At the start of your high school journey you get assigned an Advisory, with the same teacher/advisor and peers for all four years of high school. As an incoming 9th grader you imagine Advisory being a “safe space” or “another home,” but after your walk into the classroom for the first time you see students sitting in their chairs, eyes on their phones, very few people talking, and no one listening. 

In a perfect world, Advisory brings people together and prepares students for the “real world.” Using tools like MCIS 360, motivational videos, and curriculum slideshows, students are supposed to learn about companionship, perseverance, and how to create strong bonds between people. In the real “real world”, there is no companionship or strong bonds to be found in Advisories. Students enter the room to feel dread once again, as Advisory is more seen as a chore, 30 minutes to play on your phone in silence, not a homeroom. 

With each Friday comes “The Harbor” videos, these videos tell students how to improve time management, relationships, and steps for what to do as they enter into young adulthood. Some students enjoy these videos, getting ideas on what they might want to do going forward with their life, and helpful information for their personal and academic lives. There are students who feel otherwise; finding the stories to be unconvincing and overall irrelevant to their everyday lives. While some don’t even know what the videos are about. 

 “I just don’t pay attention, [the videos] don’t reel you in,” says Myia Mcdonald ‘26.

In high school students are expected to have their phones put away during class, although this rule doesn’t seem to apply to advisory. Some students are using their phones or chromebooks to work on school work, while some are mindlessly scrolling or playing mobile games, all while a motivational video runs in the background talking about support and having a strong relationship that can last, the message landing on empty eyes and closed ears. 

The videos talk about personal challenges and how to overcome them without truly connecting to the teens. Instead of bringing up ways to help students after high school or to help them plan out anything truly useful in their lives, students are left with bland inspirational quotes and empty generic advice. With the school day feeling long and slow for many students, advisory was supposed to break those feelings and make you feel a sense of security and community. For some students, with the right advisor, it does.

“When I had Ms. Hauer she would always do simple things to make us feel more connected. She brought in donuts, ice cream, and did other small acts to make us feel more as a family than a class,” said Jazz Johnson ‘24. ”It depends on your advisor though, when I had my old advisor it seemed like they didn’t care much for slides or trying to connect us together.”

Some students feel like they drew the short straw with their advisories.

“In my advisory we don’t get donuts or ice cream, we are just supposed to sit there and pay attention to the slides even though my advisor also finds them ‘dumb’,” said an anonymous sophomore.

As advisories come up tomorrow and the next couple of days, be mindful of the class setting. Is your advisor watching the videos and doing what the teacher puts up? Or does your advisory do the exact opposite? Advisory isn’t supposed to be another class or another BASE, it’s supposed to be a way to connect with people, to learn from others, and to become more as a community.

Since third grade, volleyball has been an important part of life for Castle. Her volleyball journey started with Junior Bison, where she played until sixth grade. Once she got to seventh grade, Castle joined Club Bison, a club organization directed by her mother. Through Club Bison, Castle continued to work and grow as a player and person. In her freshman year of high school, she moved to MN Select, where she played on the 14U team. She attended camps, trained with her peers, and worked her way up to be one of the top players in the country.

On October 12, 2023, Castle was honored with a jersey for the 2024 Under Armour Next All-America Game at a high school volleyball game in Buffalo. “Kaia has been chosen as 1 of 24 seniors in the entire country to participate in the 2024 Under Armour Next All-America Game,” said Ziva Recek-Blackmon, an All-America Camp & Game Coordinator. 

Recipients of this award travel to Orlando, Florida to train and hone their skills. Castle, as a recipient, will receive an all-expenses paid trip to Orlando for training and competition with other high-level peers. This high-stakes game features the best high school athletes in the country and will be broadcasted live on ESPNU from the University of Central Florida on January 2, 2024. 

As well as playing, Castle has been coaching volleyball through Club Bison since seventh grade.

“When I was young, I was just coaching first grade and stepping in on the court to help my mom toss balls,” said Castle. “I wasn’t actually doing much coaching.” 

Over the years, Castle’s coaching has expanded as she has learned from her mentors. Through watching and learning from her coaches, Castle has shaped her coaching style to benefit the team as much as she can. 

“The way I act sets the tone for the team,” said Castle. 

Castle’s coaching style is especially effective with young students. Emry Mullenbach, a 7th-grade student at STFX, has been taking lessons with Castle for four months. After breaking her foot, Mullenbach was even more determined to be on the court. Castle adapted the sport of volleyball as much as possible to ensure that Mullenbach could continue to play and grow, even though she couldn’t move around the court. 

“I really liked [Kaia] coaching me when I broke my foot,” said Mullenbach. “I had to sit on a block, but she would still help me so I’d stay active.” 

Castle’s way of modifying the game for Mullenbach stretched far beyond the physical sport.

 “She just gives me that encouragement that wants me to do better,” said Mullenbach. “She’s an amazing, loving, sweet person and I love her.”

Castle’s ambitions with volleyball stretch beyond high school, and past college, too. 

“I want to play pro after [college],” said Castle. “There’s kind of a wide variety of things [I want to do]. I want to be a D1 collegiate volleyball coach, but I’m also really interested in marketing and sports photography, so I’m probably going to major in sports and history with a minor in French and marketing.” 

Castle continues to share her journey through her Instagram, @kaiacastle.

“I’ve wanted to be King ever since I saw Ovie Mayo win last year,” Gorton explained. “I thought it was cool how his friends basically got him there. Then I emailed Mischke about how to become Homecoming King, and he told me [about the process].” 

Gorton’s younger brother, Jenner Gorton ‘27 played a big part in his advertising campaign.

 “He was pestering a lot of people, like, a lot,” Gorton said. “I got people coming up to me yelling at me because of how annoying he was, but he said he got at least 40 people to vote for me.”

Another pillar of Gorton’s strategy was making posts on the BHS Snapchat story. His marketing campaign featured photos of himself with heavy filters and promotional captions reminding students of how much time was left to vote and that they should strongly consider voting for him.

A few days before voting closed, Gorton announced that he was going to get a tattoo if he won the vote. “I thought people were going to think it was funny if I won,” Gorton said, “but when I got the idea for the tattoo, things were a little more serious, I guess.”

Despite his consistent efforts, Gorton didn’t have very much confidence in his victory until the moment he stepped out on stage. 

“I thought Reese Hollins was going to win,” he said. “I heard so many people say that Reese was going to win. When that crown was hovering above my head, I was so nervous. I think I saw a video [of the moment] and I was tapping my shoes and whatever.”

When the crown landed on his head, a crowd of his friends and family lept from their seats to congratulate him. 

“My mom is really hyped for me,” Gorton said, “for the Homecoming King part. She thinks I’m a little silly for the tattoo, and when I told her I bought [the tattoo gun], she wasn’t upset, she was concerned.”

With the machine ordered, as well as several “practice skins” to perfect his technique on, Gorton hopes to carry out his promise this weekend. 

“It’s gonna say the year and then homecoming king and then above it a little doodle crown,” Gorton said.

“It was more of a team,” Avery Russek 26’ said. “Everybody likes everybody and everybody was one.”

Everyone working and advancing their skills together brought what was previously assorted theatre students into a team. This year’s crew featured two freshmen. 

“The seniors were super inviting, and they never got cocky,” Russek said.

Bury the Dead was not among the three schools that received a Starred Performance Rating at the State Festival. 

“I get to meet so many new people,” said Bull. “[Unified activities are] a new opportunity for me and I want to be a part of it. I get so many new memories and I get to play with other people because of Unified stuff.”

Bull is a leader and advocates for all people. She can always be spotted in BHS hallways connecting with other students and making people smile and feel welcome. Bull often makes announcements to get the school excited about all things Unified.

“When there is something going on around school that Lisa is passionate about, she is going to tell you about it and get you to join with her,” said Phy-Ed teacher Jennifer Heebink. “I remember at the inaugural Bison Connection meetings, she was one of the only students that jumped right in and said ‘I think this will make our school a better place.’ She reminds me that as people, we have bias and boundaries in our heads, and she blows them out of the water.”

If Bull isn’t busy enough in her numerous activities, she enjoys playing video games, watching SpongeBob, and cheering for the Vikings.

Being on Varsity Football was something that changed how Pederson felt about the team he was on. Having people on a team with him that were the same size as him was something new to Pederson.

“It felt weird to be the tallest person on a team every year,” Pederson said, “being on varsity made me feel like I fit in with the others, size-wise.”

Pederson’s Varsity Football season isn’t the same as other Varsity season experiences. Kami Moser ‘26, a shy hockey player, joined the varsity girl’s hockey team very young. For Moser, it wasn’t about her size that changed how she felt. It was easy for Moser to achieve what she wanted when the team was there to make her feel good. 

“It feels good,” Moser said, “I wasn’t really nervous because I knew most of the girls, it was a real confidence booster, and made me feel very proud of myself,” Moser said. “Reagan Wurm [‘23] really helped me feel more comfortable and welcomed,” Moser said “She really goes out of her way to make sure everyone is included and feels like they are a real part of the team.” 

In Moser’s season, a good teammate has helped her transition into the Varsity Hockey team, and feel involved even as a freshman. For others, joining a team might not always be like Moser’s. In Pederson’s experience, the team has brought on his inspirational aspect of being a freshman on Varsity Football, and he pushes others to go for their dreams just as he did. 

“If people think your dreams are crazy,” Pederson said, “show them what crazy can do.”

Moser and Pederson, though different people, had a similar experience. Both are very happy they got the opportunity to meet new people, and make their dreams come true. Hopefully, they inspire you to do the same.

Otto has grown up around bull riders, mainly his father, Carl Otto. “My dad, he rode buck and horses throughout his life, and I’ve been exposed to it around my family, just hearin’ about it.” 

As a seven year old, Otto decided to get on the back of a cow for the first time, and has been riding ever since. “One day I just had a wild hair to start, and so we loaded up some cows at the house and I got on ‘em.” It wasn’t until he was 13 that he would ride his first bulls. “It started off pretty rocky. A lotta times hittin’ the dirt but yeah, it eventually picked up.”

Despite trials and tribulations, Otto finds things to keep him motivated. “There are some rocky times that you

think it’s not gonna get much better, but then you kinda remember your goals that you’ve set for yourself, and the promises you’ve wanted to make, so you keep striving for that.” Otto’s goals have not been without reward, “One I had this year earlier, that I achieved, was to make the High School World Finals.” The NHSR (National High School Rodeo Association) is an organization founded in the 1970s, offering scholarships and mentoring for young bull riders, “it was definitely quite the experience.” Otto remembers. Other goals of his are to make it to the NFR (National Finals Rodeo) and the Great Lake Circuit Championship.

Otto frequently posts his bull-riding experiences on his Instagram.

Vincent Otto

Q: What was your worst ride? Your best?

A: My worst one, that’s gotta be Fort Dodge, Iowa earlier this year. I got on a bull, he was a dalmatian lookin’ bull, can’t remember his name I think it was like Time Reaper or something. I got on him, and we made about 3 jumps out, and he clicked my feet out from me and I did a cartwheel over the top of him and got trampled pretty good. That was probably my worst.

My best would be Madison, Minnesota last year. I got on a bull that barns used to bring for a lot of PRCA deals, and I got out there and rode him. He was one that you’d look at him and be like “Oh no, there’s no way,” being able to look back and think I did that, that’s kinda cool.

Q: What’s your favorite part about riding?

A: Honestly just the thrill of it, the fact that it’s a sport that’s honestly so graceful but so brutal at the same time. The thrill of being able to look back and see what you accomplished.

Q: What are some emotions or thoughts you have while riding?

A: There’s always a little bit of fear there, it’s normal, it’s human nature. My mind’s set on it, almost so excited that like it makes you mad, you kinda wanna get mad, get in your own mindset ‘fore you do it, so you can almost take it like its a fight. That excitement when you get riding him “Oh, here we go.”

Q: What sort of training goes into bull-riding?

A: We get on the livestock, obviously nothing that’ll buck very hard, something to just kinda head runs for you. I have a barrel that I get on that makes the motion of a bull and my dad’ll critique me as I go.

Q: Do you have any tricks you’ve learned while bull riding?

A: If I had to give someone a tip about it, just keep your mind clear and it’s simple. It’s an easy thing to overthink, but if you can keep it simple, it’s just up and down motion 24/7.

Q: What are your plans for bull riding in the future? Are you looking to go professional?

A:This is my first year I’m 18, so I get to buy my PRCA [Professional Rodeo Cowboys Association] card which is the pro card, and hopefully this year’ll be my first year on the pro circuits. Pretty excited about that.

The Hoofprint reached out to Otto’s main bull riding coach Carl Otto for a word about Vincent Otto.

Carl Otto

Q: How would you describe Vincent?

A: I would describe Vincent as determined, disciplined, and with a lot of grit and passion for the sport of bull riding.

Q: What qualities does Vincent have that make him a better bull-rider?

A: His ability to focus all his energy on the ride. When he is sore, or in a hang up, to stay calm and get himself out of the situation.

Q: What’s your favorite memory of Vincent?

A: When he made his first ride at nationals and seeing the satisfaction on his face that he can ride with the world’s best.

Q: What is it like being his coach/teacher?

A: Coaching Vincent is rewarding. We watch clips of his rides then go out and practice. That could be time on his drop barrel to help his driving forward with the up and down motion, or just on a stationary barrel to help position memory. He does many things such as riding horse bareback with his rope, balancing on a basketball, and the gym is a lot of core and leg work. Having 100 percent dedication from Vincent makes it easy.

Q: What do you think people could learn from Vincent?

A: Vincent’s bull riding started at 4 years old with many bumps and bruises. He never lost the heart or determination or goal of being a professional bull rider. If you want something it doesn’t come easy, be honest to yourself and respect life.

Q: Anything else to add?

A: If I was going to add anything else it would be that his heart and soul is a bull rider. He is always grateful to those who have helped him. Vincent is humble and understands the danger of the sport. He is willing to help new kids out on their bull riding career.

In class, Curry jokes about becoming TikTok famous, but he says that he’s actually trying to build connections with students whose lives are increasingly lived online.

The students in Curry’s second-hour class – who have encouraged him to make videos – continually ask Curry if he is going to blow up and get “TikTok Famous”. Curry stays humble and casually laughs it off.  

@michaelcurry1975 #ukraine #russia #putin #war ♬ original sound – Michael

However, Curry says there’s a lot more meaning behind his TikTok than fame. 

“It’s not necessarily about getting famous for me,” Curry said. “It’s more about building relationships with students in different ways, and in an environment other than the classroom.” 

While Curry does this for his own fun and for the students, the newness of the platform raises questions about what he can and can’t do. A Wired Magazine article in 2022 outlined the fine line that teachers have to be aware of on TikTok. While some teachers in the article had thriving professional accounts, one teacher was reprimanded by their school board after posting a “semi-viral” TikTok video including her, a coworker, and a few students.

Currently, BHS Schools doesn’t have a rule on social media platforms or “befriending” students for teachers, but the BHM School Board discourages teachers from having Social Media interactions that have a basis in student-teacher relationships.

In person, Curry’s classes begin with the sounds of joyful connections and loud welcomes. His classes start with conversations instead of diving into the curriculum. It’s Curry’s way of interacting with the students outside of TikTok.  

“I really do it to have that connection with some of the kids that you normally wouldn’t have a connection with,” Curry said. “If the kids weren’t into it, I probably wouldn’t do it.” 

@michaelcurry1975 I’m him #football #L ♬ BILLIE EILISH. – Armani White

Curry says he aiming to make a change and use his TikTok platform to influence that change. He says he strives to bring the students to a closer-knit community through a series of TikToks that Curry has posted at school events like games or simply in the hallways before school.

With videos such as “Street chats with Curry”, where he interviews people about a “Question of the Day” that is also featured in the classroom, he wants kids to be comfortable talking to him. Curry has emphasized a safe place for every student and wants his students to know they can go to him. 

“I think that the more comfortable you feel in an environment the better the space will be,” Curry said, “the safer you feel, the more you’ll feel okay to share your opinions.”

Curry says he wants to be respected as a teacher just as much as a creator. Curry highlights the importance of boundaries since the account was created. 

“There’s a fine line between being a teacher and being a buddy,” Curry said. “You don’t want to push those boundaries.”

Curry has worked for a better student-teacher environment and relationship in hopes to make BHS a better place for everyone. The jokes about Curry being “famous” have been quite the conversation starter, but the real meaning behind his journey on #TeacherTikTok sparks a new one.

“My oldest brother played soccer when he was younger. My younger sister and I always went to his games and I just thought he was the coolest person ever and I wanted to be just like him.” 

Presently, Erickson is on her eighth season and has been playing for the High School since 9th grade. However, Erickson is set apart from the rest; she has been a high school captain since her sophomore year. A role that is traditionally reserved for upperclassmen, Erickson recounts her experience, “It was kind of crazy being with the other captains that were seniors. They were a lot bigger and stronger than I was, I was like a shrimpy little sophomore and so that was, in terms of the physical aspect of the game, that was challenging.” Having to navigate leading a high school team is not for the faint of heart, but it helps when the people around you are supportive. “The seniors my sophomore year, they were really welcoming and encouraging. They taught me a lot of leadership skills.”

Some of the responsibilities that come with being a leader are leading all the time, 24/7, and setting good examples for the people around you.

“Our coach puts a really strong emphasis on not only leading off the field but leading on the field, so we’re expected to be super competitive all the time, always trying to win,” Erickson said.

Although Erickson had to work twice as hard to catch up with the other senior captains, it hasn’t been without benefit.

“It’s hard to get out of bed every morning and be like “Oh, I have to go to soccer, again,” and the physical training is difficult, but getting to do it with some great people, and people who are going through the same thing, is just so overly rewarding. I am a very relational person and so being able to make connections and play the sport I love with my best friends is something that I’m just truly beyond blessed to do.”

Erickson also leads in a program called FCA. FCA stands for Fellowship of Christian Athletes. They meet every other week to plan events called “huddles” that take place once a month. “We’ll have a speaker come and talk, we always have food and snacks, and we always play a big game because we’re very sport/athlete-focused. Kids from everywhere come together and we just have fellowship with one another and try to build relationships.”

After being prompted by her friend, Peyton Anderson 24’ to join bible study sessions at the middle school, Erickson got involved with FCA.

“When COVID hit in our 8th-grade year, we were forced to go digital. That didn’t really work, but Peyton and I, we really wanted to keep something going. So, we recorded devotionals. That’s when Mr. Watkins, our leader at the middle school, was like ‘hey I think you guys should consider leading at the high school’, so once COVID was tame, we got into the leading aspect of it.” 

At their meetings the FCA leadership team plans the huddles and practices making connections.

“One of our big mottos is ‘you can’t pour into others if you’re not being poured into’ so we focus a lot on discipleship. We’re a relational ministry, so we want to build connections, but then everything is rooted in the gospel and how we’re going to spread the word of the Lord. We need to know how to do that, so that’s what we focus on as a leadership team is how we can be at the root of sports and athletes, but how can we glorify God in the doing of it.”

“I joined choir in 7th grade. I originally played the saxophone in 6th grade, but I was really bad,” Erickson remembered. “I love to sing. I sing at church too so being able to keep doing that is really fun.” Erickson’s church went on a mission trip to South Dakota this summer. “There’s a talent show, and my youth leader and I, we sang a duet, which was really cool. We sang a song called ‘Honey in the Rock’ by Brooke Ligertwood. Then when we get back we do a youth breakfast, and the whole congregation comes and you talk about the trip. and we sang it at the breakfast too.”

In addition to singing at her church, Erickson is in the Concert Choir at BHS.

“I’m not gonna lie, Concert Choir was a little eye-opening this year. It’s a really big step up because the returning seniors and our section leaders are very talented. My favorite thing is, at the end, when we finally get a piece we’ve been working on for months, we finally get it down pat and it’s just perfect. There’s nothing like that, when all the harmonies are matched up, it’s really really cool.”

“If I wasn’t in extracurriculars I don’t know what I’d be doing if I’m being super honest. I’m super busy all the time, and that’s how I like it. Every person that I’m surrounded by is so supportive and encouraging and walks with me every step which is just so crazy and amazing.” Erickson recounts the importance of being a part of the groups in her life, “being so busy helps me stay on top of academics and school work as well because I know that I have to get this done before my game or I have to get this done before my FCA event. I think while everything’s super fast-paced, it keeps me on a schedule and orderly and organized.”

“I think people take for granted the people that support them and the people that put in so much work into helping you become not only a better player, a better singer, but a better person. And it goes by so fast, it’s crazy to think that we’re juniors and freshman year was so long ago, it’s really important to be grateful.”

The Hoofprint reached out to Assistant Soccer Coach Carrie Schmitt and Choir teacher Zack Carlson for a word about Erickson.

Carrie Schmitt

Q: How would you describe Claire?

A: “Claire is a positive leader on and off the soccer field. Claire is a kind, determined and supportive student athlete who is always willing to support those around her.”

Q: What qualities does Claire have that help her be a better player?

A: “Claire consistently displays good sportsmanship. She is self motivated, prepared and has pure will to win. Claire believes in herself and her ability to constantly improve. She remains positive in all situations.”

Q: What’s your favorite memory of Claire?

A: “Watching Claire play and love the game of soccer fills my bucket. Each time I have the opportunity to watch Claire play soccer is my favorite memory.”

Q: What is something younger people could learn from Claire?

A: “Claire understands the game of soccer (what is happening on the field). Claire consistently shares her understanding of the game with her teammates during practice and games to ensure everyone is playing to their full potential. I value her desire to help others see the game as she does. Our younger players learn a great deal about the game through Claire’s leadership.”

Q: Was there anything about her that surprised you?

A: “Claire is wise beyond her years. Watching her lead others in her areas of passions does not surprise me, it excites me for all she has to give others!”

Zack Carlson

Q: How would you describe Claire?

A: “Hardworking, dedicated, and passionate.”

Q: What qualities does Claire have that help her be a better student?

A: “She doesn’t stop trying. I think that’s really huge. She’s always willing to help her classmates.”

Q: What’s your favorite part about being her teacher?

A: “Knowing that the sky’s the limit. She’s going to continue to work hard and continue to grow until she graduates. I think that’s really cool to see because a lot of students have this fixed concept of their own achievements and I think she has the ability to go past any of that, and really reach as far as possible, which is just really cool.”

Q: Was there anything that surprised you when you first met her?

A: “How mature she was. Like right off the bat she was always kind and respectful, a lot of my students are kind and respectful, but it stuck out to me because ninth grade is always a challenging time.”

Q: Anything else you’d like to add?

A: “She’s awesome.”

Before becoming a math teacher, Bauman was a software engineer for the Department of Defense.

“I worked on Electronics Security Command, at Kelly Air Force Base in San Antonio, Texas,” Bauman said. “We were doing graphics and training simulators for pilots…at United Defense and FMC up in Minneapolis, we worked on an army contract for the next generation howitzer. I did the Human Factors analysis, simulator, and training so they could identify how many troops they would need.”

After Bauman spent over a decade as an engineer, a serious family health issue triggered a change in her career path.

“My daughter became very ill, which is why I quit working as an engineer,” Bauman said. “I volunteered in the schools while she was in rehab. Then somebody I know contacted me and asked if I’d be interested in ever being a teacher and bringing the trade of engineering trade into the schools. I thought that was interesting, so I went to the [University of Minnesota] for their master’s program and became a math teacher.”

After two unpredictable school years with long stretches of Distance and Hybrid Learning models, Bauman noticed that students’ math skills were lagging behind. Without in-person instruction, Bauman said that little math was learned over Distance Learning. This year, the school offered an after-school math program led by Bauman to fill in gaps in understanding for full credit. Addysen Serafini ‘23 was involved in this program.

“I don’t have to worry about retaking [Algebra 2] next year because it’s not a class I want to retake, so she helped me with that,” Serafini said. “[Bauman] instantly would come up and explain everything. She didn’t wait or get frustrated with you if you asked a question. She changed my idea that all math teachers are grouchy”.

School activities causing students to miss out on classroom instruction only made catching up harder. This doesn’t stop Bauman from thoroughly teaching the absent students the lessons missed.

“[Bauman] was able to help me through my [softball] season and made time for me to come in before school,” said Mae Knoell ’24. “It was super cool how she adjusted to student’s schedules and how she was able to make time for all of us.”

Bauman’s extra effort was only a part of the job that brought her joy. The best part of being a teacher for her is much more than math.

“[My favorite part of teaching] is being able to build relationships with the students and getting to know them both as people, but then being able to see their growth and their success,” said Bauman.

As Bauman prepares to leave BHS, she gives one last piece of advice to students.

“Take care of yourself,” Bauman, “but work hard. Try to get as much as you can out of those classes. You’re gonna have good days and bad days, but push yourself to learn as much as you can so you can set yourself up for what happens after high school.”