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Students balance sports, homework, activities during Homecoming Week

by Abby Mulligan/Staff Writer

Photo Caption: Star Caldwell, 11, decorates the cafeteria windows for Homecoming.

   Many people love the week of Homecoming for Greenfield-Central. But does anyone truly know all the hard work that goes into planning the week’s events? How does the student body take part in the overall organization of everything? How are school, sports, and festivities fit into one schedule? All of these questions come into consideration during one of the busiest weeks in the beginning of the school year.

The first part of Homecoming week is scheduling festivities that all the students can take part in. From painting cafeteria windows to having spirit days each day of the week, there are multiple activities to enjoy. Avery Frye, sophomore class student council president, described planning as, “…putting people in places where they can help us with powder puff, male volleyball, etc.” When asked about deciding a theme, he answered with information about how the Student Council dedicates time to perfectly working out an idea. “Each grade level picks a daily theme based on the overall theme…this year it is music,” he said. 

Frye is also a member of the football team, and he described the pressure of Homecoming activities on the way the team plays. “I think there is some pressure from classmates that we have to win Homecoming… I’m personally showing my school spirit by working my hardest on the football field to increase our chance at beating Shelbyville.” As football is one of the main focuses of Homecoming week in general, having a large array of participating students is important also. Katie Curry, 10, describes how not only does the school get involved in Homecoming week, but the community of Greenfield itself does, also. “ I know Greenfield is super big about Homecoming as a whole, and I think our school goes all out for ‘Hoco’, so yes, I do think that the way we celebrate reflects the community.”

Along with filling up time with all the excitement of Homecoming festivities, students are also busy with actual schoolwork. Caroline Gibson, 11, gave her opinion on what it is like to play a sport, focus on Homecoming, and do homework all at the same time. “Homework for sure has put some pressure on me and the way I play because it can get stressful. Having up to three matches in a week and then having homework every night gets stressful. Having to balance both along with practice is tough,” she said.

So, while Homecoming week can get stressful, students manage to find a balance and have fun at the same time. Even though the week is busy and sometimes stressful, Homecoming is more about fully uniting as a school. Gibson said, “I don’t think it’s just Homecoming that represents our community; I think it’s every sport and band and club at our school that builds a culture that everyone wants to be around. Homecoming week, though, it seems like everyone tries to get involved somehow and that’s something really cool to be a part of.”

Frau Clements: The Traveler’s Life

by Alexander Young/Staff Writer

Traveling has affected many people’s lives, including that of Ms. Cathy Clements, German teacher, better known as Frau.  Ms. Jennifer Holzhausen, fellow GC teacher and friend, believes that “traveling has been a defining feature of (Clements’) life.” Ms. Clements has not traveled all her life but when she did it affected her immensely, she says.  She has always liked traveling for what she describes as “experiencing a different type of day, a different type of environment, a different landscape.”  

Clements thinks it is amazing to experience the different cultures of the world and how they are different from what we are used to. Out of the 14 times Clements has been to Paris she has been met with friendliness. In Paris, Clements found an experience that you usually wouldn’t find in your everyday life. The friendly culture of the French allowed for her to make friends with a complete stranger over the conversation of mosquitos and how they love certain people or when she went to a concert in Germany where she danced with the Germans in a way that the Germans have never seen, she said.  Other cultures have impacted Ms.Clements immensely in terms of “being a part of the world and being able to connect with other people and find things that they have in common,” she says.

Clements wouldn’t always travel long distances. She believes that you don’t have to travel far to have a good time and learn something also you don’t have to travel often to experience new things. When she was a kid she would usually travel to her grandparents and stay there for two weeks in the summer where she would have fun with them, she said, and once her and her family went to Florida by driving. Clements had never gotten on a plane until she went to Germany in 1981 to study.

Clements also believes that you can learn a lot from traveling to new places and cultures even if it doesn’t involve the place you are traveling to. Ms. Holzhausen says of Clements, “Traveling has made (Clements) a more effective teacher in the classroom.” Clements says while traveling she picked up many skills; one of the most important ones is organization. Ms.Clements always makes sure she has everything she needs to allow her and her friends to have a good time and not worry during their trip also so she is on her playing field when it comes to using things. Even when she forgets something or something problematic happens, she is able to solve the problem even if it is with a couple of words. For example in France her pants ripped so she had to ask for a safety pin and she was able to because she can speak the language thanks to her trips and learning, she says. 

Clements has learned, experienced, and become a part of many cultures thanks to her traveling from dancing with locals to experiencing new friendships.She learned to be a better organizer and has enjoyed the fun of traveling, she said. Clements believes that traveling was a life-changing experience and that everyone should do it. She believes that it doesn’t matter what type of traveling you do specifically, just do whatever draws you and puts you out of your comfort zone. All of these are things that involve traveling are a part of what makes Clements who she is. 


Profile: Cole inspires others in art, life

By Kylie Burnett/Staff writer

Photo Caption: Ms. Sarah Cole helps a student with a project

Expressing yourself is an art of its own. And with the help of art teacher Ms. Cole, anything is possible. Ever since she was a child she loved to immerse herself in anything creative from building cardboard houses to simply drawing on paper. Her artistic skills shone through in her youth, and transferred their way into her career. She has helped many students including Piper Dale, she says “Ms. Cole is amazing at explaining, and will never leave you in the dust.”

This absolutely true, but surely someone had to jumpstart her passion? “That would be any woman in art.” Ms. Cole confidently answered. One of those amazing women that Cole admires would be Hilma Af Klint. She was an artist in the 19th century, and was one of the first to do expressionism. With expressionism, Ms. Cole loves any art with color and darkness too. Along with teaching she also sells art, creates galliers, and it’s definitely more than a hobby in her eyes. Her love for art may become tiring, and it may be competitive, but she is showing her students how to appreciate it.

Another student is Madison Leyh who says, “What I like about Ms. Cole is her crazy personality, and that she gives a helping hand.”
Because she is an inspirational art teacher, Cole also believes that there are many other ways to be involved with art. As a young artist may want to become famous, Ms. Cole thinks that you absolutely can. One way she says, “is by making money ahead of time, it’s a great way to start.” By making money for art can become a great start to being an professional artist. Speaking of helping young minds, advice that Ms. Cole has given is, “Comparison is the thief of joy,” said by Theodore Roosevelt. This is why students and staff at GC can count on Ms. Cole to help encourage others.

The whole energy of her class is simply exciting. As soon as you walk in the site of vibrant color, and texture hypnotizes you. Students sit and create with their peers. If you listen, you can hear Ms. Cole’s music taste like rock, Nirvana, and some pop playing in the background to fill whatever silence may roam. Her classroom reflects her passion for art.

While being inspirational, kind, and caring, she is also determined. Ms. Cole creates a safe and loving place to let her students express themselves freely. To create such a friendly environment she listens, and really takes what the kids have to say to heart. Like once in class she lets students come into her room to talk or just do their own thing. Helping her students and creating beautiful art is really a talent to behold. A final quote from Ms. Cole is, “Art is for everyone; putting pencil to paper is the first step.”

Profile: Mrs. Laura Mann

Trinity Fields/Staff Writer

       Laura Mann is an algebra and geometry teacher. She also is an assistant coach for the girl’s soccer team. Her home life includes her son, daughter, and husband. As you can tell, Mrs. Mann has a very busy life. She has many things she has to do throughout the day. However, she finds a way to balance her teaching, family, and soccer life. 

        Mrs. Mann has a supportive husband that takes care of their kids, and she likes to plan. Mrs. Mann said, “ I plan out my schedule and I make sure I have time for everything. I would say I am organized.” 

    So why did Mrs. Mann become a math teacher? The answer is simple. She loves math. She has loved math all of her life. Mrs. Mann said, “My favorite thing  about being a teacher is getting to know the students.” She teaches geometry and algebra. She said, “I enjoy teaching algebra over geometry.”

    What inspired Mrs. Mann to teach? She went to college to study engineering. In her senior year of college, one of the soccer head coaches asked her to help him coach the girl’s varsity soccer team. After coaching the team, she realized she wanted to teach. So she finished her senior year, then she got into teaching. Now she is a high school math teacher.

    Mrs. Mann has two kids. She said they are amazing. Mrs. Mann said the best part about teaching them is, “I like to help them develop their problem-solving skills. I like to teach them, and watch them learn. For example, I taught my son, Brody, how to share with others.” Mrs. Mann said the hardest part about raising her kids is, “Letting my kids make mistakes so they can learn from them.” 

    Mrs. Mann has two kids. Does she want to have anymore kids? Mrs. Mann has had two miscarriages. So she doesn’t think emotionally that is her path to take; however she said she would like to adopt. She said, “My husband and I have been thinking about adopting a baby in the future. I wouldn’t want to adopt now, but possibly in the future.” She continued, “Someone asked me what I would do if I had all of the money in the world, and I said I would adopt all of the babies in the world.” Mrs. Mann loves babies.

    Mrs. Mann likes soccer, and we know this because she is an assistant coach. She played soccer from the ages of three to 18. Her son plays soccer, and her daughter will play soccer when she turns eighteen months. As you can tell, Mrs. Mann is definitely a soccer mom.

    Emma Denny, 9, is a current student in Mrs. Mann’s class. Denny said, “My favorite thing about Mrs. Mann’s class is how Mrs. Mann helps us one on one if we need it.” Denny added, “She is a good teacher because she makes sure the class fully understand something and she is very involved.” 

    Mya Wilcher, 9, is a former student of Mrs. Mann. Wilcher considers this the most memorable part of Mrs. Mann’s class, ”All of the jokes everyone made that would make everyone, including Mrs. Mann, laugh.” Wilcher continued, “I enjoyed Mrs. Mann’s class very much. Mrs. Mann is a good teacher because she taught efficiently and was able to connect with the students.” 

War on Terror continues, affects GC families

by Analicia Cass/Staff Writer

Photo Caption: Private Jacob Ramey, picture taken after his graduation from boot camp in Fort Benning, Georgia.

The War on Terror, while it may be mentioned a lot in America, is a subject that many people may not fully understand. Many others may also not realize how the war affects a soldier’s family.

The War on Terror was declared by President George W. Bush after the horrific happening of the 9/11 terrorist attack, as the United States was left stunned from the outcome of the attack. President Bush wanted to make sure terrorists knew the U.S. wouldn’t stand for it nor would they let it hurt their patriotism. The declaration of war was aimed towards the end of terrorism in America, specifically the group al Qaeda. The terrorists were in a few countries in the Middle East already, so the idea was to stop it before it spread out even more.

Although we were triumphant over al Qaeda, another well known group came to light, ISIS. There are many other smaller terrorist groups in the Mid-East, too. Our attempts of abolishing terrorism are far from complete, but we will continue to fight against it until it is terminated. Even if that means gaining help from unlikely sources.

The old saying goes: “The enemy of my enemy is my friend.” The U.S. is using this as one of their tactics against terrorism. U.S. troops have made accommodations with the Taliban to help rid the Mid-East, and everywhere for that matter, of ISIS. The Taliban is working in Iran to create a buffer zone where ISIS cannot go to war in Iran. “Iran has contributed troops, weapons and funds to counter ISIS since the jihadists’ lightning advance in 2014, making it a reluctant, yet effective partner of the U.S,” wrote Newsweek writer Tom O’Connor in a July 10 article, “U.S., Iran, Syria and Russia finally agree: Iraq’s victory over ISIS praised around the world.”

Due to recent events in Afghanistan, political action has taken place. The biggest non-nuclear bomb the US has was dropped on ISIS, ordered by Pres. Trump. He said that he is determined to end the war in Afghanistan “by committing more US troops” to the cause, according to an Au. 22 Telegraph article, “Donald Trump commits more US troops to Afghanistan and calls on Britain to follow suit.” He has called upon the United States’ NATO allies, such as Great Britain, to increase their troop numbers the same as the U.S. Trump’s bold decisions have upset some, but made others more comfortable with their loved ones being overseas in the Mid-East.

Many of our own students here at GC have a family member, a friend, or a significant other in the military. Although not all soldiers are deployed to Afghanistan, the students are all still affected in some way.

Cole Gwin, 10, has both his father and brother in the military. “My house is fairly empty and it leaves my mom to deal with most of our problems alone,” he said.

Having not one, but two family members in the military makes a change in the overall function of the household. Ethan Kile, 12, has a brother and soon-to-be brother-in-law in the military. Kile says, “Active duty often gets in the way of family functions, it is weird not seeing them there.”

Not having a close family member with you at family outings can be difficult at times. Even though the soldiers are gone, their families still have a somewhat hard time adapting to the changes. After acclimating with the soldier not being there, the families must get used to the lack of contact.

The families don’t usually get to see or even contact their soldier often. The soldiers only have so much time when they are able to talk. Gwin said, “Hypothetically I can talk to them whenever I need to, although talking in person is a few times a month, sometimes less.” Not seeing or speaking to a family member for months can, at times, be challenging. The same goes for soldiers who are across seas that aren’t able to speak with their family or friends as much as they used to.

Private Jacob Ramey is a former student at Greenfield-Central who decided to go into the infantry in the army after graduation. Ramey said the separation from family is tough. “The lack of talking to family brings down the morale around here.” When a soldier doesn’t speak to their family and friends for extended amounts of time it can make them feel isolated.

When troops are in war torn countries, the government must have a plan to keep them safe while achieving the goal of them being there. Ramey said, “Our plan is just to push ISIS back to Pakistan so we don’t have to worry about them being in Afghanistan.” The idea is to push ISIS into Pakistan and prevent them from going over into Iran. Iran and the Taliban have teamed up in some ways to get rid of ISIS, creating a buffer zone that prevents the violent terrorists from going into Iran.

Gwin stated, “While the cause is something we need to pursue, after so long, this way of going about it can not continue without revision.” The new plan of just pushing ISIS back is a revised one, as for how well it’ll work in the long run, it cannot be anticipated.

The War on Terror, which is mostly centered in Afghanistan at this time, has been ongoing for the past 16 years. “There are currently around 6,000 US troops on ground in Iraq and Syria, according to Military Times, though even that number does not tell the whole story since the Pentagon assigns troops to the region on a ‘temporary’ basis that does not contribute to its total count,” wrote Business Insider writer, Paul Szoldra. With this many troops in war torn countries, it’s difficult not to be concerned about the War on Terror. The war is still a serious one, however it is doesn’t have the attention it used to. The ongoing war has changed over time and has escalated in different ways due to technological advances. The need for troops in these Middle Eastern areas affects the soldiers and their families in many ways.


The Scoop on Principal Cary: How he’s adjusting, what faculty think, his goals

by Megan Schoonover/Staff Writer

Photo courtesy of Connie Entrekin: Principal Jason Cary works in his office in his first year at GC. 

“They didn’t hire Steve Bryant Jr., they hired you.” This was a piece of advice given to our new principal from our previous principal, Steve Bryant. Principal Jason Cary has had a smooth transition into our new school.  

“The kids have been great, the teachers have been great, and everybody has been really nice. This has made my transition a lot easier,” he said.

At first Cary was worried that not everyone would get his personality. “ I like to laugh and have a good time.”

Mr. Tim Horsman, counseling department, said he likes Cary’s funny side.  “He’s always making a joke, which is great because I function that way too. It’s not fun to work with someone who is always serious. His Twitter is almost always funny, too and I think it’s a great way to communicate with the students especially.”

Mrs. Connie Entrekin, administrative secretary for Mr. Cary, has also noticed his light-hearted side. “Yes, he does funny things…stay tuned…you never know what to expect.”

Aubree Cole, president of student council, explained, “I really like Mr. Cary’s Twitter. Not only is it very informative, but it also gives me a good laugh sometimes.”

Cary said he doesn’t expect very many changes. “If we get any input from the students or staff then we may look at things and ask how we can make this better.”

Entrekin said, “He is always positive and wanting to make GCHS the best school we can be.” However, Principal Cary does have one major goal for GCHS. “My big goal is getting our graduation rate higher,” Cary said.  “If kids leave here with a diploma, they leave here with an opportunity.”

This is his big goal and is hoping to get the graduation rate from 91% to 95%. After that he said, “Then we can move onto something else.”

Before his year started here he hoped to go to sporting events. He has definitely fulfilled that hope. He has been to “almost every sport more than once. It’s been nice seeing the kids and hanging out,” Cary said. The most exciting game he’s been to was the volleyball game against West Point. “That was a really competitive game and I got to ring the siren at the end, so I may be a bit biased on that. There’s always something exciting about all of them, though,” Cary said.

Cole stated that she liked Mr. Cary’s involvement in school activities. “My favorite thing about Mr. Cary is his school spirit. He is at almost every school event, and is constantly supporting all groups and teams.”

Cary so far has been “a great principal who cares about the students and the teachers,” said Entrekin.

Horsman stated,“He’s very focused on making things better for the students and everything I have seen has been really positive. You can tell he’s got a heart for kids…He’s focused on the business of the school and the academics but really it comes down to is what’s in the best interest for the students.”

Cary will provide ‘fresh eyes’ as top admin at GC

by Grace Gray/Staff Writer

After almost two decades at Greenfield Central, principal Steve Bryant will be retiring this year. After a successful run from Bryant, the search was on for a candidate who could fill Bryant’s shoes, the replacement being Jason Cary.

Cary has spent the past seven years at Peru High School, four as principal and three as assistant principal. Coming from Peru, a school of about 660 students, he will now be overseeing a school of around 1,500 students, the largest high school in the county. “My initial thoughts on GC are how nice everyone is and what a great community it is” said Cary. “I can’t wait to move my family down here. It seems like a great place to have a family.”

Assistant principal Susie Coleman said Cary should be a great fit for the administrative team. “I think we are ready for a fresh pair of eyes here.”

As for athletics, all are hoping for a smooth transition. Freshman dancer Kaelie Kinder said, “I hope we get someone in here that cares about sports like Mr. Bryant does. If that happens I don’t think we will have any problems.”

“I love going to sporting events, so I can’t wait to put on my blue and gold and cheer on the kids.” said Cary.

Junior football player Zack Kennedy said, “I’m excited to see what a new pair of eyes will do for GC athletics this year.”

“I think this is what GC needs, some new insight and new eyes, and we are hoping for a smooth transition,” said Coleman. “He fits with this staff very well, and we are hoping for the best.”

As for changes next year, “There is nothing broken here at GCHS. There are no major issues. We just need to approve upon what is already great,” said Cary.


Photo courtesy of Peru High School website


Flex Day presents benefits, drawbacks

by Eric Morales/Staff Writer

How efficient are Flex Days?

The answer lies within teacher and student feedback. Do people just like you believe that Flex Day is efficient?

First of all, what is Flex Day? “Flex Day is a day when students are allowed time to work on assignments from the comfort of their own home,” said Ben Grimes, 9.

Flex Day is when you stay home and do most of your work from home,” said Estelle Smith, 9.

Flex Days give students an opportunity to work at their own pace independently. For some it’s good, but for others it might be a struggle.

Based on questions to students and staff comments, whether or not many students completed their Flex Day assignment during that day seemed to be in question. On the previous Flex Day some students did their work on the weekend. Some teachers don’t even like to make their Flex Day assignments public until it is officially Flex Day.

Mr. Gary Cerqua, business teacher and technology specialist, collected data to show how the efficiency in Flex Day compares to a normal classroom setting. “The vast majority of high school and junior high teachers said that the work completion percentage was very similar to that of a typical class day,” he says. “The vast majority of high school and junior high teachers also said that the quality of work very closely mirrored that of a typical class day.”

Mr. John Rihm, a science teacher at GC, talked about whether students should do their work on that day, or if it mattered. He said that he doesn’t care if students do their work before, just not after. “What difference does it make,” Rihm stated. “The work is getting done, right?”

This may be somewhat inefficient, but that doesn’t mean that Flex Day is ineffective. It just means people procrastinate. Many teachers did have students who didn’t do their work until the last minute. This fact helps present some of the hiccups of Flex Day.

Jayden Cave, 11, said he didn’t do the Flex Day work on the actual day. “It’s like a President’s Day, really. I don’t do any of my work.”

Bailie Puckett, 11, had a different perspective. “I do all of my work. I definitely like to be home, though,” she said.

Although Flex Days can have inconveniences, it is believed to be necessary. “I think Flex Days are necessary once in a while because it shows if kids can do work without the help or supervision of a teacher,” said Smith.

Some said it gives the student more independence and shows his or her dedication and independence.

Maddy McDaniel, 11, said she knew what to do during Flex Day for her assignments. “I understood the assignments because the teacher explained it the day before,” she said.

Charles Thomas, 11, says, “Flex days do have their inconveniences, but it’s great to relax at home and do your work there.”

Some students think the reason students might procrastinate is the amount of work given.

Makayla Sexton, 11, said, “I think teachers assign too much Flex Day work. It’s long assignments, not short.”

Cave agreed. “There is a lot of work. I had an hour and a half of work per class. Sometimes I feel like teachers don’t know we have another life outside of school.”

Cave said another drawback was that you can’t ask questions, although he said you could email or call your teacher.

Sexton said, “If you have computer problems at home, no one can fix it, unless you are a tech cadet.”

A simple solution to ensure students do the work suggested by Smith was a way for teachers to check student progress. “Maybe one suggestion to improve Flex Day is maybe the teachers can monitor whether or not the students do their work,” Smith said.

Flex Day currently is experimental. There are ways to fix and make Flex Day more efficient, so fewer people are pushing their assignment to the last minute. 

The benefits and drawbacks of Flex Day depend on the person’s perspective. “I think Flex Days are efficient depending on the person and if they use their time wisely,” Smith says.

“No, Flex Day is inefficient because doesn’t give students access to teachers directly and it just slows learning,” Grimes said.

Others like the pace of Flex Day.

“I like that you can do it on your own time,” Sexton said.

“You do your work on your own time at your own speed,” Puckett said.

ISTEP replaces ECA

by Mariam Elassal / Staff Writer

Photo Caption : Students review key concepts prior to ISTEP test in Mr. Smith’s College Entrance Prep class.


Sophomores in Indiana will have to take the ISTEP+ this year as a replacement of the ECA.

Some people support the change, but others say the test is more difficult than the ECA was last year. After gathering and comparing some opinions from not only teachers, but students as well, opinions are very mixed.

Aaron Smith, math teacher at GC, doesn’t see it as a stressful test, but rather that it is a test to show what students know. He tells his students to relax, and if they don’t know the answer, to just make an educated guess. Smith also said that if students pay attention in class and listen to their teachers, they will be fine during this test as it is just a review of what they learned before. Nothing new or unseen will show up.

“Looking at last year’s test, the ISTEP+ did seem more rigorous than the ECA. It covers a more broad range of question, it has both Algebra and Geometry whereas the ECA only had Algebra, and the questions go more in depth. Again, if students are listening to their teachers, and putting forth the effort to understand the concepts, they will be fine no matter what test they are taking,” Smith said.

Krysha Voelz, English teacher at GC, stated, “ISTEP+ differs from ECA in format, subjects tested, and in the nature of its questions. Therefore it may be perceived by some to be more difficult. However, both tests require students to read critically and write fluently. As long as students stay engaged, read actively, and write with supporting details, they should perform well.” Voelz also encourages her students to get a good night’s rest along with a proper breakfast. While taking the test, Voelz recommends that students “pace themselves, check their responses, and use all their allotted time on the test.”

GC cheerleaders take state, focus on future

by Sam Kihega/Staff Writer

Picture: Varsity cheerleaders Maci Montgomery, 11, Khloe Shockley, 10, and Marissa Gallo, 11,  lead the Cougars in a cheer during football season.

Greenfield-Central Cheer has had a year that was worth watching. They won state with all their hard work from not only the cheerleaders, but also from their coach, Ms. Laken Peal.

“Winning state gives us a chance to not only celebrate our accomplishments but also to set a standard for our program. It acknowledges the hard work and athleticism that is required to be successful in cheer, and it helps to reaffirm our program’s ability and potential. More specifically, now, we work on skills we want to accomplish for next year’s competition season.” said Coach Peal.

Ava Dickmann, 12, said she was proud of the cheerleaders’ accomplishments as well.

With this being my last year, winning state is bittersweet. I could not have asked for a better end to this season because we accomplished what we aspired to,” she said. Dickmann followed that statement saying after every practice the team would break on the word  “rings” because when you win state, you get rewarded with rings.

Coach Peal spoke about the future after winning state. “With basketball, we are looking forward to working in tandem with our Pep Band. They are they best supporters we have at basketball games, and we love hearing them play as well as chanting with them. They truly get in the Cougar spirit, even when others have a hard time doing so,” she said.  

Another varsity cheerleader, Paige Towle, 9, talked about how different this year was from last year. “It is very different. At junior high practices it was a lot more laid back. This year I felt more pressure, since I was a freshman. The actual routine itself was so much harder this year.”

Towle added that the atmosphere at games and competitions was also a change from the past. “Last year, you were lucky if the football players at least looked near you while you were cheering. This year we have students in the stands to cheer with us. It is more fun to make faces at your friends while you do the motions to a cheer than staring at an empty section in the bleachers,” she said.

Towle also pointed out what she would like to see happen in the future for the cheerleaders. “I think that throughout the years, I would like to see us work on being cleaner and making everything perfect. Even when we hit everything in the competition, we weren’t as tight as we know we can be. I think when we learn to be tighter and make everything hit, people will think very highly of our team.”