Category Archives: feature

Phones in the classroom: Yay or nay?

by Austin Tserlentakis/Staff Writer

Photo Caption: Jessica Harris, 9, uses her phone in the classroom to supplement her learning.

Phones in the classroom have their ups and downs. They can either benefit students or do the complete opposite. According to most people it does the opposite. Some students abuse their right to have a phone in class and use it when they shouldn’t. There are also kids who do use their phones appropriately for academic purposes. 

Phones can provide many benefits if used appropriately. Mrs. Laken Rosing stated, “I try to teach students how to use them in an adult way.” If students use phones in a way that doesn’t interrupt class or distract themselves. They can be used effectively and possibly even produce positive results. Jerimiah Edwards, 9, stated, “Phones can be used well if kids don’t have their iPads and their phones could replace it.”

There are times when phones are definitely a no go. Rosing stated, “There is no reason to have it out during presentations, tests, quizzes, and etc.” Then Ms. Jennifer Holzhausen also goes on to state, “My general expectation is for phones to be put away at all times.” These expectations are guidelines that are usually set in most classrooms, especially on tests and such because they are, of course, assessments. 

A common issue is deciding whether or not that there should be a wide school policy with phones. Right now GC does not have one in particular. Rosing and Holzhausen both thought that a blanket policy wouldn’t really work because it depends on maturity. Freshmen are more likely to use their phones more while juniors are more likely to understand that it isn’t appropriate. Dessy Taulman-Franklin, 12,  stated, “In the end it is really about maturity and how you as a person can handle yourself.” On the other hand Ms. Michelle Rennier stated, “There should be a policy that if they are caught using their phones inappropriately that they should be taken away.” 

Another thing Rennier touched on was how phones affect life outside of the classroom. Conflict is a big issue that most of the time happens on phones that then transfers to real life. This also affects the inside of the classroom because this drama that usually happens on the phone puts this student in a bad mood, making them subject to not doing their class work or not doing anything at all. 

According to Holzhausen, “Banning the phones in the classroom hasn’t shown great improvement, but it does decrease the amount of cheaters.” Cheating is another big reason why phones can be an issue in the classroom. Cheating is a prevalent issue that doesn’t show real improvement in a student. This also causes teachers to view the use of phones negatively.

One of the biggest problems for phones in the classroom is the issue with social media. Edwards believes that if social media wasn’t available, phones would be a lot less of a distraction. Taulman-Franklin also expresses her opinion on social media on phones being a distraction. She said, “Yes because it would be less of distraction and help more academically.”

 

The Academy offers support, opportunities for students to earn diplomas

by Hailee Martin/Staff Writer

Photo Caption: Mr. Todd Grimes works with a student at the Academy. 

The Academy isn’t something that gets noticed as much as it should. People think of it as just another part of the school, but this place gives struggling students a one-on-one experience. 

Students from the Academy all had positive comments for the academy. Hailey Shively, 12,  stated, “I don’t really dislike anything about the academy. I love how helpful they are. I like the programs we get to be involved in with volunteering.” 

Sarah Morales, 12, stated, “I like that I can work at my speed, I can work extra one week and slack the next. I dislike that on two hour delays we have to stay an extra hour because I feel that it’s not our fault the weather is crappy and I have to pick up my daughter at certain times and it throws my day off.” 

Joseph Trusty, 11, stated, “I like that you can work at your own speed, and I only have to go Half days. I don’t really think  that I dislike anything about the Academy. It’s amazing.”

Last but not least, teacher Mr. Brent Oliver stated, “I think it is an excellent place for students to earn credits in a non-traditional setting—if they use it correctly and wisely.” 

The Academy helps teens with one-on-one attention and an alternative schedule. One important factor about the academy is students still get their diploma and they still get to walk across the stage with their class. 

Actors, tech for Footloose prepare for stage

by Trinity Fields/Staff Writer

Photo Caption: Ashton Morris, 12, prepares to run sound for the musical. 

As the drama department gets ready to host Footloose: The Musical, Carolyn Voigt, the director, is very excited for this event coming up on May 1-3. Voigt explained what she is looking forward to most.  “I am looking forward to sharing all of our hard work with our friends, family, and community,” she said. “I love when the students put on a great performance and get to greet their supporters after the show.  You can really tell that they had a blast, and they’re always smiley and giddy after the show. Seeing them that happy makes me feel like all of our work was worthwhile.”

Voigt also talked about her favorite part about directing plays and musicals. “The best part of directing the plays and musicals is getting the opportunity to work with such talented students, and when they are willing to try new things or we can bounce ideas off of each other, we build a scene together that is meaningful and heartfelt.” 

In contrast to the best things, Voigt also talked about the challenges of directing. She said, “I think that as our wonderful program continues to grow, it can be challenging to sit at the helm of 100+ students who sometimes have work, a club to attend certain days, are sick from school another day, and so on.  Building the rehearsal calendar is like a huge puzzle, but yet all of those pieces keep shifting around. The best way to compensate for that is to be an effective communicator as a student, and try to hold a line between being flexible and steadfast as a director.”

Christopher O’ Connor, 11, plays the lead role, Ren McCormack. O’Connor talked about how he plans on preparing for the show. O’Connor said, “Preparing for the show is just going to consist of a lot of practice. Whether it be working on choreography at home or constantly studying my lines, it all comes down to putting in the work.” The play is not without its challenges, however. “The most challenging part so far has been the choreography. Footloose is a show about dancing, so making sure the dances are clean and look good is really important.” 

O’Connor also talked about how he played Troy Bolton in last year’s musical, High School Musical. The reason why O’Connor decided to be a part of this musical is, “I decided to be a part of the musical because I loved my experience from last year’s musical, and wanted to be a part of that kind of experience again.” The last thing O’Connor talked about was what he where he wanted to be at the end of the musical. O’Connor said, “I want to take away all the fun memories and new friendships that I’m sure I will make during this show.” 

Kaya Billman, 11, plays Ethel McCormack, Ren’s mother. Billman started out talking about what she is anticipating the most. Billman said, “I’m looking forward to being able to sing with other people. My favorite part of the musical is always being able to sing with others.” Billman also talked about how she plans on preparing for the musical. She said, “I plan to sing quite a bit on my own time and with my friends in order to get and keep my voice in shape.” The best part so far for Billman is, “Ethel is a fun, sarcastic character, and I like how witty she is. It’s just been fun to interact with others as Ethel.” 

The most difficult part so far for Billman is, “Singing on my own is challenging, particularly because this is my first named role in a musical and I’m used to being in the ensemble. Trying to hold my own musically in the spotlight will be a challenge for which I’m excited.” Billman talked about her past plays and musicals. She explained, “I’ve been in every play possible since the end of my freshman year. I’ve been in Once Upon a Mattress, One Acts, The Diary of Anne Frank, Regionals 2018-19, High School Musical, Jack and the Giant Beanstalk, and Cheaper by the Dozen.” The last thing Billman talked about was what she wanted to take away at the end. Billman said, “I hope to bring with me some confidence and experience after the musical because this show contains many firsts for me.” 

Benjamin Grimes, 12, is playing the role of Reverend Shaw. The first thing Grimes discussed is what he is looking forward to most. Grimes said, “This musical, in my opinion, has some charming writing and character interaction. Playing off of my fellow actors is something I’m looking forward to, on stage and off stage.” Grimes has participated in the sound department for Pippin, many One Acts, Jungle Book, and High School Musical, just to name a few.

Grimes continued with why he decided to be a part of this musical. He explained, “I was going to do this show as a part of the sound department, per usual, but my friend got me to come to auditions, and I suppose they liked me. Regardless, I wanted to be a part of the musical because theater is something I have been a part of since the first show my freshman year, and I wanted to be a part of it at the end, too.” 

The final thing Grimes mentioned is what he wants to take away from this musical. Grimes said, “I want to come away having developed some performance skills, but mostly I just want to walk away with positive experiences, and a fun end to my senior year.”

 

Girls track and field train for upcoming season

by Meilyn Howe/Staff Writer

The girls’ track and field team has been preparing vigorously for the upcoming spring season. Last season was successful for many runners, such as returning runners Crystal Peterson and Audrey Brinkruff, who advanced to regionals last year.

Addison Hill, 11, is excited to run track this year alongside her friends she has made running track. She has important goals for the season. Hill said, “I would like to qualify for regionals as a part of the 4×4 and place there.” 

Hill’s goal this season is to focus on attaining her goal, even when times can be challenging. She said, “It’s important to always focus on the end goal and the big meets at the end of the season; especially when the workouts are tough.” 

Olivia Moss, grade 12, is also very excited to be running track. She is going to finish the season off strong as she is going to run at her future college. Moss said, “This season is my last one as a high school athlete. Considering this, it sets a tone for my future of running at Anderson University.” 

Moss is going to maintain her focus this season by constantly reminding herself that you can’t expect to get better if you don’t put in the work. Moss said, “This season I will maintain my focus by reminding myself that pain is part of reaching your goals.   You can’t expect to get stronger and faster if your mind isn’t in the right place to experience physical pain and soreness.”     

This season Hill says that their team has been doing a lot of conditioning as early as December and their official practices started in February. Moss added that her team usually bonds over conditioning. She said, “It’s when the workouts are the most difficult and if you don’t cheer each other through it, each set can feel like things are never ending. So my team will bond through pushing each other to get stronger.” 

Zuleny Calderon, grade 11, said that running track helps her in her other sport she plays too. Calderon said, “I’m excited to run because it means I get myself in better condition for soccer season, and I get to spend time with my friends at practice and meets.” 

She says that conditioning for track has helped her get better at her running and stamina. Calderon said, “What keeps me focused is when I play a game for travel soccer and I notice that I’m quicker and I’m not completely dying at the end of a sprint.” 

Reuben McCracken, the girls track and field head coach, had a couple of things to say about this season. He said he wants everybody to be working on getting themselves better. McCracken stated, “No matter where they start, as long as they have done all that they can to make themselves better, then I’m happy.” 

McCracken said that as a teacher, he wants to influence kids’ lives and that coaching track does that for him. McCracken said that his coaching philosophy is still something he is trying to nail down exactly, but here is some of it. McCracken said, “So my philosophy is based on being a coach they know they can rely on and guide them in a direction that improves their athletic ability, but can also guide them in some way to be a better person now and later in their lives.”

 

Footloose Publicity Crew Goes to Work

by Abby Morgan/Staff Writer

Photo Caption: David Hull, 10,  Jessica Rudd, 9, Elizabeth Harris, 12,  and Camden Fitzgerald, 9, are in the publicity crew for the drama club.

The publicity crew is as busy as ever, setting up for Footloose, with setting up locker decorations, making the playbill, and putting up posters around the school. Elizabeth Harris, 12, is the head of this crew and loves her job. Some of her favorite parts of this position are decorating the lobby before shows, leading her fellow peers, and meeting new people every year. With the nice parts, there are always the downsides. “For me, I’m in the show, co-head of paint, and head of publicity so it’s really important that I have other people to rely on for work to get done,” Harris said.

This crew usually does the same things for every show, just different things to spice it up and make it unique. Another big help is Mrs. Carolyn Voigt, the drama director. “I like working with her because she’s really nice and helps bring everything together. She also helps come up with ideas for us and helps with the playbill because it’s so difficult to make and put together,” said Harris. 

Almost every show, there are new faces running around either in the crews or as actors on stage. Harris said, “I really like working with new people, it’s exciting because you obviously get to meet new faces and help them with their work.” 

Addie Coombs, 9, has never been in publicity before; instead she has been in paint. “I originally decided to join publicity just in case my main crew choice, paint, was full but now that I’ve worked with Elizabeth for a while I’ve stayed to help give the show as much good publicity and attention as possible.”  Coombs also adds, “I don’t believe the publicity crew gets enough recognition, but then again all of the tech crews in drama productions don’t get recognition just because all of the crews are the basis of such a good show and back up actors.”

Of course, this crew is needed just as much as any other crew. Without them, you would not see posters, hear announcements, or see locker decorations. Camden Fitzgerald, 9, is also doing publicity for the first time this show. “I think my favorite part is most likely the people because they make it so much fun while doing the (sometimes tedious) work.” 

With rehearsals only starting a few weeks ago, this crew has already put in many hours of work. With the show being in May, they will work toward getting the job done.

Sunshine Society works to fundraise for community

by Tuesday Olson/Staff Writer

“Before I joined the Sunshine Society, I just thought that they were a bunch of hippies,” Alyssa McFall, 12, said, laughing, “but when I joined I found out that it was just a bunch of people wanting to help raise money for Riley (Children’s Hospital).” 

 The Sunshine Society is one of the many student-led clubs at GC. Current members are McFall (President), Andrea Thompson (President), Amanda Thompson, Lily Enriquez, Meadow Duncan, Corbinn Ailes, Jesse Meeks, and they would like to have new members. They work year-round to help the community and school. 

A lot of people don’t know what exactly the Sunshine Society does. The main point of their club is to raise money for Riley and other non-profit organizations. Currently there are only two fundraisers a year. McFall also said, “Something that I would like for the club to do in the future is to have more fundraisers, since right now we only do two.”  The two fundraisers that they do are the Boo grams (cauldrons + treat bags) in October and the Crush cans in February. They work very hard to raise money through these fundraisers and even raised over $100 through the Crush cans. “I think it makes an impact because it brings the school together as a community and raises money for Riley and families who need it,” McFall stated.

The members of the club work very hard to raise money for these non-profit organizations.“We have seven members total, but we only have about five that actually participate and go to all the meetings,” Andrea Thompson said. “And it’s very hard when there’s so few members because if someone can’t run the table at lunch one day, it’s most likely that no one is going to run it and we won’t be able to raise money that day.”

When the club gets more people to join, it is most likely that they will be able to do more fundraisers and raise money for more than just Riley and get the word out more. “In the future I would like the club to continue to grow and get more people because it was originally only for girls so getting some boys would be great,” Mrs. Lisa Sears said. “If anyone wants to join there will be a meeting held on April 10th after spring break.” 

When the club members were talking about what they wanted their fellow students to know, this is what they had to say, “We want people to know that when we do fundraisers that they should actually donate because it’s going towards a good cause. And we want to make a positive change in the community,” Andrea Thompson said.  The Crush cans and Boo grams aren’t just going on to give the school more holiday cheer, they’re also here to help the community and raise money for a good cause. “We also want to start a new fundraiser where you can buy a paper hand for two dollars, and all the hands collected will be made into a piece of art. Also there will be a name drawn from who bought a hand and their table will get pizza for lunch,” said Sears.

The members in the club hope to have a positive influence on the school and community, but it also has an impact on the students in the club. “My favorite thing about the club is that we get to see people who you wouldn’t expect to donate, donate,” McFall said. “It also has opened my eyes to the fact that there are good people out there willing to help”  

Andrea Thompson said that the club made her more of a genuinely happy person and generally more positive. She said it also has helped her with communication and leadership skills. “What I like about the club is that it has a very family oriented atmosphere and once you join you feel like family.” 

Amanda Thompson added, “I’ve become a lot more open with my problems and we all grew really close.” Sears also said, “I’ve gotten to know some of them really well and I don’t have them in my class, so I wouldn’t have gotten to know them otherwise.”

“What I want people to think of when they see Sunshine Society is that we are good people wanting to help out our community and the people in it,” Amanda Thompson said.

Profile: Rosing balances school life, home life

by Mya Wilcher/Staff Writer

Photo Caption: Mrs. Rosing helps Lauren Blasko, 9, with an essay on her iPad.  Photo by Mya Wilcher

Mrs. Laken Rosing has been learning even more about time management than she already knew as the days go by. She is an English teacher and a coach for the high school’s cheerleading team as well as an expectant mom of twins. Learning to juggle her home life, her school life, and her pregnancy has proven to be a new challenge. 

Rosing went to school in Kentucky and found a love for teaching. Carah Brown, 9, is one of her students. Brown said, “I think others could learn simple kindness from Mrs. Rosing.” Brown said that being in Rosing’s class is very good and will be very useful in future years. Brown also said, “One thing that I love about her class is that she always makes me personally feel welcome and that I actually belong in her class.” 

Another one of Rosing’s students, Anna Kunkel, 9, has a very good relationship with her. Kunkel said that Rosing uses her time well and teaches or lets the students work for the class period. “She has her classes well organized with a structured agenda.” Students have had many writing assignments throughout the school year in her class and have grown as writers said Kunkel. Her students have learned how to write good essays and manage their work.

Kunkel said, “Students can learn from her not only English, but how to keep your thoughts and work organized. She helps kids learn how to be more productive and manage their time well.” Rosing’s class has plenty of material and assignments to keep students on their feet. Kunkel said that if students were to not do their work, their grade would certainly show it. Kunkel also said, “I love how she doesn’t baby us. She talks to us as adults, and in the last few minutes of class we can almost always have a polite conversation about anything. She can go from talking about how stupid Romeo and Juliet are, to having a debate with us over what Disney princesses are original and which ones aren’t.” 

Rosing said that her first year of teaching was very different, because she didn’t teach at Greenfield; it was in Louisville, Kentucky. The school was much larger, the demographics were different, and they also had seven classes a day unlike the four classes at GC. In general her first year was more stressful. Teaching is something that one must know they want to truly put themselves into, she said.  Rosing said, “I knew I wanted to be a teacher when I graduated high school. I knew that I always wanted to work with people and provide a service for people. I love writing and English and that just made the most sense to me. I also really liked reading at a young age.” 

Teaching also comes with struggles as anything else does. Rosing said that one thing she has found to be challenging is balancing boundaries. It’s taken her some time to learn when she can say no to things as she likes to try to do it all. And now that she is married and is expecting children, it’s something that she has learned that needs boundaries for personal life too and to make sure everything is distributed, she said. 

One very bright side of a teacher’s career is the memories and connections with students. Rosing said, “One thing that I really love is when I get an email from a student who is in college telling me that they have good grades and thanking me, when they’re able to reflect on the class.” 

She also recalled, “One year I came in and my students had thrown me a surprise birthday party. It was a great personal memory and my students were very thoughtful.” 

Some students come into the class excelling in English and more, said Rosing. So she tries to push them even further with their skills. This can sometimes be a challenge for her as well as the student as she has to find new ways to help that student grow from their previous knowledge. 

Since Rosing is expecting children, there have been some extra challenges that she has had to navigate. When she goes home, she has to decide whether to grade some assignments, or go relax and she has to make decisions based on what is better for the babies. “I’ve just given myself schedules. On one day, I’ll grade this many things, and on this day I’ll grade this many things. As long as I meet those schedules, then I haven’t met any situations where I felt like I stayed up too late.” 

All of this and more had led Rosing to where she is now. Through all the successes and struggles she has continued to thrive and juggle her home life with her school life. Using time management and schedules as she stated has aided her in this process.

Disney Theory: Are characters actually family?

by Abigail Castetter/Staff Writer

Photo Caption: The writer explores theories of related Disney characters from movie to movie. 

Maybe you’ve seen a video or two on your ‘for you’ page or maybe while watching these shows you wondered how they tied into the universe. Fan theories are that Frozen, Tangled, and Tarzan are thought to be related in some ways. Some may call these far-fetched but who’s to say they’re not possible?

Disney fans and theorists suggest Elsa, Anna, and Tarzan could be siblings. During the beginning of the first Frozen movie, Elsa and Anna’s parents, Queen Iduna and King Agnarr, leave for a two week trip. At some point their ship is wrecked during a severe storm and they die. But, what if they hadn’t actually died?

After the “death” of Elsa and Anna’s parents Elsa eventually comes of age to become queen a few years later. The coronation takes place and many people come far and wide to see the two girls after so many years and to celebrate the event, During Anna’s singing of First Time in Forever you can see a glimpse of Rapunzel and Eugene at the front gates. Theories suggest that Elsa, Anna, and Rapunzel are all cousins related from the mother’s side of the family. “Of course Rapunzel and Eugene would be at Elsa’s coronation, what kind of cousin would she be if she missed that ceremony?” states YouTuber, Brandon McPherson.

Elsa, Anna, and Rapunzel share similarities in their appearances and so do Elsa and Anna’s mother, Queen Iduna, and Rapuzel’s mother, Queen Arianna. Even with distance the two queen sisters must have been close. Many timestamps within the Frozen, Tangled, and Tarzan movies line up and none would be too far fetched.

In 2015 in an ‘Ask Reddit,’ fans asked the directors, Jennifer Lee and Chris Buck (who also directed Tarzan), where the Queen and King were going. Chris Buck stated, “They didn’t die on the boat. They got washed up on a shore in a jungle island. The queen gave birth to a baby boy. They build a treehouse. They get eaten by a leopard ….” Jennifer Lee simply stated they were heading to a wedding. This can suggest the King and Queen were possibly going to Rapunzel and Eugene’s wedding, and when the boat “crashed” it had actually floated for a while which could give plenty of time for a baby, Tarzan, to be born and to change the shown visual appearances of the king by Tarzan’s birth. Elsa could have possibly known that her mother was pregnant and that could be why she had been worried about their leave.

There are many more extra theories many Disney theorists have connected. Some extra theories suggest Rapunzel and Elsa are twins and another suggests the ship in The Little Mermaid is the ship that had belonged to Queen Iduna and King Agnarr. Disney writers and directors like to make connections between their many princesses and other creations. Though, many theories were debunked in the second Frozen movie which came out late 2019. Instead of heading south like thought, Queen Iduna and King Agnarr were actually heading north to try and figure more out about Elsa’s powers when they really did die which cancels the Tarzan brother theory.  “While Disney keeps quiet on any official canon, the theories are all in the name of fun, and using a bit of imagination in between releases,” stated the YouTube channel ScreenRant.

 

New art teacher inspires creativity, artistic expression

by Kylie Burnett/Staff Writer

Photo Caption: Miss Hannah Johnson, new art teacher, helps Ella Maciel, 11, with a tessellation project.

GC hired a new 2D art teacher for this semester, Miss Hannah Johnson. Johnson started right after winter break and has made quite an impact so far. She graduated from IU Northwest in December 2019 with a degree in art education. Johnson was excited to start her new job at GC and said, “The students and staff were very welcoming.”

 As far as art goes, when Johnson was little she always had a creative drive for it. She creates different pieces to give as gifts for friends and family. Art is a major way for people to express themselves, like a creative outlet. “The freedom of art, and how you express yourself in it,” is one of the many ways Johnson wanted to teach and help students.

One of her students, Madison Stevens, 9, said, “I do like how Johnson teaches and she is very helpful when we do our projects. I also like how flexible she is with due dates.” 

An art teacher can be an amazing example to their students, and really impact their lives. In Johnson’s life her college professor Jennifer Greenberg had inspired her. She said, “The main people in my life and personal artists inspire me to do what I love.” Being a teacher means being able to help kids, and create an education for them. 

Student Lindsey Gallagher, 9, said, “I like how she teaches, and the projects we do are cool, plus the weekly sketches are fun.” 

The way Johnson teaches has clearly been very well received, and the students seem happy. “Her style of teaching is definitely different from Mrs Cole’s, who was the previous art teacher, but I like it, too,” said Maddison Leyh, 9.

A piece of advice Johnson wants her students to learn or receive in life is simply, “Be mindful.” Being mindful can inspire a new love for learning or show you that you’re capable of creating whatever you want.

Regarding the semester, Johnson said, “I am excited for the semester, and getting ready to help students out.” Many students seem excited to have a new art teacher to show them different aspects of art, learn, and take creative chances. 

Leyh said, “I am very excited to start a new and final semester with Ms. Johnson, she is nice and very knowledgeable. She also is young, which helps to connect with kids.” 

 

Mann: Woman of many talents

by Tuesday Olson/Staff Writer

Photo Caption: Mrs. Mann helps Bailee Logsdon with her Algebra homework. Photo By: Tuesday Olson

Mrs. Laura Mann has been a teacher for over seven years. She worked for one year at the junior high and five years at North Montgomery High School. She is currently a dedicated math teacher, coaches the girls soccer team at GC, and is also a wife and mother of two children. She still finds time to help her students and raise kids who also love to play soccer.  With so many things on her plate you have to wonder how she finds time for it all. 

Mann didn’t always know that she wanted to become a teacher. When she went to college she was getting an engineering major. In her freshman year of college she started to do coaching with her professor, and did that through her junior year.  Then, she was asked by the Central Catholic girls varsity coach to be an assistant over the summer. As she helped coach the girls during the summer she began to realize that this was something she loves to do. Mann said, “After that summer I knew that I wanted to work with kids.” So she went after her teaching degree.

Now she has been teaching for seven years and loves every day of it. She said that the best part of being a teacher was being able to build a relationship with her students. She loves to see her students inside and outside the classroom. Emma Colassaco, 9, said this about her relationship: “We don’t always talk about soccer stuff; we also talk about how we are doing and other lives.”  She even talked about one of her previous students she had babysit for her when she had her first child. She said that they still talk to this day. 

When she discussed if having kids changed her view point of students, she said no. That she sees her students as her kids even before she had kids of her own. She also stated how important they were to her and how she would do anything for them within reason. Mann said, “I feel like having kids just gave me another level to connect with them on.” 

Rebekah Pies, also 9, enjoys having that relationship and said,“She’s a really bubbly, a good person and teacher.” Mann says it also the same way with her kids, having students didn’t affect the way she saw raising her kids because her personality is the same when she’s at home and in the classroom. She said that even if her kids would walk into the classroom and they would still be like “Yeah, that’s my mom.” She also says that she wants her students to see her as a person not just their teacher.

When Mann talked about how she manages having to teach, coach, and raise her kids she had two things to say. The first is that she finds that having good time management is a must on knowing when to get what done. Then she said that it’s easy to handle all of it because she put 100% into what she’s doing at the moment she is doing it.  When she’s teaching, she is “in 100% teacher mode not 90% teacher mode and 10% coach mode.” When she’s doing something she says she wants to be 100% present in doing that thing. “I want to be present in whatever I’m doing”. Colassaco said, “As a coach she’s more strict and is always ready to make us do something out of our comfort zone.” 

As for what Mann wants her students to get out of her classroom, she wants them to know this: “It’s okay to make mistakes, to learn from the people around them, and to know that I care about them.”