terbush will take on Parker’s exact schedule
this year in teaching three classes of Honors Chemistry and one AP Chemistry class. Terbush’s scientific background would impress any teacher or student. He graduated with a bachelor’s degree in cell and molecular biology then received a PhD in pharmacology, both from the University of Michigan- Ann Arbor. After graduate school, Terbush was heavily engaged in biochemical research. As for his educational experience, Terbush taught at a university medical school, as well as at the private Washington International School. “Dr. Terbush really stood out as a candidate because with a lot of real, critical career knowledge in science, he will be able to better connect with Bullis students that have a passion in chemistry and want to know where that passion might take them in the future,” said Tina Zazaris-Davis. Furthermore, Zazaris-Davis notes that Terbush was an appealing candidate because of the interesting future he brings to the science department. Specifically, Zazaris-Davis hopes her department will offer new classes in biochemistry and opportunities to do independent or collective research, both of which Dr. Terbush has the know-how to facilitate or lead. In short, Rachel Newman and Daniel Terbush should make great additions to the Bullis faculty, in equal fashion to what Sun and Parker did this year.
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THE BULLDOG
Bullis bids farewell to veteran educators By Allison Osterman Opinions Editor
This year, Bullis regrettably says goodbye to a number of veteran staff members who have all served the school for at least 10 years: Marty Berger, Mike Lowry, Winnie Thompson, and Judy Adams. After 16 years at Bullis, the most of any retiring staff member, Mr. Berger is moving on to enjoy his retirement. “If it wasn’t a positive experience, I would have left a long time ago,” Mr. Berger jokes while recalling his time here at Bullis. He continues to express how he’ll miss the community more than anything: “It’s a wonderful community of parents, students and teachers.” Many of you know him as the “snack man” – the smiling, kindhearted man, who is always there to feed us during breaks. Those who are seniors (or have older siblings) know him as a remarkable teacher, engaging his students as he recounts the disturbing history of the Holocaust. “His unique sense of humor and lively teaching keep everyone in the class interested,” Virginia O’Connor (‘12) states. Jennifer Osterman (‘09) recalls her trip to Germany with Berger. “I got to see very historical parts of the world, like the Berlin Wall and Auschwitz, that I would not have seen and understood without his leadership and knowledge.” In addition to serving as a social studies instructor, he taught psychology and helped make the community service program at Bullis the great success it is today. His impact on the school was recognized on May 10, which was deemed “Marty Berger Day.” During an Upper School assembly, the president of the soup kitchen Martha’s Table, Lindsey Buss, presented Berger with an apron as a token of gratitude for Berger’s consistent service on Monday evenings over the years. Mr. Delinksy spoke warmly of him, citing him as a “father figure” and mentor. Dr. Boarman told the audience how important Berger will still be to
Bullis as keeps his role of director of Bullis summer camps. When parents call to inquire about the camp, they always want to know if Berger will be there for the kids. Students had an opportunity to enjoy “Marty” cheeseburgers in his honor at lunch as well. He plans to use his time apart from the school to involve himself in volunteer work, as well as to possibly enroll in classes he finds interesting at the Universities at Shady Grove. Of course, he is going to take advantage of the leisurely time to play some golf and travel the world as he desires. Mr. Berger has enjoyed his experiences here at the Bullis School, though the relationships he has fostered seem to mean the most to him. “Every time a former student comes and visits and tells you how well they’re doing, those are the times that I cherish the most.” Seeing how far his former students have come in the real world brings Berger joy. I’m sure this year will not be the last of Berger; we hope he comes back to visit us to share how well he’s doing. As a student who was enrolled in the Bullis School during elementary school, I will never forget Mike Lowry. Her humor always creates laughter among her students as she often calls them by their names backwards – I was Nosilla. And who can forget the yearly Halloween “plays” during Lower School? Lowry is our beloved librarian; she has been here since 1998 and has touched everyone’s lives at some point. Whether she taught you in Lower School or if you see her during your study halls, she impacts us all. What’s a library without our beloved librarian? Sadly, Lowry will be leaving us next year. I know it will be a big change for me, for I’ve never walked through the Marriott Library and not seen Lowry either helping a student or working behind her desk. When asked what she will miss most about the school, Lowry didn’t think twice before responding: “The people; watching the kids grow up and my colleagues.”
JONATHAN LAETSCH
Mike Lowry has been a member of the Bullis community for over a decade. The teachers here at Bullis adore the community, and Lowry is definitely one of them. Lower schoolers have enjoyed her performances at Read-in day, which continues to be a staple event for students to anticipate. Lowry was present for the beginning of many traditions and has sparked many enthusiastic readers. When asked what she was going to do in the future, she laughed and jokingly said, “not get up at 5:30 AM.” She will be busy with her extended family and pursuing in hobbies she enjoys, specifically stating scrap booking. This sounds nice, but I hope she will come back to say hello again soon. After working in the art department for 13 years, art teacher Winnie Thompson will not be returning to Bullis next year in order to spend more time with her family. A terrific teacher, she has inspired many art students to pursue their field in college. Although not a teacher, Mrs. Adams is a vital part of the Bullis administration. As secretary, she has been a fixture in the office of Founder’s Hall, answering the phone and directing guests and
parents around campus. She has been here for 14 years and will depart the school at the end of the school year. She plans to spend as much time as she
can with her sister in Michigan, travel with her husband, take a few classes, do volunteer work, and concentrate on her business in the years to come.
ERICA BERGER
Marty Berger enjoying the celebration of his retirement with daughter Erica and wife Marilyn.
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THE BULLDOG
Artist spotlight: Amy Oeschler
By Jonathan Laetsch Staff Writer and Photographer What do Captain Underpants, a Lion and the Mets logo all have in common? No guesses? They are just a few examples of Amy Oechsler’s (‘13) dazzling collection of drawings. Her drawings are characterized by carefully detailed stencil work and include a strong contrast between light and shadow. Though a very talented drawer, Oechsler is incredibly humble as well.
She remembers being inspired at a young age. “I have been drawing since age three,” said Oechsler. “My main teacher in first through fifth grade loved to draw and that passion stuck with me.” Even though Amy’s drawings cover a broad spectrum, the majority of them are comics. “They are easy to draw, even if I am tired.” Her comic drawings often cover well-known characters such as Superman, Snoopy, Bugs Bunny and Daffy Duck, Nemo, The Tazmanian
AMY OESCHLER
Devil, Popeye, Spongebob, and Bart Simpson, just to name a few. Since last summer, Amy has openly presented her artwork to her friends over Facebook, a site can make it easy for artists like Amy to show their talents. With this forum, she set out to craft “a drawing a day.” “I realized I need something for Colleges to see, so I asked around in my circle of friends if I could draw things for them and the ones whose ideas I drew I dedicated the drawing to. I might stop at number 365, I might not,” said Oechsler as her eyes lit up. Some may wonder why in the world of new technology, evolution, and change, artists like Oechsler stick with an old school art form. The answer is simple. “I love drawing because I can do whatever I want; there are no rules or limitations.” Oechsler’s future plans are still unclear, but she knows that her passion for drawing is much more than just a casual hobby. “I am thinking of something along the
lines of illustration for TV shows, maybe movies, or even books.” Even though Oechsler’s drawings are her biggest passion, she also loves photography as an art form as well. “My personal favorite would be working for a magazine as a photographer.” Hopefully she continues to pursue her passion. She hopes to realize her dream of turning her hobby into a profession, whether it may be drawing or taking pictures.
AMY OESCHLER
AMY OESCHLER
Poet-in-residence shows community a new rhythm By Josh Foreman Contributor In the middle of May, Bullis students are usually starting to feel the negative aura of exams looming in the distance. However, poet Dwayne Betts’ visit to Bullis provided a revitalizing spark to the community with his laidback spirit and tell-it-likeit-is demeanor. Betts, a Maryland native, was arrested for carjacking at just 16 years of age. Coming from a family with no college graduates and a non-existent father, the odds of becoming anyone significant in life were heavily stacked against Betts. While in prison, however, Betts embraced the power of poetry, which would ultimately change his life and help him defy all odds and make a difference. “I felt that [writing poetry] was the one thing I could train myself for while I was in prison,” said Betts, who was released after nine years, but wasn’t in a better situation. As an unemployed convicted felon with no high school diploma, Bet-
AMANDA LOMBARDO
Dwayne Betts surrounded by students during a G block workshop. ts’ situation seemed hopeless. Betts recalled that he “couldn’t get a job at McDonalds,” but he is now a presidential appointee for his literary work. Betts used poetry to express his emotions, and he brought this enthusiasm for poetry to Bullis. I asked Betts what his experience was like at Bullis. “It’s been cool and interesting. It’s nice to see the amount of diversity I’ve seen and the students have been bright. It’s been good,” he responded
The student body had the opportunity to hear some of his personal work, culminating with individual class workshops where he challenged students to develop haikus and other poetic forms. Betts encouraged students to write original poems and to come up with ideas in very short amounts of time, emphasizing that writing is a constant process of revision. While Betts’ writing workshops were helpful, the life
lessons Betts preached proved equally valuable. “The end goal is to pursue something and gather some excellence while pursuing that [… ] and to gather some excellence in some other things as well.” Betts reiterated this message throughout his time at Bullis, perfectly complementing the Bullis emphasis on balance between the arts, athletics, and academics. “I was the first person in my family to go to jail. But I
was also the first person in my family to go to college,” stated Betts. Poetry was his way of facing the challenges in his life head on. He has not strayed from that principle since becoming a recognized poet. Even though he has won national acclaim, he does not consider himself to have “made it big” yet, and he doesn’t think of that as the objective. “One of the reasons I like to talk to young people is to suggest that the end goal is not to be big,” said Betts. Instead, he emphasizes how important it is to try to “live, work, and enjoy” your life Betts has made the best out of a situation that stacked the odds against him. His visit was a nod to the Diversity club’s stance that intelligence knows no appearance, gender, or race. While many students can taste summer on the horizon, perhaps Betts’ best message was to appreciate the opportunity to learn and grow every day. In closing, I asked Betts if he sees the resemblance between RG3 and himself. “Yeah, I guess I see it. He’s probably taller than me. But I’m better looking.” Touché.
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THE BULLDOG
Seniors go out with a bang during gender stereotype dance show By Rachel Perelman Staff Writer We encounter gender related stereotypes each day, but rarely do we see them demonstrated through dance. On April 25, 2012 at 7 PM, the Bullis Dance Ensemble staged a performance addressing stereotypes we all harbor about gender. This simple yet moving performance marked the final Bullis dance show for the seniors: Maya Whitlow, Olivia Holmes, Katie Silverstein, Trish Barton, Joelle Meriwether, and Dionne Buck. Most members of this group have been dancing since their freshman years and have grown closer both to one another and to their artistic passion. While watching the performance, members of the audience were able to observe and interpret the unique flavor each dancer brought to the performance. Silverstein, who plans to attend Ohio Wesleyan University in the fall, has been a member of Bullis dance since freshman year. She has also been a contributing member to the varsity soccer program since freshman year which has not allowed her to participate in the dance program. Before Silverstein began dancing, she was a full time gymnast
until sixth grade. Since freshman year, Silverstein has played varsity soccer and participated in the dance ensemble class. Silverstein would have liked to dance after school but there was not enough time. Throughout the performance, Silverstein brought many great qualities to the show, but captivated the attention of audience with her gymnastic skills. Olivia Holmes brought a calm and collected vibe to the performance. The tone that Holmes set allowed the audience to fully captivate the performance’s message. Next fall, Holmes will attend Georgetown University, where she hopes to study to become an international lawyer. At Georgetown, Holmes is considering whether to continue her passion for dance by taking a modern contemporary dance course. Maya Whitlow has participated in dance since her freshman year of high school and has witnessed many changes over the years. “The program has definitely made me stronger and more versatile as a dancer, while pushing me to exceed my limits and strive for my highest potential,” Whitlow said. It can go without saying
DANA DANIELS
Maya Whitlow (‘12) performing at the Spring Dance Show
DANA DANIELS
that because of the dance program at Bullis, Whitlow has developed immensely as a dancer. Dionne Buck, like many of the others, has participated in the dance ensemble for the past three years as well as the after school dance program starting her freshman year. Buck has been dancing since she was four-yearsold. However, at the age of seven, Buck put dance on hold until her freshmen year in order to pursue her interest in other sports. “Throughout my time at Bullis, the dance program has definitely expanded. My freshman year was the first year dance was serious. We started out with Ms. O as our teacher, and now Ms. Hill has taken over and done a phenomenal job. I have seen myself grow not only as a dancer but as a person. Dance is a very vulnerable activity and has allowed me to better express myself,” Buck said. Next fall, Buck will be attending Elon University, where she plans to study broadcast journalism, and she is still undecided as to whether or not she wants to pursue dance in college. “I will probably join a
dance club. I love to dance, and I can’t imagine not doing it. I will probably continue doing the same type of dance as I do now,” Buck said. Trish Barton will be attending Spellman College in the fall. Barton has also been a member of the Bullis dance program since her freshman year, but that was not where her dance career began. This young lady, like many in her situation, is unsure of whether or not she will continue her dance career at a collegiate level, but is tempted by the possibility of continuing dance as a hobby. “Over time, the Bullis dance program has significantly changed. We have done more shows and we engage more with other schools. This school year we performed two shows and in the past it has always been one, the Bullis dance program was a fun and unique experience,” Barton said. Finally, Joelle Meriwether participated in after school dance and will be attending Southern Methodist University next fall. Meriwether has accompanied all of the girls. “For the first two years we danced under the in-
struction of Ms. O and then for our junior and finally senior year, Ms. Hill has graciously taken her place as teacher. The program itself had made me explore different forms of arts, such as the Musical and after school art classes. Taking dance at Bullis has helped me become more in tune with who I am as a person,” Meriwether said. The seniors in the performance were not the only ones who put on an outstanding show. Jack Chellman (‘14) and Taylor Burris (‘14) were solo performers. The solos brought on a personal and interactive performance for the audience. These dancers brought their own emotions to the performance, which helped convey their message to the audience about the pain and suffering that is placed upon men in the dance community. The seniors have set an excellent example for other dancers. All told, with Chellman and Burris’ talents, a crop of rising seniors led by Brianna Davis(‘13) and Tiffani Wills(‘13), and Alana’s Hill’s expertise and creativity as instructor, the dance program looks to be in good shape for years to come.
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Opinions
THE BULLDOG
Greatness is a choice: hope for Obama in 2012 By Zach Wood Contributor
Barack Obama’s Presidential victory was an unprecedented event in American history. Despite the fact that his election was uplifiting for many, Obama inherited an economy in decline and a culture in decay. Since day one, President Obama has tried to reconcile the problems created under the Bush administration. As Presidential candidate Mitt Romney continues on the campaign trail, Obama is in the midst of dealing with one crisis after another. Two of the major problems plaguing our democracy are poverty and racial inequality. As Commander-in-Chief, Obama has operated under consistent scrutiny. Because of the harsh criticism directed at him, which is at times arbitrary and backed by prejudice, President Obama has been pressured to reform his agenda multiple times. Through restructuring his agenda, Obama has pushed issues of poverty and racial inequality in America aside. In spite of Obama’s personal philosophies, he simply hasn’t done enough to help poor and working people in America. That is not to say that he doesn’t care at all, because I believe he does; the question is how much. I question the depth of his concern for the impoverished. While 48% of America’s population
is either in poverty or near poverty (1)(with 38% of the African American population in poverty) , Obama is routinely advised by his economic team led by Tim Geithner and Gene Sperling, who have no history whatsoever of being concerned with the plight of the poor and the struggles of minorities in this country. Obama continues to give great speeches that address unemployment and the angst of the poor, yet he doesn’t push for meaningful legislation that would actually improve the lives of those who are struggling. I wish he would stand firm, in solidarity with the 48% of our country that is struggling. Instead of using a passive approach, Obama should use the bully pulpit to generate mortgage relief; he should go beyond bills and rhetoric in order to link poverty to a broader moral vision. Obama is capable of doing more. I also think that he is concerned with reelection and popularity. Because Obama is such a masterful politician, he understands that in order for him to increase his electoral votes, he has to neutralize the fears and anxieties of the wellto-do, which comes at the expense of the poor. Throughout his tenure as Head of State, Obama has captivated millions with sterling democratic rhetoric; however, he seems to lack conviction, never choosing sides. That seems like a weak response to the suffering of almost half of
the country. In 2008, Obama bailed out Wall Street, giving it $787 billion in total, some of which was misappropriated to corporate elites. There is no doubt that the bailout was needed; that’s why we have an investment banker policy. What disappointed me was the fact that Obama came to the aid of Wall Street without hesitation, yet when it comes to poverty, Obama has done very little. I understand that he can’t do everything; I don’t expect him to do everything, but I do expect him to make poverty a priority just like Wall Street and the auto industry were in 2008. Instead of catering to Wall Street, I want Obama to side with America’s impoverished. This entails some backbone and courage. I was hoping and continue to hope that Obama will bring poverty and racial inequality to the forefront of national discussions. Having said that, I also realize that he’s surrounded by lobbyists for corporate America. Consequently, it’s hard for him to be anything more than a centrist. As a brilliant AfricanAmerican president, my expectations for Obama are higher, not just because he is black, but because I think that on the inside, he is an exceptional human being. I believe that if pressured lovingly, respectfully, and truthfully, Obama could replicate
COURTESY OF GOOGLE IMAGES
Obama has an opportunity to deliver on past campaign promises in 2012.
Franklin D. Roosevelt’s commitment to championing the poor. This is why I remain a critical supporter of Barack Obama. As much as I love and respect him, he can do better; thus, I expect him to be a healing voice that challenges conventional wisdom. In this upcoming election, I am already convinced that Obama will win. When he is reelected, I hope Obama will step up to bat for those who need him most. He definitely has it in him, and in order for him to serve others, especially the less fortunate, we have to push him to do better. My critique of Obama is not personal; rather, it is ethical. Everybody has an ethical responsibility to treat people equally, and as president of the United States of America, Obama has a moral obligation
to be a fanatic for fairness. He has not fulfilled that role yet, and until he does, it is our job as citizens to push for change. In the upcoming years, I hope our president can muster the courage to deal with the growing gap between rich and poor. I see unlimited potential within him. Though he is constantly pressured by meanspirited right-wing politicians, unfairly criticized by leftists, and hindered by partisanship, he can do better. Because of this potential, I expect nothing less than greatness. To be great is to give a gallant effort to strengthen our democracy by making the plight of America’s poor a first-rate priority.
and forward Quentin Yeoman (‘12) leading vocally. We also knew how to motivate each other. We knew when to have fun and do the “Bernie” at the end of every win in the locker room and when we had to recollect the past mistakes which caused our three losses. We had a good pulse on when things were going as they should and when they were off track and we made adjustments when needed. We defeated Georgetown Prep in the IAC Championship Game, and it was on to lacrosse season… “Respect the process!” exclaimed Head Coach Robert Pollicino. The words I remember more than any other this past lacrosse season. The 2012 Bullis lacrosse season was an emotional rollercoaster, with big wins over lacrosse powerhouses Georgetown Prep and Landon, to getting stomped on by WCAC champions Gonzaga, to an 7-6 overtime loss to a Collegiate team we should have beaten. But just like a rollercoaster, it had to end. And it did, just
not the way we wanted it to. This year’s team beat the boys over on Wilson Lane, “Landon,” went 5-0 in the IAC, and made it to the IAC championship game, all for the first time in school history. That’s a lot of history for one year, but for coach Pollicino and the boys, the mission was not yet complete. Why did we enjoy so much success? Competitive spirit and discipline. As coach Pollicino stated in the beginning of the season: “We have one goal, to win the IAC championship, and if any team wants to get in our way, they have to come through Falls Road to do it!” From making the team do one perfect jumping jack in complete unison to having the locker room spick-and-span at the end of the day, his relentless effort to make us perfect is what brought us together as a team and pushed us to the championship. As we made it to the championship game, we knew this would be one of the biggest games of our lives. We might have lost the battle, but we definitely did not lose the war.
References: (1)http://www.democracynow.org/2012/4/19/tavis_smiley_cornel_west_on_the
2011-2012: year of the Bulldog By Winton Lyle Staff Writer As the school year comes to a close, I think back to the moments I suited up before the three championship games I participated in this season. Whether I was lacing my blue and white Nike basketball shoes on the locker room bench, throwing my white jersey over my football pads, or strapping on my lacrosse helmet before rushing out of Kline stadium, I thought about one thing at the time: championship. Two IAC banners later, I think about what it took for my teams to reach the highest level of competition in their respective leagues. As a member of each successful team, I have found a few answers. Sun-Tzu once wrote: “every battle is won before it is fought.” For football especially, the road to the championship began with terrific preparation before the season began and before each game. As late May 2011 rolled around, the team prepared by organizing a captain’s practice session in which the team leaders and the rest of the players
established a familiarity with each other and the plays. The receivers repeatedly ran their routs on the toasty spring turf so they became emblazoned in their muscle memories. Before we knew it, summer rolled around, and that meant 7-on-7 scrimmages and two-a-days, with the weight room becoming a second home. As Head Coach Patrick Cilento prepared us physically, he also prepared us mentally for every single game during the season, making sure we never underestimated any opponent. The football season taught me also that it takes more than talent to win. We certainly had the “horses” this year: seniors Kylor Bellistri, Kevin Jones, and Leigh Ulica were stellar offensive players while seniors Nick Fisher, Ivan Aggrey, and Kevin Gentzel led us on the defensive side of the ball, but our success could not be attributed to the roster alone. Many would associate our historic success to standout running back Kevin Jones, but he suggested that it was preparation and a common understanding of the importance of team. “Everyone was playing as
a team, everyone was being unselfish and working hard in every single practice.” In the 2011-2012 basketball season, I learned that assistant coaches matter. Coaches Clinton Perrow and Markus Townsend, who both joined the Bulldog family three years ago, headline a new and improved coaching staff that transformed the team into champions, winning more games (24) than any previous team. Even though Bruce Kelley is a terrific head coach, he could not do it all on his own. The new coaches focused us and helped us recognize that we all could play a role in building a winner. “Look guys, we have a lot of different, talented pieces on this team, and all we have to do is find a way to put those pieces together and no one will be able to beat us,” stated Perrow in the beginning of the season. We made our way to the championship with everybody playing a role, including forward Nigel Pruitt (‘12) leading the team in scoring, guard Anthony Thompson (‘13) leading us in assists,
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Opinions
THE BULLDOG
Crucial learning environment lost in blended learning By Allison Osterman Opinions Editor
Imagine this: you are enrolled in a Bullis course, but only half of your classroom time is spent with your teacher and the other half is working on internet projects. No teacher for most of the time AND I get to use the internet for half of the class!?! Sounds pretty cool, right? Some may think so, seeing as there will be six blended learning courses offered next year at Bullis: Applied Physics, Writing the World, Sports Medicine, Poverty and Equity in Montgomery County, Psychology, and Advanced Spanish: Communication and Culture. The idea is to mix face-to-face and online teaching to give more flexibility in the classroom and to address students’ individual learning needs. This sounds innovative and revolutionary, and it seems to be the future of education, as most classrooms will have some blended elements in the next 10 years. While this does seem innovative and appealing, it is difficult to imagine a class without a teacher physically present half of the time and with the responsibility of conducting most work online.
Beyond the adjustment, there are a number of questions raised by a blended learning course. Dr. Duruhan Badraslioglu, commonly referred to as “Dr. B,” who converted his Applied Physics course into a blended learning course, is a major believer in this method of instruction. He described the change as a “big step forward,” and he sees many possibilities in the method. “There is no need to be trapped between four walls of a classroom,” he explained, “[students] can be doing research, analyzing data, participating in discussions, presenting and working in group projects online anywhere: at the library, in a study hall or at home. ” Bullis is founded upon the basic principles of “establishing a strong foundation and useful framework through stimulating, challenging experiences.” I agree in the fact that blended learning is indeed a challenging experience, but I wonder how stimulating it is for students. It certainly does bring the classroom experience beyond a block during the day
and it frees up class time, but I am particularly concerned about how group work will be completed online. Working in traditional group projects forces each member to do their part, while online participation allows students to slack. There is also concern about what will be lost in terms of class participation. Collaboration online is possible, but it is not more effective than face time. Having discussions in person is an advantage that many may take for granted. When a student needs extra help in a class, they don’t email the teacher first; they go to the teacher’s classroom to learn the subject more thoroughly with the teacher’s instruction. There will be an opportunity of extra instruction meetings at the end of the class day, but the point is that there is little substitute for a face-to-face meeting. “Dr. B” argues that the change to blended learning is inevitable and that Bullis should be ahead of the game. “All colleges have blended courses, if not completely online courses now. Bullis is a leader among local private schools; why not lead the charge in [blended learning],
too?” “Schools should be places where the innovation and creativity turn into reality. Blended courses are another step towards that goal.” There is something to be said for learning through hands-on, practical application, however. Working solely on the internet can be abstract and distant. From my experience, students tend to put forth more of an effort if they are creating something real like a poster board or a live project. Making computers central to the learning environment might actually be a disservice to students, as well. It is distracting to know that you can simply click over to shop, game, or open Facebook when you have your Applied Physics project out as well. I also wonder if students really do grasp content as well with online projects, especially if the teacher plays the role of coordinator rather than instructor. In the New York Times’ “Room for Debate” blog, one teacher wrote, “Struggling students have difficulty judging when they need more review [and] forming a question to express where they lost the
meaning of the content.” If a student is learning the material online, they may not entirely grasp the concept without realizing it until they take a quiz. Think of reading Shakespeare, for instance; at home, you read and think, ‘Oh, this is easy. Why do people think Shakespeare is so hard to understand?’ Then, you go to class and realize you interpreted the entire chapter wrong. I know it’s happened to me before, and I bet it’s happened to you, too. Of course, some students will grasp things easily and will understand the content thoroughly, though it may not be a learning style that suits everyone. Perhaps this method of instruction requires too much self-motivation and control for a teenager. Bullis is a community where the authority works to better help and prepare their students; many colleges are using online methods as well, so it is understood that adding blended learning courses to our curriculum may better prepare students for college. However, the benefits of traditional classroom-style teaching are more important than remaining on the cusp of the technological frontier.
Blended learning: the best of both worlds By Darlene Haught Contributor Very few people involved in education could argue that the teacher can (or should) be replaced by technology. Bullis teachers are fully committed to their students acquiring knowledge in their class, but it’s more than what they learn within the walls of their classroom. They want to ensure that the knowledge gained (and the delivery of it) equips them with key skills for lifelong living and learning. When I first started teaching, the teacher was the master of the subject; the imparter of the content. Sure, books were used to document or support what the teacher lectured. Sometimes a filmstrip or movie provided some visual effects. But the teacher knew it all. Believe it or not, this traditional method of teaching had been used for the last 100 years! Good grief! Just think--your parents learned in school the same way your grandparents did! Do you think you are different from your grandparents and even your parents in the way you think, in the way you process information, and in the way you learn? Well, I certainly hope so! You and your peers are
“digital natives.” You were born into a world that uses digital technology and you began interacting with it at a very early age. You have a great understanding of it, how it works, and how you can learn with it. So now we’re well into the 21st century. How has technology impacted the world in which we live? Well, radically, I would say. The digital impact of today’s explosive information technology revolution drives all areas of human activity—business, commerce, government, education, entertainment and socializing, communication. Doing business extends much further than in our office or building. It’s global, whether it be real-time communicating, teaming, exploring new ideas and trends, analyzing problems and tasks, working alone or with others in the same room or on the other side of the world! So what does all this have to do with blended online learning? First, let’s look at online learning. This paradigm of learning has rapidly become a very powerful innovation. Look at the stats(1): 1,816,400 enrollments in distance education courses in K-12 school districts in 20092010—almost all of which
were online courses, and 74% of which were in high schools. Forty states have their own virtual schools or online initiatives. There are many more statistics to show that online learning in K-12 education is well established and is not just a fad. Why is that? One reason is that it provides access to curriculum that otherwise is not available to students. Schools don’t always have the resources to provide all the courses that students want. Also, it gives access to courses that students may not be able to fit into their traditional school schedule. Another reason is for opportunity to grow, to acquire and develop skills necessary for success. A successful online learner fully develops skills in independent learning: taking charge and responsibility for learning, self-motivation, time management, different forms of communication, and resourcefulness. These are all skills necessary for success in college and in the workforce. Looking again at the “way of doing business” in the description of the 21st century earlier in this article, these, too, are skills that must be learned: communication, collaboration, creativity, and critical thinking. Now, don’t get me wrong.
I’m not at all suggesting that none of these skills can be acquired in a traditional classroom. Many of the Bullis classrooms are already blended with technology-rich learning experiences. However, what distinguishes the true definition of online learning is the element of the student’s control in their learning in regards to the time, pace, place, and path of that learning. Research suggests that a mix of both settings—online and traditional face-to-face creates the “best of both worlds.” The human touch of teaching and learning is paramount to a well-rounded education at Bullis. But also paramount is its responsibility to prepare students with lifelong skills for success. Everyone knows that not every student learns the same way. Providing an environment that engages students with variable modalities and pacing—visually, aurally, physically, socially (in a group), or solitarily—through a well-structured combination of traditional and online settings can meet the learning needs of every student. Finally, Bullis is developing this program carefully with much advanced planning and preparation, and it is tailoring it to the uniqueness of
its core academic values and its vision to create the access and opportunity as I described earlier. There are many models for blended learning. The rotation model is what we feel will fit best into the Upper School program, eventually allowing for flexibility in scheduling and wider choice of courses. Blended learning at the Middle School and Lower School programs will take on a different format more suitable for their format and structure. As with any new school, program, or teacher, there will be bumps and hurdles along the road of implementation for the Bullis blended learning program. However, with mutual understanding by staff and students of the purpose for the Upper School blended online program and with the full realization of what the benefits will bring to our Bullis community, we are sure the road will become paved with stories of its success!
References: (1)Fast Facts About Online Learning, iNACOL International Association for K-12 Online Learning, Feb. 2012.
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SPORTS
THE BULLDOG
Student-athletes balance club and high school sports By Joe Sageman Editor-in-Chief
Continued from page 1
has a scholarship offer from the latter. She does not view club sports as a burden, though. “I participate because I love field hockey. I watch clips in my spare time, I sleep with my stick next to me, and I’m willing to do what it takes to get better,” she insists. She is a member of the Junior Olympic team that practices as far away as the University of Delaware. For her and her teammates, missing practice is not an option. “You can miss practice. You just won’t be invited back,” explains Walker, who religiously attends practice both for her club team, the Washington Wolves, and the Junior Olympic squad. Despite the challenging time commitment, she considers the spot she has earned on the Junior Olympic team to be more of an honor than a burden. “Everyone wants to learn new things. Everyone has the same passion I do, and the best part is the coaches want to give it to us, which makes it more intense and all around better,” says Walker. In addition to participating out of genuine love of the game, top level club sports provide a unique opportunity for student-athletes to test themselves against the toughest competition on a national stage. Director of Boys’ Athletics Andres Parra agrees. “The big draw [to club sports] is that you’re playing with some of the better players in the area as opposed to just members of your high school,” he says as a former participant in club sports. He adds that “as an athlete, you’re competitive, and you always want to be with the best team possible.” This opportunity comes with a great deal of pressure, though. “Sometimes [high expectations] make me really nervous because I, like everyone else, want to do my best, but sometimes my best may not be enough. People expect me to be big and do big things but what if that doesn’t happen? That’s what scares me a bit. It makes me anxious,” says Walker, who is expected to use her talents in field hockey to help pay for her college education. To her, field hockey is more than a game. It is her passion and a high stakes competition that could allow her to further her education. She is painfully aware of this and always has the fear of
failure lingering in the back of her mind. “College recruiting games are extremely nerve-racking because [scouts] all get their lawn chairs and circle around the field so close that you can see the time on their watches,” says Walker, who still considers herself to be a very confident person and athlete despite the fact that pressure can get to her. “At the beginning [of a game], I’m nervous and I second guess myself, but when I get into the flow of the game, it’s different. I forget everybody around me except my teammates and opponents. It becomes something natural. I just flow, acting on my immediate thought,” she explains. Top level club sports can take their toll on students’ schoolwork, emotions, and effort in school sports. Many serious student-athletes agree that the extra hours that they put into their favorite sports should help them work towards Bullis’ two activity requirement. However, the only way to waive this requirement is to be recognized on a national level. Parra is a firm believer in the two activity requirement, contesting that it provides valuable experiences and keeps student-athletes connected to the Bullis community that they have made a commitment to. “You learn a lot when you’re the superstar of a team and a captain of a team and then you turn around and you join another team and maybe you’re not a superstar but more of a role player. Maybe you’re coming in off the bench. Maybe you’re that guy who starts but isn’t talked about as the top guy. It makes a big difference. It makes you a more well-rounded person. So that’s where we’re caught between Bullis and the academies,” says Parra. In addition, the two activity requirement is partly in place out of necessity. Bullis is a much smaller school than many of its in-conference rivals that it draws comparisons to, and must maximize student participation in athletics in order to field competitive teams. Georgetown Prep, a school that enrolls more than twice the number of boys in grades 9 through 12 than Bullis does, does not have an athletic requirement of any kind, but still has no problems filling rosters. “We’re too small of a school to be able to say ‘okay, go ahead and play soccer outside [of school] and then you can play a second sport or other activity’” says Parra. Still, as the head boys’ soccer coach, he acknowledges that with some sports, club teams
JONATHAN LAETSCH
Holy Cross-bound point guard Anthony Thompson (‘13) proudly donning his Team Takeover jacket.
can take precedence over their Bullis counterparts. “If you’re talking soccer players, I would have to say that club sports maybe do come before school sports. I would hope that academics are not second to anything. That has to be number one for anyone, period,” says Parra. The reality is that sometimes club sports do take precedence over athletics in the minds of some student-athletes, though. Thompson and Walker are not afraid to admit to a few missed homework assignments that they were unable to complete due to their commitments. While Parra recognizes the extraordinary time and energy student-athletes like Thompson and Walker dedicate to their sports, he stops short of saying that the load is too much for a eleventh grade student to handle. “They are stretched, yes. It’s a lot. It’s a big responsibility,” he says. Parra speaks from experience as a Bullis alumnus and as a soccer coach. Four of his best players, Tobi Adewole (‘13), Michael Akinkoye (‘13), Alex Herbets (‘13), and Greg Lovegrove (‘14), play in the U.S. Soccer Development Academy, or simply “the Academy,” the most competitive club soccer league in the nation. Because college recruiting in soccer is based heavily on a player’s performance on club teams, Parra considers it essential to be on a team outside of school in order to land a Division I scholarship. The Academy provides talented
student-athletes with that experience while student-athletes can still contribute to the Bullis soccer program’s success. However, starting this fall, the Academy is doing away with its old schedule that ran from late October or early November through the spring and replacing it with a more rigorous ten month schedule that will conflict with the high school season. Starting in the 2012-2013 school year, the Academy does not want its players to participate in high school soccer in addition to their club team. Consequently, the eligibility of players like Adewole and Herbets for Bullis soccer is in doubt. Still, Parra is confident that he will find a way to keep his best players wearing blue and gold come next fall. If he succeeds, the toll club sports takes on soccer players will be even greater than it has been in the past. Herbets has already requested that his commitment to the Academy count towards a Bullis activity credit as he finds that he simply has too much on his plate. “With the requirement to participate in a second activity in winter or spring, I am left little to no time to complete my school work. Three times a week (Tuesday, Wednesday and Thursday), I go to school, then to track, and then straight to soccer, for a practice that ends around 8:30. So, by the time I get home and eat dinner, it’s already 10 o’clock. This forces me to make a decision to either one, stay up late and complete
my work and then pay for it through exhaustion in the morning or two, fall behind in my schoolwork. Ultimately, with these three activities, track, school, and soccer, the expectations placed on my shoulders are simply unachievable. Realistically, I cannot be expected to maintain my GPA, with three AP classes and two honors courses, AND continue to play at the highest level possible with the addition of track to my schedule,” says Herbets. Student-athletes like Herbets, Walker, and Thompson often have trouble balancing academics, their club sports, and their school sports. In a sense, time management is their responsibility and they have nobody to blame but themselves if they try to take on too much. From an opposing perspective, however, these student-athletes have dreams of becoming college level athletes, and they are paying an unhealthy price for pursuing them. These sixteen and seventeen-yearold children are caught in a tug of war between academics, club sports, and school sports, all of which command more than their fair share of time. Although coaches like Parra are very aware of their players’ commitments outside of Bullis, sometimes, the student-athletes themselves are the only ones left to look out for their own health and self-interests.
THE BULLDOG
Great moments in Bullis sports history
SPORTS
11
2012 varsity football schedule
By David Harrison Sports Editor
Bullis shocks Prep, Landon to win 2010 IAC Basketball Tournament. The 2009-2010 regular season was a frustrating one for the Bullis Boys’ Basketball team. The team struggled in IAC play; towering forward Robert Sampson (‘10) missed a large chunk of time due to injury and illness, and entering the IAC tournament as a five seed, Bullis’s chances at winning an IAC Tournament Championship were bleak. Then, the amazing happened. Bullis toppled fourthseeded St. Stephen’s & St. Agnes School by five points. The next day, the Bulldogs stunned Georgetown-bound guard Markel Starks and the rest of the Georgetown Little Hoyas with a two point victory
and advanced to the IAC Tournament championship game. They had only one challenge left: to beat the Landon Bears, a team they had lost to twice during the regular season, although both were close games. In front of a fully packed house, both teams played their hearts out. A buzzerbeating three pointer by Joe Hazel (‘12) at the half put Bullis up by three. Standout performances from Hazel, Andre Hodo (‘10), and Sampson would give the Bulldogs a two point lead with eight seconds left. A missed shot by Landon’s Danny Rubin allowed the Bulldogs to hang on and win the game 51-49. “We were just so hyped up for the game that there was no way we were going to let ourselves lose,” said Hazel.
Offseason changes to come for McPhee, Capitals By David Harrison Sports Editor As the final seconds ticked away from the Washington Capitals’ season in a 2-1 game seven loss to the New York Rangers, blue streamers fell from the roof of Madison Square Garden, marking the fifth straight year the Capitals have failed to make it past the second round of the Stanley Cup Playoffs. The rollercoaster ride of a season included a promising 7-0 start, a collapse, the firing of Head Coach Bruce Boudreau, the hiring of Capitals legend Dale Hunter, a magnificent and captivating first round win over the defending Stanley Cup champion Boston Bruins, and – what seems like always—a disappointing season-ending game 7 loss in a game the Capitals were expected to win. Although the Capitals played more of an underdog role in this round of playoffs, their playoff exit seems now almost formulaic. Whether it is running into a “hot” goaltender, taking untimely penalties, or having straight up bad luck, the Capitals cannot win a big game when their backs are against the wall. Prior to the 2011-2012 season, the Capitals were generally marked by regular season greatness followed by post-season mediocrity. However, after making some personnel changes last off-season, the Capitals looked poised to make a deep run in the Stanley Cup playoffs. The team parted ways with forwards Matt Bradley, Boyd Gordon, Tomas
Fleichman, and Eric Fehr. They also said goodbye to defenseman Tyler Sloan and goaltender Simeon Varlamov. However, it was believed that the presence of new free agent signees Troy Brouwer, Jeff Halpern, and Joel Ward would help the team come through in the playoffs. After five straight years of playoff disappointment, the 2012 offseason could again COURTESY OF GOOGLE IMAGES prove to be a busy one for Alexander Semin’s future in Washington is uncertain. general manager George McPhee. With Dale Hunt- Semin may have played his final Semin’s actual value to the Caps. er’s resignation and many free game with the team. Throughout Then, just two days after the New agency decisions ahead, the now his tenure in the nation’s capital, York Rangers eliminated the Capicoach-less Capitals could see ma- the word most used to describe tals, Semin’s agent Mark Gandler jor changes in front of and behind the Russian forward has been released a statement saying, “Unthe bench by next October. The inconsistent. Semin’s statistics less given more ice time, (Semin) team has multiple unrestricted have fluctuated, and his streaky would not be returning to Washingfree agents this offseason includ- scoring is often balanced out by ton.” One day later, Semin denied ing goaltender Tomas Vokoun, his untimely penalties. Semin this claim. On July 1, Semin becomes a free defenseman Dennis Wideman, scored 21 goals in 2011-2012, agent, and McPhee and the rest of barely half of the 40 he scored and perhaps the most interesting the Capitals’ front office will have in 2009-2010. After leaving the free agent for debate: left wing to decide whether they want to Capitals in 2011-2012, Semin’s Alexander Semin. move forward with Semin. Along ex-teammate Matt Bradley told After seven seasons in Washingwith Semin, Dennis Wideman and the Washington Post that Semin ton, Semin is the longest-tenured Tomas Vokoun have both indicated “just doesn’t care.” Bradley later current member of the Capitals. Often proclaimed as an offen- retracted the statement; howev- they intend to test the free agent sive juggernaut, the $6.7 million er, the incident raised debate on market on the July 1st.
Semin, Vokoun, and Wideman’s departures would free up just over $11 million in salary cap space. Although the Capitals may have to use some of this money on qualifying offers for restricted free agents Mike Green, Jay Beagle, and John Carlson, the Capitals may now have room to bring in a top name free agent over the summer. Some top players available for bidding include New Jersey’s Zach Parise and Columbus’s Rick Nash. The Capitals are expected to be in the bidding for more offensive additions after standout Russian prospect Evgeny Kuznetsov announced he would stay in the Russian Super-League for at least two more years. The good news in Washington is that the Capitals’ two 22 year-old goaltenders are signed through the 2012-2013 season. After an outstanding and unprecedented playoff performance from rookie Braden Holtby, the Capitals are expecting a breakout sophomore campaign along with solid support from Czech republic native Michael Neuvirth. With a new coach and a possibly different roster next year, the Caps will look to build on their playoff success against the Boston Bruins. During their season wrap-up, Brooks Laich told the Washington Post “I want to build off of our success with [Dale Hunter], and I want teams to know we’re a hard-to-play-against group of SOBs.”
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Bullis’ summer plans
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THE BULLDOG
By Jonathan Laetsch Staff Writer and Photographer
“Going to Alaska for two weeks. That’s too short.” -Dana Martin (‘14) “Returning home this summer… Ghana here I come” -Steven Attah (‘14)
“Happy to see all my friends back in Russia. I will have a whole month to do so.” -Anya Fasolyak (‘14)
“The cruise to Bermuda will be nice. The pink sand sounds awesome.” -Mitch Goldberg (‘13)
JONATHAN LAETSCH
Dana Martin and Eleni Baker are headed to the west coast this summer.
“I am excited to drive to the Windy City.” -Josh Czerwiec (‘13)
JONATHAN LAETSCH
Justin Schuble looking forward to his European excursion. “London and Paris are calling. I can’t wait for summer.” -Justin Schuble (‘13)
“Can’t wait for that California feeling.” -Eleni Baker (‘14) GOOGLE IMAGES
JONATHAN LAETSCH
Steven Attah will be enjoying himself in Ghana this summer. “Working hard and playing hard in Japan.” -Jai Paton (‘13) “I’m going to football camps up and down the east coast.” -Jonathan Dyer (‘13)
“I’m going to Barcelona to train for field hockey.” -Idrienne Walker (‘13)