Profanity in the classroom questioned by many

Teachers are not all that much different from us. They were once students, they were teenagers and they have been through the same challenges and obstacles as current students, so usually, they cut us some slack. Now, it is our turn to return the favor.

Recently, a harsh video went viral–a teacher was caught cussing out one of his students. He threatened and insulted the student. This video not only caused a small social media riot but caused some conversation in the teaching world about the widely β€œunspoken rule” about refraining from cussing in front of students. Now, students are asking themselves the same question.

Teachers throughout our building have, at one time or another, used a so-called β€œinappropriate” word. Some of these slips happen by accident or in a moment of weakness, and sometimes more mild cuss words have been used for comic value. Students see these slips as happenings that humanize teachers. Swearing in front of a class is something most educators try to prevent, but based on the context for which the cuss word or words is used determines it appropriateness. Each circumstance can be quite different.

Those comical teachers may be doing it to make their class giggle a little. The use of curse words in this situation is solely for the purpose of being funny. It seems acceptable when the words have been used in a light-hearted manner.

Although, a fine line does exist between the use of these cuss words for comical emphasis (or used accidentally) and these inappropriate words being used to express anger towards a student.

This line is crossed when a student’s name is used in context with the unnecessary word or used to insult a student. Teachers are supposed to be role models to their students. Just like we have to respect them and refrain from using swear words at them, they should respect us just the same–even if they are the person in charge.

Neither the Student Code of Conduct nor the Employee Handbook outline anything about teacher’s behavior in class. While the Student Code of Conduct prohibits students from using β€œprofane, obscene or vulgar language or gestures at school, on school buses or while engaged in or present at any school sponsored event or activity,” teachers have no restrictions to the language they use. We can assume that teachers refrain from cussing due to beliefs and values based in professionalism or fear of persecution from administration.

Debate.org held a survey called β€œShould teachers be allowed to swear at school?” Forty percent answered yes and sixty percent answered no.

Videos, just like the one that went viral, are of teachers using excessive profanity. They all have been gracing the Internet, from more cases in Chicago, IL to Memphis, TN. It seems that the condition of the schools and the attitude of the students, conditions that greatly differ from the high school’s, pushes these teachers into these rants. A obscene rant would be less expected and therefore more provocative from a teacher from the high school.

In 2012, people in the state of Arizona tried to pass a bill which would prohibit teachers, including college professors, from swearing in and outside of the classroom. This bill would have prevented students from learning certain literature because of vulgar language, such as β€œHuckleberry Finn” by Mark Twain, a book read by most high schoolers that many people note for its relative β€œexcessive use of racial slurs.”

It seems as though the use of cuss words depends on the type of teacher and in the situation the words are used. For now, swear words do not seem to be a problem in our school.

Within this modern generation, swear words have increased in use by people ranging from children to adults. Profanity is a rising epidemic that fills classrooms with a new influence, but whether or not teachers use it is completely up to them.

Public library sponsors movie day

The Stow-Munroe Falls Public Library will be having a movie day on March 25. The library is offering free admission and popcorn.

β€œThe Theory of Everything” is the movie being shown. A story about the famously known physicist Stephen Hawking.

The movie is based on a memoir written by Hawking’s wife, Jane, titled, β€œTraveling to Infinity: My Life with Stephen.”

With a budget of 15 million dollars, the movie ended up making almost eight times as much as it cost to produce. The final price made in the box office was 114.6 million dollars.

The movie stars Eddie Redmayne as Stephen Hawking and Felicity Jones as Stephen Hawking’s wife, Jane. The film also has Charlie Cox, Emily Watson, Simon McBurney, Christian McKay and David Thewlis, who all have important supporting parts.

β€œThe Theory of Everything” has a runtime of 123 minutes.

The film was nominated four times for a Golden Globe award but only won two. The film won a Golden Globe for Best Actor and Best Original Score.

21st Screen Actors Guild Awards nominated the movie three times, and it ended up winning the award for Outstanding Performance by a Male Actor in a Leading Role.

Also, the movie was nominated 10 times in the British Academy Film Awards (BAFTA), and won awards for Outstanding British Film, Best Leading Actor and Best Adapted Screenplay.

Redmayne went on to win many awards for his role as Stephen and also starred in β€œThe Pillars of the Earth” and on BBC’s β€œBirdsong.” More recently, Redmayne had a role in the 2015 movie β€œJupiter Ascending,” alongside actress Mila Kunis.

Jones has been on many different shows and in many different movies, such as β€œThe Treasure Seekers” (1996) and β€œLike Crazy” (2011).

The screenwriter, Anthony McCarten, has been interested in Hawking since 1988 when he read Hawking’s book, β€œA Brief History of Time.” Then, when McCarten read Jane Hawking’s memoir, β€œTravelling to Infinity: My Life with Stephen,” in 2004, he began to create a screenplay that followed the book.

Orchestra receives Superior rating at state competition

The last weekend of February was an exciting time for the high school orchestra. They participated in the Ohio Music Education Association large group contest.

The orchestra has been going to the contest for around 20 years, and now, it is a tradition. The previous director, Frances Hamilton, started taking the orchestra to the contest, but they did not go last year because they went to New York City for a competition.

At the beginning of the school year, the orchestra members took to a new director, Sarah Behal. She kept the tradition of state contest going.

The orchestra attended the contest at Hudson High School on Sat., Feb. 28. The students and director believed that the event at Hudson was well organized.

β€œA lot goes into arranging and organizing such a large event, and [the orchestra is] very grateful for the hard work the staff at Hudson put in,” Behal said.

The directors of each high school orchestra must pick pieces from a required list of music. The music is organized into three classes: A, B and C. Class A is the hardest music and class C is the easiest music to play. The Stow orchestra performed in class B. Behal choose β€œEureka!” by Keith Sharp, β€œRomantic Etude” (Etude Op. 10 No.3) by Frederic Chopin arranged by Robert Longfield and β€œDeclarations” by Jeffrey S. Bishop. The three pieces had a unique character that showcased the different playing styles of the orchestra.

β€œPlaying a variety of styles shows the judges that the orchestra is dynamic and able to play whatever is thrown at them rather than being limited,” Behal said.

The three pieces of music took a little under two months to prepare. The orchestra also practiced sight reading during class. Sight reading is when students look at a piece for the first time and then try to play the piece. It is one of the determining factors of the contest and is a skill the students need to continue to practice.

At the contest, the piece the orchestra had to sight read was β€œOdessa” by David Bobrowitz. The students had four minutes to look at the piece for the first time. Behal then had four minutes to discuss the piece with the group. During the combined eight minutes, the students were not permitted to play at all. They were not allowed to talk except for questions to their stand partners; however, they were allowed to tap or clap out rhythms and silently finger their part without actually playing. If they were to do any of the things not allowed, they would be disqualified from the contest.

The orchestra received a rating of I at the contest.Β  The contest runs on a I to V rating scale, with V being the lowest and I being the highest. The I is the superior rating and is reserved for the exceptional performances. In the past five years, the orchestra has received a rating of II in class B; however, in the past 15 years, the orchestra has gotten a handful of Superior ratings in both class B and C,Β  and the rest were either ratings of II or III. Going into the contest the orchestra was trying to break the five-year drought of I ratings, and they achieved that.

The orchestra had some setbacks in trying to get the music prepared to have a great performance. Their class time to prepare was limited because of snow days, two-hour delays and freshman testing the week before the contest. Even though class time was limited, the students and the director think they did an excellent job at the contest.

β€œI think the orchestra did really well,” sophomore Amber Vogal said.

They think that they did really well as a group and individually at the contest and are happy with the rating they got.

β€œI put all I had into the competition, so I believe I did well,” sophomore Nicole Stamper said.

The orchestra was able to read the comments the three judges and the sight reading judge wrote during the contest. There are some things the orchestra wants to work on in the coming months. Some will be easy to fix, and others will take longer.

A couple of things the students want to work on are posture and playing position as well as how in tune the group is. As the group gets more accurate in their music, Behal wants to incorporate vibrato. Vibrato would help make the sound of the group warmer and more mature. Behal also would like the students to become more independent in recognizing when they have messed something up, mark it in their music and then wait for her to point it out to them.

The students also recognized some other things they want to work on, which includes taking their time so they do not speed up while playing and recognizing the key in which a piece is written in.

β€œThe vibrato should be improved for me and recognizing the key,” sophomore Gwen Goebelt said.

The orchestra is excited about their rating and is looking forward to applying the comments the judges made. The orchestra is now preparing for their last concert of the year which will take place on Mon. May 4.

Science Olympiad to compete in Akron University’s Regional Competition

The Stow Munroe-Falls Science Olympiad team competed in the Regional Competition at University of Akron on Sat., March 14.

Science Olympiad is an academic club that competes in science-related events at designated schools. These events are known as β€œinvitationals” and are, for reference, very similar to Speech and Debate tournaments. Both involve multiple students from several schools competing in many different categories to prove their ability to display their knowledge about one of any several areas.

The challenges can range from recalling simple information about the skeletal system of the human anatomy to explaining an electric circuit to a panel of judges. These are tests that truly exemplify the talent, ability and skill of the people performing them and require an incredible amount of advanced preparation.

Most schools have an actual class period dedicated to Science Olympiad, but Stow’s team meets once a week for an hour to discuss plans for the next event they will attend.

β€œWe have competed in three different invitationals, and this is the culmination of our season,” teacher David Helmick said.

These three previous invitationals have only been preparing the team for the Regional Competition, which will be held at Akron University. If the team earns a position among the top six Science Olympiad teams in this region, the team will proceed to the State Level Competition in Columbus.

This is not an unheard of feat. In 2010, both the middle school and high school teams qualified to go to the state competition. They returned home with their heads held high but without the necessary qualifications to proceed to the national level invitational.

Since then, the middle school team has dissolved, but the hope that the high school team will prevail still exists.

The team’s outlook has been overwhelmingly positive. Many are confident that this will be the year the high school Science Olympiad team returns to the State Invitational. The team is fired up and ready to give it their best shot.

β€œI think that if there is going to be any year where we go to states, [it is] going to be this year,” senior Mia Hamilton said β€œwe have a lot of good, passionate people who have the same goal in mind so it is really easy to be motivated. I want there to be another award for Science Olympiad in the trophy cabinet and know that [I am] part of the reason why it is there.”

The results of the Regional Competition will be posted online at Stohion.com as soon as they are available.

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