Titans Put Up A Hand To Stop Sex Trafficking

A new mural covers the wall by the Student Help Desk in the E Hallway on the second floor. The mural was created by Sarah Kiyak’s Block Two senior English class to bring awareness and raise money for sex trafficking prevention. The mural is surrounded by student handprints and includes a quote from Elie Wiesel: “Let us remember: what hurts the victim most is not the cruelty of the oppressor, but the silence of the bystander.” The handprints were purchased for three dollars and the proceeds were sent to Courtney’s House, an organization committed to the prevention of sex trafficking in the D.C. area.

The students’ experience with the book, Sold, by Patricia McCormack, inspired them to create the mural. McCormack’s Sold chronicles the life of a young girl sold into the sex trafficking industry. The book inspired the students to take a stand against human trafficking.

Erin Neff, Assistant Project Manager of Courtney’s House recently visited Kiyak’s class and spoke to the students about the charity and sex trafficking. Courtney’s House was founded by Tina Frundt, a sex trafficking victim and T.C. graduate. Courtney’s House is named after Frundt’s oldest daughter, and allows victims to say they are just, “going to Courtney’s House,” said Neff.

Sex trafficking occurs when older men or women coerce, force or deceive minors into performing commercial sex acts for money. This process is commonly known as prostitution or “pimping.” The “pimps” involved in sex trafficking force young women, men and transgender people into prostitution often by raping and beating them into submission. These victims become known as “hookers” or “sluts.”

“The girl becomes nothing more than a ho,” said Neff.

Courtney’s House helps girls, boys and transgender minors to overcome the process of “pimping.” It also provides services for adults on an emergency basis. The charity, located in Washington D.C., provides case management, counseling, group therapy, medical treatment, food, clothing and toiletries to victims of sex trafficking. Courtney’s House also helps provides a support group and helps victims acquire their GEDs or find lawyers. There is a street outreach program where volunteers go to high trafficked areas of D.C. and provide emergency information. There is also a 24 hour survivor hotline open seven days a week (1-888-261-3665.)

As Kiyak’s students read about sex trafficking, they were appalled by what they discovered. Human trafficking is the fastest growing criminal industry according to the National Human Trafficking Resource Center (NHTRC.)

“The adults involved in sex trafficking are disgusting, immoral human beings who attempt to destroy innocent children’s lives,” said Kiyak.

While illegal in the United States, the laws against sex trafficking are dormant and not as effective when prosecuting the offenders. While the law attempts to catch up with the growing rates of sex trafficking victims, many organizations have begun providing important services to help victims overcome their abuse.

Safe houses, community centers, free clinics, domestic abuse hotlines and the police have worked to provide victims with the resources they need to “get out of the life.” Social services, prosecution of “pimps” and healthcare services are provided to victims.

“We have worked with T.C. kids who have been trafficked. This is something that’s happening in your backyard,” said Neff.

Neff discussed the importance of sex trafficking awareness in the community with Kiyak’s class. Neff said that the media has desensitized the issue of sex trafficking by turning it into something cool.

“A pimp is something cool [in our society],” said Neff.

Songs such as P.I.M.P by rapper 50 cent have glorified the sex trade. MTV has also popularized the act of “hooking” or “gold-digging,” all common occurrences in the sex trafficking industry.

“That song [P.I.M.P] is about child abuse, is about rape and is about sex trafficking,” said Neff.

Neff continued to ask the students what they believed defined a pimp. The students stated that a pimp was a man who could “get” any girl he wanted. These girls were then classified as a hooker, a hoe or a slut. Neff then urged the students to reexamine their view of the word “pimp.” She said that is was okay 50 years ago to call someone the N word, but now it is offensive. Neff told students that the same thing needs to happen to the word pimp.

“[People think] a pimp is something cool. A pimp is a pedophile and a pimp is a child abuser. No one can justify being a pedophile,” said Neff.

For more information about sex trafficking visit: http://www.polarisproject.org/, and for additional information about the non-profit organization Courtney’s House, visit: http://www.courtneyshouse.org/

Emma Beall also contributed to this article.

Rugby Tackles Being A Sport

The atmosphere of the girls rugby team is one of camaraderie and school spirit, despite the fact that rugby is one of the two club sports not directly affiliated with T.C. sports. Rugby and ice hockey are the official T.C. club sports.

Crew, a former club sport, is now becoming a Virginia High School League (VHSL) sponsored sport due to the large participation.

Rugby is also witnessing a jump in participation numbers from previous years. As the participation in rugby increases, many players, coaches and supporters are wondering if or when rugby will become a VHSL sponsored sport.

The VHSL recognizes sports based on participation numbers and relevance in the community. The minimum participation number is 250 people, and the sport must also have written consent from its School Board to become a VHSL sport. As a VHSL sponsored sport certain guidelines must be met by all involved.

The players must uphold good sportsmanship and fulfill certain non-sports related duties in the community and at school.

Sports such as lacrosse, basketball, football, tennis, swim and dive, cross country, volleyball, golf, gymnastics, wrestling, indoor and outdoor track, baseball, field hockey, soccer, cheerleading and softball have fulfilled those requirements and are recognized by the VHSL. A VHSL sponsored sport receives funding from the state and the school to provide for transportation, practice space, equipment, and necessary services.

The regulations and participation requirements associated with the VHSL have led to the development of club sports, such as rugby. This year, the rugby players have expressed the desire to use the school trainer with the same rate of efficiency as the VHSL sponsored sports. Currently, their main source of aid is the school nurse.

“These kids love to tackle each other without any protection on and they get hurt. It’s a little bit too rough without proper protection,” said T.C. Williams School Nurse Nancy Runton.  However, both professional and amateur rugby is played without protective gear.

The players would also like to hear their accomplishments broadcast on the morning or afternoon announcements.

“I just want some respect from the school. They give us a hard time for no reason,” said senior rugby player, Marjorie Obeng.

The girls rugby team laments the fact that their hard work is not recognized by the school. Many members of the team have stated that they wish they had more privileges that club sports do not receive since they are not school sponsored.

“It’s kind of a pain just cause we don’t get the same benefits like buses and field guarantees,” said rugby coach Mike Colesanti.

Like any other sport, the players would also like to have student support at games encouraged by the administration.

“Rugby is a culture. We’re more about playing and understanding the game [and not just winning],” said Obeng.

In all sports at T.C., sportsmanship and team camaraderie is prevalent. The rugby team shares meals with their opponents after games and remembers to “leave it on the field,” said junior rugby player, Lauren Gustafason.

While rugby participation has spiked, Athletic Director Stephen Colantuoni has said that the qualifications for VHSL status are not a problem within T.C., but in the Virginia area. There are not enough rugby teams in the Patriot District to comprise a VHSL sponsored sport.

“It’s kind of like the economic world: supply and demand,” said Colantouni.

While the Patriot District may not have recognized rugby yet, the players only want to be recognized by the school.

“You can’t really label it [unless] you get to know it. It’s teamwork,” said Obeng. “It’s targeted towards being a team sport [and] everyone adds something.”

Lora Strum also contributed to this article.

The Cyber Life and Times of Students

A recent Theogony study found in one Blue day math class that out of 22 students, 10 had their laptops open and 7 were on Facebook. At T.C., the Internet has become a resource that many students use every day to do their homework and socialize. However, the online world has quickly become a venue for both good and bad Titan behavior. “Facebook is taking over many people’s social lives,” said sophomore Kamera Bracey.

T.C. junior La’Shawn Moultrie said, “Facebook [causes] drama [and] fights,” while sophomore Ben Khaki noted “Facebook is a beautiful thing.”

While Moultrie and Khaki have different opinions, they are both devoted Facebook users. Many students use Facebook for school associated activities, including T.C. junior and aspiring choreographer, Leah Valtin-Erwin, who uses Facebook to communicate with the dancers in the T.C. Modern Dance Society. Other groups at T.C. that use Facebook to communicate include the Sophomore Honor Society, French Honor Society, The Red Cross Club, and the Drama Department. The Red Cross Club used Facebook to advertise its Valentine’s Day Auction, and the T.C. Williams Drama Department has used the social networking site to publicize upcoming shows. Theogony is also an avid Facebook user.

However, Alexandria City Public Schools (ACPS) parent Karen Helbrecht said, “Any tool can be abused.” Recently, a controversial Facebook page, “T.C. Hoes,” was created anonymously with photos of students followed by inappropriate captions.

Sophomore Ariane Jaffe said “[“T.C. Hoes” is] really just stupid, because you can’t post stuff like that; it’s disrespectful.” However, not every student found the page offensive.

Junior Eugene Abbey said “It’s messed up, but funny.” The page made local news and many T.C. students friended the page before the T.C. administration, in association with Facebook, removed the site.

Shortly after the removal of “T.C. Hoes,” “T.C.’s Beautifulest” was created. “T.C.’s Beautifulest” was anonymously made and asked T.C. students to submit names and photos of the most beautiful people at T.C. to be posted on the site. “There’s nothing wrong with “T.C.’s Beautifulest,” said Moultrice.

While the author of “T.C.’s Beautifulest” may not have meant to offend students, the general consensus for the site was distaste. “It’s stupid,” said Bracey, “and [though] it may seem [that it’s] anti- “T.C. Hoes,” it’s still discriminating against those students not on the site.” Sophomore Hannah Drexler agreed. “It’s a form of cyber bullying to everyone who isn’t on it.”

Currently, “T.C.’s Beautifulest” has evolved into Alexandria’s Beautifulest and now includes George Washington and Hammond Middle School students in addition to T.C. Titans.

“People should own what they say and if they post things anonymously, they’re bullies and immature,” said Helbrecht, referring to ACPS Underground, a recent anonymous blog attacking ACPS Central Office administration. “They should state who they are if they making something. They shouldn’t hide behind screen names.”

The page, written by anonymous blogger, “Voltaire,” at one point compares the protesters in Alexandria, Egypt to ACPS.

The blog also warns viewers that it will soon be blocked by the administration, stating that it is sad that the first amendment stops at the administration’s doors. “I think, although it’s not much better, that ACPS Underground seems to be a bit more intelligent than ‘T.C. Hoes,’”  said sophomore Ben Ribler. “That could be due to the group of people running it.”

Drexler did not think how well written a site is mattered as much. “People are still going to make a big deal about whatever it is.”

Ribler noticed the differences between the blog and the Facebook pages. “‘T.C. Hoes’ was to humiliate and ‘showcase’ girls in our school. ACPS Underground, while still a little mean-spirited, isn’t directly attacking anyone [in terms of sexuality],” said Ribler.

Lataillade agreed, “I think [“T.C. Hoes”] turned into something that just got out of hand and was [trying to] start drama.” Neither Lataillade nor Ribler saw a reason for ACPS Underground to be shut down.

They agreed that people should have the right to complain about the administration. Lataillade even saw the page as a message to the administration. “Those in charge should be aware of [the blog] since it’s obviously something they’re doing that people don’t agree with.” Ribler and Laitallade agreed that ACPS Underground, if taken seriously, could potentially improve the administration.

At press time, “T.C.’s Bait” was added to the list of anonymous Facebook pages. “Who has the time to make all these anonymous pages?” said Bracey. The anonymous pages continue to be a part of T.C. life. As the Internet becomes more prominent in student life, many parents are starting to place restrictions on internet and Facebook use. “I think we monitor the sites that [our children] go on, [and] we have some restricted sites,” said Helbrecht. Even though there is bullying carried out using the Internet, Helbrecht said, “Other peoples’ perception [of you] whether verbal or cyber shouldn’t affect how you feel about who you are.”

Jennifer Veech, an ACPS parent with children in elementary and middle school makes sure her children use the Internet safely. Although her children who are in second, fourth, and sixth grade do not use social networking sites or email, they do play games online.  She said her children do not have access to games that allow communication with strangers.

The idea of them talking to strangers…that makes me uncomfortable” said Veech, “It [the Internet] is just like fire.”

Emma Beall also contributed to this article

Scholarship Fund Gala Photos

Saturday April 30, 2011 the Alexandria Hilton Mark Center was filled with The
Scholarship Fund of Alexandria supporters and student performers attending the
Scholarship Gala. The cast of the T.C. William’s Drama Department’s Winter Production
of Rent performed “Seasons of Love” to a standing ovation. The Scholarship Gala raised
$365,000 dollars to help send T.C. Williams students to business and technical
schools. “It was amazing” said The Alexandria Scholarship Fund Executive Director,
Susan Yowell. “It was a 50,000 dollar performance” said Thomas A. Fullham Jr, Assistant Director of The
Scholarship Fund of Alexandria.
Lora Strum contributed to this post.
Takki Sidley’s Documentary Studies students seniors Corey Lorenz and Ieva Sopaite took the gala photos.

Powderpuff Football Photos

PTA Says Don’t Be Prey

Is it no question that college expenses can be overwhelming for families, but a recent mass mailing to ACPS students offering college financial aid is thought to be a predatory lending program – one that reels students in but ends up being detrimental to the family. The personalized letter, as seen below, is known to have been sent to students at George Washington Middle School and more unconfirmed letters could be circulating. The program targeting these students cannot be named but distinct features of the letter include a reservation number and a phone number to set an appointment for a “personal interview.”

Eighth grade English teacher at GWMS, Claire Given, reported the mailings first and the news quickly spread to the PTA (Parent Teacher Association). An email was promptly sent out by GWMS PTA President, Melynda Wilcox in an attempt to prevent parents from getting roped into the program.

Although this organization has a legitimate website and gives off a benevolent façade, it is best to side with caution and, according to Ms. Given, “check out the information thoroughly before participating.”

From Clipboards to iPads

Photo: Courtesy of Saraphus

Back in the day, basketball coaches used paper, pencil and a trusty clipboard. In present day T.C iPads are the new paper, pencil and clipboard. Coaches all over the nation are beginning to use iPads to assist them during the game with greater efficiency. Several versions of the iPad clipboard application have been developed for different sports as well. There are iPad clipboard applications for sports such as football, soccer, volleyball, ice hockey, and lacrosse. Apple has recently come out with the application simply named, ‘Basketball Coaches Clipboard’ created by J Plus Corporation Limited. It has become a growing phenomenon in the world of basketball and currently sells for just $1.99. The application allows for one to easily animate plays, record stats, navigate to different areas of the court, interchange players and save and load plays. The iPad is not only fun to use but also practical. It is compatible not only with iPads, but also iTouches and iPhones as well.

“It’s great, because it keeps our stats in case our score keeper gets it wrong”, said an anonymous player for T.C Williams’s basketball who seems to appreciate the use of the iPad on the court and it’s efficiency. Assistant Coach Cornel Jones has been one of many coaches to take a liking to the iPad. “It gives you up to date stats that we can access at any moment or anytime during the game”, said coach Jones. Coach Jones says that he prefers the iPad over old school clipboards. He believes that anytime you have something that can make your life easier and work more efficiently, you should use it. The iPad has proved to be a very convenient tool for Coach Jones. “It gives you more accurate readings and you can erase mistakes quickly while staying focused on the game”, said coach Jones. The iPad has attracted not only fans of basketball, but fans of the environment as well. T.C. Williams Junior and basketball fan, Marvin Ayala thinks that the iPads are a great idea. “It’s good because it eliminates the use of paper and therefore is more environmentally friendly,” said Marvin.

The iPad has been more than a great tool for basketball coaching for coach Jones. He uses it frequently throughout the day for simple tasks such as banking, keeping dates, reading online books and even fun games. Coach Jones has taken full advantage of the iPad as well as other technological advances, so much that he has been labeled the; “Technology Guru”, by head coach Julian King.

Tripod Survey Paints a Mixed Picture

This graph shows T.C.’s student responses compared to other schools which participated in the Tripod Survey. T.C.’s results were more positive than peer schools’ but, the results leave room for improvement. Graph by Maizie Nelson and Iva Quint.

This February, teachers received the Tripod Project survey results from two of their classes from the 2009-2010 school year, giving them anonymous student opinions on how students regarded them as educators and how they rated their teaching styles.The Tripod Project is an educational venture affiliated with Cambridge Education, which aims to better public education by providing schools with student data.  In the survey, students were asked to agree or ­­disagree with statements like “My teacher makes learning enjoyable,” and “My teacher knows when the class understands, and when we do not.”

The goal of the survey was for teachers to receive honest feedback about their teaching styles and to further use that information to examine their curricula and educating methods.  Many teachers were pleased with what they saw on paper.  Math teacher Mike Rollo said, “It was nice to see a snapshot of students’ opinions.”  Hunter Hammond, who teaches AP and general eleventh grade history, agreed.  “It was interesting to look at the results, and to be able to utilize that information.  For instance, I changed how much freedom I gave my students to choose their own activities because of the results,” she said.

The Tripod Project is based on three major points:  content, pedagogy and relationships.  They hope to inform school administrations on what they need to improve upon, be it related to the curriculum or teaching approaches.  The surveys also covered more than what simply goes on in the classroom.  Peter Balas, Executive Associate Principal of Curriculum and Instruction, said that the administration looked at the results of the survey to get students’ opinions of the atmosphere at T.C., to gather student attitudes toward their teachers and how engaged students are in their classes.  The hundred-plus question survey was boiled down to categories which have been coined the “Seven Cs”: Care, Control, Clarify, Challenge, Captivate, Confer and Consolidate.  The “Seven Cs” measure how caring a teacher is, how clear and understandable the teacher makes the material, how well the teacher challenges a student in the classroom and how interesting the teacher’s teaching style is.  They also quantify how large a role student participation plays in the classroom and how teachers summarize material.  In addition, they gauge how well-behaved students are in the classroom, and how effectively a teacher manages his/her students.  T.C.’s responses to the Tripod Project survey provide affirmation for the project’s assertions of correlates between the “Seven Cs” and student learning.  T.C. students’ replies were compared to results of the nation, district and peer schools.  Peer schools are chosen by the Tripod Project depending on parallels within demographics, characteristics and test scores.

In many categories, however, T.C. scored better in many of the categories than peer schools did.  Though these schools are anonymous, and it is unknown whether they also bear the “Persistently Lowest Achieving” (PLA) label and stigma, they are schools with similar characteristics to T.C., such as demographics and location.  In the “Captivates” section, the first of the “Seven Cs,” 8.31 percent of students replied with the desired response, compared to the 50.46 percent that schools in the “National” category scored.   “Captivates” measures how well a teacher holds student attention; the Tripod Project gauged this by asking students to answer “yes” or “no” to statements such as “My teacher makes learning enjoyable,” and “My teacher makes lessons interesting.”  In the “Challenges,” “Clarifies,” “Confers,” “Consolidates,” and “Controls” groupings, T.C.’s positive responses were consistently higher than both the responses of peer schools and schools polled nationally.  The single category in which desired responses from T.C. students were below peer schools was “Cares,” where T.C.’s average was 52.35 percent and peer schools’ responses were 52.85 percent, a mere .5 percent higher than T.C.’s.

Compared to peer schools’ responses, and even nationally polled schools’ responses, T.C. regularly performed better on the Tripod Project survey.  There are variables in this census which must be accounted for.  Not all schools in the nation were truly under the “National” grouping.  In reality, the majority of the schools which have participated in the Tripod Project are likely in a situation similar to that of T.C.; they are seeking to increase standardized scores.  Even though T.C. scores better than the schools it is being compared to, all of T.C.’s responses averaged together are in the fifty-eighth percentile; indeed, the highest response of “The Seven Cs” was a 65.7 percent.  According to the Tripod Project, the “Seven Cs” categories have a direct connection to test scores—though some are more important than others.  For example, an online presentation made by Ronald Ferguson, the architect of the Tripod Project, shows that Teacher Control—one of the “Seven Cs”—is the strongest correlate between classroom interaction and test scores.  The better teacher-student relationships, the more effective class time is.

However, in the online presentation, it is explicitly said that teaching effectiveness relies on more than simply an ideal relationship between students and teachers.  All of the “Seven Cs” should ideally receive positive responses from students during surveys—this would indicate that students are fully engaged in the classroom, learning as much as they can from their teacher.  This is where the next step of the Tripod Project comes into play.  The “Seven Cs” data shown by the survey is organized into five major Student Engagement Targets: Trust, Cooperation, Ambitiousness, Diligence and Satisfaction and Efficacy.  Depending on how students respond to the questions which correlate to these groups, teachers and school administrations can tailor student achievement outcomes, edit curricula and educate teachers on how to be more effective in the class time given.  T.C.’s glass is more than half-full. The major changes taking place at the school this year suggest that the statistics provided by the Tripod Project will improve.  It is now up to the entire T.C. community—teachers, administrators, and students—to take the quantitative information given to them and to turn those statistics into increased teacher productivity, augmented student interest, and, most significantly, improved test scores.

Working Hard or Hardly Working?

Students work diligently in the AP Physics C Classroom

As every student has known since preschool, the two most important parts of academic achievement are working hard and doing as well as possible. These two precepts are drilled into every student since their childhood. From parents to teachers, the message never wavers; work hard and do the best you can. However as senior year progresses, and the dark specter of college applications looms menacingly above a student’s head, an uncomfortable question arises. What are colleges really looking for? In an ideal world students would always be able to achieve high grades in difficult courses, but sometimes this is an unreasonable expectation. There are times when it comes down to a choice between taking a hit in the GPA to participate in a difficult course, and cruising through an easier class option for a high grade. However, when faced with this decision, many students are unable to make pick the option best for them. As a senior I have made this decision many times, and have found a few things to be true. From colleges; whether it is an AP or general education class, taking the more difficult course is generally most attractive, your GPA shouldn’t stand in the way of your interests, and seniors slump with good reason.

While it may seem obvious that colleges like to see challenging courses on student transcripts, making the decision to struggle through a challenging course looks easier on paper than it actually is. “I always tell students that a stronger course load is good,” said Andrew Flagel, Dean of Admissions at George Mason. “My rule of thumb is taking a “higher level”  course is nutty if a) you think you’ll get a [proportionally] lower grade, b) you think the workload will be so onerous in the course that your efforts will bring you other grades down, and c) you have a low interest level in the subject.” Many students don’t find out that a class is a bad academic fit for them until they attempt the class, and see the impact it has on their course load. Taking courses to try and find out what is a good educational fit is part of the process to choose a successful career, and students shouldn’t be afraid to take courses just to try them out. Students should always carefully consider their own schedules, and realistically weigh how much time they are willing to spend on a subject during a given week. “My personal advice is to never let a potentially weaker grade deter you from exploring your interests,” said Flagel. “Making decisions on your educational or extra-curricular involvement based on what decisions on your educational or extra-curricular involvement based on what a bunch of admissions offices might or might not do is weak sauce.”

Trying to interpret what admissions offices want to see in a college application, as well as getting all of the recommendations essays and everyday coursework compiled stacked and sent out to all colleges, is an inherently stressful process for all parties involved. Simply staying afloat of all of the surrounding coursework while juggling revisions and rewrites for essays and scouring the internet for scholarships often leaves seniors drained. “Senior Slump” is the term for when seniors at T.C. start losing focus on school, leading to slipping grades and student performance. While the atypical reaction to this phenomenon that is classically T.C. is a disapproving shake of the head, how appropriate is this reaction? No, attending school is not the same as a full time job. Yes, college work is far more taxing than anything high school can come up with. However, does future difficulty really take so much respect away from overcoming the trials of today? When did four years of constant effort, focus, and dedication become less of an achievement than an expectation? As strange as it may seem it was the seniors themselves. After four years of the balancing act called high school, with all of its peaks and pitfalls, the idea of not graduating feels like a crime. So why the slump, so close to the finish?

Senior slump is the result of misguided desperation for a break, after a sizable amount of effort. The idea that students’ grades are not seen after the first semester is a complete myth, which can leave students without a scholarship, or even a college. “All schools require a final grade report because they want verification that the student actually graduated, so that would include a final transcript that shows [a student’s] final grades for the year” said Guidance Counselor Elizabeth Neace. “So schools most definitely see the grades a student finishes with.” When students apply for college they agree to send in a current transcript, as well as a midyear report to colleges to display their academic proficiency. The reason that many students are unaware that colleges see their final grades is because the school handles it without the need for student action. “Some students who have been accepted based on the material submitted, and if their grades drop significantly by the end of the year, that college may rescind its acceptance,” said Ms. Neace. “So as much as students think they’re in the clear, and their mid-year reports are fine, they might be in for an unpleasant surprise.

People often see the student reasoning for senior slump as, “I feel lazy so I choose not to work.” Honestly as an occasional follower of this logic, it is difficult to explain. However, it is not the core philosophy behind senior slump. Being a senior with a reasonably difficult course-load, I often find my nights and weekends full with essays, assignments, and other school related work. Yes, I did sign up for AP classes, which require a lot of work. Yes, I do know that if I pass the AP exam with a high score, I could receive college credit. Then if I know all of this, how could I possibly lose focus and slack off, so close to the finish? Simply put, I’m tired. Perhaps this is selfish on my part, but that does not make it any less true. This school is filled with an incredibly diverse group of individuals who put a great deal of time into their work, whether teaching or learning, in order to succeed and often have to go through a great deal resistance in order to do so. The heart of the matter is motivation, and seniors slump when they no longer see the point in working hard.

As a senior who lost faith in the school for a little while, I know that the platitudes of well meaning family, friends, and school are often grating. “Don’t lose focus, school’s almost over. If you do well on the AP exam you get college credit. You need to pass these classes with high grades so colleges will see you in a better light.” Yes, these are all true statements. However, people don’t need someone telling them what they already know. If you were to ask any student at T.C. whether or not getting good grades and maintaining a high GPA was a good thing, they would fall over laughing. Students don’t need to know that doing well is better than failing; they’ve known that since grade school. Seniors need to know that the end result of all their hard work is not college, though that may be a happy side effect. The end result of hard work in high school is the ability to add value to a world where people take more than they leave behind for the rest of the world. Success in high school means that you are nationally recognized as someone who can have a legitimate impact on the world, and sometimes people forget it.

Odyssey of the Mind

A team of talented and dedicated Titans have spent this winter preparing and practicing for a competition that would last mere minutes and on Saturday, March 5, the date of the much anticipated contest, they won.

These students competed in a program called Odyssey of the Mind, a competition based off of the famous “Rube Goldberg machines.” The teams were responsible for inventing a contraption that would perform a simple task in an unnecessarily complex and indirect way. T.C. freshmen and teammates Emily Schlman, Rosa Procaceino, Stephanie Slaven, Christian Contreras, Brendan Kerwin, and Sydney Schaedal chose a theme of “Lord GaGa’s Trash-ion Show.”

The simple task performed was shooting glitter into the air. The team knew from the beginning that a glitter bomb was going to be incorporated into their show and it seemed like the perfect goal of their machine. Also in their performance were a cappella singing breaks and inventive trash-inspired outfits, both of which added to their victory over Thomas Jefferson High School in Fairfax County.

As the act was brought to a close, the judges swarmed the competitors, asking questions and offering praise. Out of the 200 points possible for the long term scoring, T.C.’s team earned 193 points, most of which was based on the device and routine’s creativity and complexity.

Ninth graders at T.C. who make up the Odyssey of the Mind team beat their only competition, Thomas Jefferson High School.

After being asked if the team had a teacher sponsor, members fell silent and then jokingly responded that they have parent sponsors. Schaedal began competing in the Odyssey program as fourth grader and started again last year in the middle school division devising a team of fellow Francis C. Hammond middle schoolers. According to the team, they did much better this year than last and predict that they will continue participating throughout their high school careers, hopefully bringing home more wins to this underappreciated event.