Fairmont’s Head Custodian Brian Marker has only worked at Fairmont for six months but already loves his job.  Marker has extensive experience in many trades. Before becoming head custodian, Marker was a carpenter, machinist and cabinet maker.  Marker was also an assistant custodian and head custodian at the D.L. Barnes building and Kettering Middle School.

“I’ve seen and done everything,” Marker said.

Marker’s day typically begins at 6:30 a.m. and ends at 3 p.m. 

“When I first get to school, I make sure all the buildings are open and that the teachers have what they need for the day,” said Marker.

Custodial duties are not simply picking up trash and sweeping the floor.  Custodians have to be able to repair anything from faulty wiring to broken heaters.  They also need to know about the sometimes dangerous chemicals and equipment they are working with to perform their duties safely.  Marker knows the inner mechanics of the school like the back of his hand, but he also finds his work with people extremely rewarding.

“I enjoy interacting with the students and staff,” said Marker.  “I love seeing kids walk through the halls happy knowing they are in a safe environment.”

In his heart, Marker will always have a special place for Fairmont.  “I am proud to work at the No. 1 high school in Ohio,” he said.

Assistant custodian Nathan Hisel has been working at Fairmont for 14 years and still loves his job.  “My favorite part about my job is the students and staff I work with,” he said.

For Hisel, custodial work runs in the family; his mother, Marsha Ryles, also works at Fairmont after retiring from being a Dayton police officer.  She was also involved with the Police Athletic Program, working with teenagers to show them a more positive and crime-free way of life.

Hisel usually has a pretty busy day ahead of him when he arrives at Fairmont.  He cleans everything from restrooms to classrooms, empties trashcans and dusts the top of the locker bays.

Donny Bradam, an East Unit custodian, also remains very active throughout the day.  “Most days we’ll just work straight through the day,” he said.  “A lot of times, even when we are eating, we get calls to wipe up blood or vomit.”

Their jobs obviously can be challenging, and sometimes custodians feel like they aren’t appreciated enough for the hard work and long hours they put into the upkeep of the school.

Bradam says he thinks students should be responsible and pick up their own trash so the custodians don’t have to clean up after them. “I don’t know why students don’t do more to maintain the school,” Bradam said.  “It is their school, too.”

When people do compliment Bradam, it assures him that he is doing a superb job maintaining the school.  Every once in awhile, “it is nice to get patted on the back,” he said.

While some may not notice how nice the school appears, Bradam says the administrators value the hard work they do.  “After winter break, Mr. Von Handorf praised me by saying how great the school looked,” Bradam said.  “But what really makes me feel good is when students compliment me.”

However, not everybody is oblivious. Sarah Bennett, a senior at Fairmont, took the time to write a letter to The Flyer praising custodians for the hard work they do to keep the school clean.  “You are superheros,” the letter reads.  “Not very many people are willing to do what you do. So thank you, janitors.  Fairmont loves you.”

Fairmont Senior Michael DeBanto has loved automobiles ever since he can remember. “I remember riding with my grandma in her 1979 Cadillac Brougham d’Elegance and I just loved that car. That’s really what sparked my interest,” said DeBanto.

But DeBanto’s isn’t really all that interested in modern cars. “My favorite cars are the luxury cars of the 1970s. The first that comes to mind as my favorite would be a 1978 Pontiac Trans Am,” he said.

In DeBanto’s eyes, muscle cars are almost becoming a thing of the past – that’s what interests him about them. “Back in the day, the cars were just made with more heart. They were made with much more style and durability,” he said. “The little cars you see on the streets today won’t last those 20 years down the road.”

Another interest that can be found within the student body is Irish dancing. Fairmont senior Gracie Townsend has had a love for Irish dancing since childhood. “My mother had been into dancing for 35 years, plus both of my sisters were involved in dancing. This has been a tradition in my family for years,” said Townsend.

Irish dancing is an interest that can be fostered through both a person’s heritage and family traditions. Although in its roots, Irish dancing has no competitive aspect, dancers now can compete in individual events or team events. “I love competing both individually and with a team,” said Townsend. I’ve made so many friends in the process; I practically grew up with my teammates.”

English teacher Fig Poling has an interest that’s a bit unusual in the Midwest – whale watching, which involves traveling and becoming one with nature. “The first time I went whale watching, we went to the Gulf of Maine,” said Poling. “It has underwater mountain ranges, thus being filled with marine life; whales love feeding there.”

Being so in sync with nature is something that opens a lot of different interesting doors. “The only time I’ve gone and haven’t seen whales was in Lubec, Maine. Although there weren’t whales, it was still amazing because we saw a lot of seals and American bald eagles,” said Poling.

Another teacher with an unusual interest is math teacher Brad Bishop. “My interest in singing started in church when I was a young boy. I learned how to read music through hymns and would then learn different harmonies,” said Bishop. “That’s how I learned to do tenor and bass; my family all shares a love of singing, including my parents who sing duets in their retirement community and are the leaders of their choir at church. Also, my sister was involved with dinner theatre after college.”

Bishop’s interest for singing, like his family’s, has turned into much more as time has progressed. The math teacher now enjoys performing in plays and musicals. “I perform with a community theatre and am right now actually rehearsing a production of Scrooge at the Dayton Playhouse,” said Bishop.

“My favorite type of singing and performing is with rock ‘n’ roll music. That’s where my voice and love for playing guitar really come out,” said Bishop.

Teachers and students alike all have things that interest them. And it’s those varied interests that can bring people together or set them apart from each other. DeBanto knows some people might not understand his love of muscle cars, but that doesn’t bother him.

“Although it’s just a car,” he said, “it’s something that I can really relate to.”

I finally decided to put down “nerd” … I fit the bill pretty well. That’s when I saw that HumanKIND Day would be something more than a fun event and a day out of classes.

The second annual HumanKIND Day at Fairmont High School took place on Dec. 10, 2011. The daylong event, sponsored by Growing Peace, involved about 100 students and 8 staff members, and the goal was to help students learn ways that humans are the same in order to foster peace among us. Some of the participants had eagerly signed up to participate in HumanKIND Day, while others were contacted and urged to participate. No one, however, was forced to sign up.

I started the day in the gym, listing to Fairmont Principal Dan VonHandorf and Growing Peace Adviser Jessica Kelly introduce the guest speakers. The visitors came from places like T.J.’s Place of Hope and the Dayton International Peace Museum to talk to everybody about peace. As I heard the list of people and the places they represented, I grew more interested in hearing what they had to say to us.

After they spoke, the entire group of participated in an activity called Enter the Circle, and it had a very big impact on me.

In Enter the Circle, Kelly said a statement that ranged from something as simple as “Enter the circle if you are a boy” to deeper distinctions such as “Enter the circle if you have ever felt unattractive” or “Enter the circle if anyone has ever made fun of you.” All you could hear during the activity were Kelly asking the questions and the footsteps of the other students.

By the end of the activity, I had gained a great appreciation of the fact that other people have the same feelings that I do. As I left that event, I was ready and excited to see what else they had planned for us.

After Enter the Circle, we all headed to the library, which featured a number of stations that offered different activities.  I started with the stereotype activity. As I said, everyone had to label themselves and put it on a nametag. The introductory session in the gym had prepared me to be open and honest about all the possibilities for my own label. Even after I decided on “nerd,” I kept thinking of more possibilities. Out of all the activities we did, I think this one had the biggest impact on me.

I continued through the other nine stations and their activities. I learned a lot through many of them, especially from the speakers from the Dayton International Peace Museum and the T.J.’s Place of Hope. All the activities gave me a new perspective on how to look at certain situations, and I had a lot of fun with the group discussions. It was great to hear what the other members of the group thought.

I really enjoyed all of the activities and found that there was always something that I could draw from one of them to use in my daily life. The speaker from the Dayton International Peace Museum told us that we can start the day on a positive note by complimenting ourselves on something, instead of starting it in a negative way by complaning about the morning. I’ve taken to doing just that after he spoke to us.

After we had gone through all of the activities and eaten, the entire group headed down to the Recital Hall and watched a documentary called “God Grew Tired of Us.” It was about the Sudan Civil War and the negative way it affected the children of raided villages.

The scenes they showed were horribly sad to watch, but I couldn’t look away. I saw the boys of the villages having to walk hundreds of miles to find any sort of shelter, their bodies malnourished from the long walks and lack of nutrition. I was happy to see that the scenes changed to most of those same children in a refugee camp years later, with a group of them waiting to go to America.

I really loved the scenes of the boys’ first introduction to America. Everything was so new to them; it was funny to see how they did some of the things that we consider routine. For example, one morning they woke up and instead of making coffee, they mashed crackers together and mixed it with milk, all in the coffee jug. Everyone laughed at this point, but it still showed us how they started to adapt to our society. I had to leave early for a scheduled photograph, but I enjoyed every single moment of the documentary that I got to see.

I truly enjoyed HumanKIND Day. I had a ton of fun, and I got to learn a lot about how to live a more peaceful life with other people. I’m hoping that there will be another HumanKIND day next year; if so, I will definitely sign up!

As the colder months approach, more and more students will come down with these illnesses, taking them out of the classroom and leaving them home sick.

Colds are the most commonly contracted illnesses during the winter months, with the average adult getting two to three colds per year, lasting about a week each. Someone with a cold likely will experience a sore throat, nasal congestion, coughing, and aches and pains.  The best way to beat a cold is to use mild pain relievers such as Tylenol or Advil and avoid unnecessary activity.

The second most common wintertime illness is the flu, with 5 to 20 percent of the U.S. population getting the flu each year. For teenagers, the flu is seldomly a serious health problem, but for those with chronic health problems, the flu can result in serious complications like pneumonia.

Flu symptoms begin to develop three days after contracting the virus, and the most common symptoms include a fever, chills, cough, sore throat, runny nose, and soreness and aching. While a cold and the flu share some similar symptoms, the flu symptoms tend to be more severe and last longer.  Bed rest, a mild pain reliever, and lots of fluids like water and juice are the best treatments when it comes to the flu.

Because colds and the flu are caused by viruses, antibiotics are not useful in fighting them.

However, the Centers for Disease Control website recommends the use of antiviral drugs to treat the flu. “[Antiviral drugs] are prescription medicines (pills, liquid or an inhaled powder) and are not available over-the-counter. [They] can make an illness milder and shorten the time you are sick. They may also prevent serious flu complications.”

Flu shots aid prevention

Many local businesses have taken the first step in preventing the flu by providing flu shots for the public. In Kettering, flu shots are available at the Urgent Care on Woodman Drive, the Kroger Pharmacy on Dorothy Lane and the CVS Pharmacy located in the Eichelberger Shopping Center on the corner of Shroyer and Stroop roads.

The CDC recommends a yearly flu vaccine, since the flu virus changes each year, as the first step in flu prevention for everyone 6 months of age and older.

Two different types of flu vaccines are available: the traditional injection and the nasal FluMist. The first is the flu shot given with a needle containing an inactivated virus to help build up a person’s immunity to the flu virus.

“It’s a good idea for everyone to get the flu shot,” said Kathy Thomas, Fairmont’s nurse. “I know not everyone can get it, and a lot of people have different feelings about that, so it depends on your perspective. The flu shot doesn’t guarantee anything, but at least it may cut down on the spread and increases your chance of staying healthy.”

Senior Alex Fuller has had the flu shot multiple times in the past and has never had a problem with it. “I can’t remember a time I’ve ever gotten the flu after the shot. I also have a younger sister, so I would recommend her and any other children to get it, just to be sure.”

Not all Fairmont students feel the same way, though. Sophomore Blake Maynard has had the shot before, but he decided to refrain this year to see if it makes a difference. “I haven’t had the flu or any colds since I quit getting flu shots. It makes me wonder if they actually do any good.”

The second mode of prevention is a nasal influenza vaccine called FluMist, which contains weakened viruses and can cause runny nose, congestion and fatigue. FluMist, however, is only recommended for non-pregnant, healthy people ages 2 to 49.

“The decision to get the nasal mist depends on the person, because the nasal mist is a live virus, and not everyone is able to do the live virus,” said Thomas.

Junior Teresa Slonaker received FluMist this year and is confident in the decision so far. “My parents wanted me to get the mist, and even though I got a little sick afterwards, I’m glad I got it.”

Fairmont doesn’t offer flu shots for students, but Thomas said students interested in free clinics should check with her in the nurse’s office for information.

Other means of prevention

Often, preventing winter illnesses is at the back of student’s minds. “Other than the flu shot, I honestly don’t think about prevention until it’s too late,” said Fuller.

Thomas recommends that students be aware of ways to keep themselves from becoming infected with a cold or flu.

People should avoid sneezing into their hands at all costs. By coughing into hands, the germs cling to the skin and spread to other people faster, so it’s more beneficial to cough or sneeze into the inside of an elbow, or even better, a tissue.

Hand washing is important at all times of the day, especially after coughing, sneezing or touching of the face. “Hand washing is the No. 1 thing, especially at Fairmont because there are so many people and so many germs, so everyone needs to make sure they’re washing their hands fairly frequently,” said Thomas.

Keeping your body healthy is pivotal for preventing flu and cold viruses. Eating as healthy as possibly, drinking lots of fluids, and getting lots of rest will help your immune system’s ability to fight off the cold and flu viruses.

When the virus wins …

If students do end up contracting a cold or flu virus, Thomas advises them to stay home.

“If you’re vomiting, you should be home for 24 hours until it stops. If it’s a fever, wait 24 hours after the fever breaks without the help of Tylenol or Advil,” said Thomas. “When you know you’re really sick and too ill to pay attention during class, that might be a day home to take care of yourself.”

Junior Cassidy Fink comes down with illnesses multiple times a year, keeping her out of school fairly frequently. “I didn’t start getting really sick all the time until freshman year, and at first I fell really behind, but I’ve learned to keep up and deal a lot better.”

Fuller says he doesn’t get sick any more than the average person. “I get sick here and there as the seasons change, and I only stay home if it’s more serious than a cold. If I were to ever get the flu, I’m pretty sure I wouldn’t be making it to school.”

As for Slonaker, the reward of exam exemptions for perfect attendance keeps her at school, even when she isn’t feeling that well.

Thomas advises that if students just have a cold, they should be well enough to be in school. “With a cold, typically at the beginning you feel awful and achy, but the difference with the flu is that you’re not really initially congested, and you have the sudden onset of a fever,” said Thomas. “That’s when you really do need to be home.”

For those who somehow missed the Zanesville story, it involved a man who released around 50 exotic pets, including lions, tigers, bears and wolves, before committing suicide. In the ensuing havoc, authorities shot and killed most of the animals. A small number were tranquilized and are being held at the Columbus Zoo.

Fairmont students who own exotic pets say the demands of owning an exotic pet exceed those of owning a domesticated house pet. Most of these animals require special food and care – and some of them can even be dangerous. Despite the special responsibilities and the possible dangers, however, students continue to show love to their unusual pets, and they say they plan to keep them for many years.

Alex Bilinski is a senior at Fairmont with a large collection of exotic pets.

“I have two crested eyelash geckos, one corn snake, one yellow-belly turtle, one veiled chameleon, one sun conure parrot, one parakeet, one love bird, one dwarf hamster and a Shih Tzu dog,” Bilinski said. (OK, so the Shih Tzu isn’t terribly exotic.)

Bilinski also has a large collection of fresh and saltwater fish. “I have firefish, purple gourami, black jack knife-fish, ghost fish, Oscars, Jack Dempseys, and a box puffer,” he said.

When it comes to responsibilities, Bilinski had a lot to say. “You must keep the humidity perfect, misting three times a day, using diggers. Diggers are devices that mist the cage daily. You must also keep the cage between 55-70 percent humidity. Many animals require UV lighting or their bones will become malnutritious and slowly weaken to the point of not being able to be used. You must feed them crickets, mealworms and flies,” he said.

Chameleons can’t see clear objects like water when they are standing still, so Bilinski has bought devices to keep his chameleon’s water constantly moving so it doesn’t die of dehydration. For Bilinski, even the size and shape of the cage is a vital to keeping his pets happy. “Certain animals like lizards need much more vertical height in their cages than horizontal,” he said, adding that most people have no clue about how to care for exotic pets.

Despite the responsibilities involved, Bilinski loves all of his pets. “I couldn’t imagine not having them. Everything about me revolves around different forms of art, and I love turning their cages into natural sanctuaries,” he said.

Bilinski has spent about $3,000 on these pricy pets, but he said he has no regrets.

Sophomore Quinton Mullins has a small collection of cool amphibians. “I have two pets: a salamander and a Hog Island Boa Constrictor,” he said.

Mullins also knows what to do when it comes to taking care of his pets. “For the pets that I have, there are some responsibilities – like keeping the tank warmed properly and feeding them the right food and keeping them in a healthy diet cycle,” Mullins said.

Mullins seems to know a lot about his pets, but does he have a favorite one?  “No, I love all animals, even if they aren’t my pets,” he said.

Van Buren Middle School science teacher Jenn Lamlein had an unusual pet in her classroom. “I had a pet chinchilla. It was my baby and I loved everything about it,” she said. “I got my chinchilla in 2003 because I needed a class pet.”

A chinchilla is a small rodent, slightly larger than a squirrel, that is native to the Andes Mountains in South America.

Lamlein said it was important for her to do some research to understand what her chinchilla needed. “I was not familiar with chinchillas; therefore, I had to go to the pet store and read up on the animal,” she said.  “I have absolutely no regrets of owning this pet; I loved it.”

However, some people who acquire exotic animals get in over their heads, and that’s led to the establishment of rescue facilities. Interestingly, one of those exotic animal rescue facilities is located in the Miami Valley.

Heaven’s Corner Zoo and Sanctuary, located near West Alexandria in Preble County, rescues abandoned and neglected exotic pets. According to their website, Heaven’s Corner “is not here to exploit these animals but to provide them a home and care now that they cannot be returned to their native habitats.” Most of the pets that come to this organization are pets that were too dangerous to be taken care of in residential areas.

One of the unique stories from Heaven’s Corner is about a pair of rescued Nile crocodiles that were found in a Chicago apartment, although the website emphasizes that each of the 150-plus animals “has a story.” The facility strives to educate people about these unusual animals and to provide a look at the dangerous side of owning exotic pets.

Heaven’s Corner operates as a seasonal zoo, and admission helps cover the cost of feed and care for the animals. It’s mostly open from April through September, but limited openings at other times of the year are listed on the website. In December, Heaven’s Corner is open from 11 a.m. to 5 p.m. on Saturday, Dec. 3 and Dec. 10.

For more information on Heaven’s Corner, click HERE.  To see more of the photos Cole Cavanah took at the animal sanctuary, click HERE.

Muse Machine is made up of members from across the Miami Valley, and the Fairmont chapter alone has 130 members this year. It’s been a part of Fairmont since 1986 and has impacted students greatly.

“Kids love it; they get sucked into it,” said Rebecca Templeton-Owens, the Muse Machine adviser. “Students get exposure to performances that other students don’t get to see – it helps their creativity,” she said. “Some graduating students have even gotten to perform on Broadway.”

As part of its mission to educate students about the arts, Muse Machine offers a plethora of workshops having to do with different forms of art throughout the year; opportunities to attend these vary depending on a student’s status as a Muse Machine member. “Find Your Muse,” one of Muse’s workshops, is available only for students in Muse schools, which in this area include Centerville, Beavercreek and Fairmont.

Like most clubs, Muse Machine does have a membership fee, but the $25 Muse fee doesn’t seem to bother most students. “It’s definitely worth it,” said sophomore Courtney Combs, who’s been in Muse Machine since eighth grade. “Muse Machine gives you a lot of experience.”

Fairmont senior Nick Lynch-Voris is also a longtime Muse Member. “The fees are not high, and every moment of smiling, laughing, dancing, singing and being with friends is more than worth the $25,” Lynch-Voris said. “Muse Machine is a second family anyone would love to have.”

Students in Muse Machine get to experience four in-school shows like Sogbety Diomande, who performed Sept. 23 during sixth period. The Human Race Theater Company’s production of Edgar Allan Poe’s Nevermore took place during fourth period on Nov. 11.

Members of the Dayton Opera will present OMG, It’s Opera at Fairmont on March 20 during seventh period. The fast-paced performance is designed to show students that some of their favorite musicals, cartoons and even pop songs have their roots in the opera tradition.

The last in-school show of the year will be Art and Science in Motion by the Dancing Wheels dance company on April 19 during third period. Dancing Wheels features able-bodied and disabled dancers, and Art and Science in Motion is an interactive program that demonstrates factors as force, acceleration and opposing reactions through the use of the Dancing Wheels Company’s highly technical wheelchairs.

“I’m so glad that we are able to bring all of these wonderful shows and artists to Fairmont,” said Templeton-Owens. “I feel the more art students get, the better citizens they’ll be.”

Many students in Muse Machine, however, are involved with the organization outside of the seven periods of the school day, participating in either the summer Muse show or the winter Muse Machine musical, which this year is The Wizard of Oz.

“If you don’t know how to manage your time, then doing a Muse show can get a little hard,” said Monique Cooper, a Muse veteran of six years and Fairmont sophomore. “However, I feel like I’ve learned to manage my time pretty well. I get a lot of homework done between rehearsals and the rest I get done in study hall,” she said.

Students involved in Muse Machine offer advice and their favorite experiences to anyone thinking of joining but having any doubts. “Do it. You’ve got nothing to lose,” said Cooper.

Lynch-Voris agrees. “My favorite part of Muse Machine is meeting all of the new people that share the same interests and don’t look at you weird. I have made connections and friends that will stay with me forever,” he said.

For many, Muse Machine is more than just a club – it’s an organization that helps them explore many of the opportunities that the arts have to offer. For more information about Muse Machine, check out the Muse Machine website, www.musemachine.com.

The most vivid dreams occur during the Rapid Eye Movement stage of sleep, in which the eyes move back and forth rapidly beneath the eyelids. The REM stage usually occurs three to four times each night for intervals of approximately 90 minutes.

Fairmont students agree that dreams can sometimes be pretty strange. Some shared examples of their dreams, which range from bizarre to exciting or sad.

For example, junior EJ Sanford seems like an upstanding guy, but one of his dreams shows a different side. “Once I had a dream that I stole a car and got shot with a Taser gun by the owner,” he said.

Some have lavish and exciting dreams. “Once I dreamed that I was the richest person in the world and got anything I wanted,” said sophomore Amanda Newland.

Freshman Owen Wood might wish for dreams like that. He says he has had some less-than-joyful dreams. “Sometimes, I’ll have reoccurring dreams about my loved ones dying,” he said.

Does every dream tell a story?

Each semester, psychology teacher Linda Bergman has her students complete dream journals in order to learn how to interpret their own dreams.

“It’s a fun assignment that captures their imagination,” Bergman said. “I have students write down their dreams as an assignment over a three-week period, and I then give students steps in modern-day dream interpretation. During the mini-unit on sleep, sleep disorders and dreams, we learn theories on why we dream. Students pick the theory they like best based on their dreaming experiences.”

Psychologist Sigmund Freud (1856-1939) believed that every dream has a meaning and useful message behind it. In most dreams, the meaning is hidden within mysterious symbols and metaphors. Freud also believed that dreams can tell people what’s important to them or what’s upsetting them.

But first you have to remember dreams

Remembering dreams can allow the dreamer to analyze those jumbled bits of thought and interpret their meaning. Everybody dreams, but some people have a hard time remembering them. According to Dream Moods Inc. (www.dreammoods.com), most people forget half of a dream within five minutes of waking up; five minutes later, 90 percent of the dream is lost. Writing down dreams immediately upon waking, when the dream is still fresh, helps develop better dream recall abilities.

However, some students don’t find it hard to remember their dreams.

“I remember my dreams six times a week at least,” said junior Allissa Rowe, who is in Bergman’s psychology class. 

For others it’s a lot more difficult. “I rarely remember my dreams. Usually I remember them once a week,” junior Jessica Bertke said.

A 2003 study from the University of Iowa concluded that creative minds have an easier time remembering their dreams. The study surveyed 193 college students who recorded for 14 weeks what time they woke up, what time they went to bed the previous night, if they consumed any alcohol or caffeine within four hours of falling asleep, and whether they remembered any of their dreams upon waking.

The study concluded that neither the quality of sleep nor length affected the ability to recall dreams. However, individuals who are imaginative and enjoy fantasizing are more likely to remember their dreams.

According to Bergman, scientists know that humans need to dream, just as they need to sleep. “We have theories on why we need to dream that are intriguing,” she said.

Bergman said Freud called dreams “the royal road to the unconsciousness,” adding that many psychoanalysts believe that “we dream of what we cannot have or would not do by the light of day.” She offered a quote from the Roman philosopher Cicero (106-43 B.C.):

“There is nothing so impossible or so unnatural that it cannot happen in a dream.”

Sometimes, it would be nice to just have a little silence, right? But imagine if the silence was permanent and you couldn’t hear any of those sometimes annoying but important sounds.

Just like hearing students, deaf students must get an education, but their disability can affect their chances to succeed. Because it’s hard for them to comprehend what’s being said around them, deaf individuals have a more difficult time understanding and responding to teachers and classmates, and that makes learning a huge challenge.

That’s where Kelly Schooler, the Deaf Educator for Kettering City Schools, comes in. “My priority is to make sure deaf and hearing-impaired students have the best accommodations with their education that they need,” she said. “I also make sure that students understand certain things being taught in the classroom.”

Deaf graduate recalls ‘horrible memories’

Of the 10 million hearing-impaired people in the United States, close to 1 million are considered completely deaf, according to Oxford University. Of these deaf individuals, 4 percent are under the age of 18 and are students who continue to go to school despite their disability.

2011 Fairmont graduate Brandon Urmey, now in college, was one of those students and he admits it wasn’t always easy being a deaf child in a hearing world.

“I have horrible memories of my childhood and dealing with my deaf problem,” he said. “When I was little, I liked to use sign language because it helped me communicate better. But I often felt forced to orally communicate, and that’s what I had to do until I went into the Kettering City School system.”

Although deaf individuals may be able to get by without speaking or listening to the people in a large group or in public places, when it comes time learning in a classroom, these students can no longer avoid interacting with others. For this reason, deaf students suffer through various disadvantages while trying to learn.

Schooler believes it’s the way that deaf individuals learn that makes these school days difficult. “We hear passively with our ears, whereas deaf individuals hear with their eyes,” said Schooler.

Urmey says class discussions and regular conversations with other students are very hard to deal with. “When I’m talking with someone face to face in a simple conversation, I can usually read the other person’s lips. It’s hard in a group to understand, though, because the voices are coming from all different directions. When you look at someone talking and then someone else starts talking to them, you understand what the person in front of you is saying but not the other person across the room,” said Urmey. “It sometimes makes me feel left out or excluded from other conversations.”

Continuing to go to school can be hard, and fighting the same battles every day can get tiring, but Urmey tells himself he’ll never give up and will keep living his life.

“To stay strong and keep up my perseverance, I always think positive and ask people for help when I need it,” he said. “I’m responsible for my learning and if I’m not getting what I should get in my education, I am the person who has to be asking the questions and making sure I get the things I need.”

It wasn’t until the 3^rd grade when Urmey realized that using sign language might help him learn more easily. When Urmey was in the Kettering City Schools, his interpreters were Schooler and Breck Jordan, and he says their assistance was invaluable.

“It helps a lot to have an interpreter like Mrs. Schooler and Mrs. Jordan,” said Urmey. “If I didn’t have an interpreter, I would have to attend a special school like the Ohio School for the Deaf instead of a public school like Fairmont or the college I now attend, Sinclair.”

In the Kettering schools, Schooler checks in on classes where deaf or hearing-impaired students are being taught, and deaf interpreters such as Jordan guide the students routinely.

“As an educational interpreter, my job is to facilitate communication between the student and teacher,” said Jordan. “I take this very seriously since I consider myself a language model for these young learners. Being the link between the student, teacher and parent is a huge responsibility.”

Devices, services help in the absence of a translator

Deaf students always have help when an interpreter is near, but what about when their interpreter isn’t there? Fortunately, technology has improved over the past decade so that each deaf individual doesn’t have to struggle as much when it comes to communicating.

During the 1960s, deaf individuals used what is known as the TTY or teletypewriter.  This electromechanical typewriter helped the deaf person to communicate with hearing people over the phone. Now, deaf students can use their cell phones or other portable electronic devices to text without worrying about making a phone call.

Schooler has observed the many communication devices for the deaf and says that texting isn’t the only option. “I know several individuals that use devices called video remote interpreters,” she said. “They are video programs, almost like a web chat or Skype, which deaf individuals can use when they need translating from their interpreter without their interpreter being present.”

Schooler says a common use of this device is when a deaf individual goes to an appointment and needs help understanding what a doctor is saying. The deaf person uses a computer that allows the interpreter to see and hear the surrounding people, enabling the interpreter to translate.

Video Relay Service, another communication pathway used by the deaf, consists of interpreters available to make phone calls for these individuals 24 hours a day. “I use this if I’m ordering a pizza, and I plan what I want before calling because of the limited time I have,” said Urmey. “When I call, an interpreter answers and over the computer I use sign language to tell them what I want and they call to order for me. Then, they’ll sign back to me the amount of the order and let me know the estimated delivery time.”

Having help with conversations is a big advantage for deaf individuals, but the devices they’re able to use for other priorities make a difference as well. “Alarm clocks for the deaf are placed under their pillow and shake when they go off instead of buzzing,” said Jordan. “Also, houses equipped for the deaf can have lighting systems installed in the hallways and rooms that flash to alert the deaf of different things. For example, maybe the light would blink once if the phone was ringing, twice if the doorbell was ringing and it would flash red if the smoke detector was alarming.”

Interpreting for family members

Kathy Rhoades, a Planning for College and Work teacher at Fairmont, knows just what it’s like to assist deaf people with communication. “Both of my parents were deaf, but it didn’t make much of difference to me when I was little,” she said. “But now I realize that as the older child, I was always interpreting for them.”

Rhoades said she feels that when someone grows up around deaf individuals, it’s normal to learn their language and know how to live a different lifestyle. She says her parents both used sign language and could talk and read lips, but she had to be prepared to step in and help them when they needed it.

“When I was a little kid, if they didn’t understand something within the environment around them, I was always there to guide them,” said Rhoades. “At 10 years old, I helped them buy a water softener. Did you do that when you were 10?”

Despite their disability, deaf people aren’t truly any different than those with perfect hearing. As Rhoades puts it, deafness doesn’t change the intrinsic merit of people in any way. “Most people don’t know about the deaf culture and deaf people are really the same as hearing people,” she said. “They just use a different way to talk.”

These are acts of kindness and acceptance that faculty members and students at any school would like to see. Although other schools may preach kindness and acceptance, Fairmont not only encourages it but also sets aside a day dedicated to promoting kindness and appreciating the diversity of the student body.

This year, HumanKIND Day is on Wednesday, Dec. 7, in the Library. About 100 students are expected to participate.

HumanKIND Day is sponsored by a Fairmont organization called Growing Peace, which focuses on peace and tolerance of diversity. Fairmont Principal Dan Von Handorf asked the group to organize the event for the first time last year.

“Growing Peace jumped on board and organized this day,” said Von Handorf. “Students at Fairmont need to learn all the basic cornerstones of academics along with how to be good citizens. HumanKIND Day is the day that we use to celebrate diversity; we try to educate students on the good and positive things about being different. We all have the same desires and needs and goals.”

Senior Neda Azzam, who participated in the first HumanKIND Day last year, enjoyed the experience and explained how Growing Peace Adviser Jessica Kelly organized the day. “All 100 students went to the Library and were divided into groups of five. Then we traveled to different stations that had certain situations or mindsets which people could face or have, such as stereotypes, diversity, abuse and tolerance,” she said. “The coolest station was when you got to be in a room with a couple of other people and just learn about yourself.”

Von Handorf believes one of the most important things for students to learn is how to be at peace with others. “We have kids learning how to be good citizens, and the belief is that Fairmont will be a safer place because of that.”

He hopes the students who participate will help to influence and inspire the greater Fairmont community to be more accepting as well. “If we train about one hundred students, the knowledge of all those students ripples out to the others,” Von Handorf said. He’s optimistic that as the program continues, more students will be influenced each time.

Although no school atmosphere is perfect, many school officials are impressed by the good things that Fairmont students do to help one another. “I see kids doing good things every day,” said Von Handorf. “Hopefully, HumanKIND Day will just encourage more of that.”

Von Handorf said he’s pleased with the program and the results it is having. “HumanKIND day really opens students’ eyes and helps  them understand one another,” he said.

Azzam completely agrees and thinks that the whole experience changed her. “It definitely affected me as a person,” she said. “It helped me realize to look at everyone with open eyes and changed my perspective.”

Fairmont senior Julianne Perez is an only child, and despite missing out on all the fun that comes along with sibling rivalry, she’s content with having no siblings. “I used to wish I had a sibling but not anymore,” she said. “I just feel that since I’m so much older, I wouldn’t be able to enjoy having a sibling. They would feel like they were my niece or cousin.”

Tina Kurtz, IB Psychology teacher at FHS, is also an only child and, much like Perez, enjoys the advantages of not having a sibling. “I’ve never wanted a sibling,” said Kurtz. “I also had a lot of friends with brothers or sisters, so maybe that helped with the loneliness.”

In fact, a house without siblings can seem pretty quiet. “Sometimes I would be very lonely when no one was around,” said Kurtz. “It wasn’t a fun feeling.”

Fairmont sophomore Conner Nienhaus says he’s also felt lonely as an only child. “If my friends can’t come over and play video games with me, I get lonely,” he said. “So sometimes I wish for a brother or sister, just to have some company.”

Sophomore Ross Partin provides the opposite perspective. “I have three sisters, and they bug me sometimes,” he said. “But I am proud of them at the same time.”

Despite the occasional loneliness, Nienhaus enjoys being an only child. “There are a lot of good things to being an only child,” he said. “For instance, I don’t have to ever share anything. I can do whatever I want without having to worry about babysitting my younger siblings.”

In addition to freedom from watching younger brothers and sisters, Nienhaus enjoys other advantages of being an only child. “I get a lot of the things I want,” said Nienhaus. “My parents end up spending a lot more money on me because they don’t have any other children.”

Research from the Women’s and Children’s Health Network shows that only children are highly motivated and do well in their studies. They tend to learn things on their own, have good language skills, and are also more responsible since they have to care for themselves. In addition, the research showed that only children have a better relationship with their parents.

“I used to be extremely close with my parents when I was younger,” said Perez.

Having a close relationship with parents is also true in Kurtz’s case. “My mom used to be my best friend when I was younger,” she said.

Researchers often study the behavioral differences between only children and siblings. One Ohio State University study found kindergarteners with siblings are more social, while only children are more withdrawn. “Children without siblings were consistently being rated as having poorer social skills,” said Douglas Downy, co-author of the study and associate professor of sociology at Ohio State University. “Siblings fight with each other and have conflicts, but they figure out how to resolve these conflicts. That probably helps them with other kids at school.”

Kurtz points out that some of these statements ring true. “Being an only child makes you have more problems getting along with other kids because you don’t have a sibling to pick on,” she said. “Whenever I was picked on at school, I would always get a feeling of disbelief and hurt.”

Although only children are often stereotyped as selfish and unable to stand up for themselves, that doesn’t make it true.

“I guess some kids that don’t have any brothers or sisters can be selfish, but not all of them are,” Partin said. “Some of my friends don’t have siblings but they’re still as generous as a kid who had a lot of siblings.”

Kurtz, however, admits she sees some truth in the stereotype. “I honestly am selfish,” she said. “And I have never tried to defend myself and I still don’t.”

Although some children with siblings wish to be only children sometimes, many good things come out of sibling relationships. Younger children learn from older siblings, for example, and older children can learn responsibility by helping to care for little brothers and sisters.

Research from the University of Cambridge shows that even where sibling rivalry exists, advantages also exist. For example, the younger child is usually exposed to the language that the older siblings use. As a result, younger siblings at age 3 show a greater understanding of language than their older siblings did at the same age. By the age of 6, the younger children’s understanding of social studies has increased rapidly, and they are conversing about emotions on an almost equal level to their older siblings.

Like anything in life, though, there are both benefits and negative aspects about being only children. Perhaps the stereotype is deserved – perhaps not. But only children certainly do have a different way of growing up and developing, and inevitably that will affect them in both positive and negative ways.

Perez points out that she learned how to entertain herself when she was lonely, which is a good skill. But the downside? “I would have to do all the chores that siblings usually share,” she said.