The new school year is always nerve-racking — new classes, new people, and new teachers. The readjustment period is always a struggle after coming back from two months of summer, and it’s been even more so with Indiana’s new phone ban.
But students and faculty persevere and get through by talking to new people, catching up on late work, or reading a book.
Algebra II teacher Greg Bowen was a little intimidated at the beginning of the year, but he is slowly readjusting to all the changes.
“I was a little nervous about how kids would adjust to the new cell phone policy, and they’ve adjusted really well, so yes, now I’m excited,” said Bowen.
The new cell phone policy had all the teachers on the edge of their seats, but students adjusted better than they thought. It’s a different kind of year for everybody, including senior Leighla Perry.
“This is my last year of high school, and although I’ll miss it because of my friends, I can’t be more excited about graduating,” said Perry.
Perry’s also been involved in the JHS community since junior year by being a part of NHS, Anchor Club, and cheerleading.
“I love being involved; it looks good on applications, and it’s nice just helping people and knowing I’m doing a good thing,” said Perry.
Juniors are getting older and racking up college credits and AP classes.
“The year has been pretty good; it’s mostly just me waiting for IUS to start. I expected more out of my classes, especially from my AP U.S. history class,” said junior Kahlani Hunt.
It seems like everybody’s year has been great so far, including sophomore Savannah Valois.
“My favorite part of the school has been my math class; it’s been great. I thought it would be harder this year, so I wasn’t excited at first, but it’s been okay,” said Valois.
As one high schooler’s career ends, another begins.
“The year has been good so far; I’ve found my classes easily; I thought it would be harder navigating,” said freshman Harmony Staton.
Life this school year, although different, has been going better than anybody expected, and JHS is excited for what is to come.
Algebra 2 teacher Greg Bowen gives instructions to his honors class about the daily PRIDE slides on August 11 during fourth-period hour. Photo by Gabrielle Watkins.
English teacher Justin Linde teaches his fourth-hour sophomore honors class the importance of nouns and grammar. Linde shared his opinion on visuals in the classroom, stating, “I always try to make sure there’s a video, that there’s some sort of visual element to my lesson whether it’s a video or whether we are looking at an image or work of art,” Photo by Aby Lawson.
For some teachers, teaching is something that they have wanted to do their whole lives. For others, it may take a little longer to figure out what they’re really passionate about. That’s the exact situation English teacher Justin Linde found himself in.
From a young age, Linde had always known that he loved English and literature, but once he got to college, that’s when he knew those were not the only subjects that he actually cared about.
“I started realizing that I wanted to study more than just literature. I wanted to study more than just that subject. I did more than just literature. I wanted to study all the aspects. I wanted to know about the history, the historical context. I wanted to know about the cultural and artistic background of literature. And I realized that all of my interests aligned with philosophy,” said Linde.
Although Linde knew he loved philosophy and English, he questioned himself about pursuing his interests as a career path. So he continued taking classes at the University of Louisville, but he had limited time.
“I got a scholarship to attend the University of Louisville, so I went to U of L and declared myself an English major. That was my original major. For the first year or two, I was just taking my general ed classes, but I also took English classes,” stated Linde.
Linde recalls his love for philosophy started when he first began reading books about the subject early in his education.
“So probably in middle school, I started encountering philosophers, but it wasn’t probably until high school that I started reading philosophers and philosophy on my own,” he said.
But the one philosopher who stuck out the most was a German philosopher named Nietzsche, and Linde became interested in him because he felt he could relate to him.
Although Linde had finally found his passion, his journey to pursue it wasn’t easy.
“I was at U of L for five years, and I didn’t finish my degree. And I said, you know what, I’ve spent all the scholarship money, and now I have to pay for things on my own. So I was like, I can’t afford this. I’m going to take a year off, figure things out,” he stated.
During Linde’s year off, he moved to Indiana because his job offered him more pay. While moving, Linde decided that it was time to go back to school, so he transferred all his college credits to IUS, where he majored in philosophy.
“So I transferred my college credits to IUS and took all those missing classes that I needed, and I finally graduated with my bachelor’s degree in philosophy in 2013,” he said.
Linde spent years thinking about what his next moves should be after graduating.
“After many plans fell through, I kept working at Meijer, and then finally, one day it dawned on me. Why did I never decide to teach high school? Because sometimes I dreaded going to school, but I loved the teachers,” said Linde.
Linde started taking an online program to get his license to teach, which took him two years, and later went back to get his master’s degree. Although Linde had finally gotten his dream job, his journey still wasn’t over.
“When I started teaching, the challenge was that I hadn’t been teaching, so I didn’t have the experience, and that was challenging because I felt they knew I just started, so they took advantage of that,” said Linde.
Although Linde saw the challenges of starting teaching later than other teachers, others saw it as an advantage because of his different perspective on things.
“Unlike many other teachers, Mr. Linde is fairly flexible about his daily curriculum; he is willing to adjust the assignments or lessons planned to better tailor the class to meet his students’ needs,” said senior Tristan Cooley.
“Something that makes him stand out is how he goes through each assignment step by step and is very patient and understanding with his students,” said sophomore Jonayazia Dickerson.
Starting his teaching career later in life gave Linde a different perspective on how he teaches his students.
“I like to introduce some of the other philosophers to my students. I think that makes me different because I want to teach kids how to think like philosophers and I want them to focus on philosophical big ideas,” he said.
Before making his way into teaching high school students, Linde gained experience that helped him understand how to work with students and their different emotions and personalities.
“In customer service, you often have to deal with angry customers. and I think you have to learn how to deal with conflict and conflict resolution, and that transfers to the classroom. Because when students are struggling or having personal problems that spill out into the classroom. And as a teacher, you have to learn how to manage that,” stated Linde.
While his past job taught him how to handle conflict and work with different personalities, becoming a teacher came with other challenges. Linde also found support from teachers who helped him along the way.
English teacher Allison Clary complimented Linde’s challenging coursework, adding, “He’s quickly learned how to assign that right work for certain students, and he’s so brilliant that now he’s teaching AP and honors and I know that he just really works on it to keep difficult while also being manageable.”
“Ms .Clary really became a mentor for me,” said Linde. “She helped me out a lot. I went to her and I asked her questions and she really supported me and helped me.”
With Clary’s support, Linde had someone to guide him in the right direction as a new teacher.
Clary’s advice helped Linde realize that not all students learn the same way, so he’s been adapting his lessons to meet all students’ needs.
“Students learn differently. So I try to incorporate all types of learning. Some are visual. Some need to write. Some need to speak out loud. So I would say what makes me different,” he said.
For Linde, making learning more accessible is only part of what he wants to accomplish. His main goal is to teach students how to become better thinkers.
After years of searching for a career that felt right, Linde finally found his passion, and now he hopes to leave his students with the reminder to always ask questions and think like a philosopher.
“We’re here because I want students to become critical thinkers. And that’s the goal,” said Linde.
English teacher Justin Linde teaches his fourth-hour sophomore honors class the importance of nouns and grammar. Photo by Aby Lawson.
Freshman Eden Stewart sits down at the lunch table. She puts her belongings and lunch box down, then proceeds to take her food out of the box. While eating her food, she takes out her computer. She starts working on homework or missing assignments while eating.
“Honestly, I don’t know. I usually prioritize finishing easier work in classes and taking more time to complete my harder work. This means doing work during lunch, advanced band, Spanish, and any other time I can. It’s really hard to do homework at home with all my band activities, but I usually manage my time well,” said Stewart.
High school can feel overwhelming at first, but freshmen learn how to adapt and succeed. Their experiences reveal why the lessons they learn in their first year truly matter.
For many freshmen, the transition to high school comes with challenges, but it also leads to growth. Stewart shares how they adjusted to this new environment and why it will help them to succeed.
“It was really hard. High school was really difficult to get into the flow with, especially because of my constantly full schedule between marching band, winter percussion, and all advanced classes. I’m still adjusting to it, and I know that with all the struggles this year, it will be easier next year. I will be able to have fun without a lot of stress,” said Stewart.
Although the transition can be difficult for many students, teachers support freshmen by making it easier and less overwhelming.
Math teacher Alyssa Jones helps freshman student Onah Barns with work during class on April 9. “To support freshmen, I listen to their problems and help with anything they need. Just caring about them and giving them extra time if they need it,” said Jones. Photo by Liddia Waterbury.
“It’s important to help freshmen adjust to high school because when you’re in middle school, you’re not really used to switching classes. Then, if you fail a class in high school, you have to retake it, and they’re not used to that either. To support freshmen, I listen to their problems and help with anything they need. Just caring about them and giving them extra time if they need it. Especially because you can get really behind on school work from seven classes if you don’t have that support,” said math teacher Alyssa Jones.
Support isn’t only about helping students adjust. It’s also about motivating them when they feel overwhelmed. Teachers play a crucial role in helping freshmen stay focused and confident during stressful times.
“If their lack of motivation is because they’re overwhelmed, then what I try to do is make it more manageable. I help them look at their grades in class and in other classes. I help them pick the most important grades and push to make sure they stay focused on them. They are the assignments that are going to help their grades the most. If they can just narrow their focus to one thing at a time, and get that done, they can make progress,” said English teacher Holden Henderson.
This shows how teachers help students feel less stressed by breaking work into smaller steps. While that support is important, students also need to find other ways to get motivated on their own.
“How I usually stay motivated is when I think about graduation. I usually end up thinking about how, like, if I don’t finish this, I won’t be able to succeed. I also stay motivated by thinking about how I want to make my family proud with good grades. This influences my hobbies and stuff because after putting in that much effort, they feel more relaxing. I look forward to doing my hobbies and other things,” said freshman Onah Barns.
Students motivate themselves through their own goals. At the same time, teachers can strengthen that motivation by building supportive relationships with their students.
“I just try to be myself, be relatable, and share my interests. I know that my interests overlap with a lot of yours. I feel a little bit more in touch with social media and modern media than other teachers. I just try to be relatable and make sure students know that I care about them as people and not just the numbers in my grade book,” said Henderson.
“It’s really important to have a good relationship with a teacher because you’re more likely to pay attention to what they say. If you don’t have a good relationship, you’re more likely to tune them out and do the bare minimum and not learn what they teach you,” said Henderson.
Strong relationships with teachers can impact how much students engage in class. When students feel comfortable, they are more likely to listen, learn, and reach out for help when they need it.
“To ask for help with school, I raise my hand, go up to the teacher, and ask questions. I know that they are here to help me and help me succeed. When I ask the teacher about work, they help me to understand it better. This also gets rid of a lot of stress when the material is important and I don’t know how to do it,” said freshman Madisyn Maratty.
Asking for help is important, and it also shows something bigger. Teachers are there to guide students and support them when they struggle, making help a key part of their role.
“Remember, there are so many trusted adults in this building who want to help you succeed, so find one and develop a relationship with them. Talk to your teachers about topics or things you may be struggling with. They are here to help you and truly appreciate hearing from you over hearing from a guardian or another adult.”
Freshman Counselor Andrea Schedler
“Remember, there are so many trusted adults in this building who want to help you succeed, so find one and develop a relationship with them. Talk to your teachers about topics or things you may be struggling with. They are here to help you and truly appreciate hearing from you over hearing from a guardian or another adult,” said freshman counselor Andrea Schedler.
Support from adults doesn’t stop at just being available when students ask for help. Teachers also take an active role in guiding freshmen, helping them build skills and habits they’ll need to succeed throughout the rest of high school.
“I make sure freshmen understand what is expected, that there’s certain behaviors that are not acceptable. I make sure that they know that teachers have deadlines to get work done. At first I try to push and guide them, then I get stricter, if they are still lacking in maturity,” said biology teacher Joe Somerville.
The freshman experience includes challenges, growth, and support. Students build habits and maturity while teachers continue to guide and push them towards success.
The school year coming to an end, and throughout the year, freshmen have learned to adapt to the new environment of high school.
Teachers and counselors at have noticed how this year’s freshmen adjusted to the rigors of high school and how they’ve grown over the school year.
“Some of this year’s freshmen have adjusted well to the rigors of high school. I have witnessed growth in attendance, getting to class on time, balancing the workload of seven classes, becoming more confident in themselves, and learning how to handle conflict and minor issues on their own,” said freshman counselor Andrea Schedler. “I have also witnessed a lot of students grow in their involvement in athletics and extracurricular activities.”
Adjusting to the challenges of high school does not always happen easily, though.
“Overall, as a freshman class, they haven’t adjusted very well to high school,” said freshman college and career teacher John Moody. “Some have figured out how to live outside of middle school and have been mature, while others have been immature and are still stuck in middle school.”
Moody shared some tips on how future freshmen can prepare themselves for high school and adjust to the rigor of JHS.
“What you’re going to experience here is going to be much different. You’re going to be expected to meet deadlines. You’re going to be expected to work on things you don’t know, and you’ll have to ask questions,” said Moody. “You just need to be as prepared as you can be. Make sure things are turned in on time because some teachers won’t even accept late work. Also, don’t fall behind because if you don’t fall behind, you won’t have to worry about catching up.”
Freshmen Cherish Brown, Lauren Beck, and Arianna Black work on a Coca-Cola group project in Michael Moody’s college and careers class. Photo by Kaylee Borelli.
This year’s ninth graders have also detailed some advice for incoming students next year.
“I would definitely just be yourself so you can find more people that are like you,” said freshman Donnie Muncy. “I feel like that’s a big part of it, being around people like you helps you be yourself and be happy. But overall, just being around people like yourself will make your overall high school experience better.”
Similarly to Muncy, freshman Sophie Ellis also detailed a way to make friends as a freshman.
“Go to all the events, even if you don’t think they’re going to be fun,” said Ellis. “It’s a great way to make friends and bond, and you get to see the school community.”
In addition to the students sharing their tips, some freshmen shared how they succeeded in their first year of high school.
“This year, I never let my work slip and was able to turn in my work on time,” said freshman Katie Higdon. “I just made sure I didn’t procrastinate and got my work done before the due date, so I wasn’t stressed the day before an assignment was due.”
Freshman Kaden Eurton said organization made school less stressful.
“Instead of stressing over my work, I would stay organized and balance my work and free time so I never fell behind,” said Eurton. “I would say as long as someone stays organized and stays up-to-date with work, high school will be more enjoyable and not as stressful.”
Regular attendance is another suggestion that freshmen shared with their peers.
“You really can’t miss much school because of how much work there is,” detailed freshman Parker Vibbert. “It takes a while to get caught up, but as long as you have good attendance, school will be much easier.”
Anchor Club is excited to announce its upcoming 2026-27 season. Applications are now open for interested students and officially close May 6. Click on the QR code for more information or contact Anchor Club sponsors for any questions.
Photos by Magdalene Conrad and Malachi Conrad. Click on each image below to view photographs in gallery.
Prom attendees grab from the selection of food set up by the workers hosting the event. Photos by Malachi Conrad.Seniors Blake Russell and Abril Sandoval verify their ticket purchase toward the start of the event at Saturday’s prom at the Mellwood Art Center. Photo by Malachi Conrad.Prom attendees settle into tables as the event begins to fill at the Mellwood Art Center. Photo by Malachi Conrad.Senior Magdalene Conrad and and guest Ryan Shortt share a moment at prom as the venue begins to fill. Photo by Malachi Conrad.JHS students dance at prom on April 11 at the Mellwood Art Center in Louisville. Photo by Malachi Conrad.Prom attendees dance the night away in a blend of light and shadow. Photo by Malachi Conrad.Prom attendees use an I-pad to record themselves on the dance floor at Saturday’s prom. Photo by Malachi Conrad Junior Jomall Owens gets crowned prom prince at Saturday’s prom. Photo by Magdalene Conrad.Junior Harper Hylton gets crowned prom princess. Photo by Magdalene Conrad.Juniors Jomall Owens and Harper Hylton pose for a picture after being crowned prom prince and princess. This was the first year juniors were eligible to be voted prom prince and princess. Photo by Magdalene Conrad.Senior Ralph Brooks smiles after being crowned prom king. Photo by Magdalene Conrad. Senior Kendall Curry gets crowned prom queen on April 11 at the Mellwood Arts Center. Photo by Magdalene Conrad.Seniors Ralph Brooks and Kendall Curry pose for a photo after being crowned prom king and queen. Photo by Magdalene Conrad.Senior Kendall Curry, senior Ralph Brooks, junior Harper Hylton and junior Jomall Owens pose for a photo after being crowned prom royalty on Saturday, April 11. Photo by Magdalene Conrad. Senior Kelis Dansby dances on stage late into the event at Saturday’s prom. Photo by Malachi Conrad.The majority of the JHS boys’ volleyball team poses for a photo at the DIY photo booth during prom on Saturday. Photo by Malachi Conrad.
While energy drinks have been popular among students, side effects have been a concern for teachers, nurses, and parents.
The popularity of high caffeine and sugar drinks worries many parents and teachers, including nursing assistant Donna Poole, who described the side effects she sees working in the JHS health office.
“All of these things can be side effects — high blood pressure, mental health. You can have anxiety, irritability, restlessness — all of those things can be affected by too much caffeine,” she said.
Poole said these side effects can be activated by consuming energy drinks on a daily basis. This excessive amounts build up a negative dependency in human systems.
“If you drink them on a daily basis, you are building up a dependency. So then if you don’t have them, like I said, you’re going to get side effects — headaches, not feel good. You’re going to be lethargic,” she said.
Abusing the consumption of these drinks can highly affect children’s growth, restricting bone acquisition and causing hormonal imbalances due to the high caffeine and sugar levels that energy drinks carry.
“It’s better if you can just not get to that situation, where you are dependent. Everyone has to make their own decisions about that; we just need to be educated on what it’s doing to us,” said Poole.
The American Academy of Pediatrics warns these drinks can be harmful and addictive, increasing the risk of excess weight gain, cavities, heart disease, diabetes and fatty liver disease.
These energy drink companies just market their products as fun drinks with bright colors with trendy styles and formats, designed specifically to attract teenagers, according to The Guardian. Poole described these advertising techniques as a negative way to hook teenagers.
Art by Mackenzie Stubblefield.
“They package them to target kids; they make them look good. They make you want them, so I mean it’s just that we need some healthier alternatives.”
Sophomore Makenzi Middleton said she drinks energy drinks, listing a variety of flavors, and described how the brand Alani listens to their consumers.
“One reason why I really like that brand is because they listen to people’s ideas a lot, like people will talk about ideas they like, and then you might see it coming out. Like the cotton candy energy drinks were limited, and people wanted them back, so they brought them back, as well as two other flavors,” she said.
The company Alani creates new flavors based on consumer recommendations. However, Poole finds even these tactics to be a problem — “tricking teens” to buy their product that is advertised to be positive and give a “quick boost of energy,” but still doing damage.
“I just hate to see the damage that’s being done by energy drinks. Personally, I don’t think kids should be allowed to buy them, but they’re going to get them anyway. I mean that’s how kids are, we always find a way, doesn’t matter if you’re supposed to or not,” she said.
Poole explained that educators and health officials still make it known that energy drinks carry dangers and the effects that they can cause, especially to young audiences.
“You live and learn. I do know everybody here is concerned and knows the dangers, the teachers and the staff know the dangers for kids,” she said.
There is no federal legal age requirement for teens to purchase energy drinks in the United States. While no national law exists, both the American Academy of Pediatrics and the Center for Disease Control and Prevention (CDCP) recommend that adolescents from ages 12-18 limit their caffeine consumption to 100 milligrams per day.
These drinks hold a dangerous level of caffeine, all the way up to 200-plus milligrams. For comparison, the average cup of coffee is 80-120 milligrams. That’s about less than half the usual energy drink
It is highly recommended for consumers to drink one a day maximum, considering the average intake of caffeine in a day should be around 100 milligrams, which is far less than many cans hold.
AP biology teacher Melissa Brewer supported limiting caffeine, saying, “You’re not supposed to have that much caffeine maybe in a whole day, but I see kids drinking two or three of those a day.”
Coffee may be better slightly statistically than an energy drink, but Brewer said teens must be wise with the amount and consistency they drink to avoid addiction.
Poole agreed. “I like my coffee a lot, but your brains are still developing, so it affects you all more. A lot of these kids, they drink so much of it, they really feel the effects of it, so I mean everybody has to use their own everything in moderation.”
For senior Natalie Hollins energy drinks are something she can control on a daily basis.
“I consume energy drinks because they give me a boost through days that I’m tired or having a bad day, but I don’t drink them as often as I used to, so l’d say maybe twice a week.”
Freshman Dakota Jent drinks an Ultra Blue Hawaiian Monster energy drink, which is a zero-sugar, low-calorie energy drink containing 150 milligrams of caffeine. Photo by Mackenzie Stubblefield.
While some teens control their energy drink intake, others avoid the drinks altogether.
Sophomore Ethan Jenkins said, “I don’t consume energy drinks because it can ruin your sleep schedule, it’s unhealthy and for some even unsafe for your heart and blood sugar levels. I wouldn’t try one — it seems too dangerous and not worth it at all.”
Sophomore Dana Romero Regalado said she has noticed these side effects, too.
“At times, I have experienced side effects such as feeling jittery, an increased heart rate, and difficulty falling asleep if consumed later in the day.”
At the end of the day, research links energy drinks and caffeine to negative health effects, which is why JHS does not sell them at lunch and stocks vending machines with lower calorie drinks that are all zero sugar.
JHS students participated in the annual Multicultural Showcase on Thursday, March 12, sharing their cultures through presentations, dance, food, and dress with their fellow students and staff in the auxiliary gym.
Click on each photo in the gallery below.
A proud group of dancers performs a traditional Honduran dance. Photo by Areli Hernandez.Freshman Ivana Molina hands out food to other high school students during the Multicultural Showcase. Photo by Brycen Vanmeter. Freshman Gio Celis Gamas pours a cup of agua fresca during the Multicultural Showcase in the auxiliary gym on March 12. “It was made by the Aztecs with blended fruits and waters, and flowers to hydrate during travels,“ he said. Photo by Donna Muncy.Sophomore Eliada Tshimbalanga, who represents Congo, proudly faced painted guests with bright colors and designs on March 12. Photo by Areli Hernandez.Freshman Selena Escalante proudly points towards her Brazilian poster to showcase interesting facts on March 12. Students shared research, experiences, food, and traditional dress and dances during the annual event as classes throughout the school visited different booths. Photo by Areli Hernandez.Senior Stacey Nena smiles while performing a traditional Polynesian dance on March 12 at the Multicultural Showcase in the auxiliary gym. Photo by Areli Hernandez.Senior Susan Ochoa displays her bright royal blue dress while dancing to a traditional Mexican quince dance with junior Ian Chavez on March 12 at the Multicultural Showcase. Photo by Areli Hernandez.Junior Maleshka DeJesus glances to the left while performing a traditional Puerto Rican dance on March 12. Photo by Areli Hernandez.Juniors Laila Zaabani and Olivia Zanartu dance at the annual multicultural showcase on March 12. Zanartu stated, “Dancing brings people of all cultures together.” Photo by Kaylee Austin.
Freshman Desi Elliot explains the Puerto Rican culture to the interested students like freshman Lia Logsdon at the multicultural showcase during third hour on March 12. Photo by Kayleen Alvarado.Sophomore Marcela Carreiro paints a vibrant flower on freshman Kerington Caldwell as part of Brazil’s cultural showcase event. Photo by Lia Logsdon.Freshman Valeria Ramirez talks to students about the Mexican culture. “It’s really cool seeing everyone showing off their culture all in one place.” Photo by Logan Vidt.Sophomore Marcela Carreiro facepaints sophomore Jayline Cox Lee at the Multicultural Activity Fair during 7th hour. Photo by Shelby Keesee.Freshmen Yorleny Padilla and San Florencia Padilla dance on March 12 as part of the Multicultural Showcase. Photo by Eva Harbeson.
2026 Lilly Endowment Scholarship winner, senior Lizty Rubio, is a significant part of JHS and her community beyond Jeff. She is an active member of the swim team, the Anchor Club, the National Honor Society, and represents the school as a student ambassador.
“Litzy is a compassionate, strong, and dependable person. Because she’s in such high classes and she works for so much of what she has, and her leadership positions just show how dependable she can be, and for each of those, she has to be very compassionate,” stated junior Macyn Jackson.
Rubio is known as a leader in everything she does. In her junior year, she served as the co-president of the Student Council, along with representing the Senior Class as vice president this year.
“I feel like being involved in the school allows me to be better prepared for my future. I used to be shy and kept to myself, but my sports and clubs have allowed me to expand on everything,” explained Rubio.
Senior Litzy Rubio displays leadership and friendship in a number of JHS activities, including the swim team. Submitted photo.
Being a student-athlete can make or break a person. They have to have a strong will and determination to succeed, along with balancing the aspects of school, sports, and life in general. But it can also lead to so much more than just medals and trophies.
“Some of my best memories and friendships have come alongside the sports I have done,” said Rubio. “The people are like a second family to me; we wake up early in the morning for practice and leave late at night from meets. I am with them all the time, even during the holidays.”
These friendships could last a lifetime.
“Litzy truly is someone I look up to. She sets an example for everyone, showing that if you really want to do something, you can,” senior Mari Bush explained.
Rubio plans to potentially attend Purdue University to pursue her bachelor’s degree in civil engineering and possibly earn her master’s degree in architecture to become an architectural engineer.
Extracurricular activities offer students crucial lessons in teamwork, discipline, leadership, and resilience, helping develop skills outside of just academics.
High school is full of opportunities. Some of those opportunities are extracurricular activities. Most extracurricular activities are after-school activities, but in some cases they can go on during school.
“Confidence, it helped me through soccer and it made me a better player,” said freshman Jacqueline Escobar, who plays club soccer, not related to school. She added that playing a sport outside of school has helped her with time management with her school work by having to balance practices, games and school work simultaneously.
Senior Kendall Curry agreed that participating in extracurricular events has helped her find balance with not only clubs and school work, but also with working at her job. In all these areas, Curry said that she was around diverse groups of people. Because of this, she learned how to work among a variety of individuals from different backgrounds as hers.
By participating in extracurricular activities, students can also gain insight into fields of interest they may want to pursue in the future.
Curry learned from being a football manager that she will likely pursue a career working in sports.
Freshman Alayla Hickerson learned by being in band that she would like to continue it in college and maybe as a career.
Special life skills can be derived from participation in extra curricular activities as well.
Freshman Eva Harbeson appreciates the marksmanship skills she has learned in JROTC. She said that she likely won’t use those skills in a future career, but she is glad she can protect herself for knowing them now.
Curry, Hickerson, Escobar and Harbeson all described common lessons they learned from participating in extracurricular activities: they gained confidence, time management skills, and the willingness to try new things.
All of these skills are useful in future goals outside of high school, proving how beneficial extracurricular activities can be.
Chemistry and physics teacher Matthew Bramer made a major life change when he left the tech world to become a teacher at Jeff High.
“My previous work was IT work, and it was fun, but it didn’t feel like it had a big impact,” said Bramer, who worked in technology at Mercer Transportation.
ICP teacher Matthew Bramer goes over student slides and corrects them to put it in a grade. Bramer is happy that the student had finished the work. ”I love being a teacher; I can show them a easy way to do things,” he said. Photo by Kayleen Alvarado.
After reflecting on his time in the tech industry, Bramer realized that while he enjoyed his work in IT, he didn’t feel like he had a deeper purpose. This made him want to change his career to something where he could positively impact others’ lives and make them feel like they have a purpose, too.
“I wanted to be a teacher so that I could impact the lives of the students,” said Bramer.
Although Bramer thought he would only impact the lives of students in class, he has also impacted them outside of the classroom as well.
“I like how he’s very patient with the students and also listens to my drama,” said freshman Ariana Smith.
“Patient” and “kindness” are some of the many words that students and staff would use to describe him.
“He’s kind. He definitely is one of the kindest people I’ve met. He doesn’t get stressed out by the situations that every day of teaching can give you. He’s able to keep it cool,” said science teacher James Huffman, who has been teaching for 10 years.
“He’s so enthusiastic and happy all the time. Oh, my gosh. Always has a smile so kind. It’s a really good guy,” said science teacher Hope Rector, who has been teaching for 19 years.
While Bramer is known for his kindness and patience, his first year of teaching has also come with challenges and rewarding moments.
“Classroom management has been pretty hard. And that’s just managing all of the personalities,” said Bramer.
But despite having a lot of personalities in one classroom, Bramer enjoys getting to know all the students and also getting to see them understand what he’s teaching.
“I think seeing the students get it and understand the curriculum was really nice, and it was also really nice to have a lot of students come up to my desk and hang.”
These rewarding moments are one of the many positives that keep Bramer motivated to keep teaching. But one of the most important aspects that has kept him moving forward is the help from his fellow staff members.
Graphic by Kori Washington.
“Ms. Rector and Mr. Huffman have been very helpful,” said Bramer.
Huffman and Ms. Rector’s advice have played a role in Bramer’s growth as a teacher since the start of the year.
“I think when you walk in, like as a teacher, and you have like over 30 kids staring at you, it’s overwhelming for sure. But I’ve seen him grow in his confidence,” said Rector.
“He’s gone from being nervous to and kind of using me and Miss Rector and other teachers that are veteran teachers as helpers; he’s almost doing most of it on his own. He’s asking us for some, like help every once in a while, but he has gotten to the point where he’s creating things and sending them to us,” said Huffman.
After experiencing the challenges of his first year and growing with the help of his mentors Bramer has learned valuable lessons he would like to share with otherothe first year teachers:
“I set aside time for grading, cause coming in, I was like, ‘yeah, I’m gonna grade.’ And then I actually have to grade. And it’s like, ‘oh my gosh.”
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