Classroom Connections

NEW YEAR RESOLUTIONS

Examples of New Year Resolutions

A New Year’s Resolution is a tradition, to accomplish a personal goal or otherwise improve your life. The three most common resolutions made each year are to eat healthier, exercise more, and save money.

The making of New Year’s Resolutions began with the Babylonians 4,000 years ago. Instead of the new year starting at the beginning of January, the Babylonians celebrated it in the middle of March, right before the crops started to grow. This would be a time of hope and expectation. They would make promises to their gods for good fortune in the new year. To keep their promises, they paid their debts, such as returning borrowed objects.

Even though the Babylonians started the tradition of New Year’s Resolutions, Romans also made promises to their gods. The ancient Rome emperor Julius Caesar established January first as the beginning of the new year in 46 B.C. The month of January was named for Janus, the god of beginnings and endings. The Romans offered promises and sacrifices in hopes of gaining the gods’ favor in the upcoming year.

Why are New Year’s Resolutions so easy to break? Most of the time, people make virtually impossible resolutions, such as working out at the gym or losing a lot of weight quickly. Many people break such resolutions because they do not have enough time in their busy schedules. Another common reason why people break their resolutions is that they make too many to keep track of. In addition to those reasons, people have a lack of patience. If they cannot see instant results, they quit trying.

Only 40% of Americans make New Year’s Resolutions.Out of those few people, only 8% actually achieve their goals. Many people just give up on them too easily, or the resolutions were too hard to accomplish. Did you know that 80% of New Year’s Resolutions fail by the second week of February? A New Year’s Resolution should be something that you really want to achieve and yet is still manageable.  

 

Featured writer,

Lily Bulman

 

CONCUSSION CONSEQUENCES

A concussion is a brain injury most commonly caused by a blow to the head. The impact causes the brain to move unhealthily in the skull, which can stretch and damage brain cells. In the United States there are approximately 3.8 million concussions per year due to injuries from sports and other physical activities. As many as 50% of concussions go unreported.

To no one’s surprise, the most common way to get a concussion in high school is by playing football. The second most common way to get a concussion is in girls’ soccer, closely followed by girls’ basketball. Boys’ wrestling and boys’ basketball are both lower on the list and about even when it comes to concussions. Boys’ baseball, boys’ soccer, girls’ softball, and girls’ volleyball are the sports in which players sustain the fewest concussions. Guy holding his head, looks dizzy

Concussions have both short term effects and long term effects. The short term effects include loss of consciousness, headache, dizziness, nausea and vomiting. Long term effects include trouble concentrating, memory problems, sleep disturbances, and sensitivity to light and noise. Only twenty percent of people suffer from post-concussion syndrome. The more concussions you have, the more likely you will suffer long term consequences.

Recovering from a concussion normally lasts seven to ten days; if any longer, you should visit a doctor to see if you have long-term concussion syndrome. If you have long-term concussion syndrome, the recovery time could last as long as three months. After sustaining a concussion, you should get plenty of rest and avoid high-risk activities.

There are little things you can do to help recover from a concussion faster. You can reduce screen time, limit exposure to bright lights and loud sounds, stay hydrated, eat high protein foods, get plenty of rest, be patient, and listen to your doctor. By following these simple steps, you may recover from your concussion in less than seven to ten days.

 

Featured writer,

Lily Bulman

STUDENTS OF THE SEMESTER

 

Being student of the semester means that a teacher has noticed how hard and diligently a student has worked in class. The teacher nominates a student, and then all the teachers take a vote for the final twelve for the title, two students for each grade. In this article, you will be reading about how some of our selected students feel about their nominations.  The twelve include Gerrett Dewey, Emily Frazier, Alison Hunt, Eryka Kindervater, Eve Beuchat, Lily Kaplan, Janelle Bickel, Lydia Sleeman, Daphne Atkins, Arilyn Hicks, Megan Prenatt, and Elizabeth Zuber.

Eryka Kindervater, an eighth grader, is new to our school and she likes it. Her favorite subjects are band, communications, English, and science. She participated in basketball in the fall and is currently playing the trombone in jazz band. Eryka believes that she stands out for her hard work, for being a good student, and because she is new to the school. She is glad to be one of the students of the semester.

Eve Beuchat, a freshman, loves school and learning. She already has the perfect qualities of being a good student. Her favorite subjects are science and math; she is currently in Global Science and Algebra II. Even though she is in volleyball, basketball, softball, and multiple clubs, she keeps her grades up by giving 110% in everything she does. If she did anything less, she would be disappointed in herself.

Lily Kaplan, a freshman, loves going to school, learning new information, and hanging out with friends. Her favorite class is American Cultures II. She is fascinated about learning the history of our country throughout the centuries. As well as being a passionate student, she also managed the cross country team and is currently in Key Club. Lily thinks that she was chosen student of the semester because of how hard she works and how passionate she is about learning.

Lydia Sleeman, a sophomore, enjoys school other than having to wake up so early in the morning. Her favorite classes are English and history; she is currently in 10th grade Honors English and AP US history. She also participates in marching band, jazz band, Key Club, and takes voice lessons. Lydia believes that she was chosen student of the semester because she challenges herself by her efforts and by taking hard classes, as well as being personable with her teachers.

Daphne Atkins, a junior, also loves school. Since she is interested in science, her favorite classes are chemistry and biology. Other than being a good student, she also is in basketball and on the prom committee. Daphne’s work ethic and attitude towards school helped her become student of the semester. She is that rare student who has the same positive outlook in every class.

Arilyn Hicks, a junior, says that her favorite subject is English, but biology runs a close second; she is currently in AP Language and Advanced Biology Theory. Earlier this year she also was on the cross country team. After she graduates she wants to go to college with a dual major in Biology and English. Arilyn stands out to teachers because she gets  really passionate about things that interest her.

Elizabeth Zuber’s favorite subjects are biology and band. She is a senior who has spent two years as drum major of the marching band and is currently in jazz band. After high school she plans to attend college to get her Bachelor of Science in Nursing. After college, she wants to move far away and get a job as a nurse. She believes she was chosen for student of the semester because of her open mind in class and positive outlook on doing school work.

Congratulations to all the students of the semester! If you see any of them in the halls be sure to congratulate them on their hard work.

"GOOD JOB!" one a sticky note

Featured writer,
Lily Bulman
 

R.E.S.P.E.C.T.

Hand writing "RESPECT"

Respect is one of the most important values we can receive and give. Since we were in elementary school, we learned the golden rule to treat others the way we want to be treated. The basic ways of showing respect are to listen, encourage, congratulate, be helpful, and have good manners. As Laurence Sterne once said, “Respect for ourselves guides our morals, respect for others guides our manners.” But when it comes to how students treat teachers, behavior can become disrespectful. Common ways to show disrespect include interrupting, refusing to help, or not paying attention to someone who is talking.
How does respect between students and teachers vary from elementary school through college? In general, students respect teachers more when they are younger because they have not yet learned to test boundaries. In elementary school, children tend to treat their teachers with good manners, in part, because they are too afraid to get in trouble for talking back or refusing to do something.
As they age, however, it is more common for students to push the boundaries between themselves and their teachers because adolescents are learning to test the authority of adults. This disrespect may take the form of acting out in anger, being a class clown, or getting out of having to do something. High school students often “befriend” or joke around with some of their teachers, and vice versa. Furthermore, high schoolers have fewer consequences when talking back and mouthing off to teachers, so disrespect is more common.
In college, the lack of respect students sometimes give to professors is not as vocal. For example, instead of pushing a professor’s buttons, they will skip class without a reasonable excuse. More commonly, however, between professors and students there is a mutual respect, even though some students may show it better than others. Students are paying a lot of money to go to college, so it makes sense for them to get the most out of their classes, which means paying attention.
At all levels, students should respect their teachers, the people who give them more help in life than they get credit for.

Featured writer,
Lily Bulman

 

DIFFERENT SCHOOLS, SAME EDUCATION?

High School sign

What are the differences between a public school, a private school, and homeschool? How can someone compare these different kinds of schools? I interviewed six students: Five go, or have gone, to public school. Four go, or have gone, to Maplewood. Three go, or have gone, to private schools. Two go, or have gone, to Meadville. One has always been homeschooled. Here is what each of the six had to say about their schools.

MARIA BURNS
Maria Burns was homeschooled in kindergarten through first grade. Since then, she has attended Maplewood and is currently on the soccer team (as a right defender). She does not want to go to private school because it would be too expensive. She is happy with the wonderful friends she has at Maplewood, and she likes her teachers as well.

MCKENZIE MEANS
McKenzie Means went to a private preschool, but she doesn’t count that as “going to private school.” Since then, she has gone to Maplewood and is on the soccer team, and she participates in both marching band and jazz band. Although she is content with Maplewood, she would not mind going to a private school or being homeschooled because, as she says, “I’m still going to learn and make friends, so what’s the difference?”

MELANIE COSDON
Melanie Cosdon first attended East End Elementary School in Meadville, then went to a private school called the Learning Center though eighth grade, and now is at Meadville High School. She enjoyed the Learning Center when she was younger, but as she has gotten older, she has appreciated going to Meadville. She has made new friends at Meadville and still has friends back at the Learning Center.

HAYLIE WILLIS
Haylie Willis went to First District Elementary until three years ago, when she started going to Mercyhurst Prep in Erie. She is currently a sophomore on the cheerleading squad as the flyer. She feels that she is now better prepared for college because the structure of the curriculum is that of a college. She likes the one-on-one connection between the students and teachers that she could not get at Meadville. Her peers now are more motivated to learn, whereas in public school, some students were disruptive and disrespectful. Furthermore, you can tell that the teachers at Prep enjoy their jobs by how they teach.

GAVIN IRONS
Gavin Irons is starting his second year at Cathedral Prep as a sophomore on the football team. Although he attended Maplewood for years, he believes he is now better prepared for college due to how he is being taught and the amount of work he is being given. Cathedral Prep’s students and faculty are nicer, in his opinion, because they will not tolerate bullying in any form. All the students are like “brothers.”

ABRIANNA PHILIPS
Abrianna Philips has been homeschooled her whole life and does not want to go to public school because she likes her flexible schedule, ability to choose courses not offered at public or private schools, and she gets to work at her own pace. She loves being homeschooled. On the other hand, she does not feel better prepared for college because she has never been in a regular classroom or had to make a presentation in front of a class. She is unfamiliar with a school atmosphere and the demands of a regular school day, so college could be difficult for her to adapt.


Featured writer,
Lily Buman

GRADING SCALE

In school, grades define who you are; if you have high grades, you are a nerd, and if you have low grades, you are not trying. Even having high grades does not mean you are learning what you need to know; and having low grades does not mean you are not working hard. You could do everything right, finish homework, and ace tests but not actually learn the information. More or less like a robot, you are programmed to remember what will be on the next test but nothing more.
The Penncrest School District’s grading system is based on numbers and letters and how well you are doing in your classes. Many students do whatever it takes to get the highest grades: getting extra credit, working all night, or even cheating. Grades dictate how students learn. People with open minds are more engaged in the classroom and absorb more than students who only listen to what is “important.” Even though the open-minded students might not get all A’s, they think more about what they learn and challenge themselves to understand what the teacher is actually saying.
Many students are intellectually smart but do not test well. Those who work hard and get help may still not receive the grades that they want. Others, on the other hand, can slack off on homework and not pay attention in class and still pass the tests with a high percentage.
Even though teachers say grades are not the most important thing, most students still care whether they pass or fail. I believe that students should not be graded by numbers and letters but by how much they have learned or improved.
Alverno College in Milwaukee, according to Professor Richard Runkel, has a curriculum that is ability-based. To be able to pass their classes, the students have to demonstrate the eight core abilities such as analysis and communication. “One of the main advantages of this system is the clarity of expectations and the implicit belief that all students can be successful. One of the disadvantages is that some students figure out that they can do minimal work to be ‘successful’’ (email dated 10/16/18).
If someone gets a better grade than you on a test, good for them. As long as you tried your best, you should be proud of what you did. I know this may sound cheesy, but that’s my piece of advice for this week. 

"A+" on chalk board

Featured writer,
Lily Bulman

 

WE'RE NUTS ABOUT ACORNS 

FAcorns on a treeor the last 15 years, Mr. Drake has organized an effort with his AP Biology class to collect as many acorns as possible. This year, their goal was to collect

around 1,500 viable acorns per student, but they surpassed it with a grand total of an estimated 60,359 acorns with an unusually small class. They will be sprouting and growing many of the acorns and the trees will be planted on private properties, shelters, and many will be donated or given to those who ask for them.
The acorns they collect are from the white oak tree. It’s a slow-growing climax species common to Pennsylvanian woods. The trees can grow to have a trunk diameter of six feet and over 100 feet tall. They are valued by wildlife for the energy-rich nuts they produce and are an important part of our ecosystems. Mr. Drake urges people to grow more of these trees.
His main goal by collecting the acorns was to, “Get students outside spending time around forests and plants,” because he’s noticed a trend where students gradually have a weaker understanding of the natural environments so common to our area. Students will also be conducting long-terms research studies on the acorns. Mr. Drake is trying to plan an event where he will take his AP class to the elementary school to show off what they’ve done with the acorns and other things in the class. He also would like to tell everyone that “Maplewood is the best high school in the world."

-Contributing writer
Matthew Niedbala
 

THE SCOOP ON GROUPS

Group Projects: you either love them or hate them, have a “good” group or “bad” group. In this article you will be seeing the positives and negatives of Students studying outsidegroup projects. Four interviews. Four minds. Two teachers. Two students. One question: Do the benefits of group projects outweigh the deficits? ​

REGINA TROYER
Regina Troyer is opposed to group projects because she feels like she has to do, “all the work.” She ends up having to force people to do their part of the assignment. Even though students are intellectually capable, if they know that someone else in the group will do all the work, they will rely on that person to get them a good grade. Since this is an unfair system, Regina does not like participating in group projects. Of course, if Regina is in a group with students as responsible as she is, she could actually benefit from participating.

KAYSEA THOMAS
Kaysea Thomas likes group projects simply because she likes to bounce ideas off others. Instead of feeling like all the pressure is on her to get it right or wrong, when other people pitch in, then she thinks there is a greater chance to get the answer right. “I feel like you can base your opinion on someone else’s and it makes me feel like I’m not wrong,” mentioned Kaysea. When she is put into a group project, her team divides the project evenly; everyone does their part of the work, and if they do not, she tries to motivate them.

HOLLIE CASEY

Holley Casey does not like giving group projects, but her students love them. Many students do not realize that teachers can see who is doing the work and who is not. She often does not give group projects because "too many people mess around, and others take change and do everything." Even though group projects are not her favorite, she believes that if they are well planned, they have the potential to help students improves on working together; giving students the opportunity to become leaders, to increase creativity, and to be able to work collaboratively.

JIM BULMAN
Jim Bulman generally dislikes group projects because they do not work well for teaching writing or literature. Years ago he stopped assigning group work when he realized that students do not know how to help one another. Instead of loitering in the classroom while students pretend to work but actually socialize, he now spends the hour teaching writing skills and close reading. Furthermore, “I find group work unfair to those students who participate fully, because other less motivated students simply go long for the ride and are given the same grade undeservedly,” stated Jim. For him, group projects can be beneficial if and only if the students work cooperatively. Students in a successful group have to trust one another and take responsibility as individuals to get good results.

Featured writer,
Lily Bulman

 

 

THE GIFTED AND TALENTED PROGRAM

Many of you realize that some students are regularly gone from school on Fridays; this is because a handful of students go to Allegheny College for the Gifted and Talented Program. The Gifted and Talented Program involves selected students who go to Allegheny for the day to take three enrichment classes. There are many classes to choose from. They range from Archeology to Sign Language, from Public Speaking to Slavery and Segregation Through the Supreme Court. If you keep reading, you’ll find out what two participants think of the program.

ABBY PALOTAS

 

Abby Palotas

Abby Palotas has been part of this program for six years, ever since she was invited to join in the sixth grade. This year she is taking the following courses: Secrets of Languages and LInguistics, Today’s Political Climate, and Philosophy and Application.
Secrets of Language and LInguistics is taught by Danuta Majchrowicz. Even though the class has only met one time this year, Abby is already interested in learning “why we have the speech patterns we do” and learning in depth about culture. The reason she signed up for this course is that, having had only two years of Spanish, she wanted a better understanding of different language backgrounds and cultures. Furthermore, Amber Burchard, a close friend who took the course last year, made it sound interesting and fun.
David Miller and Julie Wilson teach Today’s Political Climate. Taking this class will educate Abby about the political conflicts occurring in various parts of the world. Especially frustrating to her is learning how unfairly women are treated around the world because feminism is important to her.
Philosophy of Application is a yoga class, but not only that. It is also a journalism class. This class is taught by Carrie Morda. When I asked Abby why she wanted to take a yoga class, she replied, “After high school I need to stay active. Yoga is a peaceful physical activity, good for your mind and body. It will help me to relax and chill out more.”

 

LILIANE MOORHEAD

Liliane Moorhead

Liliane Moorhead, a freshman, has also been going to Allegheny since the sixth grade. She is taking Bridge, Creative Writing, and the humorously titled This Class Needs to be Taken!
In the Bridge course, students will be learning the basics of Bridge, a popular four person card game. Liliane is taking this class because past students have said it was fun and they learned a lot; plus, the teacher, Barb Grzegorzewski, is really nice.
Lora Zill teaches Creative Writing. For the first day of the Gifted and Talented Program, she had each student write down one of their own “quirks” (or a made up one) on a sticky note and put it on a wall with with other sticky notes from earlier classes. Then they had to take some random sticky notes off the wall and write a description of a character who has those certain quirks.
This Class Need to be Taken! is a second level language class, which means that students will be learning the history and meaning of words in different languages or linguistic cultures. For example, a joke in American English might not be funny in Australian English.
Liliane does not plan to take any of these classes in college, but she is glad she is learning what it is like to be in college by having to find her own classes, being able to walk around campus, and learning time management. Although she wants to be a part time novelist, she at the current time she does not wish to take any writing classes instead she is focusing on the non traditional courses.

Featured writer,
​Lily Bulman

 

 

WELCOME BACK, NOODLES!

As we enter a new school year, many of us are overwhelmed with the new schedule. We go from sleeping in until noon to waking up at six o’clock, from spending our afternoons playing outside to doing homework. It’s such a drastic change that we must get used to right away. Here are some tips to help you adjust to a new school year smoothly. 
 

  • Buy the proper study resources to help you complete your homework assignments.
    • Need help remembering homework assignments for all of your classes? Agendas are a good idea!
  • Create a comfortable study area.
    • Clean up your desk and throw out old papers from the previous school year, unless of course the papers contain information that could help you study this year.
    • Your desk should be organized to help you keep an organized mind and should not have any electronics nearby, unless it is being used for schooling.
    • Your study area should be quiet and well-lit.
  • Communication is an important part of entering a new school year.
    • If you’re nervous about the new school year, talk to your parents/guardians. They will help you adjust smoothly to the new school year and encourage you throughout the year.
    • If you are struggling with homework assignments or not understanding classwork, etc. ask for help or talk to your teacher. Teachers are there to help you learn, not to let you fail. Always ask for help!
  • Set goals to motivate you throughout the school year.
    • Setting goals and accomplishing those goals gives you a feeling of success and may motivate you to keep working harder.
  • Be positive!
    • From experience, negativity leads to a negative lifestyle. Negative lifestyles lead to carelessness and that may result in a bad school year. Start the school year off with a positive mindset!
      • If you find it hard to stay positive, some things I like to do are to search for a positive quote and constantly remind myself of that particular quote. I also surround myself with positive peers. Positivity is contagious! For other tips to stay positive, visit https://www.positivityblog.com/how-to-stay-positive/.


If you need more tips for starting the school year strong, try out these websites! 

https://www.myenglishpages.com/site_php_files/reading-tips-for-new-school-year-start.php
http://www.teachhub.com/top-12-ways-start-school-year-right
https://www.sylvanlearning.com/docs/default-source/resources/parent_timely-topics_back-to-school_8-smart-tips-to-start-the-school-year-strong.pdf?sfvrsn=2

Featured writer
​Bree Snyde

NEW TEACHERS

 

PATRICK BRADSHAW Patrick Bradshaw

Maplewood has added two new teachers to our Tiger family.

Many of you already know our new PE and health teacher, Patrick Bradshaw. He is split between Saegertown and Maplewood because our district has been having a budget crunch for the last four years. When a teacher retires from Penncrest, instead of hiring someone new, the district  often moves teachers from one school to another or, like Mr. Bradshaw, who has taught at Saegertown for five years, splits them between two schools. Mr. Bradshaw is not only a PE and health teacher, but he is also a wrestling coach at SHS and the Eastern Upper Peninsula (EUP).

Even though he has taught at multiple schools in the past eight years, he can tell that Maplewood has great school pride and positivity that radiate from the students and teachers alike. Of course, he was not thrilled to have his teaching split between schools, but he says it only took him one day to feel at home. Now in only his second week at Maplewood, Mr. Bradshaw says, “I feel blessed to be a part of such a great school.” Since almost everyone takes PE, let’s make an effort to show how glad we are to see a new face in the halls.

 

BEN FRABLEBen Frable

Maplewood has also welcomed a new math teacher, Ben Frable. Before moving to the Penncrest School District, he taught 8th grade math and geometry in Maryland. He has been working at all three Penncrest schools, starting with Cambridge Springs High School five years ago. He taught Pre-algebra, Algebra 1 (A and B), and consumer math for three years. After cuts to the faculty, he was assigned to “teach” In-school Suspension at the Central Office in Saegertown for two years. Now, he is teaching geometry and Algebra 1 at our wonderful school. He is very serious about education but will try his best to make math fun and tolerable.

Unlike most students, when Mr. Frable was in high school, his best subject was math. What inspired this delightful man to become a teacher? It was his own high school math teacher, who made a life-changing impact on him. Mr. Frable would like to give students the same opportunity to enjoy math that he had.

Graduating from Edinboro University forced him to improve his time management skills between classes, being a college athlete (swimmer), and student teaching at Saegertown, where he got to know the Penncrest School District. Even as a freshman and sophomore in high school, he divided his time between classes and the pool, where he was a swimming teacher and lifeguard.

There is one thing he wants out of our school: to belong. So don't be scared to say “hi” to him in the halls or to ask questions whenever you need his help. He will do whatever he can to help you. Many of us will not have the opportunity to be in his classes,  but make sure to welcome him to our school and show him how grateful we are to have him as a member of the Maplewood family.

 

Featured writer,

Lily Bulman