NCGE GEOCAMP ICELAND

Last December, Mr. John Leffler of the Social Studies department was chosen along with 18 other teachers from across the United States to participate in the first National Council for Geographic Education’s GeoCamp which took place in Iceland in July.  The purpose of the GeoCamp Iceland was to bring together a group of educators and help and encourage them to improve the teaching of Geography using geographic inquiry methodology by way of the geography of Iceland.   Teachers in the GeoCamp listened to various presentations by a variety of experts and made observations in the field; they were put into the position of “student” so that they could see how various activities could be used with their own pupils in similar fieldwork experiences.

Mr. Leffler hopes to use the Iceland GeoCamp work to incorporate fieldwork into Benet’s Geography Honors course.  His goal is to use the Iceland GeoCamp as an example of the sorts of activities to use with students.  He plans on taking his geography students (in small groups of about 12) on two or three field experiences during the course of the school year.  Depending upon the time of year and activities, these experiences could include locations along the Fox River, Newberry Library Chicago, factory tours, Chicago urban studies/architecture, Northwest Indiana wetlands restoration, various religious based fieldwork, wind farm sites, and even geographic fieldwork at Benet Academy.  Also if practical, he would like to take students on an extended “overnight” field experience and perhaps a GeoCamp Iceland at some future date in coordination with some of his new colleagues in Iceland.

While in Iceland, Mr. Leffler visited various sites and institutions including the Viking Museum in Reykjanesbaer, the Reykjanes Geopark, Reykjanesvirkjun Geothermal Power Plant, University of Iceland Earthquake Research Center, Solheimajokull Glacier, Seljalandsfoss,  Keldur and Gunnarsholt Soil Conservation Center of Iceland, Pingvellir National Park, Landsvirkjun National Power Company of Iceland, and the fishing village of Grindavik.    In addition to these activities, the GeoCamp met the President of Iceland as well as the US Ambassador while attending a presentation by Apollo 17 Astronaut and former Senator Harrison Schmitt at the University of Reykjavik; the Apollo astronauts trained in Iceland on the lava fields and other remote locations simulating possible lunar landscapes.  Ambassador Robert Barber extended an invitation to the group to visit him at the Embassy in Reykjavik which was accepted for later in the week.

What struck Mr. Leffler the most about Iceland was the resilience shown by the people throughout their long history.  Living in such a remote albeit beautiful location, they have had to cope with many geographic challenges including earthquakes, volcanoes, harsh weather, and the remoteness of the island itself.  The Icelanders have overcome and used their environment to build a wonderful society.  From the continuing success of the fishing and geothermal industries to the phenomenal natural scenery including volcanoes, waterfalls, and geothermal springs (not to mention the “original” Geyser), Iceland has become a world class travel destination.  And perhaps most importantly, the people of Iceland are so very kind and welcoming making the country a very hospitable place to explore.

 

4 New Members Join 25 Year Club

Benet takes great pride in the skill and dedication of its educators, many of whom spend significant portions of their careers as Redwings. The commitment of Benet’s teachers to the Academy can perhaps best be seen in the 25-Year Club, an exclusive honor society composed of teachers who have given 25 or more years of service to Benet. On March 4, 2016, four teachers were inducted into this Club. Mr. Ramon Marth, Ms. Mary Margaret Eraci, Mr. Scott Brooks, and Mr. Steven Crosby joined the ranks of Benet’s most talented educators in a night enjoyed by all.

Ms. Eraci 

By Lexi Enacopol

Ms. Eraci originally returned to Benet – her alma mater – after college with a plan to teach for just a few years then continue her education as a marine biologist. Ever since she was little, her answer to the question, “What do you want to be when you are older?” has always been a marine biologist. During high school, the last thing she thought she would do when she was older was come back to Benet Academy and teach.

After attending Loyola University of Chicago, Ms. Eraci decided to put her teaching certificate to use and teach AP Biology and Honors Anatomy and Physiology at Benet. She also coached the sophomore girls basketball team for 23 years, yelling out drills on the same court she played on during her time at Benet. Later, Ms. Eraci attended graduate school at Montana State University.

When asked to recall favorite memories from her 25 years at Benet, she couldn’t name just one. She loves both the subjects she teaches and the opportunity to interact with her students. “The best part of my day is interacting with my students,” she said. “The type of students Benet has, motivated and dedicated students who are genuinely interested in what they’re doing…that makes my day enjoyable.”

Connecting with her class and seeing how the class changes and develops throughout the year are a few of her favorite things.

When asked whether she would make the decision to teach at Benet again, Ms. Eraci said, “I didn’t think I’d be here for very long, but when I look back I’m happy and thankful for the detour. If I had the choice to go down this path again, I definitely would.”

Thank you for everything you do Ms. Eraci!

Señor Marth

By Olivia Burley

Senor Marth originally began working at Benet in a part-time position. As his students will agree, however, Benet has benefitted greatly from his decision to become a permanent member of the foreign language program.

Though he says he loves Benet’s academic side, Senor Marth’s favorite part of working at Benet is the students. “I love the fact that whenever I do different volunteer activities, if I look for kids to help me, there’s always kids who are willing to help me,” he says. In fact, his favorite memory of Benet is from two years ago when over 30 students and alums came to participate in Habitat for Humanity the day after graduation. “I was hoping to have about 10 or so kids show up and over 30 did when they all could have been sleeping in,” he commented. “That is one of many good memories.” Senor Marth enjoys his time at Benet, saying “most days are good; many are great.”

If you haven’t been lucky enough to get Senor Marth as a teacher, you can find him working in the scene shop, leading Logos trips, or coaching Scholastic Bowl. Thank you Mr. Marth for all that you do for Benet Academy!

Mr. Crosby

By Gino Kozel

Mr. Crosby has been a mathematics teacher on the second floor of St. Martin hall for his entire career at Benet. He first taught Geometry and Intermediate Algebra to the sophomore and junior classes, but since then, he has taught all four grades at Benet in a variety of classes, including AP Calculus. The room he resides in may have been updated and new desks may have been added, but as Mr. Crosby himself says, “It’s always been me.”

Before Mr. Crosby found his way to Benet, he attended Saint Mary’s University in Winona, Minnesota. During his senior year he received a letter from Mr. Ernie Stark, Benet principal at the time and a St. Mary’s graduate, inviting him to apply for a job at Benet. He interviewed and began his tenure in the fall of 1991. Mr. Crosby would later earn Master’s Degree from DePaul University.

Mr. Crosby has called room M224 home for his last twenty-four years at Benet Academy. While he may not have the most lavish decorations that draw your eye, visitors to his room are intrigued by the more natural flow his personal touches create. He has decorations and collectibles from his years at Benet and his own personal experiences. This reporter’s personal favorite was Mr. Crosby’s Spider-Man figurine on the American flag in his room. The item in his room with an interesting story to tell is a stuffed mouse from the famous children’s book, If You Give A Mouse A Cookie. Every year Mr. Crosby reads this enjoyable tale to his classes and tell them if you can understand this, you can understand advanced math.

Besides teaching, Mr. Crosby has coached baseball for 25 years and football for 24 years.

Thank you Mr. Crosby for your contributions to Benet Academy!

Mr. Brooks

By Will Senak

I sat down with the freshman Biology teacher and girls varsity cross-country coach, Mr. Scott Brooks, to talk about his induction into the Benet Academy 25-Year Club and the memories he has made during his time at the Academy. He gladly shared with me the story of how he and Mr. Crosby organized a “Wayne’s World” skit for the variety show during their first year at Benet. What made the event so memorable to him was that he managed to get the Dean of Students at the time, Mr. Jim Brown, and the principal, Mr. Stark, to appear in the skit as comic foils.

An additional memory he recalled was when he coached the 2006 girls cross-country team to winning third place at the State meet. He remembered this achievement because Benet remains the only Catholic school team in girls cross country in the history of Illinois to earn a trophy in Class 3A.

When asked how Mr. Brooks felt about becoming a member of the 25 Year Club, he said, “Honestly, I’m not much for the attention it brings, but it is humbling to be a part of that group of now 49 teachers. So many of the people in the group are still teaching at Benet […] others were mentors of mine who have now since retired.  To be associated with all of them is certainly an honor.”

Mr. Brooks enthusiastically continues his teaching and coaching at Benet and looks forward to future memories he will make at Benet.

---

Walking through the halls of Benet, one sees a myriad of wall decorations. From crosses and biblical quotes to state plaques and trophy cases, our school encourages success, hard work, and dedication. However, these things do not come easily. Benet’s faculty, especially the members of the 25 Year Club, go above and beyond every year to help students achieve their highest potential. We owe them a debt of gratitude.

Benet Student, Sophia Whittemore Gets Book Published

The Funnyman- Published by 17-Year Old Author Sophia Whittemore

As a seventeen-year old kid/teen/adult, life can be tough. You have a lot of things to deal with at once. You have school events to go to. You have sports seasons to play. There are AP tests, and ACT tests, tests just for the sake of tests, and all of those other things. But, beyond all that, there’s the ever-present threat of WRITING hanging over your head. I know all about this stress because, as Benet’s motto of ora et labora has taught me, I added another thing onto this extensive academic list: publishing the first novel in a trilogy.

After a Herculean ordeal of over a year of publishing queries, literary brawls, copyright-tiptoeing, and vanity publisher dispelling, I want to offer up some advice for other future writers from Benet Academy, or really, young writers in general.

1. A lot of people are going to say you cannot do it.
2. Refer back to number one.
3. Refer back to numbers one and two. I REALLY MEAN THIS. There are entire blog posts and websites dedicated to crushing young writer dreams. They all mean well. The posts mostly revolve around letting young writers down easily. Their purpose is to “shield you from the harsh realities” of a world that the said bloggers assume you cannot deal with. And, to an extent, they make a good point. Writing is brutal. I have been told point-blank that my stories lack every writing device in the book. But, if there’s one thing to writing, there’s this…
4. The writing world is a double-edged sword. One person can look at your work and tell you to quit writing. The next person can look and say, quite sincerely, “You’ve got something here.” I thought this advice was cheesy when I first saw it. I thought it was “cute advice”. It wasn’t. They really mean this. People are incredibly subjective. So, if you get a particularly scathing rejection letter…
5. DO NOT DWELL ON IT. I know it’s in our DNA to dwell on criticism. But if you want to move on in the writing world, you cannot take every rejection personally. Trust me, I received a lot of rejections, but I also received acceptances along the way. There is still good in the world, don’t forget that.
6. Get involved. No, this isn’t another cheesy line. I mean it. You have to go out into the world and put your writing out there. Find blogs. Find literary magazines. Find publishers. Start submitting now. There’s no reason you have to wait until you’re an adult. But, even if you’re older, there’s no reason to “give up” because you’re past a certain age. There’s no winning, lottery-ticket type age to write a book. There’s only a certain level of determination required until you finally finish page one and go, hey, I can write this! Don’t leave it until tomorrow.
7. Write as often as possible. I set a writing schedule early on. Don’t write a paper alone and call that a good day. Academic writing is very different from literary writing. Unless you take creative writing as a class, you still need to practice outside of school. It’s like piano lessons or playing a sport. If you play that instrument only during the designated practice schedules, you can’t become as good as you wish to be. Practice seriously makes perfect.
8. Keep an idea journal for when you find inspiration. Yes, inspiration really does happen everywhere. Nothing is too stupid to be written down. Well, within reason.
9. You are your own writer. Don’t write for other people. Write for yourself. However…
10. Seek support. Seek a writing community to really help you get out there and understand how to become the best writer you can be. Rome wasn’t built in a day, but it also wasn’t built by a single person. Writing, though it might seem like a solitary type thing, really does require other people. Man is not an island unto himself. He’s a bridge.

AUTHOR BIO-

Sophia Whittemore is a multiracial author with an Indonesian mother and a Minnesotan father. She penned THE FUNNYMAN during her sophomore year of high school at Benet Academy and published it as a senior. Her love for the English language manifested itself in eighth grade when she went to the Scripps National Spelling Bee and has continued with other languages such as Spanish and Indonesian. Her prior publications include “A Clock’s Work” in a Handersen Publishing magazine, “Blind Man’s Bluff” in Parallel Ink, and winning awards in the Best Midwestern Writing competition for high school writers. She currently resides in Chicago, Illinois with her family and food- loving mini schnauzer called Tiger. Drawing on inspiration from her two cultural backgrounds, Sophia lives a life playing tennis, traveling, and writing about her dual life experiences through other characters in her works or on her blog.

 

SYNOPSIS-

 

It isn’t a laughing matter when Diana starts to see things in the mist which other people don’t: monsters, gods, and deadly shadows. Yet now she sees another thing, the world of the Impetus, a reality where humans are enslaved and the once-beautiful gods are actually tyrants. Diana must find a way to escape before the exiled king Fear, a vengeful murderer, hunts Diana down to get back something she’s stolen from him. But will her growing feelings for the Prince Isak, the oddly sullen god of comedy, draw her into an all-out war?

EXCERPT-

I didn’t read the newspapers. I didn’t watch the news. But the moment Samantha Winters disappeared, something snapped inside of me.

I felt it in my body, in the thrumming of my heart. I could see her whenever I closed my eyes. I could feel her whenever I opened them.

But that was impossible.

I did not know Samantha Winters.

I only knew her name.

But all the same, I had visions of her terrified face peering through the darkness. I saw her open her lips and call out to me. Yet, as soon as I woke up, the visions would just go away. I’d hardly remember a thing. But every time I let my guard down, every time I blinked, I saw her terrified eyes. I couldn’t make sense of what I was seeing, but as soon as I fell asleep, it made sense again. The memories, shattered, fell back inside my head.

The mist came soon after the girl disappeared. I could see it forming in both my dreams and in the real world. I could feel the mist even if no one else saw it. I could feel the crystals dancing along my skin, cold and yet burning to the touch. I could see what no one else saw.

They didn’t understand.

****

After all, Samantha Winters was a girl, just like me. And that terrified me.

She was normal until one day, on her way home from a party, she just disappeared. The most noticeable thing about it — in the real world and the visions — was the mist. It had suddenly materialized all over her when she had gone.

A girl disappeared, and cold, dark fog had taken her place. Someone’s little girl, somebody’s sister or girlfriend, had disappeared in exchange for a horrible thundercloud.

It was a mystery, a case the police couldn’t even see, let alone solve. One minute, the girl was there, and the next, she had just vanished.

The police couldn’t find a single hair on Samantha’s head that hadn’t vanished with her. I learned later that her own parents could barely recall a detail about her from that day. Perhaps it was some malignant toxin in the air, causing their minds to fail them. Perhaps it was something far more sinister.

Maybe it was magic…

I didn’t get the chance to see Samantha; I never looked into her eyes and saw what was hidden there. I never even knew her, not in real life. Our only connection was a cold, formless dream world. I only ever seemed to hear about her in my head. And I listened and listened, to all those endless reports and warnings I saw every day, from people who didn’t know what was going on. Don’t talk to strangers. Don’t approach white vans. I tired so much of those warnings that, one day, I just tuned them out completely. I buried my nose in a book or turned off the TV. I ignored the visions completely. I was so focused on ignoring the bad signs that I was blinding myself to the real truth.

I should have paid more attention to those visions, those signs.

Maybe then I would have been prepared when they came for me.

But, despite it all, the trouble didn’t start with Samantha. It started with the mist and the strange boy it brought with it.

****

In the dark of night, Fear reigned.

Amongst all that slithered, crawled, or hunted, Fear thrived. It fed off all the evils and melancholia in the world simply because it could. Fear recognized that true power didn’t come from the gods. Fear was a god, and he remained nameless. Fear had no name simply because he was called thousands of them per day, on the lips of all mankind. To men, women, and children, Fear had his own, personal name.

Fear did not have the physique of a god; he was sickly, as fear tended to be, yet he stood at the height of three men. He remained in his own personal tomb. Denied the ranks of the Impetus, he stayed here forever. “Exile…” Fear whispered, so quiet that his lips did not even move.  “The Impetus have seen fit to exile their own brother…”

Fear tensed, his imposing figure collapsing internally as his alabaster skin gave off a pale glow resembling that of moonlight in the darkness. His thin blonde hair hung down his back, his bare skin covered in scars that the mortals inflicted on him every day they called his name. Nobody wanted Fear. Everybody denied him a place at their table. Fear was written in the hearts of men, yet they denied him like he never existed.

Yet — in the hearts of those that slithered, crawled, or prowled the streets at night — Fear existed and multiplied. He just had to remind them of it, the mortals over whom he and the Impetus fought for governance.  This hunt of his was meant to prove to them that Fear was the strongest of them all, to intimidate them whether he was a true Impetus or no.

He would reign over the mortal world once and for all.

The nameless one stretched his arms out to the sky, calling his shadows to him. The darkness coiled around him, settling over his bare skin and creating a web of serpents. He smiled with his lips still not moving, his black eyes unblinking as they took in the beauty of the darkness. His split tongue ran over his teeth and wiped the remaining flesh of his dinner from them.

“My children,” he sang to them, “Did you find the girl?”

The serpents brought in a terrified young woman, dressed in nothing but a thin party dress and sandals. Fear gave a scream so loud that the earth beneath him shook in terror. “No, no, no, she’s all wrong!” The young girl’s eyes rolled back in her head as she trembled so hard that she slipped into unconsciousness. Fear, in an odd moment of almost maternal care, cradled the young girl’s head to the ground, setting her to sleep amongst the silken, thrumming shadows. On the hemline of her dress was a shimmering, delicate name in gold thread: Samantha Winters.

“She is not her.” Fear whispered to his shadows, “Find her…find the abomination.”

The darkness fled to do its master’s bidding, and only silence descended. In the void, all that remained was Fear and the other girl.

The victim was alone with only Fear for company.

“I’ve already eaten my dinner. From you, my dear, I think I’ll have to pick something else to sample, something like your soul.” The girl wouldn’t prove much of a challenge for his teeth, the teeth so sharp, so cruel. “Then I’ll wash that down with your blood.”

She didn’t stand a chance. He relished putting his lips to her forehead, tasting her pure, unblemished skin. He held the girl upwards as her knees gave out beneath her. She shivered beneath his touch, her heart pumping faster with the thrill of the hunted. The light in her eyes faded slowly, like the light of a candle fighting to remain lit in a thunderstorm. It was so beautiful, watching her struggle. Fear had to take a breath. She was beautiful in the quiet, muted way of a mortal woman. But her death… It was indescribable. Watching her die was like art to him. And the taste of her essence, her mortal soul…it was the most intoxicating thing Fear had ever stolen. Her pulse quickened, her blood draining outwards through her lips and toward Fear’s own…

And then, all too soon, it was finished. He all but devoured her, from the inside and out, until all that was left of her was a shimmering silver S. He was satisfied in knowing that, somewhere out in the universe, a little light was dying. He was the cause of all that. Fear had another wonderful taste of what true power felt like, of revenge against the Impetus king and queen. And oh, what fools those Impetus had been, to exile him for offending the Impetus queen. They couldn’t tell him what to do. They couldn’t keep him from hunting these girls in order to find the one he was really after, to find the girl that would free him from his unjust exile. Every girl he killed was a just a means to an end, an end to Fear’s ultimate freedom.

“I will be free. I will kill every girl in the mortal world if I have to. Anything to be free.”

He lowered the girl to the ground, her purpose finally complete. The shadows writhed over her unblemished skin, dragging her body down to melt within the darkness. Fear laughed, his shining, white teeth lighting his whole face with a gruesome glow.

He had just killed a mortal being. Fear had terrified mortals before, but he had always pulled back before he could do any irreparable damage to their souls. Killing their bodies was not the same as killing their souls. It was so much more permanent, more deafening. He had been a good little Impetus, but now he had been banished and he didn’t have to play by their rules any longer. Fear smiled, exposing his red, gaping maw.

Somewhere, out there, was the real girl he was looking for. And this time, it would not be as it was with the last one. He would not let her leave him so easily…

Even he would have something to be afraid of.

****

Diana…

I shook my head, willing that strange, taunting voice to go away long enough for me to get some sleep. I was being stupid. I’d be thinking more clearly in the morning.

I grinned wryly at myself. You’re hearing voices in your head. Sleep must be way overdue.

I turned to shut off the lamp on my bedside table. The lamp’s warm, yellow light went out all at once as darkness descended in its place.

For now, I just wanted to sleep. I wanted to forget. No more voices.

FOLLOW HER AT:

• Website: http://sophiawhittemore.com/  
• Amazon: https://t.co/BN6JwGu5eN
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RECENT INTERVIEWS:

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Matt Fradd Comes to Benet

An Afternoon With The Porn Guy: Matt Fradd Comes to Benet

By Tim Jacklich

As Valentine’s Day approached, Benet played host to a speaker noted for speaking on the nature of healthy love. Returning for his second Safe Environment talk two years in a row, Christian apologist and speaker Matt Fradd addressed Benet students on Tuesday, February 9. Humorously referring to himself as the “porn guy,” Mr. Fradd shared personal experience and scientific information in confronting the issue of pornography addiction. Though this topic tends to make students, parents, and teachers alike uncomfortable, Mr. Fradd combined argument with humor to make for an enjoyable and informative presentation.

Mr. Fradd’s talk was titled “Seven Myths of Pornography Exposed” and was organized as an argument against several misconceptions about pornography. Mr. Fradd began by addressing the myth that only men struggle with porn, countering with statistics that suggested that both men and women are hurt by pornography addiction. Mr. Fradd next argued against the idea that pornography is “sex positive,” or beneficial to both producers and consumers. Mr. Fradd told stories of sex workers and other individuals who had been deeply hurt through work in pornography and the sex industry. He explained that porn actors are highly likely to be drug users and victims of domestic violence. Mr. Fradd continued with a discussion on the physiological drawbacks of pornography, explaining that porn – though not a chemical – becomes addictive after frequent use. Mr. Fradd concluded with an entreaty to Benet students that we support each other in combatting pornography addiction, not just to prevent its harmful byproducts but also to combat serious social wrongs. He provided students with relevant literature and “Porn is Lame” stickers.

Mr. Fradd’s talk was undoubtedly a challenging one to give; his message is not always popular among young people. His compassion, wit, and sincerity, however, enabled him to get his points across. Though Mr. Fradd dealt with heavy topics, said Senior Brendan Blaney, his “cheerfulness and upbeat attitude made the talk a lot more accessible.” Mr. Fradd did a great job on Tuesday and succeeded in reaching many Benet students’ hearts.

A Blast to the Benet Dances Past

 

By Cassandra Stec

Though Benet’s dance traditions are well-known to current students, our school’s dances are constantly evolving. Significant differences and similarities can be identified between modern dances and those hosted decades ago. During the 1960s-1980s, Benet had anywhere from 3-5 dances a semester. Mixers, as they were called, were about as informal as it could get with students wearing casual clothes and all coming in groups or going stag. Some were themed such as the 1950s or Halloween where you came dressed in costumes and danced to themed music, and others were just people meeting up at the dance and going out for pizza afterwards. They were far from the formalities we have now with Homecoming, Turnabout, and Prom. Back during the times of mixers (think 1960s-1980s), there wasn’t such a focus on asking someone, decorations, or picking the perfect outfit. “Going stag was the norm, and people usually asked each other to dance once at the dance. If there was a couple then they’d go as a couple, no one was forced to ask someone for fear of sticking out.” Mr. Chuck Schumacher pointed out, “It was a big part of the Mixers.” As the dances evolved, so did the idea of who ‘could go’ to them. Between the years of 1990 and 2000, the dances seemed to be for the more social people and couples; they seemed really selective. Since around 2005, going stag has become more acceptable, though many students still go as couples.

One Benet tradition that has remained somewhat constant is the elaborate decorations developed in the days leading up to dances. Decorations for Homecoming and Prom have always been a principle focus in this regard. For many years, the school was not decorated at the beginning of the week for Homecoming. Instead, an all-nighter was pulled on the eve of the dance (10pm-8am) to decorate the gym, not the halls. Mixers were not decorated excessively but were sometimes given themes.

Mixers have fallen from Benet’s dance rotation for an interesting reason. “Back when Mixers were popular, there were only 5 sports- all for the boys,” explained Mr. Schumacher, “But now, there’s a huge demand for gym space even though we have two gyms to work with. Finding time to set up a mixer or dance is nearly impossible, especially considering that most sports can’t practice in the gyms on certain days since they’re usually booked to capacity.” When more sports were added, four main dances were established: Homecoming, Christmas Dance, Turnabout, and Prom. A few years later, the three dances we have now became the routine.

Everyone’s favorite tradition, the end song to each dance – Billy Joel’s Piano Man – has not been in use for as long as one might think. “Piano Man was definitely a tradition when I went to my Homecoming, Prom, and Christmas Masquerade Dance,” Mr. Matt Wash pointed out when asked about the tradition. But it turns out that Piano Man wasn’t always the go to song when it came to the end of a Benet dance. Exactly when it was started is unsure, but it certainly wasn’t used when Mr. Schumacher was a student here and didn’t come to be used until many years later. Though this and other traditions change over time, each dance provides the same benefit to students and faculty alike – important memories to last a lifetime.

 

Becoming A Redwing: Class of 2020

Hazel Oreta ’19
February 8, 2016
Filed under School News, Showcase

What does it mean to be a Redwing? Is it experiencing academic challenges to reach the best possible potential? Is it enduring long rehearsals, exhausting practices, and constant preparation to perform at maximum capacity? Is it a warm, family atmosphere where students form long-lasting relationships with both peers and teachers? On Saturday, January 9, over 500 applicants from 99 junior high schools took the Benet entrance exam to find out if they will be a Redwing.

Benet Academy draws many students from Catholic and public feeder schools because of its academic reputation. Claire K., an applicant, immediately noticed and appreciated the “bigger, more challenging and competitive environment.”  Benet students undertake rigorous classes at the college preparatory, honors, and advanced placement (AP) levels. Classes are more than just the test scores but are truly interactive and interesting which motivates students to work hard and learn more.

The Academy also boasts excellent athletic and fine arts programs. Prospective students often attend football, basketball, and other sporting events as well as watch many of Benet’s excellent musical and theatrical performances to taste its rich talent. There are also many clubs from art and photography to academic competition teams to political and law to cater to a student’s interest.

The most compelling aspect of Benet is the atmosphere. Applicants often enjoy the family environment they experience when visiting through the shadow program or at an event. Another applicant remarked, “My experience with Benet has been one of the best. One of my favorite things about the school is the family atmosphere.”

As a Catholic, Benedictine college preparatory school, Benet students are no stranger to hospitality. Helping a lost visitor, carrying heavy loads, offering friendly smiles, and cheerful conversation- the entire student body is engaged in a mission to treat each other with kindness. Another Benedictine virtue, prayer is a staple in each class. Students are invited to a personal encounter with friends, teachers, and Christ every day.
The date soon approaches that applicants will receive their entrance results into Benet’s freshman class of 350 students. A new batch of bright, intelligent young students will soon be entering the halls. We are eager to welcome these new faces as part of the Benet Academy family.

Catholic Schools Week

Faith, Knowledge, and Service: Catholic Schools Week 2016

By Sofia Godinez

Catholic Schools Week is an annual event that celebrates Catholic education across the nation. This year’s theme is “Catholic Schools: Communities of Faith, Knowledge, and Service.” This celebration begins on the last Sunday of January and runs throughout the following week. The purpose of this week is to demonstrate the value of Catholic education and the impact it has on students, the community, and the Church. “Every school goes about it in their own way, but there are many things which link us all as we celebrate this week,” SALT board member and senior, Teagan Earley said.

 

Benet’s theme for this year’s Catholic Schools Week is “We are BenedicTEENS: The Rule of Benedict in Our Daily Lives!” In planning this celebration, the SALT Board designed the events with the purpose of recognizing our proud Benedictine traditions. Each day has a theme of a different Benedictine charism. The SALT board members have been working hard on this week since the summer. According to Earley, “[planning Catholic Schools Week] was a long process, but we are delighted with the results!”

Catholic Schools Week Schedule: January 1-January 5, 2016

 

Monday: Community

The week starts off with a fun game of The Great Race Benedictine Scavenger Hunt. Students will follow clues and complete the list to receive a prize. Students will also write on post-it notes what it means to be a BenedicTEEN. These notes will be displayed around St. Martin lobby.

 

Tuesday: Listening

Students will play a Speed Simon Says game during lunch to appreciate the importance of being a good listener. At the SALT meeting, the sidewalks will be decorated with Benedictine Hallmarks.

 

Wednesday: Prayer and Worship

Benet will celebrate an All-School Mass with monks from St. Procopius Abbey.

 

Thursday: Balance

Students will visit the chapel during religion class and pray Lectio Divina as a reminder to pray and spend times with their families.

 

Friday: Love of God and Neighbor

SALT will host a special breakfast for teachers and sponsor a $5 slop day benefitting St. Gertrude’s school. Students are invited to a day of service in the library as a reminder to love their neighbors. The conclusion to Catholic School Week will be celebrated with a Feel Good Friday!

“The most important part of CSW by far is recognizing how blessed we all are to be going to a school in which we are not only growing in our knowledge and skill levels, but also in our faith,” Earley said.

Saving Lives through CPR and AED Training

Saving Lives through CPR & AED Training

By Donna Schaffer, BSN RN

Throughout the United States, CPR (cardiopulmonary resuscitation) has been recognized as an extremely valuable skill that has saved lives.  In May of 2014 the State of Illinois joined 23 other states by passing Janet’s Law requiring all Illinois secondary schools to teach students how to administer CPR and how to use the AED (automated external defibrillator).

Adult CPR and AED certification has been a part of the Benet Physical Education curriculum since the early 1980’s.  Benet partnered with Tim Capua from the Lisle Woodridge fire department to train then PE instructors Joe Fedinec, Brooke Norman, and Sue Vodrazka to be CPR/AED Instructors.  Joe Fedinec, department chair at the time, believed CPR was skill every high school student should learn before graduation.

Manikins called “Annie” were used to test the students’ CPR skills.  The manikins were heavy, not very life like, had expensive replacement parts and were extremely time consuming to clean. All the parts of the manikins were soaked for a half an hour in bleach and water, rinsed with water and hand dried to be ready for the next day of skills testing.

Teaching CPR was much more complicated than it is presently.  Students were taught about heart attacks, stroke, and carotid pulse checks along with learning the skill of chest compressions and rescue breathing. Testing the students’ CPR skills in the classroom was very time intensive. The PE department could only afford four manikins to skill test all the students.  Weekend classes were held to accommodate the need for all the students to skill test and become CPR/AED certified.

After the five weeks of CPR and AED training the students were very proud to have their certification card and Joe, Sue, and Brooke knew their students could save a life with CPR if needed.  Benet Religion teacher Mike Bremner ’92 recalled, “Mr. Fedinec would put us through the whole routine and then after 4-5 minutes of working tell us that we forgot to say or do something at the very beginning, and we would have to go to the end of the line and start over.  It was probably a good teaching tactic, but it drove us all crazy.  I’ve never had to use it – but I’m really glad I had the training.”  Greg Girsch ’96 Manager of Alumni Relations remembered, “I felt pretty confident if I had to administer CPR, I could.”

When current PE Department Chair Joe Cabay started at Benet in 2002, it was clear that teaching CPR was an important part of the program.  The program was Basic Life Support American Heart Association CPR and AED Training.  “In my first round as an instructor, I faced challenges trying to teach a small group activity to five large classes of boys.”  Shortly thereafter a new program called CPR in Schools was implemented utilizing the Watch then Practice video format.  Additional user friendly manikins and AEDs were purchased to increase the amount of time a student could practice their CPR skills prior to certification testing.

“I was surprised at how well our students responded and how the skill can reach so many young people when done in the schools,” observed Cabay.  “CPR is not cheap to teach and not easy to do in large groups, however, it is a critical skill that we need our young people to have.  This year we taught with a manikin ratio of 2 to 1.  Our students practiced on the latest models of AEDs.  With a few short weeks of instruction hundreds of our students are prepared to save a life.”

Donna Schaffer, the nurse at Benet, commented, “I still get so excited seeing an entire gymnasium filled with manikins and AEDs.  It is amazing to watch 30-40 students do CPR and use the AED successfully. “

 

Benet Alumni in Paris during Terrorist Attacks

Benet Herald Article 

By: Danny King

It’s no secret that terrible events happened in Paris last week. At least one hundred thirty people lost their lives in seven coordinated terrorist assaults. These innocent people lost their lives simply because there are people in the world who prefer terror over peace. One week after the attacks and still the world has a bitter taste in its mouth. Governments are still arguing. Families are still grieving. Nations are still recovering. These attacks affected everyone in the world, including Benet Academy and its students. Although it struck most of us from thousands of miles away, it hurt some Benet alums directly.

During the attacks, there were three Benet graduates staying in Paris. One of these students was Daniella Reyes, a current Quinnipiac University junior and a Benet 2013 graduate. She arrived in Paris that day for a weekend trip while studying abroad in Spain.  “I was at a restaurant two blocks away from where the hostages were being held in a nightclub. We heard the shots and the whole restaurant seemed to freeze for a second but then went on as normal, assuming they were fireworks or something. Then we heard tons of sirens but still had no idea what was going on. We walked back to our hotel but were stopped by French police that tried to explain that the street we wanted to go down was blocked off. I speak no French, but he started pointing at his gun and saying, ‘cannot cannot’ so we got the jist and we took an alternate route and finally got to our hotel. We assumed there was a person of importance staying at a hotel on that street, and they were blocking off the street for safety reasons. When I finally got service, I had a bunch of texts and calls from my parents which is when I found out what happened. At this point only 18 people were pronounced dead, and I hadn’t heard about what happened at the soccer stadium, but it still sent chills up my spine.”

After learning about the attacks, Daniella stayed inside her hotel room, contacting her loved ones and updating the local news sites every ninety seconds. When asked about her day after the attacks, she said, “We were pretty much on lockdown all day at the hotel, we walked to go to a hospital to donate blood but amazingly enough, they had TOO MANY people so they turned us away and told us to come back Monday. Which really reinstilled some faith in humanity for me. Everyone in this city wants to do their part to help out.” In the face of fear, the people of Paris stood up and helped each other in every way they could. Talking about the news on the day of the attacks, yet hours after its conclusion, Daniella said that there were many people out on the streets, going about their daily lives almost in defiance of the terrorists. Many residents of Paris said that if they hid inside their rooms all day out of fear, then the terrorists would win.

Another Benet alumni, Mark McGann ‘13, has been studying abroad in Paris for the past few months and was ready to return home soon when he learned about the first attack via a text message. Unlike Daniella, he was far away from the attacks, but if his initial plans with his friends had gone through, he would have been in an area known as Oberkampf, the same area of the next attacks. The only reason Mark was not in Oberkampf was because some of his friends were tired and preferred to get dinner around Mark’s apartment. Had one small detail of Mark’s night been different, his entire life could have been altered.

One of Mark’s friends, fellow Benet graduate Maureen Cummings ‘13, was visiting him from Rome, where she is studying. She described the day as, “a dream that came to an unexpected crash.” During the first attacks, Maureen, Mark, and another friend were at a restaurant near Mark’s apartment. After eating, they started walking towards the metro, when one of them got a strange text, telling them about the attacks. At first, they assumed it to was an isolated incident. As a precaution, however, they returned to their apartment, quickly sending texts to their families and friends, informing them that they were safe.

“When the first attack was reported I just assumed being in such a major city, shootings aren’t extremely uncommon, it was only until all the numbers started adding up that I realized this was more,” said Mark. In truth, the attacks took everyone by surprise. Despite the past attacks that happened mere months ago in the same city, Paris is normally looked to as a beacon of joy. Awful happenings like these attacks prove that nowhere, and no one in this world is immune to tragedy. Yet, out of tragedy often comes triumph.

Every single student interviewed for this article had something to say about the unity that prospered after the attacks. Onetime French Benet foreign exchange student, Jonah Chabot, stated, “After the attacks, I observed an outburst of patriotism and solidarity.” After the attacks had ended, Jonah noticed that some of his neighbors had started hanging the French Flag outside their doors, an uncommon occurrence according to Jonah. Later he went on to say, “On Monday the 16th, at noon, everywhere in France, there was a minute of silence. In the main hallway of my high school, we decided to sing La Marseillaise (the national anthem of France). It was impressive.” Just like in the United States after the 9-11 attacks, the people stop bickering about trivial topics and start to realize that there are more important issues to consider.

On the day of the attacks, Jonah was at his house, watching the soccer game on live T.V. when he heard the two noises that he now knows to have been the suicide bombers detonating their devices outside the stadium. At the time, Jonah assumed the explosions were simply firecrackers. Prior to learning the truth about the noises, Jonah busied himself preparing for a three-hour history test that he had to take the following morning. Before he could go to sleep, he got a call that notified him that his country was under attack. “I didn’t really sleep that night.” After going through a mix of emotions like frustration, anger, and sadness, Jonah came to the conclusion that he had to consider himself lucky. In times of despair, many people found the will to go on. Jonah says, “My plan would be to enjoy every moment of my life and to live happily and normally, while not forgetting what happened.”

It’s no secret that there is great sorrow in this often melancholy-looking world. The recent crisis in Paris is hardly the first horrific event that has befallen France, let alone the rest of the world. All we can do as individual residents of this planet is live. We must live our lives as best we can, and pray for those who cannot.

 

Best Way to Study For A Test

Here’s a pop quiz: What foods are best to eat before a high-stakes test? When is the best time to review the toughest material? A growing body of research on the best study techniques offers some answers.

With test-taking season upon us, Sue Shellenbarger on Lunch Break looks at the latest findings from the science of studying. For students approaching SAT/ACTs, midterms and finals, which memory tricks work best and does cramming help?

Chiefly, testing yourself repeatedly before an exam teaches the brain to retrieve and apply knowledge from memory. The method is more effective than re-reading a textbook, says Jeffrey Karpicke, an assistant professor of psychological sciences at Purdue University. If you are facing a test on the digestive system, he says, practice explaining how it works from start to finish, rather than studying a list of its parts.

In his junior year of high school in Cary, N.C., Keenan Harrell bought test-prep books and subjected himself to a “relentless and repetitive” series of nearly 30 practice SAT college-entrance exams. “I just took it over and over again, until it became almost aggravating,” he says.

Practice paid off. Mr. Harrell, now 19, was accepted at University of North Carolina-Chapel Hill, a college he’s dreamed of attending since the third grade. He scored 1800 (out of 2400) on the SAT, up 50% from 1200 on the PSAT, a preliminary test during his sophomore year.

Taking pretests “felt like hard work,” Mr. Harrell says, but seeing steady increases in his scores boosted his confidence. Practice tests also help with test-taking skills, such as pacing, says Paul Weeks, vice president of educational services for the ACT, which creates and administers college-entrance exams.

Repeated practice tests help master test format and pacing.

Sleep also plays a role in test performance, but in two unexpected ways. Review the toughest material right before going to bed the night before the test. That approach makes it easier to recall the material later, says Dan Taylor, director of a sleep-and-health-research lab at the University of North Texas in Denton. And don’t wake up earlier than usual to study; this could interfere with the rapid-eye-movement sleep that aids memory, he says.

A common study habit—the all-nighter—is a bad idea. Although 60% of college students stay up all night at some point in school, the practice is linked to lower grades, says Pamela Thacher, an associate professor of psychology at St. Lawrence University in Canton, N.Y., based on a 2008 study of 120 students. It also impairs reasoning and memory for as long as four days.

Being Confident

Write down fears and anxieties before the test to free working memory and prevent distractions during the test.

To combat self-doubts (such as ‘I’m bad in math’), remind yourself of proven personal traits and strengths that can propel you to success.

Practice in advance facing all the pressures you will face on exam day, such as driving to the testing center or visiting an unfamiliar testing room.

Test yourself by recalling broad concepts rather than trying to memorize facts or re-reading textbooks.

Before the test, envision yourself answering questions calmly and with confidence.

Everybody knows you should eat breakfast the day of a big test. High-carb, high-fiber, slow-digesting foods like oatmeal are best, research shows. But what you eat a week in advance matters, too. When 16 college students were tested on attention and thinking speed, then fed a five-day high-fat, low-carb diet heavy on meat, eggs, cheese and cream and tested again, their performance declined. The students who ate a balanced diet that included fruit and vegetables, however, held steady, says Cameron Holloway, a senior clinical researcher at the University of Oxford. The brain requires a constant supply of energy and “has only a limited backup battery,” he says.

While many teens insist they study better while listening to music or texting their friends, research shows the opposite: Information reviewed amid distractions is less likely to be recalled later, says Nicole Dudukovic, assistant professor of psychology at Trinity College, Hartford, Conn.

Discuss on The Juggle

• Do your kids suffer from test anxiety? Have you found ways to ease the problem?

In her research, college students categorized and made judgments about pictures of more than 100 items. Then, they were tested on a new mix of pictures and asked to recall which ones they had already seen and how they had categorized them; half the time, they were also asked to listen and respond to a set of rhythmic sounds. When the students were tested later, they were more likely to remember correctly what they had studied without distractions.

“Students do have this belief that they can do it all and they aren’t really being distracted” by music or sounds from a noisy cafe, Dr. Dudukovic says. But while the sounds may “make them feel more relaxed,” she says, they won’t help them ace the midterm.

Bryan Almanza says he did poorly on the PSAT as a high-school sophomore because he didn’t know how to prepare. He got too little sleep the night before and ate only a bowl of cereal for breakfast. On the test, some hard physics questions made him nervous and distracted, says Mr. Almanza, 18, a senior at Campbell High in Smyrna, Ga. “I’m going to fail,” he remembers thinking at the time. A test-prep program at his school taught him to get plenty of sleep, eat a good breakfast and pace himself on the test. By staying calm, optimistic and focused, he raised his score significantly on the SAT.

Tips on Conquering Test-Day Jitters

Even when students are fully prepared, anxiety can be another burden on test day.

An estimated 35% of students are so nervous before high-stakes tests that it impairs their performance, says Richard Driscoll, a Knoxville, Tenn., clinical psychologist who has researched text anxiety.

To help ease fears, Julie Hartline, lead counselor at Campbell High School in Smyrna, Ga., helped start a three-week program last year to teach juniors anxiety-reduction techniques.  Journal Community

One calming tactic that has been shown to improve scores is to teach yourself in advance to think differently about the test, Dr. Driscoll says. Envision yourself in a situation you find challenging and invigorating; a soccer player might imagine scoring a goal, or a mountain climber might envision herself topping a ridge, he says. Then switch your mental image to the testing room and imagine yourself feeling the same way. With practice, you’ll be able to summon up more confidence on test day.

Also, reducing “novelty and stress on the day of the exam” can prevent choking under pressure, says Sian Beilock, a researcher and author on cognitive performance. If you are taking the exam in an unfamiliar place, visit the room in advance.

If you are still feeling anxious, set aside 10 minutes beforehand to write down your worries, says Dr. Beilock, an associate professor of psychology at the University of Chicago. She and a fellow researcher tested 106 ninth-graders for anxiety before their first high-pressure exam, then asked half of them to spend 10 minutes writing down their thoughts right before the test. The anxious kids who did the writing exercise performed as well on the test as the students who had been calm all along. But anxious students who didn’t do the writing performed more poorly. Expressing one’s worries in writing, Dr. Beilock says, unburdens the brain.