Welcome to The Rebellion On-line!
The Walpole Rebellion is now on-line. Enjoy your favorite features, new stories and editorials all at the click of a button.
Editorial: Pop culture of TV and the internet lack value for teenagers
By Matt Murphy Class of 2008
Within the last five years creativity and intelligence in television has diminished. Many “eye candy” shows, including MTV’s finest—“Next,” “Made,” and “Laguna Beach,” as well as VH1’s “Flavor of Love”--- all seem to dissolve into the trite theme of making money for an audience. Reality shows are ubiquitous. “American Idol,” “America’s Got Talent,” “Last Comic Standing,” “Punk’d,” “Project Runway,” and “Skating with Celebrities” are just a few of the dozens of reality shows flooding the television airways. Of course, reality shows are not bad per se, but character development, creative plot, and professional acting are not needed in programs about contests. But if a typical television watcher views shows of mindless, prize shows, how much are they going to appreciate the truly classy shows where millions of dollars are spent not in paying for elaborate stage backdrops and models used as props, but in garnering talented actors and actresses, top-of-the-line script writers, and professional executives? Reality shows, although superabundant, are not the only shows transfixing American audiences. Living in a post-September 11 world, the perpetual fear accentuated by the terrorist attacks, and subsequent invasions of Afghanistan and Iraq, have tainted many shows with a nihilistic theme, as well as a malevolent view towards human beings. “24,” with its incessant terrorist attacks, as well as rampant killings, accurately correlate to events in the current world. There are other shows with this Orwellian motif, including “The Shield,” “Rescue Me,” “Alias,” and “Lost.” Although “Lost” is a magnificently crafted show with complex relationships amongst the survivors of the island, intriguing backgrounds, and resplendent beaches to stimulate the audience’s curiosity, it is the constant fear of the Others, triggered by the renegades’ wanton acts of murder, as well as their secretiveness, that underscores every episode. Of course, the nihilistic and sometimes violent shows are intelligently written, but their themes are superfluous in a world with a very unstable Middle East region, and terrorists skulking in all parts of the globe. The number of shows which do not exhibit either the themes of gaining money, or fear of the world, are few and far between. Medically based shows such as “House M.D.,” “Grey’s Anatomy,” and the venerable “ER” offer decent drama, and crime shows, like the “Law and Order” series, “NCIS,” and the “CSI” series are creative and well-crafted. However, many of these programs have been on for several years---“ER” has been airing for a whopping twelve years—and their tenures cannot be guaranteed when the creativity begins to run thin. However, despite the dearth of creative and original programming, there are exceptionable shows which are neither old, nor monotonous. HBO programs almost guarantee astute audiences satisfaction. “The Sopranos,” “Six Feet Under,” “Oz,” and “Entourage” personify superlative creativity and entertainment value. However, these programs deal with mature topics, which are certainly not intended for young teens. So then, if teenagers who wish to watch decent television are not interested in sensational “eye candy” shows on MTV or VH1, can’t stand to watch sad or evil-based shows, and detest those HBO shows garnered for adults—if they even have HBO—what are they to watch? Comedy Central often comes to mind. Indeed, those shows are very funny. “South Park,” “Chapelle’s Show,” and especially “The Daily Show” afford intelligent entertainment. Some people can even subsist on such comedic programming every day. Yet comedy is only one aspect of entertainment: Drama, suspense, mystery—they are all integral to the television experience. And although there are some shows worth the time to watch, they seem to be overshadowed by hackneyed, and uncreative programming—meant to appeal to mass audiences through pop culture, and current events. With media “dumbing down” the quality of programming through television, teenagers, in unprecedented statistics, are spending more time searching for entertainment in another medium: the internet. CBSNEWS.com has reported that teens spend an equal time watching TV and surfing the web—around 2.9 hours per day. Moreover, 65 percent report having memberships on various social web sites, such as Myspace, and Facebook. With about 130 million accounts, Myspace is clearly a very popular medium for teens to communicate with each other, post blogs, personalize their profiles, and display information about themselves for others to see. Why watch boring television when access to an infinitive number of friends (to talk to) is at your fingertips? Similar to reality shows, Myspace is in no way bad; the only connection between the two media is that they appeal to teenagers. Unfortunately, though, Myspace does reflect the progressive “dumbing down” of the media. Whereas several years ago, when students would access legitimate college-based web sites to extract information, now their main source of information is Wikipedia—a commune based web site which anyone can edit. (Alexa.com has listed wikipedia.org as the ninth most visited web site in the world). Thus, with Myspace, teens are not being entertained by professional TV executives with intelligent programming. Instead, teenagers opt to find their humor, their drama, their suspense with each other. Bloggings, and Youtube.com—where anyone with a video camera can record any type of video clip and mail it to their audience as entertainment—are flooding the internet. Gone are the days of wily humor, passionate mystery, and airtight suspense. The majority of teenagers seem perfectly satisfied to idle their brains by talking with friends online; evidently, they find an activity which is commonplace enough at school, to be the most efficient use of their media outlet time. Amateur directors on Youtube, as well as amateur music groups on Myspace—thousands of Indie Rock Bands have found an audience by posting their music on the web site—may argue that their videos, that their music, is just as engaging as those done by professionals. Although decent directors and musicians often do post legitimate work online, and although there are many talented artists who find no problem in advertising their work this way, the garbage out there renders the entire online media bloggings, recordings, videos, and music significantly “dumbed down.” Hopefully, teenagers will always express their social side through frequent conversing, and yes, online blogging and profile personalization. Regardless of their methods of entertainment, whether it be the internet, or television, or both, it is to their advantage not to be swept up in the pop culture of television, which frankly, is not very intellectually engaging. Likewise, the abundance of online musical groups and frequent video recordings signify that teens must understand the difference between quality work, and that which is meaningless—lest they end up only viewing worthless junk.
Within the last five years creativity and intelligence in television has diminished. Many “eye candy” shows, including MTV’s finest—“Next,” “Made,” and “Laguna Beach,” as well as VH1’s “Flavor of Love”--- all seem to dissolve into the trite theme of making money for an audience. Reality shows are ubiquitous. “American Idol,” “America’s Got Talent,” “Last Comic Standing,” “Punk’d,” “Project Runway,” and “Skating with Celebrities” are just a few of the dozens of reality shows flooding the television airways. Of course, reality shows are not bad per se, but character development, creative plot, and professional acting are not needed in programs about contests. But if a typical television watcher views shows of mindless, prize shows, how much are they going to appreciate the truly classy shows where millions of dollars are spent not in paying for elaborate stage backdrops and models used as props, but in garnering talented actors and actresses, top-of-the-line script writers, and professional executives? Reality shows, although superabundant, are not the only shows transfixing American audiences. Living in a post-September 11 world, the perpetual fear accentuated by the terrorist attacks, and subsequent invasions of Afghanistan and Iraq, have tainted many shows with a nihilistic theme, as well as a malevolent view towards human beings. “24,” with its incessant terrorist attacks, as well as rampant killings, accurately correlate to events in the current world. There are other shows with this Orwellian motif, including “The Shield,” “Rescue Me,” “Alias,” and “Lost.” Although “Lost” is a magnificently crafted show with complex relationships amongst the survivors of the island, intriguing backgrounds, and resplendent beaches to stimulate the audience’s curiosity, it is the constant fear of the Others, triggered by the renegades’ wanton acts of murder, as well as their secretiveness, that underscores every episode. Of course, the nihilistic and sometimes violent shows are intelligently written, but their themes are superfluous in a world with a very unstable Middle East region, and terrorists skulking in all parts of the globe. The number of shows which do not exhibit either the themes of gaining money, or fear of the world, are few and far between. Medically based shows such as “House M.D.,” “Grey’s Anatomy,” and the venerable “ER” offer decent drama, and crime shows, like the “Law and Order” series, “NCIS,” and the “CSI” series are creative and well-crafted. However, many of these programs have been on for several years---“ER” has been airing for a whopping twelve years—and their tenures cannot be guaranteed when the creativity begins to run thin. However, despite the dearth of creative and original programming, there are exceptionable shows which are neither old, nor monotonous. HBO programs almost guarantee astute audiences satisfaction. “The Sopranos,” “Six Feet Under,” “Oz,” and “Entourage” personify superlative creativity and entertainment value. However, these programs deal with mature topics, which are certainly not intended for young teens. So then, if teenagers who wish to watch decent television are not interested in sensational “eye candy” shows on MTV or VH1, can’t stand to watch sad or evil-based shows, and detest those HBO shows garnered for adults—if they even have HBO—what are they to watch? Comedy Central often comes to mind. Indeed, those shows are very funny. “South Park,” “Chapelle’s Show,” and especially “The Daily Show” afford intelligent entertainment. Some people can even subsist on such comedic programming every day. Yet comedy is only one aspect of entertainment: Drama, suspense, mystery—they are all integral to the television experience. And although there are some shows worth the time to watch, they seem to be overshadowed by hackneyed, and uncreative programming—meant to appeal to mass audiences through pop culture, and current events. With media “dumbing down” the quality of programming through television, teenagers, in unprecedented statistics, are spending more time searching for entertainment in another medium: the internet. CBSNEWS.com has reported that teens spend an equal time watching TV and surfing the web—around 2.9 hours per day. Moreover, 65 percent report having memberships on various social web sites, such as Myspace, and Facebook. With about 130 million accounts, Myspace is clearly a very popular medium for teens to communicate with each other, post blogs, personalize their profiles, and display information about themselves for others to see. Why watch boring television when access to an infinitive number of friends (to talk to) is at your fingertips? Similar to reality shows, Myspace is in no way bad; the only connection between the two media is that they appeal to teenagers. Unfortunately, though, Myspace does reflect the progressive “dumbing down” of the media. Whereas several years ago, when students would access legitimate college-based web sites to extract information, now their main source of information is Wikipedia—a commune based web site which anyone can edit. (Alexa.com has listed wikipedia.org as the ninth most visited web site in the world). Thus, with Myspace, teens are not being entertained by professional TV executives with intelligent programming. Instead, teenagers opt to find their humor, their drama, their suspense with each other. Bloggings, and Youtube.com—where anyone with a video camera can record any type of video clip and mail it to their audience as entertainment—are flooding the internet. Gone are the days of wily humor, passionate mystery, and airtight suspense. The majority of teenagers seem perfectly satisfied to idle their brains by talking with friends online; evidently, they find an activity which is commonplace enough at school, to be the most efficient use of their media outlet time. Amateur directors on Youtube, as well as amateur music groups on Myspace—thousands of Indie Rock Bands have found an audience by posting their music on the web site—may argue that their videos, that their music, is just as engaging as those done by professionals. Although decent directors and musicians often do post legitimate work online, and although there are many talented artists who find no problem in advertising their work this way, the garbage out there renders the entire online media bloggings, recordings, videos, and music significantly “dumbed down.” Hopefully, teenagers will always express their social side through frequent conversing, and yes, online blogging and profile personalization. Regardless of their methods of entertainment, whether it be the internet, or television, or both, it is to their advantage not to be swept up in the pop culture of television, which frankly, is not very intellectually engaging. Likewise, the abundance of online musical groups and frequent video recordings signify that teens must understand the difference between quality work, and that which is meaningless—lest they end up only viewing worthless junk.
Editorial: Are the Democrats poised to make history in 2008?
Are the Democrats poised to make history in 2008?
By Matt Romines Class of 2007
The results from the polls are in, and the news is not good for Republicans. There will be many new faces in Congress this year, as there were 41 newly elected Representatives and 9 brand new Senators. The majority of the new congress members are Democrats, including three key Senators who won formerly Republican seats. This trend of new Democrats should come as no surprise, and it indicates hope for compromise in Congress. The results show that the voters are simply tired of Republican partisanship in Washington, and the extremely divided legislature it has caused. Many voters were therefore willing to stray from their traditional Republican voting habits, and they should be applauded. Most of the newly elected Democrats are not liberal extremists, but rather a new group of moderate Democrats trying to appeal to the majority of the population. Therefore, the new congress should not be expected, nor should it try to make sweeping ideological changes similar to the 1994 Republican takeover. Democrats won these new seats by convincing voters that they could work to make progress on the tough issues and not get caught up in ideological wars within Congress. A large portion of independent voters, as well as some traditionally conservative voters have decided to let them try. The freshmen Representatives and Senators will now be under pressure to produce results, and work to tackle tough issues, especially those concerning affordable health care, as well as working towards a viable exit strategy in Iraq. Left wing extremists say that now is the time to take advantage of the new Democratic majority and push for major action on gun control, abortion, and other ideological issues. This would be a mistake, as it would just add to the gridlock in Congress, and it would alienate the independent and moderate voters which the Democratic party has worked so hard to gain. If the Democrats wish to have any opportunity to take the White House in 2008, this is a time to take advantage of new opportunities for progress and compromise, and not a time to demand controversial changes while widening old philosophical discrepancies. Congress has a rare opportunity to make new progress, and they must take advantage.
By Matt Romines Class of 2007
The results from the polls are in, and the news is not good for Republicans. There will be many new faces in Congress this year, as there were 41 newly elected Representatives and 9 brand new Senators. The majority of the new congress members are Democrats, including three key Senators who won formerly Republican seats. This trend of new Democrats should come as no surprise, and it indicates hope for compromise in Congress. The results show that the voters are simply tired of Republican partisanship in Washington, and the extremely divided legislature it has caused. Many voters were therefore willing to stray from their traditional Republican voting habits, and they should be applauded. Most of the newly elected Democrats are not liberal extremists, but rather a new group of moderate Democrats trying to appeal to the majority of the population. Therefore, the new congress should not be expected, nor should it try to make sweeping ideological changes similar to the 1994 Republican takeover. Democrats won these new seats by convincing voters that they could work to make progress on the tough issues and not get caught up in ideological wars within Congress. A large portion of independent voters, as well as some traditionally conservative voters have decided to let them try. The freshmen Representatives and Senators will now be under pressure to produce results, and work to tackle tough issues, especially those concerning affordable health care, as well as working towards a viable exit strategy in Iraq. Left wing extremists say that now is the time to take advantage of the new Democratic majority and push for major action on gun control, abortion, and other ideological issues. This would be a mistake, as it would just add to the gridlock in Congress, and it would alienate the independent and moderate voters which the Democratic party has worked so hard to gain. If the Democrats wish to have any opportunity to take the White House in 2008, this is a time to take advantage of new opportunities for progress and compromise, and not a time to demand controversial changes while widening old philosophical discrepancies. Congress has a rare opportunity to make new progress, and they must take advantage.
Editorial: Improvements in MCAS scores raise pedagogical questions
Improvements in MCAS scores raise pedagogical questions
By Erin McNultyClass of 2007
The ever controversial MCAS tests are the object of debate yet again. The results of the most recent exam, taken by the class of 2008, have sparked new changes to be considered and implemented. The widespread increases in scores for last year’s tenth graders as compared to previous years is in many cases quite significant, but the reasons and consequences of it are less clear. Does it reflect an improvement in state education or just the fact that curriculums now cater to the MCAS format? Are certain towns or regions outstripping others? Should the exam be made harder? Among those schools showing the most drastic improvements were some of the poorest communities in the state. These increases seem to point to the MCAS as being a positive incentive for schools to improve their educational quality. Brockton, Lowell, and Boston high schools all breached the 50% mark in terms of students who score proficient or advanced. These schools cite tutoring, creating new focused classes, enlisting parents and police to improve attendance, and transforming large ineffective schools into smaller academies as in Dorchester. On the other hand, a fair number of towns, mostly suburbs and including Walpole, deviated only slightly from the year before, showing that there is eventually only so much improvement that a school can accomplish. The poor, diverse, and urban regions of Massachusetts do receive large amounts of state aid to try to boost MCAS scores and overall educational quality. Low performing schools are being ardently targeted to receive quick state intervention in an attempt to boost MCAS scores to match those of the rest of the state within a short time frame. Statewide, improvements may be attributed to steps being taken starting in middle school to prepare students for the MCAS. Some towns have implemented special curriculums for students who do poorly on the exam in eighth grade in an attempt to prepare them for the tenth grade test. Even regular high school English and math classes often specifically prepare the students for the MCAS through practice tests and teaching with similar formats as what is on the MCAS. The state Board of Education voted in October to raise the minimum score required to pass the exam, citing the fact that towns are accepting minimum scores and not pushing for improvement. But the new passing score of 240 instead of 220, if applied to the 2006 results, will most severely affect African American and Hispanic students. The percentage of black students in Massachusetts who qualify as passing the MCAS would drop from 68% to 32%, and from 61% to 27% for Hispanics. The new cutoff will be implemented starting with the class of 2010, who will take the MCAS next year as sophomores. Urban area school officials worry that this increasingly daunting graduation requirement will encourage already high dropout rates. These changes may simply be too much too soon, canceling out the improvements made over the past few years. The raise also seems to unfairly target minorities and urban areas. The projected effects of increased dropouts, more intensive preparation, and greater expectations will affect students statewide.
By Erin McNultyClass of 2007
The ever controversial MCAS tests are the object of debate yet again. The results of the most recent exam, taken by the class of 2008, have sparked new changes to be considered and implemented. The widespread increases in scores for last year’s tenth graders as compared to previous years is in many cases quite significant, but the reasons and consequences of it are less clear. Does it reflect an improvement in state education or just the fact that curriculums now cater to the MCAS format? Are certain towns or regions outstripping others? Should the exam be made harder? Among those schools showing the most drastic improvements were some of the poorest communities in the state. These increases seem to point to the MCAS as being a positive incentive for schools to improve their educational quality. Brockton, Lowell, and Boston high schools all breached the 50% mark in terms of students who score proficient or advanced. These schools cite tutoring, creating new focused classes, enlisting parents and police to improve attendance, and transforming large ineffective schools into smaller academies as in Dorchester. On the other hand, a fair number of towns, mostly suburbs and including Walpole, deviated only slightly from the year before, showing that there is eventually only so much improvement that a school can accomplish. The poor, diverse, and urban regions of Massachusetts do receive large amounts of state aid to try to boost MCAS scores and overall educational quality. Low performing schools are being ardently targeted to receive quick state intervention in an attempt to boost MCAS scores to match those of the rest of the state within a short time frame. Statewide, improvements may be attributed to steps being taken starting in middle school to prepare students for the MCAS. Some towns have implemented special curriculums for students who do poorly on the exam in eighth grade in an attempt to prepare them for the tenth grade test. Even regular high school English and math classes often specifically prepare the students for the MCAS through practice tests and teaching with similar formats as what is on the MCAS. The state Board of Education voted in October to raise the minimum score required to pass the exam, citing the fact that towns are accepting minimum scores and not pushing for improvement. But the new passing score of 240 instead of 220, if applied to the 2006 results, will most severely affect African American and Hispanic students. The percentage of black students in Massachusetts who qualify as passing the MCAS would drop from 68% to 32%, and from 61% to 27% for Hispanics. The new cutoff will be implemented starting with the class of 2010, who will take the MCAS next year as sophomores. Urban area school officials worry that this increasingly daunting graduation requirement will encourage already high dropout rates. These changes may simply be too much too soon, canceling out the improvements made over the past few years. The raise also seems to unfairly target minorities and urban areas. The projected effects of increased dropouts, more intensive preparation, and greater expectations will affect students statewide.
Editorial: To insure school security, adress the root causes of violence
To insure school security, address the root causes of violence
By Emily SpearClass of 2007
Picture this: A young girl steps out of a school bus onto the curb in front of her school. She looks up at the barred windows and several security guards that surround the entrance every day. All of this is familiar to her, from the metal detectors to the ID card she wears around her neck. This scene takes place in your safe neighborhood a few years from now. Surprised? Many people associate this kind of extreme security with urban areas that have neighborhoods with high crime rates. It seems far fetched to connect metal detectors with small town elementary schools, yet this is our country’s future. In as few as five years this could be reality. In the past ten years there have been multiple school shootings leading to much debate and controversy over school security. 261 students and 203 adults have been killed in the shootings world-wide. 38 of the 51 incidents in the past decade have occurred in the United States. It becomes obvious that in famous cases like the shootings at Columbine High School, the amount of violence in video games or a lack of security are factors far less involved with this attack than the psychiatric development of the teens in question. Unfortunately, an idea that could change all this is often overlooked by America. The argument is that schools should be made over from the inside out, yet the culprits identified are video games, morbid music, and violence on the television. Students’ home situations, the way they are treated in school and their mental health are the most likely root causes. The question, “What is this world coming to?”, has been asked by every generation, but the next question should be, “What can we do to change what the world is coming to?” Yes, there have been investigations of the shooters involved in these heinous acts. Their mental health is examined, the school environment is critiqued, and people start to feel better about what happened if they find someone or something to blame. However, it would be more beneficial for schools to discuss a new student psychology counseling department instead of a law suit against everyone’s favorite television show. We can not change what the world is coming to through heightened security. Bars on the windows and security guards at the door only make students and parents feel more unsafe and paranoid. Teaching non-violence from an early age and promoting the involvement of school counselors in the lives of this nation’s children would guarantee safety. It can be said that America’s schools have just as big a role in shaping the personalities of our youth as their parents do. Students spend half their year, roughly 1260 hours, in school. Many surveys say that school shootings and other attacks are still rare, If schools start implementing anti-bullying programs, creating student psychiatric counseling departments that enforce the ideas of non-violence and asking teachers to look for students in trouble, the number of these tragedies will remain low. Everyone can agree that schools have to take responsibility for the well being of their students, but the best way is to better understand what is really behind school shootings instead of covering the problem with severe security measures like metal detectors and school police forces.
By Emily SpearClass of 2007
Picture this: A young girl steps out of a school bus onto the curb in front of her school. She looks up at the barred windows and several security guards that surround the entrance every day. All of this is familiar to her, from the metal detectors to the ID card she wears around her neck. This scene takes place in your safe neighborhood a few years from now. Surprised? Many people associate this kind of extreme security with urban areas that have neighborhoods with high crime rates. It seems far fetched to connect metal detectors with small town elementary schools, yet this is our country’s future. In as few as five years this could be reality. In the past ten years there have been multiple school shootings leading to much debate and controversy over school security. 261 students and 203 adults have been killed in the shootings world-wide. 38 of the 51 incidents in the past decade have occurred in the United States. It becomes obvious that in famous cases like the shootings at Columbine High School, the amount of violence in video games or a lack of security are factors far less involved with this attack than the psychiatric development of the teens in question. Unfortunately, an idea that could change all this is often overlooked by America. The argument is that schools should be made over from the inside out, yet the culprits identified are video games, morbid music, and violence on the television. Students’ home situations, the way they are treated in school and their mental health are the most likely root causes. The question, “What is this world coming to?”, has been asked by every generation, but the next question should be, “What can we do to change what the world is coming to?” Yes, there have been investigations of the shooters involved in these heinous acts. Their mental health is examined, the school environment is critiqued, and people start to feel better about what happened if they find someone or something to blame. However, it would be more beneficial for schools to discuss a new student psychology counseling department instead of a law suit against everyone’s favorite television show. We can not change what the world is coming to through heightened security. Bars on the windows and security guards at the door only make students and parents feel more unsafe and paranoid. Teaching non-violence from an early age and promoting the involvement of school counselors in the lives of this nation’s children would guarantee safety. It can be said that America’s schools have just as big a role in shaping the personalities of our youth as their parents do. Students spend half their year, roughly 1260 hours, in school. Many surveys say that school shootings and other attacks are still rare, If schools start implementing anti-bullying programs, creating student psychiatric counseling departments that enforce the ideas of non-violence and asking teachers to look for students in trouble, the number of these tragedies will remain low. Everyone can agree that schools have to take responsibility for the well being of their students, but the best way is to better understand what is really behind school shootings instead of covering the problem with severe security measures like metal detectors and school police forces.
Walpole holds first German exchange
Walpole holds first German exchange
By Krista Langley and Katie Kiewlicz Class of 2008
After weeks of preparation and planning, the day of the arrival of the Germans in Walpole finally came on October 6. The excitement and curiosity of American and German students alike were apparent in the school hallways because of this long anticipated exchange program. Mrs. Elizabeth Pierce, German teacher and organizer of the exchange program, expressed the great cultural value of the exchange. She said, “It’s always useful to get to know a different culture and for American students to be able to ask questions and develop a more global view about the world beyond Walpole.” As an educator, Mrs. Pierce also saw the educational value of the program. In just one example she cited the importance of the American students’ opportunity to listen to the Germans speak their native language. “I was amazed at how much the Walpole students’ German language fluency and accents improved. I did not expect that to happen,” said Mrs. Pierce. However Mrs. Pierce stressed the point that the Americans will not get the full benefit of the program until they go to Germany in February, where they will be completely immersed in the German language. Speaking about the German students and their linguistic improvement, Mrs. Pierce said, “I can’t judge the Germans’ English because it is already great.” However she added that she does believe that the German’s understanding of the English language improved. Mrs. Pierce also commented that she found the Walpole students to be open minded and ready to experience a new culture. She explained that learning about the Germans’ perspective of our school and the American way of life provided a unique educational experience for the Americans. “I was really curious to know what the Germans think about us,” said Dan Melzar, junior at Walpole High School. Interestingly enough, at first glance, Walpole High School “is not much different looking than German schools,” said exchange student Benjamin Lipp. However the internal atmosphere and structure of school life is much different here in Walpole. In Germany, classes are shorter by twenty-five minutes, and students are given fifteen minute breaks every two periods. Germans are also allowed to leave school property for lunch and breaks, giving them much more freedom than American students experience. American schools focus on the need for security, while German schools do not find it necessary to take such precautions as locking doors and having security cameras. Many German students preferred the American school atmosphere, and felt that Walpole’s sense of school pride was very engaging. Experiencing Spirit Week at Walpole High was especially surprising to the exchange students. “Kids at my school wouldn’t dress up like that,” said Eva- Maria Felka, an exchange student. Also, in German public schools, there are no school-run sports, activities, or clubs. According to German chaperones Rita Weber and Stephanie Baus, German schools focus more on the value of education than many American schools which pride themselves in great athletic programs. At Walpole High, teams and organizations create a sense of unity within the school and town which is not present in Germany. “You feel more part of a community,” said Benjamin Lipp, a German, commenting on this evident feeling of community and pride at Walpole. The itinerary for the German exchange was extensive. The German students visited museums, the Kennedy Library, Harvard University, the Freedom Trail, Faneuil Hall, Salem, and spent four days in New York City. “The most exciting trip outside here was New York City, just because it is such an amazing city and was exactly what it looks like on TV,” said Eva- Maria Felka. In regards to Harvard, Salem, and the museums they visited, the Germans found them less glamorous than expected. Viktora Hoffmann of the German school commented that Americans take much pride in what seem to the Germans to be insignificant. Along with Viktoria, Pascal Stoke and Tamara Nurngerber agreed that German history and culture predate American history and that their museums and magnificent castles are very impressive and centuries old. However of all their activities the Germans agreed that they liked the school and home experience the best. “Everyday life was better. Being at the school, I feel less like a tourist,” said Eva Maria. According to Benjamin Lipp, the Germans felt very welcome here, and the host families made everything comfortable. Benjamin noticed that Americans are more openly affectionate to strangers and each other. “You take more time, and share more moments,” said Lipp. Eva- Maria Felka described Americans as generally very kind and friendly. Yet some typical American stereotypes prevailed. For example, she found our fashion very glamorous for school. “I was surprised to see such short skirts, especially in this cold weather,” said Eva- Maria. However, stereotypes all depend on opinion, Eva continued. Coming into the exchange, she told herself not to be influenced by the stereotypes. “Don’t believe in the cliches,” she advised. The German Exchange was overall a great success at Walpole High School. The German teachers and students themselves summed it up best. “The exchange was a great experience. The students learned a lot for school, and a lot for life,” said German chaperone Rita Weber. German students Benjamin Lipp and Viktoria Hoffmann added that they were very thankful to have had the opportunity to come to America. They agreed that the entire school community was welcoming and kind, in addition to those involved directly in the exchange. “We are very thankful. It was really a great time. I think I can speak for all of the Germans,” finalized Benjamin Lipp.
By Krista Langley and Katie Kiewlicz Class of 2008
After weeks of preparation and planning, the day of the arrival of the Germans in Walpole finally came on October 6. The excitement and curiosity of American and German students alike were apparent in the school hallways because of this long anticipated exchange program. Mrs. Elizabeth Pierce, German teacher and organizer of the exchange program, expressed the great cultural value of the exchange. She said, “It’s always useful to get to know a different culture and for American students to be able to ask questions and develop a more global view about the world beyond Walpole.” As an educator, Mrs. Pierce also saw the educational value of the program. In just one example she cited the importance of the American students’ opportunity to listen to the Germans speak their native language. “I was amazed at how much the Walpole students’ German language fluency and accents improved. I did not expect that to happen,” said Mrs. Pierce. However Mrs. Pierce stressed the point that the Americans will not get the full benefit of the program until they go to Germany in February, where they will be completely immersed in the German language. Speaking about the German students and their linguistic improvement, Mrs. Pierce said, “I can’t judge the Germans’ English because it is already great.” However she added that she does believe that the German’s understanding of the English language improved. Mrs. Pierce also commented that she found the Walpole students to be open minded and ready to experience a new culture. She explained that learning about the Germans’ perspective of our school and the American way of life provided a unique educational experience for the Americans. “I was really curious to know what the Germans think about us,” said Dan Melzar, junior at Walpole High School. Interestingly enough, at first glance, Walpole High School “is not much different looking than German schools,” said exchange student Benjamin Lipp. However the internal atmosphere and structure of school life is much different here in Walpole. In Germany, classes are shorter by twenty-five minutes, and students are given fifteen minute breaks every two periods. Germans are also allowed to leave school property for lunch and breaks, giving them much more freedom than American students experience. American schools focus on the need for security, while German schools do not find it necessary to take such precautions as locking doors and having security cameras. Many German students preferred the American school atmosphere, and felt that Walpole’s sense of school pride was very engaging. Experiencing Spirit Week at Walpole High was especially surprising to the exchange students. “Kids at my school wouldn’t dress up like that,” said Eva- Maria Felka, an exchange student. Also, in German public schools, there are no school-run sports, activities, or clubs. According to German chaperones Rita Weber and Stephanie Baus, German schools focus more on the value of education than many American schools which pride themselves in great athletic programs. At Walpole High, teams and organizations create a sense of unity within the school and town which is not present in Germany. “You feel more part of a community,” said Benjamin Lipp, a German, commenting on this evident feeling of community and pride at Walpole. The itinerary for the German exchange was extensive. The German students visited museums, the Kennedy Library, Harvard University, the Freedom Trail, Faneuil Hall, Salem, and spent four days in New York City. “The most exciting trip outside here was New York City, just because it is such an amazing city and was exactly what it looks like on TV,” said Eva- Maria Felka. In regards to Harvard, Salem, and the museums they visited, the Germans found them less glamorous than expected. Viktora Hoffmann of the German school commented that Americans take much pride in what seem to the Germans to be insignificant. Along with Viktoria, Pascal Stoke and Tamara Nurngerber agreed that German history and culture predate American history and that their museums and magnificent castles are very impressive and centuries old. However of all their activities the Germans agreed that they liked the school and home experience the best. “Everyday life was better. Being at the school, I feel less like a tourist,” said Eva Maria. According to Benjamin Lipp, the Germans felt very welcome here, and the host families made everything comfortable. Benjamin noticed that Americans are more openly affectionate to strangers and each other. “You take more time, and share more moments,” said Lipp. Eva- Maria Felka described Americans as generally very kind and friendly. Yet some typical American stereotypes prevailed. For example, she found our fashion very glamorous for school. “I was surprised to see such short skirts, especially in this cold weather,” said Eva- Maria. However, stereotypes all depend on opinion, Eva continued. Coming into the exchange, she told herself not to be influenced by the stereotypes. “Don’t believe in the cliches,” she advised. The German Exchange was overall a great success at Walpole High School. The German teachers and students themselves summed it up best. “The exchange was a great experience. The students learned a lot for school, and a lot for life,” said German chaperone Rita Weber. German students Benjamin Lipp and Viktoria Hoffmann added that they were very thankful to have had the opportunity to come to America. They agreed that the entire school community was welcoming and kind, in addition to those involved directly in the exchange. “We are very thankful. It was really a great time. I think I can speak for all of the Germans,” finalized Benjamin Lipp.
Cheerleaders win first place at Bay State Division II Competition
Cheerleaders win first place at Bay State Division II Competition
By Bridget Sheppard Class of 2009
At every football game this year the Walpole Cheerleaders have been on the sidelines, encouraging the team and the crowd, but they have also been competing in tournaments, where their routines are the main event. They received fourth place at the Marlboro Invitational, and first at the Bay State Division II Competition, then their season culminated at the South Sectional Regionals Sunday, November 13. The team is led by three captains: Caroline Izzo, Lil Abley and Brooke Coleman, who have contributed greatly by “being good role models, good leaders and good examples for underclassmen,” said coach, Courtney Saulnier. The underclassmen who made Varsity are Crystal Parisek, Kaleigh Garvin, Erin Horgan, Katelyn Shea and Stephanie Habib. Katelyn Shea, who never cheered before this year, has “made vast improvements this year,” said Captain Brooke Coleman. Saulnier expects to gain “many extremely talented freshmen,” next year, too, who will be essential after the loss of five seniors next year. “The team next year will have high expectations because of their accomplishments this year” said the coach, especially after “hitting two flawless routines in two consecutive competitions.” Their toughest competitor this year is Needham, who earlier beat Walpole by two and a half points. Next season the team is “hoping to do just as well, and hopefully the cheer will get better and better,” said Coleman. The areas that will be worked on are their current weaknesses: dance and enthusiasm. Their strongest points have been stunting and tumbling, and another key factor that the team possesses is good chemistry because “the team has really come together this year as friends inside and outside of the gym,” the coach said. Cooperation is essential in all sports, especially cheerleading because the teammates have to trust each other and work together in all parts of their routine. Their competition is coming up, and the team hopes to do well, because this is their most important competition all year, however they have already reached their goals. The team has excelled in all of its competitions this year, but more importantly they have excelled in becoming a team, and that will lead them to more success than anything else.
By Bridget Sheppard Class of 2009
At every football game this year the Walpole Cheerleaders have been on the sidelines, encouraging the team and the crowd, but they have also been competing in tournaments, where their routines are the main event. They received fourth place at the Marlboro Invitational, and first at the Bay State Division II Competition, then their season culminated at the South Sectional Regionals Sunday, November 13. The team is led by three captains: Caroline Izzo, Lil Abley and Brooke Coleman, who have contributed greatly by “being good role models, good leaders and good examples for underclassmen,” said coach, Courtney Saulnier. The underclassmen who made Varsity are Crystal Parisek, Kaleigh Garvin, Erin Horgan, Katelyn Shea and Stephanie Habib. Katelyn Shea, who never cheered before this year, has “made vast improvements this year,” said Captain Brooke Coleman. Saulnier expects to gain “many extremely talented freshmen,” next year, too, who will be essential after the loss of five seniors next year. “The team next year will have high expectations because of their accomplishments this year” said the coach, especially after “hitting two flawless routines in two consecutive competitions.” Their toughest competitor this year is Needham, who earlier beat Walpole by two and a half points. Next season the team is “hoping to do just as well, and hopefully the cheer will get better and better,” said Coleman. The areas that will be worked on are their current weaknesses: dance and enthusiasm. Their strongest points have been stunting and tumbling, and another key factor that the team possesses is good chemistry because “the team has really come together this year as friends inside and outside of the gym,” the coach said. Cooperation is essential in all sports, especially cheerleading because the teammates have to trust each other and work together in all parts of their routine. Their competition is coming up, and the team hopes to do well, because this is their most important competition all year, however they have already reached their goals. The team has excelled in all of its competitions this year, but more importantly they have excelled in becoming a team, and that will lead them to more success than anything else.
Both English and Science Departments add new faculty members
Both English and Science Departments add new faculty members
By Matt Murphy Class of 2008
For the first time in many years, Walpole High School welcomes only two new teachers to the staff. Ms. Kerry McMenimen, an English and literature teacher, is the new addition to the English Department; Richard Creery is the most recent science teacher to become part of the faculty. Ms. McMenimen attended Boston University, where she attained her bachelor’s degree in English and her master’s degree in Education. She has had extensive experience as a teacher: she has taught at Boston Latin Academy, Miles River Middle School in Hamilton-Wenham MA, and Watertown High School. Ms. McMenimen enjoys listening to Madonna and the Beastie Boys. Her favorite restaurant is the Coolidge Corner Clubhouse in Brookline and her favorite movie is “Goodfellas.” Before pursuing a career in education, she previously worked on a Whale Watch boat for four years—she is very knowledgeable in whales and boating. Ms. McMenimen has found that the students and staff are very welcoming and helpful in comparison to other schools, and she values the friendly atmosphere. Mr. Creery’s hometown is Clovis, New Mexico, and he received his Master’s Degree from Eastern New Mexico University. He has been teaching since 1987 at various high schools in the Boston area, working with high-risk, inner-city students. Mr. Creery enjoys many activities including biking, hiking, fantasy football, reading comics, and watching the television show “Lost” on ABC. His favorite movie is “The Matrix,” and his favorite bands are Pink Floyd and Led Zeppelin. Mr. Creery is skilled at drawing and playing strategy board games such as Risk. Mr. Creery admires the efficiency of Walpole High School as well as its cheerful ambience. Hopefully, Ms. McMenimen and Mr. Creery will become venerable members of the faculty and will teach at Walpole High School for many years.
By Matt Murphy Class of 2008
For the first time in many years, Walpole High School welcomes only two new teachers to the staff. Ms. Kerry McMenimen, an English and literature teacher, is the new addition to the English Department; Richard Creery is the most recent science teacher to become part of the faculty. Ms. McMenimen attended Boston University, where she attained her bachelor’s degree in English and her master’s degree in Education. She has had extensive experience as a teacher: she has taught at Boston Latin Academy, Miles River Middle School in Hamilton-Wenham MA, and Watertown High School. Ms. McMenimen enjoys listening to Madonna and the Beastie Boys. Her favorite restaurant is the Coolidge Corner Clubhouse in Brookline and her favorite movie is “Goodfellas.” Before pursuing a career in education, she previously worked on a Whale Watch boat for four years—she is very knowledgeable in whales and boating. Ms. McMenimen has found that the students and staff are very welcoming and helpful in comparison to other schools, and she values the friendly atmosphere. Mr. Creery’s hometown is Clovis, New Mexico, and he received his Master’s Degree from Eastern New Mexico University. He has been teaching since 1987 at various high schools in the Boston area, working with high-risk, inner-city students. Mr. Creery enjoys many activities including biking, hiking, fantasy football, reading comics, and watching the television show “Lost” on ABC. His favorite movie is “The Matrix,” and his favorite bands are Pink Floyd and Led Zeppelin. Mr. Creery is skilled at drawing and playing strategy board games such as Risk. Mr. Creery admires the efficiency of Walpole High School as well as its cheerful ambience. Hopefully, Ms. McMenimen and Mr. Creery will become venerable members of the faculty and will teach at Walpole High School for many years.
Both English and Science Departments add new faculty members
Both English and Science Departments add new faculty members
By Matt Murphy Class of 2008
For the first time in many years, Walpole High School welcomes only two new teachers to the staff. Ms. Kerry McMenimen, an English and literature teacher, is the new addition to the English Department; Richard Creery is the most recent science teacher to become part of the faculty. Ms. McMenimen attended Boston University, where she attained her bachelor’s degree in English and her master’s degree in Education. She has had extensive experience as a teacher: she has taught at Boston Latin Academy, Miles River Middle School in Hamilton-Wenham MA, and Watertown High School. Ms. McMenimen enjoys listening to Madonna and the Beastie Boys. Her favorite restaurant is the Coolidge Corner Clubhouse in Brookline and her favorite movie is “Goodfellas.” Before pursuing a career in education, she previously worked on a Whale Watch boat for four years—she is very knowledgeable in whales and boating. Ms. McMenimen has found that the students and staff are very welcoming and helpful in comparison to other schools, and she values the friendly atmosphere. Mr. Creery’s hometown is Clovis, New Mexico, and he received his Master’s Degree from Eastern New Mexico University. He has been teaching since 1987 at various high schools in the Boston area, working with high-risk, inner-city students. Mr. Creery enjoys many activities including biking, hiking, fantasy football, reading comics, and watching the television show “Lost” on ABC. His favorite movie is “The Matrix,” and his favorite bands are Pink Floyd and Led Zeppelin. Mr. Creery is skilled at drawing and playing strategy board games such as Risk. Mr. Creery admires the efficiency of Walpole High School as well as its cheerful ambience. Hopefully, Ms. McMenimen and Mr. Creery will become venerable members of the faculty and will teach at Walpole High School for many years.
By Matt Murphy Class of 2008
For the first time in many years, Walpole High School welcomes only two new teachers to the staff. Ms. Kerry McMenimen, an English and literature teacher, is the new addition to the English Department; Richard Creery is the most recent science teacher to become part of the faculty. Ms. McMenimen attended Boston University, where she attained her bachelor’s degree in English and her master’s degree in Education. She has had extensive experience as a teacher: she has taught at Boston Latin Academy, Miles River Middle School in Hamilton-Wenham MA, and Watertown High School. Ms. McMenimen enjoys listening to Madonna and the Beastie Boys. Her favorite restaurant is the Coolidge Corner Clubhouse in Brookline and her favorite movie is “Goodfellas.” Before pursuing a career in education, she previously worked on a Whale Watch boat for four years—she is very knowledgeable in whales and boating. Ms. McMenimen has found that the students and staff are very welcoming and helpful in comparison to other schools, and she values the friendly atmosphere. Mr. Creery’s hometown is Clovis, New Mexico, and he received his Master’s Degree from Eastern New Mexico University. He has been teaching since 1987 at various high schools in the Boston area, working with high-risk, inner-city students. Mr. Creery enjoys many activities including biking, hiking, fantasy football, reading comics, and watching the television show “Lost” on ABC. His favorite movie is “The Matrix,” and his favorite bands are Pink Floyd and Led Zeppelin. Mr. Creery is skilled at drawing and playing strategy board games such as Risk. Mr. Creery admires the efficiency of Walpole High School as well as its cheerful ambience. Hopefully, Ms. McMenimen and Mr. Creery will become venerable members of the faculty and will teach at Walpole High School for many years.
Strong performance by math team provides foundation for future success
By Dan Horgan Class of 2008
With one of four meets under its belt, the WHS Math Team has embarked on what they hope to be a great season. Under the guidance of Coach Kathleen Milne, the group has been working very hard to ensure a high ranking amongst the thirty-two teams in the Southeastern Math League. Members of the math team undergo brief, but intense training to prepare themselves for battle at the meets. They complete practice problem sets consisting of three questions in five different categories divided by subject matter. The ten team members who score highest on the problem sets go on to compete in the meets. With seniors Erin Teich and David Walsh leading the charge, the “mathletes” of Walpole started the year off strong, finishing eleventh in the league at the team’s first meet. Doing well for the group was Teich, who scored fifteen out of a possible eighteen points. The team also scored well on the group problems which consisted of two groups of five Walpole mathletes working together on three problems within a ten minute time period. While most teams stack one of their groups with their top five players, Coach Milne has a different strategy, using the key concept of division to the team’s advantage. “I try to set up my players in a way we get the most points,” said Mrs. Milne, aware of the fact that the two groups’ points add up together. “Our two groups of five actually tied each other in the first meet.” With the strong performance, the team can reflect a bit on the success they have had. However, they still feel that they can move up a bit in the standings, especially in their particular division, where they finished fifth out of five at the first meet. “I think we’ll do better than we did the first meet,” said team member William Eicher. “There were teams that were only a few points ahead of us, and there’s no reason we can’t catch them.” Among the teams Walpole would like to subtract from their list are Medway and Franklin, who the Rebels just missed beating in the meet. “We were only a few points off, and since the points add up meet by meet, I’d really like to get them,” said Milne. The next few weeks will be spent in preparation for a trip to Sharon where Walpole will look to catch the teams ahead of them and hold off those behind. Milne notes the team’s near top third finish, and is confident they can stay there with hard work.
By Dan Horgan Class of 2008
With one of four meets under its belt, the WHS Math Team has embarked on what they hope to be a great season. Under the guidance of Coach Kathleen Milne, the group has been working very hard to ensure a high ranking amongst the thirty-two teams in the Southeastern Math League. Members of the math team undergo brief, but intense training to prepare themselves for battle at the meets. They complete practice problem sets consisting of three questions in five different categories divided by subject matter. The ten team members who score highest on the problem sets go on to compete in the meets. With seniors Erin Teich and David Walsh leading the charge, the “mathletes” of Walpole started the year off strong, finishing eleventh in the league at the team’s first meet. Doing well for the group was Teich, who scored fifteen out of a possible eighteen points. The team also scored well on the group problems which consisted of two groups of five Walpole mathletes working together on three problems within a ten minute time period. While most teams stack one of their groups with their top five players, Coach Milne has a different strategy, using the key concept of division to the team’s advantage. “I try to set up my players in a way we get the most points,” said Mrs. Milne, aware of the fact that the two groups’ points add up together. “Our two groups of five actually tied each other in the first meet.” With the strong performance, the team can reflect a bit on the success they have had. However, they still feel that they can move up a bit in the standings, especially in their particular division, where they finished fifth out of five at the first meet. “I think we’ll do better than we did the first meet,” said team member William Eicher. “There were teams that were only a few points ahead of us, and there’s no reason we can’t catch them.” Among the teams Walpole would like to subtract from their list are Medway and Franklin, who the Rebels just missed beating in the meet. “We were only a few points off, and since the points add up meet by meet, I’d really like to get them,” said Milne. The next few weeks will be spent in preparation for a trip to Sharon where Walpole will look to catch the teams ahead of them and hold off those behind. Milne notes the team’s near top third finish, and is confident they can stay there with hard work.
Bridge Program welcomes Keith Wick as the new director
By Matt MurphyClass of 2008
This year, Keith Wick, an experienced teacher and member of the faculty, has been appointed director of the Bridge Program. His extensive education includes a Bachelor of Science from Utica College and a Masters of Social Work from Boston University. Mr. Wick is also very experienced in his field: he was a social worker in the Champion Charter School in Brockton and he worked in the Departments of Corrections and Youth Services. He has also worked in the Bridge Program at Walpole for the past year. Mr. Wick is very athletic and plays basketball and lacrosse. He recently began training for triathlons this past summer and has since competed in two events. He is also a music enthusiast and enjoys the bands Metallica and Korn, along with rap groups, including NWA, Ice T, and the Beastie Boys. His favorite movie is “The Shawshank Redemption,” and his favorite restaurant is Genero’s in Quincy. Mr. Wick is very upbeat about Walpole High School. He said. “Overall, the atmosphere is relaxed. Granted some pressures exist to meet high expectations set forth in academics, but I think the laid back atmosphere helps teachers and students be more productive.” Indubitably, Mr. Wick will serve as an invaluable asset as leader to the Bridge Program and continue its success with his talent and experience.
By Matt MurphyClass of 2008
This year, Keith Wick, an experienced teacher and member of the faculty, has been appointed director of the Bridge Program. His extensive education includes a Bachelor of Science from Utica College and a Masters of Social Work from Boston University. Mr. Wick is also very experienced in his field: he was a social worker in the Champion Charter School in Brockton and he worked in the Departments of Corrections and Youth Services. He has also worked in the Bridge Program at Walpole for the past year. Mr. Wick is very athletic and plays basketball and lacrosse. He recently began training for triathlons this past summer and has since competed in two events. He is also a music enthusiast and enjoys the bands Metallica and Korn, along with rap groups, including NWA, Ice T, and the Beastie Boys. His favorite movie is “The Shawshank Redemption,” and his favorite restaurant is Genero’s in Quincy. Mr. Wick is very upbeat about Walpole High School. He said. “Overall, the atmosphere is relaxed. Granted some pressures exist to meet high expectations set forth in academics, but I think the laid back atmosphere helps teachers and students be more productive.” Indubitably, Mr. Wick will serve as an invaluable asset as leader to the Bridge Program and continue its success with his talent and experience.
Vice Principal's smooth transition prepares him for new year's challenges
Vice Principal’s smooth transition prepares him for new year’s challenges
By Jennie CullinaneClass of 2008
Last year, when Mr. Ed Connors was hired as Vice Principal, it seemed that he immediately blended effortlessly into the school, finding his niche so soon that perhaps, at first, not many took notice of him. He met kids during call list, oversaw lunches, and spoke at assemblies—soon enough, it was hard to remember a time that Mr. Connors had not served as Vice Principal. After only a few months at Walpole High, his down-to-earth attitude and approachable personality had made Mr. Connors a fast favorite among students and teachers alike. It was not until this year, with the school in an uproar over new bells, a new cafeteria set-up, and a new principal, that the school could truly appreciate such a smooth transition. As an alum of Walpole High, Connors has found that not much has changed since he roamed the halls as a student, even remembering some teachers from when they taught him as a teenager. However, he does recognize the improvements that the school has made, commending Walpole High for being “a better school than when I attended it, and I don’t just mean the building. Now, [the school] expects more from its students.” After more than a year at Walpole High, Connors has clearly adjusted to the school. He has ironed out any rookie mistakes that he was making last year, having learned everyone’s name and no longer mistaking teachers for students, as he admittedly has done. “The hardest thing was meeting all the new kids, as well as the staff, and also learning a new job,” said Connors. While adjusting to this new job, he discovered some of the tougher rigors of his new responsibilities, remembering the first time he had to suspend a student as one of the most difficult things he has had to do as Vice Principal. Despite these bumps in the road for Connors, he looks back on last year as being extremely fulfilling for him. But even after such a successful first year, Connors still thinks his impact on the school leaves something to be desired. “There are a lot of things that I think I did well,” said Connors, “but there’s also more that I wanted to do.” He has entered this new school year with the goal to meet more students—intending to visit more classes and attend more extracurricular activities. He has clearly followed through on his word, having emceed the school’s annual Pep Rally just this past October. “I want the people to know me,” says Connors, “The best thing to do is to communicate with everybody, keeping everyone informed—students, parents, and staff.”
By Jennie CullinaneClass of 2008
Last year, when Mr. Ed Connors was hired as Vice Principal, it seemed that he immediately blended effortlessly into the school, finding his niche so soon that perhaps, at first, not many took notice of him. He met kids during call list, oversaw lunches, and spoke at assemblies—soon enough, it was hard to remember a time that Mr. Connors had not served as Vice Principal. After only a few months at Walpole High, his down-to-earth attitude and approachable personality had made Mr. Connors a fast favorite among students and teachers alike. It was not until this year, with the school in an uproar over new bells, a new cafeteria set-up, and a new principal, that the school could truly appreciate such a smooth transition. As an alum of Walpole High, Connors has found that not much has changed since he roamed the halls as a student, even remembering some teachers from when they taught him as a teenager. However, he does recognize the improvements that the school has made, commending Walpole High for being “a better school than when I attended it, and I don’t just mean the building. Now, [the school] expects more from its students.” After more than a year at Walpole High, Connors has clearly adjusted to the school. He has ironed out any rookie mistakes that he was making last year, having learned everyone’s name and no longer mistaking teachers for students, as he admittedly has done. “The hardest thing was meeting all the new kids, as well as the staff, and also learning a new job,” said Connors. While adjusting to this new job, he discovered some of the tougher rigors of his new responsibilities, remembering the first time he had to suspend a student as one of the most difficult things he has had to do as Vice Principal. Despite these bumps in the road for Connors, he looks back on last year as being extremely fulfilling for him. But even after such a successful first year, Connors still thinks his impact on the school leaves something to be desired. “There are a lot of things that I think I did well,” said Connors, “but there’s also more that I wanted to do.” He has entered this new school year with the goal to meet more students—intending to visit more classes and attend more extracurricular activities. He has clearly followed through on his word, having emceed the school’s annual Pep Rally just this past October. “I want the people to know me,” says Connors, “The best thing to do is to communicate with everybody, keeping everyone informed—students, parents, and staff.”
Subscribe to:
Posts (Atom)
