Issue 7 issuu

Write Love On Your Arms

VOLUME XI ISSUE SEVENWESTMINSTER CHRISTIAN ACADEMYwww.thewildcatroar.com

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What’s Inside

2 THEWILDCATROAR.COM FEBRUARY 2014 | |

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FeaturesHigh School Nurse Assistant....................................8The Gluten Free Trend............................................8To Write Love On Her Arms......................................9WCA’s Most Experienced Teachers.......................10Twittminster...........................................................10We The People Preparation..................................11Hidden Gem Classes...........................................11Regular vs. Honor Classes....................................12Trash-Can Update................................................12

OpinionsTalent Talks.................................................................4Grading Teachers......................................................4

SportsUndefeated JV Basketball Team...........................13The Benes Injury and Line-Up Shake-Up.................13Sports Reeds.........................................................14Tennis Preview.......................................................14

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EntertainmentPoetry Slam\diversity Night.........................................6Opera........................................................................6Schlafly’s Brewery Review...........................................7darling Magazine Review..........................................7diablitos Cantina Restaurant Review.........................7

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OpinionFrom the Editors

Everyone knows it. WCA has a third official color by the name of beige. Some might even say its our only of-ficial color, and looking around, its hard to argue its not. The walls are beige, so are the desks, the chairs, even the tables.

Looking around it seems so much at WCA is in a uniform order. We wear standardized dress. We take many of the same classes. There’s nothing special about the wildcat mascot. Our school colors are shared by count-less schools. On the outside WCA might seem like a place where individuality fades away. But students are working to break that stereotype.

As a whole, we have our quirks. We throw around the phase, The Academy, like its an old football, and where would we be without APUSH?. We have nicknames for our favorite teachers such as D-Win, Doc Shaw, and our favorite, BURKE! And what would WCA be without trash cans with manuals and the Plaza. And we certainly perfected the Bromance.

We have a lot of things we as a student body share, but as students we thrive as individuals. We have many options to set ourselves apart from the next person. We have sports, where you’re primed to be the star athlete. We have the arts, where you can mold a creation and not merely re-create an image. In theatre, you can sing and dance and act.. There are plenty of places to stake your claim in the school, and make it yours.

With standardized dress, we can look the same. There isn’t much you can do with four color options. But students have found ways to put their spin on the dress code. They wear colorful shoes, or wear a pin on their shirt. For guys, they wear cool wristbands, and funky socks.

So while it might seem like WCA is a very uniform place, there are ways inside these walls to be an individual. There are ways to leave you mark, and make yourself stand out. Whether it be on the field, or on the stage, or even sitting at that desk, we are more than just beige.

You just have to look beyond the fishbowl, beyond the mascot, and beyond walls.

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Wildcat Roar StaffEditors in Chief: Morgan Koetting and Jill CoynePrint Editor: Eichel DavisDesign Editor: Scott RupprechtEntertainment Editor: Catherine BakewellSports Editor: Reed MontgomeryNews Editor: Megan GalvinFeature Editor: Mary WynnOpinions Editor: Chrissy TalentAdviser: Scott Vonder Bruegge

Circulation/Business Manager: Christian LinhoffOnline Editors: Maggi Eachus and Audrey O’NeillBroadcast Editor: John PottebaumPhoto Editor: Andrea ReedStaff Writers:Austin BenefieldBecca EisElisabeth Harding

Mary Heyl Cate HoogstratenJuhyae KimAshley KleinAndrew MontgomeryBria PaxtonLauren RamosJake SchroederKatherine Yenzer

Beyond The Beige Walls

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Opinion

4 THEWILDCATROAR.COM MARCH 2014 | |

Talent Talks

Whether students are using it for research or learning, the world wide web is an extremely important and helpful tool in today’s classrooms. However, when a school overmanages technology, specifically the internet, it becomes more of a frustration than a tool for students. This is the struggle many students at Westminster face as they are denied access to websites at school that they must use or could benefit from in order to research and learn more in their classes. The question is raised as to whether WCA is limiting too much the student’s technological activity, hindering them from completing required work or learning more. Matt Miller, a high school Spanish teacher and author of the blog DitchThatTextbook argues that “Technology is an inalienable right of students...in education, students should be afforded the oppor-tunity to use the tools that will help them learn best. When schools tell them to put their cell phones away or limit access to sites when students have valid educational purposes for them, it’s like asking an emergency medical technician to save a life with one hand tied behind his or her back.” Miller goes on to say, “We have to trust our students... And if students don’t learn how to navigate this quickly changing world without the tools and techniques they’ll need, we’re providing them a disservice.” A few examples of what students may not access at school include Youtube, a large portion of pictures searched for in Google images that may not be viewed from the source page, some websites for articles and newspapers which are blocked, and any websites catego-rized as music, entertainment, and sports. “There has to be a certain level of filtering, to limit an educational tool to educational purposes. The school mainly manages in this

A Little More Access Please

way to block students from junk on the internet while at school, but I would say with all schools there’s also a degree of distrust. I wish I didn’t get nervous about lessening the restrictions but I have to admit that I do. It’s hard determining the level of restriction, and the easiest way for a school to handle it is to just shut everything down.” said Scott Vonder Bruegge, director of innovation and technology integration at WCA. “Obviously there could be a better way to manage content than than the current policy. However, those better ways require much more work on the part of our teachers and IT staff. Certain websites can be great tools in the classroom if used properly, like Facebeook, Youtube or Twitter,” said Vonder Bruegge. “It would just take more time and resources to custom fit and tailor the restrictions and monitor acceptable use. One reality is that it is simply easier to restrict than to manage.” With all this said, the way technology is currently being managed can be frustrating and difficult to work with. The current system is easy and protects against everything, but it also means less benefit for the students. If students cannot access the websites necessary to work on assignments, there really is no point in having students use technology in the classrooms. The fact that most students just wait to do research at home because of the frustration and lack of success in researching at school contributes to the argument that the current system is preventing students from using technology in the way they should be, rendering it ineffective and unproductive. The current generation of adolescents and teenagers will soon be entering a world full of new and better ways to use technology, and it is each school’s job to properly prepare its students for their future in this world of technology. So let’s find a better way to manage students’ use of technology that doesn’t prevent students from doing research through it.

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Recently in Chicago, an uproar has been made about the establishment of a new teacher evaluation system that focuses heavily on students’ standardized tests scores. However, many of the teachers believe that these new evaluations do not give a clear perspective of teachers’ performances. This controversy led to a nation-wide discussion on the appropriate way to “grade” teachers.

To some students, the grading process in class is seen as unfair and biased. Teachers’ styles, grading, and classroom dynamics all come into question. Yet, we often forget that teaching can be quite difficult.. As the daughter of a teacher at Westminster, I see how much work and effort is put into a job like teaching. Hours are spent grading, planning, setting up, and pondering how to best help the students learn as they work all day at school and all night at home. Trying to help one-hundred plus high school students of various abilities is more than a full-time job.

This is especially difficult when students are unmotivated to learn. No matter how hard a teacher tries, he or she can’t force comprehension upon us. We have to open our minds, and let them help us. Evaluating a teacher on the test scores of his or her students doesn’t encompass all the aspect of teach-ing. When we know that a standardized test has no impact on our future, only a few students try to implement all a teacher has taught. Unfortunately, if students refuse to learn, even the best teachers can’t make them.

At Westminster, students are able to fill out a short, twenty question survey about the performance of teachers. Unlike the Chicago school districts, we do not evaluate teachers based on student performance. Instead we use these surveys to try to ac-curately describe the actual teaching, the classroom dynamics, and the teacher’s character.

Unfortunately, there are students that do not take these surveys seriously and grade the teachers based on personal like or dislike. Anonymous surveys invite students to take out all their anger on the teachers and be overcritical, giv-ing an inaccurate picture of the teachers’ methods. A teacher shouldn’t be deemed good or bad by a high school student’s opinion because we are really, really good at getting it wrong.

In fact, students often complain about the “subjectivity” of grading by teachers. We love it when there is a right answer, and the teacher can’t bring his or her own opinions into the grading process. However, we still take any opportunity to give

A+our personal opinions of teachers.

Yes, I admit, some teachers may be better than others, even at Westminster. Every teacher, just like students, has strengths and weaknesses, and when we only attack the weakness that can be discouraging and harmful to the teachers. So if students do not use these surveys properly, is there a proper way in which teachers can be evaluated?

“A teacher should solicit feedback at the end of semesters. That way, you are allowing your students to shape the way you teach. You maintain and deepen the relationship with your students. You help me become a better teacher, and I help you become a better student. I think there is a real covenant there. Students have the right to expect that. To be invited into the conversation. It is the right way for a student to be heard because it keeps the covenantal bond between a teacher and a student,” said Chris. Knerr, upper school history teacher.

The student-teacher relationship has utmost importance in our educational careers. Because teachers teach us not only facts and figures but how to see the world, the preservation of this bond should be a priority. However, if students are directly asked by the teacher how that teacher can improve, we often will not feel comfortable to speak freely, fearing repercussions from our honesty. We need to find something that allow us to be truthful and real that improves the relationship between students and teachers instead of breaking it down.

In an ideal world, students and teachers would be able to speak honestly and freely with each other, knowing that we both have each other’s best interest in mind. We would be encouraging rather than discouraging. We would realize that teachers want us to succeed and care about our future. We would find a middle ground between anonymous surveys in which we can be too harsh and direct conversations in which we can be too submissive and timid. Teachers wouldn’t abuse their power, and students would respect their authority. And we would both work to be the best we can be.

For both teachers and students, trying to quantify learning or teaching can be difficult and disappointing. Yet, as students, we need to realize that maybe we don’t even know what good teaching looks like. Teachers are older and wiser than us, and we may be learning and growing without even realizing it. They do care about our understanding of the subject. They do want us to learn. And they do want us to succeed.

Chicago Public Schools’ teacher evaluation program illustrates the difficulty in evaluating teachers not just in Chicago but at every school.

When the Graders Become the Gradees

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Entertainment


theater. Select theaters play one live broadcast of each show, along with one encore showing later. Tickets cost a few dollars more than regu-lar movie tickets.

The opportunities to experience an opera in St. Louis are abundant, and certainly nothing to pass up. With stories as whimsical as fairytales or as gripping as crime novels, with sumptuous sets and costumes, and music both glorious and dynamic, opera is certainly worth your while. Acquaint yourself with a new “flavor” of enter-tainment, be a little open to seeing a style you are not used to, and maybe you will come away with a new story you love.

On February 27, Literary Rogues presented Westminster’s Fifth Annual Poetry Slam in the Black Box Theater. The slam was hosted by alumnus Jake Hughes, Class of 2012, and students from middle and high school entered the competition by submitting one poem to the Open Round or three poems to the Closed Rounds. This year, Johanna Disch, junior, took second place in the Open Round with her poem, “The Hunt,” and Abi Hackman, junior, won the Open Round with her poem titled “Diary of a Hopeless Humanitarian.” Each of the sixteen poets submit-ted beautiful works of art that were thoroughly appreciated by the audience and the judges. In the Closed Rounds, Catherine Bakewell, senior, received honor-able mention, Tessa Copeland, sophomore, took second place, and Chrissy Talent, junior, won first place. In addition to the poets who shared, several talented students including Abby Charles and Kristen Pogue, freshmen, Dong-bin Lee, junior, and the Schick Brothers put on musical perfor-mances for the guests between poetry readings. Many thanks to the musi-cians, host, judges, and poets for making the Poetry Slam an enjoyable night. The Westmin-ster community again saw the talent that the students at WCA possess.

Odds are, seeing the word “opera” up above has brought up thoughts of screeching women in Viking helmets and over-dramatic singing by chubby, old people in silly costumes. A year ago, I would have thought the same thing, until my eyes were opened to the perfect blend of playfulness, seriousness, music, and story that is opera.

While in Italy last May, my mom and I got to see a baroque and rococo concert performed by Venetian singers and musicians. Hearing such music--performed live by Italians in their own language and in period-accurate costumes--ig-nited my interest in opera. As soon as I returned home, I searched for the chance to see another show. I knew it would not compare to my experi-ence in Venice, but I could not pass up the chance to see another opera--I needed to find out if my newfound enjoyment of this art form was not a fluke.

The Opera Theatre of St. Louis performed four different operas last summer, and in June I saw two operettas in one sitting, Pagliacci and Il Tabarro. This time, the singers performed in colorful costumes from the 1930s, and they sung in English, with subtitles displayed on a small screen. Two dramas unfolded that day, telling stories of love, betrayal, and murder. The theater itself, the Loretto-Hilton Center for the Perform-ing Arts at Webster University, was intimate and small enough that any seat was a good seat in the house. Tickets range from $25 (Matinee) to $125.

If an opera in a theater setting is still a little too intimidating for you, you can get your feet wet by seeing a broadcast of New York City’s renowned Metropolitan Opera at a local movie

HOW I LEARNED TO STOP EYE-ROLLING AND LOVE THE OPERA

Poetry Slam

By Juhyae Kim

How I Learned to Stop Eye-rolling and Love the Opera

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Magazines, advertisements, and movies flaunt thousands images of perfection in front of our eyes every single day. As women, we are constantly bombarded with unrealistic expec-tations through the media. We wrongfully com-pare ourselves to them and try to achieve the unrealistic expectations they set before us, when, in reality, we will never reach them.

“Charm is deceptive, and beauty is fleeting; but a woman who fears the Lord is to be praised,” according to Proverbs. Instead of chasing after beauty through the latest makeup product or trendiest hairstyle, we should focus on our inner beauty, developing character that will last a lifetime and make a positive impact on others. Darling Magazine is one example of an organization that realizes people will not be able to achieve the expectations the world puts on beauty through Photoshop and other image altering software and encourages women of all ages to allow their focus to be on inner beauty as opposed to their physical appearance.

Darling defines itself as “the art of being a woman.” Darling Magazine focuses on creating women with excellent character that “practice the arts of virtue, wit, modesty, and wisdom- all the while creating beauty and embody love. Darling refuses to use Photoshop to alter womens’ faces or bodies and “believes in bringing back etiquette, character and integrity.” It strives to increase womens’ confidence by boosting their self-worth by reminding them that they are each here for a specific purpose.

In a culture that demands perfection, Darling magazine is stands out as being genuine and purposeful. Inspiring and interesting, it allows girls to understand beauty differently, discour-aging eating disorders, plastic surgery, and other harmful behaviors girls use to obtain so-called “beauty”. Darling positively influences women changing our world for the better.

In St. Louis and the United States in general, Mexican-style food has become popular. While there are innumerable options for authentic Mexican food, Diablitos Cantina stands out among the rest. Not only is the food high quality and delicious, the atmosphere makes the customer feel as if they are stepping into true Mexico. Located in the heart of St. Louis near the campus of Saint Louis University, Diablitos Cantina allows for a cultural experience. The decor and atmosphere of the restaurant are incomparable as customers choose to sit either on the patio or inside the building. Inside, upbeat Mexican hip-hop music flows through the rooms as steam billows from sizzling, spicy-smelling dishes. A lone candle dancing in a glass jar in the middle of the sturdy table casts shadows onto the exposed, crumbling brick walls. Home-made chandeliers, antique doors, and crude shrines to the Virgin Mary line the perimeter, giving the customer a feeling of genuine Latin American culture. Although the lighting is dark and cozy, the brightly colored chairs of red, blue, and green flowers bring a fun, cheerful feeling. Based on the authentic cantinas in Mexico, the menu at Diablitos Cantina is genuine and flavorful. With options ranging from sweet tamales to spicy fajitas, it is always difficult to decide between the delicious options. The fajitas, a traditional and popular dish consisting of strips of spiced beef or chicken and numerous vegetables wrapped in a soft tortilla, are not to be over-looked. While the menu itself allows for many choices, the real attraction is the salsa bar which could serve as an entire meal alone. The salsa bar, like a salad or soup bar, is a large table of many different homemade salsas, spicy or sweet, at which the customer can fill up small black bowls with whatever they wish. Diablitos Cantina offers the customer an unparalleled experience. With the combination of both enjoyable atmosphere and quality food, this timeless restaurant earns five out of five “paws.”

The Devil’s Kitchen

A Different Kind of Beauty A Magazine Review

Looming over the other small, quaint shops in Maplewood, Schlafly Bottleworks restaurant and brewery is one building that’s hard to miss. A huge supermarket turned beer brewery and restaurant with a enormous brew house constructed for beer productions, Schlafly Bottleworks may seem a little questionable at first. However, one will notice with just one step inside the Bottleworks that the modern, inviting, and warm restaurant is the perfect place for anyone who’s hungry.

Schlafly’s has become a gathering place for locals, whether diners come in groups of two or twenty. The bottleworks certainly exudes “the mid-western” feel, but with a twist: many of their dishes are served with their more-than-well-known beer incorporated into the recipe. Using almost all local produce, some of the Bottleworks best-served dishes are pretzel encrusted chicken, and of course nachos and pretzel sticks with the ac-claimed “beer cheese.”

With a relatively open floor plan, simple vintage black and white artwork displayed on the walls, and contempo-rary stone floors, Schlafly’s Bottleworks plainly promotes a comfortable, easy going ambience. In addition to this, the service at Schlafly’s is almost always quick and the waiters are invariably welcoming and receptive. Also, there is live music Wednesdays through Sundays that corresponds perfectly with Schlafly’s comfortable atmosphere, as well as tours of the brewery regularly.

With all this said, however, Schlafly’s prices are definitely up to par with the excellent food, and the meals are more within a family’s budget than a student’s. But while Schlafly’s Bottleworks isn’t exactly next door to Westminster, it is definitely worth the drive for any family looking for a restaurant with good ser-vice and even better comfort food.

Schlafly Brews Up a Great Meal

Edited by Lauren Ramos and Katherine Yenzer

Rating: 3.5/4 Paws

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As the daughter of an orthopedic hand surgeon, Annie Schlafly, senior, has been exposed to the medical field her whole life. Grow-ing up, she aspired to be a nurse after observing her dad with his patients. However, she wanted to take her career dreams a step further. “Physician’s assistant is a happy medium between going further than nursing but less than a doctor” said Schlafly. As a physician’s assistant, Schlafly would work as part of a team with a doctor. She would perform physical examinations, treat ill-nesses, interpret lab tests, and other activities to care for the patient.To continue her journey to reach her dream career path, Schlafly wants to enroll into Marquette University’s Physician’s Assistant Program. The program is very difficult and competitive, this past year only 55 students were accepted out of over 800 applicants. In order to apply for the program, applicants need at least 200 hours of patient interaction to gain experience. To meet the requirements and create an application that competes with the other applicants, Schlafly is taking a Certified Nurse Assistant class at St. Louis

Community College on Tuesdays and Thursdays from 4:30-8:30 p.m. and labs on Saturdays from 8:00 a.m.-4:30 p.m. Although the CNA class has strenuous hours, Schlafly is pas-sionate about the medical field and wants to further her knowledge of her future career path. However, due to the additional workload and tests everyday in the class, Schlafly relies on time management. “You just can’t get too stressed out. And I always put sleep above any amount of studying,” said Schlafly. Keeping up with the work in the CNA class is vital because Schlafly must maintain at least an 80% in the class to pass the State Exam and have the class credit help her in her future. Although it is not mandatory to take the class as a senior, Schlafly’s determination has kept her motivated to get a head start on her dream career path. After finishing the class, Schlafly would life to work with her dad to further her knowledge of the medical field outside of a classroom setting. “If you love what you do, you will never work a day in your life,” said Schlafly’s father, Bruce Schlafly. Schlafly is passionate about the medical field and has decided to dedicate her time to grow her knowledge. Although the class is dif-ficult, her love for becoming a physician’s assistant outweighs the many challenges of the class.

Dedication Leads to Career OptionsAnnie Schlafly takes initiative to help her get a step closer to her dream career.

Gluten is “good” by the general standard that bread, pizza and cupcakes are delicious (to the average teenager, at least). However, feeling more energized, less fatigued, healthier, and less nauseous are great. The gluten free diet is getting more attention; people are choosing to give it a try whether for medical reasons or simply to feel better. A handful of WCA students have been or are currently gluten free and give their honest feedback. The gluten free diet started out as a medical solution for those with Celiac disease. “I have been gluten free for just over eight years. I’m gluten free because of my Celiac disease which is an autoimmune disorder that causes the villi in the small intestine to fail at absorbing nutrients when coming in contact with wheat,” said Cole Hoskins, senior. Others have chosen to the gluten free diet as a potential resolu-tion to stomach problems. “I would often wake up feeling sick, and I was already dairy-free, so family members and friends suggested I go on a gluten-free “cleanse” to see if that would help my stomach aches. And it really did!” said Catherine Bakewell, senior who has been gluten free for six months. Those who follow a gluten free diet revert to fruits and vegeta-

bles more often and utilize alternative recipes. “Now that the gluten free diet is becoming more of a trend, mostly everything that “normal” people eat has a gluten-free variant (or is just naturally gluten free). I have sandwiches with gluten free bread, pastas for dinner that are made of corn flour, and breakfast foods such as pancakes and toast that are all gluten free,” said Hoskins. Students unanimously agreed that following a gluten free diet is hardest when a random craving hits, someone brings food contain-ing gluten to share with the class, when with others who are not gluten free, and at restaurants. “It’s hardest for me to stick to a gluten free diet when I go to a restaurant, because the options are usually limited. Also, when I’m with friends and family who aren’t gluten free and they’re eating something really good that I can’t have,” said Victoria Weldon, senior who has been gluten free for three weeks. Being gluten free has provided students with numerous benefits. “I didn’t ever experience fatigue after eating. I felt more ener-gized and light hearted. Taking gluten out of my diet made me feel better in general, but specifically by improving my energy levels and mood,” said Robert Loaney, senior who was gluten free for six months. For Hoskins, the recent gluten-free trend among the general public has provided him with more options, yet leaves him unsettled for the future. “I’m glad [the gluten free diet] is getting more world-wide recog-nition and that more and more foods are being made for people like me, but I’m really nervous that it is becoming a fad and will one day end leaving people like me with subpar food and no new innova-tions,” said Hoskins.

TheGluten Free TrendWCA students give their feeback on what it’s like to be gluten free.

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Finding Love in The DarkOrganization, To Write Love on Her Arms, raises awareness for mental health issues and seeks to bring hope to those affected.

The fear of breaking down in public, never wanting to get out of bed or be near people, wearing long sleeve shirts all the time to cover up the scars, being hungry all the time and forcing up meals-- these are some of the trials of astruggle with mental health problems. Issues such as self harm and suicidal thoughts affect a large number of people of the world, especially high school students. The organization, To Write Love on Her Arms, draws attention to the cause and seeks to bring hope and treatment to those who are affected. TWLOHA began in Orlando, Florida in 2006. It started when one wom-an trying to help a friend, wrote a story a story entitled “To Write Love On Her Arms” about the 5 day period before the friend’s treatment started. The story soon went viral, and t shirts were printed and sold to pay for the treatments. Since then, the organization has grown into a non-profit offer-ing hope for those facing the same issues. The organization professes to exist to encourage, inform, inspire, and invest directly into treatment and recovery. Renee, the girl the story was written about, struggled with addiction and self loathing. Her past was marred by evil,the unwanted touch of men, drugs, alcohol, self harm, and long bouts of depression. Through the help of TWLOHA she received an abundance of hope, love, and support to get her through treatment. Today Renee is stronger than ever and has written a book about her struggles with depression. Founder, Jamie Tworkowski, founded the organization on Christian principles, but the organization really stresses inclusion for everyone and seeks to bring help to all people affected by these issues. “Although there are people on staff who are Christian and even some Christian elements in the original story, this is an organization for all people. Because we believe issues like addiction, depression, self-injury, and suicide affect everyone, we are an organization for everyone, regard-less of age, gender, sexual orientation, religion, race, ability, nationality, or other indifferences. As an organization, we aim to be inclusive and inviting for everyone.” acording to TWLOHA’s website. Everyone deserves love and help, and this organization seeks to make that available. TWLOHA reaches people through university programs, street teams, the Storytellers program, and other benefit events. The Story-tellers specifically is a two month campaign for high schools. “We believe The Storytellers can be a great way for schools to open or continue the conversation about mental health issues as well as to raise awareness, build community, and fundraise for TWLOHA.” acording to TWLOHA’s website. TWLOHA believes that is is very important to engage in conversations about these issues and build community through it. “We do not specifically aim to raise 'awareness'. We are dedicated to presenting hope and finding help for people struggling with depression, addiction, self-injury, and suicide.” If you would like to find out how to get involved you can visit the TW-LOHA website or email me at [email protected].

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Features


As selected by the WILdCAT ROAR staff

@joshpottebaum5Weston is eating ce-real out of a foot and a half tall glass vase...

Whata hick...Josh Pottebaum

TWITT

@STRAUBerry17 #ISurv ivedTheMassExo-dusFromTheWCAParking-

Lot2014

Drew Straub

@therealmrbarbeeRussians like hamburger so much, they moved their capital to Más-Cow.

Mr Adam Barbee

@izzyBELLringingGuys I think im gonna give up my homework

for lent.

Lizzy Haupfear

@GoodBetterBetzLynda saw the call from wca and just figured school was canceled....What she doesn’t know

can’t hurt her.Sarah Betz

@CarlSimakoffThe horrible moment when you realize all 56 of your webkinz are dead

#roughlife @larayeast

Carl Simakoff

Kickin’ It Old School

Westminster is accustomed to changes. New locations, new dress codes, and new policies have frequented WCA’s history. Some things, however, have been a constant, such as three veteran teachers: David Haas, Scott Holley, and Andrew Shaw. After years of experience, WCA’s most experienced teachers can give testament to the growth and change that the school has experienced in its lifetime.

David Haas, upper school math teacher joined WCA in 1981, totaling 33 years of Westminster teaching. Haas grew up in a Christian school, and thought that teaching at one as a career would be a good way to give back.

Over his course of teaching at Westminster, Haas has seen significant change in the school’s size, policies, programs, facilities, and extracurriculars. He claims, however, that the core beliefs of the acad-emy are unchangeable, and that the commitment of teachers, school board, and parents has always been a constant. The Christian mission of the school has always been intact.

For Haas, teaching at WCA has been an enjoyable experience. He has enjoyed the camaraderie of other teachers and the support of the administration and parents as well as working with his students. He has also liked partaking in school activities and traditions such as Spirit Week and service opportunities.

While Haas is an extraordinarily experienced teacher, he claims to have learned much over the years - from relationships with students to the study of math itself. Sometimes, this is the hardest part.

“[I’ve been] not only learning how to communicate the subject matter, but to relate well,” said Haas.He argues that it is beneficial for new teachers to pray, consider their strengths, assess their personal-

ity, see examples, reflect, and ask for help when needed. Dr. Scott Holley, Westminster’s Academic Dean, has been teaching for a total of 40 years - 30 of them

being spent at WCA. Before his arrival at Westminster, Holley taught in the Parkway School District as well as in Vienna, Austria.

The concept of Christian education was foreign to Holley until he received a call from a friend at church concerning a job offer from Westminster.

“At the time, Westminster was a tiny little school over on Manchester Road in Des Peres. I knew nothing about it. That phone call prompted a curiosity to look into this more” said Holley.

In terms of providing good education, Holley has seen growth in the school over the years. “Philosophically we have a much clearer understanding of who we are” said Holley. He claims; however, that the school’s mission and commitment to Christian values has stood the test

of time.For Holley, the best part of teaching at Westminster is his relationships with the students themselves. “If a teacher can’t give that answer, he shouldn’t be a teacher,” said Holley. He has enjoyed his relationships with other WCA teachers as well. “I think we have good faculty morale. I’ve really enjoyed working here,” said Holley.Dr. Andrew Shaw, Science Department Chair, joined the school in its second year, totaling 37 years

of WCA teaching. Shaw spent his first three years as an educator teaching at a public school in Chattanooga. He enjoyed

his time there for the most part, but was restricted when it came to expressing his Christian beliefs. Eventually, he was offered a job at WCA, where he could incorporate faith into his teaching.“[At WCA] I have the freedom to really preach the truth,” said Shaw.Over the years, Shaw has seen both positive and negative changes in the school and its students. For

example, while technology has improved, he has also seen a tendency in both boys and girls to buy into the lies of pop culture. However, the school’s cornerstone beliefs, such as dedication to Biblical excellence, commitment to a reformed worldview, excellent visionary board leadership, and willingness to experi-ment and improve have been a constant.

For Shaw, his own personal growth has been his favorite part of the experience.“There’s so much more I understand and see in the relationship between God’s Word and God’s

world. I’m famous for that phrase ‘Creation reflects the creator’,” said Shaw.In his experience, Shaw has found that student-teacher trust and respect is key.“It’s all about the relationships, especially with the students,” said Shaw.

AshleyKlein |Staff Writer|[email protected]

Issue 7.indb 10 4/2/14 12:19 PM

At first glance, some of these classes may not make it to the top of your “to do” while at Westminster. However, these are the classes that students swear by, claiming that by the end of the year, everyone leaves as family. =

Cult “Class”ics

Though it had only been a week since the State Championship, WCA’s We the People team could be found hard at work in the hub. Known as one of the most challenging classes at the Academy, students are often discouraged from their fellow classmates from taking the class. “It’s ironic that everyone who tells us not to take the class, has never taken the class before, so they don’t really even have an edu-cated opinion,” said Audrey Dodds, senior. However, despite these warnings, students who opted to take AP Political Science often say it is the most worthwhile class they have taken at Westminster. “It has the most direct reward out of any other class because it’s applicable, and it matters,” said Andrea Williams, senior. As the national competition approaches, the group of twelve meets on Saturdays leading up to the competition for practice run throughs of their questions and follow ups. Ken Boesch, American Government and AP political science teacher, Howard Warren, AP US history teacher, and Kelley Schwartz, history of western civilization teacher, conduct these practice sessions, peppering the students with follow-up questions. “The first time going in is kind of terrifying, but after going in a couple of times, you kind of get the hang of it,” said Hannah Caple, senior. In addition to these run throughs, the We the People team has the opportunity to travel to Jefferson City this year on March 30 as a time to rehearse their questions in front of additional judges who are lawyers, representatives, or American government teachers. In

addition, Joplin High School will be traveling to Jefferson City to prepare for the national competition as they will be representing Missouri as well. The Westminster team hopes to use this as a time to mend the relationship between the two schools. “I think it’s going to be really interesting working with [Joplin] and seeing what they are like,” said Maren Osterholt, senior. Once all of their preparation is complete, the We the People team will depart for Washington DC on April 25 to compete in the national competition. “It’s going to be absolutely incredible to spend a week in DC with this amazing group of people,” said Dodds.

We the People Team Prepares for National Competition

Julia Alpert and Chad Maxey, seniors, work diligently during class, conducting research for their papers. Photo by Morgan Koetting

A.P. Art History takes a field trip to the Cathedral Basilica. Photo by Emily Dierking

AP Political Science

AP Art History Newspaper

Yearbook

If a student is interested in learning about the America’s governmental system, Political-Science is the class to be in. It is a year-long class at WCA (also known as Poli-Sci) where students spend time together studying main elements of our U.S. government and Constitution as they compete in the We the People Competition. They use their knowledge to compete in a State competition in January among other Missouri schools and if they win, continue on to Washington D.C. in April for Nationals. WCA’s team has won State 14 times. “I enjoy Poli-Sci because it gives me a chance to learn about our nation’s history and its foundations. I also really enjoy getting to know and to work with my teammates,” said Maren Osterholt, senior.

If a student appreciates art and/or history, then Mrs. Dierking’s Art History class is where that student belongs. The class covers the history of art from the Ancient Greece to the Renaissance and so much more. “AP Art History is my favorite class through-out all of high school. We discuss subjects from almost every culture and time period. It is a small group of kids with a great dynamic. It isn’t just about paintings. It’s about war, love, passion, and culture which makes the long reading bearable. Also, by the end of the school year, you have accomplished something huge: reading and discussing a 9 lb textbook,” said Andrew Thomas, senior.

If a student enjoys writing and desires to have a voice in the WCA commu-nity, then Newspaper is where he or she should be. “Newspaper brings all grades together while teaching important lessons such as time management and writing skills. Although the class requires hard work, the reward of see-ing the finished newspaper is worth it,” said Megan Galvin, junior.

If a student has an interest in photog-raphy, writing, or graphic design that capture the school year at WCA, then Yearbook is the right class. “Yearbook is such a different class than any of the other classes. It can be a hard, frustrating, and time consum-ing class. But going up to the top of the grand entry on yearbook distribution day and watching all the students look through your creation makes every-thing worth it” said Maddie Ottsen, senior.

Page by Morgan Koetting and Mary Wynn

Issue 7.indb 11 4/2/14 12:19 PM

Features


Regular or Honors? by KATHERINE Yenzer

Scheduling at Westminster tends to be extremely stressful. Especially for freshmen and sophomores, who are relatively inexperienced and uncertain. Younger high schoolers may feel like their class selections will affect the rest of their life. Although class selections are im-portant, they do not hold all the importance that students expect. One of the biggest questions students have while scheduling is the benefit of taking an honors course over a regular course. Colleges look for students who challenge themselves during their high school years. Although many students believe that tak-ing as many honors classes as offered, this may not be the best plan. The transition from freshman to sophomore year is hard. The amount of honors classes that are offered increases, and many students feel the need to take all of them. While this may be feel right for some students, taking every honors class offered is not crucial for getting into college. Sophomore year is the time to focus on academic strengths. “They need to think about their interests, time commit-ments both in and out of the school day, and maybe what will benefit them in college if they know what they want to study,” said Cory Snyder, Registrar. Although taking five honors classes may seem like the only choice, choosing honors classes that the student is gifted in is the recommendation. If a student is more interested in history rather than math, taking an honors or AP history course may be more beneficial than taking an honors or AP math course. The main thing to focus on when scheduling is how much extra time a student will have during the year.

1.5 Tons in 7 Months

by AUDREY O’Neill

At the start of the year, the garden club launched the new composting program, installing trash cans in the café divided into four sections—liquids, green waste, recycling, and trash. Now, when students go to throw away their trash after lunch, they have noticed that the liquids and green waste slots are gone. With the uproar from stu-dents that ensued after the pre-mier of the new trash cans, the contribution of compostables from students was miniscule compared to that of the kitchen. “The decision to do this made good sense to the Garden Club as only about 5-7 pounds of compostables were col-lected each day from the Café. In contrast, an average of 25 pounds of pre-consumer green waste is collected each day from the kitchen,” said Brookie Moore, Student and Commu-nity Garden Club Coordinator. However, the composting program is still going strong. “To date, the Garden Club, in conjunction with Campus Cuisine, has composted over 3,000 pounds of green waste since August, 2013. In other words, 1.5 tons of green waste has been composted and put back into the gardens at West-minster,” said Moore. There are many benefits to composting as the garden club practices being good stewards of what has been given to them. “In the process of compost-ing, WCA’s carbon footprint is reduced, its waste stream is reduced, the soil is enhanced, plants receive better nourish-ment and better quality vegeta-bles are harvested for use in the school lunches!” said Moore.

Issue 7.indb 12 4/2/14 12:19 PM

Sports

Over the past two years, a very special few players have done what many can’t do: go undefeated. Jordan Hawkins, Nick Cacciarelli, Jack Andrews, Zach Hughes, Minsok Lee, and Joel Johnson, sophomores, have proven their skills as a team over the past two years, and dupli-cated their undefeated record from their freshman year, which puts them at a record of 47-0. While the individual skills are strong, the team could not have gone undefeated without team chemistry. “We play well together as a team and score a lot of points on the offensive end,” said Hawkins. Steve Webb and Cliff De-Groot, freshmen, helped the JV team in their undefeated season, as well as Dillon Conway and Devan Stewart, freshmen, who swung freshman and JV. “It felt good accomplishing our goals throughout the sea-son,” said Cacciarelli who plays point guard. In order to accomplish their goals and push themselves to victory, the team needed leaders to step up. “Jordan Hawkins and Zach Hughes acted as our leaders of the team through their hard work and leading by example ,” said Andrews. Chemistry and pure talent over the past two years for a spe-cial group of basketball players has lead to their undefeated high school basketball career.

The Varsity Baseball team’s loss of star players has them in a rough spot, but they are ready to take on the challenge

The Sophomore Class Experiences

Deja Vuby ANDREW Montgomery

Eight consecutive District titles, eight collegiate-signed seniors, and three consecutive State Champion-ships. The Westminster baseball team has emerged as a dynasty and has established themselves as the area’s perennial top team in Class 4. The team’s building legacy is set with perhaps its strongest lineup yet this season. The Wildcats offer a lineup with nearly every field position filled with returning seniors, and a strong starting rotation. Westminster is experi-enced, poised, and ready for another trip to the State Championship. On top of the team’s record breaking past, the spring season has the potential to be another strong season because of their experience. The Senior class of 2014 showcases arguably the best baseball grade to ever come through Westminster. With the stage set and primed for another title run, the team faces challenges that come unex-pected and affect every sports team: The challenge of staying healthy. Arguably the best high school base-ball player in all of St. Louis, Shane Benes, senior, powered the Wildcats’ offense for the past three seasons season. However, Benes is a multi-sport athlete and played varsity basketball. Shane was one one of the team’s top scorers and a vocal leader. On February 7th, at Lutheran North, he suffered an athlete’s worst nightmare: a torn ACL. The injured leg needs surgery and time to heal and recover, which results in a lost senior season. As a junior, Benes led the metro area in home runs and was among area leaders in doubles (16), RBI (37), runs scored (46) and slugging percentage (.878).

The Metro League Player of the Year also flashed

“Gold Glove” caliber defense and displayed leadership that provided the spark to get the team going. The shortstop’s success has draw attention from not only the high school level programs, but of the collegiate and professional. Shane committed to the University of Missouri for a baseball scholarship and will enroll in the 2014 fall semester. Benes has also received atten-tion from MLB scouts and is ranked among the nations top lists of prospects of both college and high school players. His stage was set and ready to go along with the Baseball team

for another run. With everything set in place

for his future, all he could look forward to was one last chance for glory, to become a four-time State Champion. Not only did the Wildcats lose

their power-hitting shortstop, but also their leadoff

hitter. Second baseman Kyle Kinner, senior, is out for the season due to

his ongoing recovery of his leg, which required surgery in October due to a

football injury. The double play partners had great chemistry, but will both miss the

season. Losing a team’s top player and leadoff hit-

ter is devastating for any team. There is no way around it. However, the Wildcat’s strong cast of returning players and depth offers a bright spot amidst the heartbreak. “The loss of Kyle and Shane obviously hurt the team, but we have group of guys who are ready to step up and fill their place. One of the things that defines this team is how deep we are, and we still have a solid group of experienced guys returning from last year who are ready to make another run into the playoffs.” said Jordan Smith, senior.

Broken Bats

Issue 7.indb 13 4/2/14 12:19 PM


Features

DerekBellBrettBond

ATHLETES of THE MonTH

Tennis

Men’s Basketball and baseball.Basketball stats: 7 points per game.Baseball: state champion. Position: Catcher

SPORTS REEDS It’s a common discussion, and a fairly controversial topic among sport’s circles. Should athletes be role models? To put it simply, yes. Athletes should be and ultimately are role models, whether they like it or not. Of course, not every athlete utilizes their opportunity as a role model. Many famous athletes such as Alex Rodriquez, a steroid user, Tiger Woods, an adulterer, and Meta World Peace, a man whose actions con-tradict his name in every way, have not been even remotely successful as role models. They have constantly had their names in the news for the wrong reasons, which has hurt not only themselves but all the kids that have looked up to them. From an early age, I loved everything about sports. I loved to play them, and I loved to watch them. In reality, today’s society is the same way. We are obsessed. We can’t get enough of the games and the people who play them. Because of this, athletes have been put in a position where they are required to be role models. As I said before, not all of them are ready for this. Many of them fail to lead as a good example. Unfortunately, kids pick up on this, and it negatively effects them. One common misconception is that kids will only look up to professional or college athletes. This is simply not true as many younger kids will look up to high school athletes, as well. While I am sure many Westminster athletes doubt that they have any effect on the younger kids watching their games, this belief is wrong and ignorant. I will always remember looking up to the varsity basketball players when I was a middle school student. For some reason, upper classmen are like idols to the younger kids. Unfortunately, upper school student athletes often times do not realize the amount of respect and admiration their younger peers have for them. This ignorance can be shown on the field or court. If varsity athletes realized that they are role models for younger students, they would act much differently. They would think twice about throwing their racket, cussing, or arguing with the ref. So how should varsity athletes act on and off the court? At Westminster, varsity athletes need to be held to a higher standard. In most cases, athletes at this school are the most popular students. They have the pedestal to lead as Christian athletes at a Christian school. But what does being a Christian athlete look like? It most definitely does not mean that one loses all competitive spirit, and only concentrates on converting the opposing team. While being very open about one’s faith on the athletic field is not a bad thing, there are other better ways in which one can be a solid Christian role model. In my opinion, it all comes down to good sportsmanship. Make sure you hold your temper, are gracious in defeat, and are encouraging to both your teammates and opponents. If one does this, he or she will be setting a good example for future athletes at Westminster. Ultimately, Westminster athletes need to know that they are being watched so act accordingly.

Role Models At WestMinsteR

Reed Montgomery |Sport Editor|

The 2014 boys tennis program begins in just a few days. New coach, Adam Barbee, is eager to start of his season with the boy’s ten-nis team. For the varsity tennis team, the doubles state champions, Derek Bell and Bailey Merkel, will play their final season for the WCA boys tennis program with a hope of repeating their suc-cess last year. The team also keeps sophomore, Andrew Montgomery, who went to state last year for singles. In addition, the team is picking up a new stellar freshman, Eddie Griesedi-eck, who will help the team chase their goal. Griesedieck has been playing competi-tive tennis for several years now, and regularly com-petes in the USTA Missouri Valley tennis program. He is ranked seventeenth in a five state area consisting of Missouri, Oklahoma, Iowa, Nebraska, and Kansas. “I’m excited to play my first year of highschool ten-nis and I hope I can help the team go to state”, said Griesedieck. “We hope to grow as a team, win districts, and move on to state”, said Grant Kitchens, one of the senior captains for the tennis team. With help from new and past teammates, this group of tennis players hope to break new ground and move the tennis program to a new and improved level.

Tennis is Ready for the Match

by ANDREW Montgomery

Issue 7.indb 14 4/2/14 12:19 PM

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