By Evy Ayers, Junior Journalist – Monsignor Doyle CSS

Monsignor Doyle’s unique take on a Shakespearean tragedy

For years, high schools around the globe have embraced William Shakespeare’s timeless tragedy Romeo and Juliet, bringing its emotional tale of love and loss to their stages. While the play has been reimagined in countless ways, the students at Monsignor Doyle Catholic Secondary School are offering a fresh twist that’s sure to captivate audiences: What if this age-old story of love and death became one of the heartless and undead? This unique take on Shakespeare’s classic adds a new layer of excitement to a timeless tale.

Take a nail-biting glimpse into Monsignor Doyle’s latest production: A Love That Doesn’t Die: Romeo & Juliet & Zombies 2. This thrilling reimagining takes the iconic narrative of two forbidden lovers and intertwines it with a terrifying zombie apocalypse. In this version, the feuding families of the Montagues and Capulets are placed into a world where survival depends on banding together in the face of an unimaginable threat. Will the tragic lovers withstand the feud? Will the kingdom survive a full-blown undead takeover?

For more information on attending this unique production, visit the Monsignor Doyle Catholic Secondary School website. At just $4 per ticket, you can attend any of the show dates, running from April 23 to 26. Don’t miss out on this talented portrayal of a classic story.

While Romeo and Juliet has been revised in many ways over the years, the students of Monsignor Doyle are bringing something truly original to the stage. Their reimagined version, infused with heart-stopping action, suspense and an undead twist, will leave a lasting impression on audiences. Seating is limited, so arrive early and don’t miss your chance to experience this supernatural performance.

This article is part of the WCDSB Jr. Journalist program, an initiative designed to provide journalistically inclined secondary students with a platform to share stories from their school and showcase their impressive talents.

Are you a Secondary School student interested in joining the program? If so, please contact communications@wcdsb.ca

Written by: Bilal Nasir, St. Benedict Catholic Secondary School

To achieve her goal of a high average in school, one Grade 11 student at St. Benedict Catholic Secondary School sits at the library table every day, drilling through textbook exercises until the bell rings.

To ace his chemistry test, one Grade 10 student lays all his notes out on the hallway floor. Sitting cross-legged, he revises and practises problems, stooping over the disarray of papers.

For English class, one Grade 9 student sits quietly in the corner of the crowded cafeteria, quietly flicking Post-it notes and placing them into notable pages.

All three students revise in their own unique ways, with different preferences for location and environment. But do our chosen study spots influence our academic performance? Or does studying at a quiet desk bring the same results as revising cross-legged on a cold hallway floor? The answer may not lie in which is “better,” but in the simple truth that we all need different spaces to succeed academically.

The Impact of Study Spaces
Research indicates that the physical environment plays a significant role in one’s focus when studying. Factors like lighting, acoustics and seating comfort can greatly affect concentration, especially in moments of revising and memorizing information. At the same time, there is clear evidence that study preferences vary from student to student. Whether it’s studying with others, alone, with music or in silence, these individual needs shape how we best absorb information.

“A well-designed learning space should be flexible, accessible, and tailored to meet the diverse needs of students,” says Maureen O’Shaughnessy, a leading expert in educational architecture and design. Based in Toronto for CS&P Architects, O’Shaughnessy and her team emphasize that effective learning environments, especially study spaces, should “optimize individual choice, collaboration, and minimize distractions.” A key factor for designing spaces like these is using the Universal Design for Learning (UDL) framework, which strives for easily accessible and understandable design, regardless of ability or age.

Many students have strong preferences for where they study. “I do love talking and studying with my friends, it makes me feel less stressed,” says one student, sitting down on the hall floor with his lunch and a calculator. “Sometimes I have group study sessions with others during lunch. It helps a lot of us.”

As a large school, St. Benedict offers many locations to be able to work, chat and eat lunch. The spiralling metal chairs around the atrium are a popular spot, but many students, but many students feel improvements could be made. “I like the library’s studying desks; however, I feel there could be more around the school due to the rush of the library. Adding more features to the seating, like cup-holders, power outlets, adjustable desks and chairs would make it much more accessible,” says one junior.

For many students, the library is a refuge for both productivity and social interaction, with dozens hurrying in as the lunch bell rings. The race to the library’s seats often poses a challenge to students who prefer a quieter, more structured space. This highlights the need for schools to implement more thoughtful study locations whenever possible.

The Case for More Thoughtful Study Spaces
When it comes to education, O’Shaughnessy argues that “barriers exist in the environment and the experience, not in the learner.” Her team at CS&P Architects works directly to create improved and accessible educational spaces across Ontario, including for schools at the Toronto District School Board.

In a presentation shared by CS&P, the group outlines several ways schools can implement Universal Design for Learning strategies: optimizing individual choice, fostering collaboration, enhancing motivation, and minimizing distractions. One of the more unexpected aspects is embracing fidgeting within spaces. This could include features like movable or swivel chairs, adjustable desks and designated holders for personal items.

Ultimately, Maureen O’Shaughnessy and her team’s goal is simple: to show that design plays an immense role in the focus, betterment, and learning of all students. This makes it more important than ever to improve study environments, particularly at St. Benedict and other schools across the board. With a large student body and wide range of learning preferences, the need for varied, flexible study spots cannot be overstated. As one student puts it: “Having more options would make a huge difference. I get distracted easily in the crowded cafeteria, but a proper quiet area and more spaces to work would really help me focus.”

By drawing inspiration from educators, students and experts like Maureen O’Shaughnessy, schools can incorporate elements of Universal Design for Learning and enhance student productivity and well-being. The Waterloo Catholic District School Board is a large community of diverse learners and would benefit from a board-wide commitment to improving the physical spaces that support academic success.

Let’s make sure every student has the right spot to succeed—after all, our environment truly shapes our school experience.

Photo by Barakah Saeed, St. Benedict Catholic Secondary School

This article is part of the WCDSB Jr. Journalist program, an initiative designed to provide journalistically inclined secondary students with a platform to share stories from their school and showcase their impressive talents.

Are you a Secondary School student interested in joining the program? If so, please contact communications@wcdsb.ca

Written by: Evy Ayers, Grade 12, Monsignor Doyle Secondary School

WCDSB Teacher Receives “Susan Langley’s Earth Steward Teaching Award”

As the world continues to face global environmental concerns, practicing sustainability is more important than ever. One of the most essential places to nurture a green thumb is with children. Teaching responsibility and resourcefulness in the classroom isn’t something easily found in a textbook, which is why Susan Langley’s Earth Steward Teaching Award is a meaningful recognition for teachers to strive toward.

This award recognizes educators who actively implement practical uses of sustainability and environmental values in their classrooms. One of the 2024 recipients of this award is Katie Croft, a teacher at St. Anne Catholic Elementary School in Kitchener, Ont. Katie began her career in education at Queen’s University and went on to work as an elementary teacher at St. Anne.

“I got into education because I just always loved kids. I always worked at daycares, African Lion Safari, or camps,” Katie explains. She goes on to describe the importance of teaching the younger generation, and how essential it is to provide them with as much knowledge as possible. “They’re the future learners of tomorrow, so I’m just trying to make these little kiddos the best possible beings they can be and help them reach their full potential.”

This award not only highlights the importance of sustainability but also shines a spotlight on those who are truly passionate about the environment. Katie shares her unique connection with nature and how caring for greenery aligns with her Indigenous roots.

One of the most significant factors behind her receipt of this award was her initiative in starting a gardening club. “I randomly got this passion to start a garden club—I’d never gardened before in my life,” she admits. Although gardening was new to her, it was something that called to her.

“My mom loaned me just a couple of watering cans, a couple of shovels—it started off so small, but that’s what we began with.” Due to the high cost of gardening supplies, the garden club required additional funding. After receiving some money from the school, Katie bought some basic supplies from the dollar store and got to work.

To better support the club, Katie began applying for various grants to invest in more durable gardening tools. This is when she discovered Susan Langley’s Earth Steward Teaching Award.

“I applied for this award because I felt like I started a gardening club out of nothing. It’s something the kids look forward to each week,” she explains, adding, “We should only take what we need and remember that we need to take care of Mother Earth.”

“I guess I’m just trying to teach these little ones that sustainability matters now and in the future. We need to make changes now in order to impact the future more positively.”

From what Katie has shared, it’s clear she cares deeply for both the environment and her impressionable students. She shared some of her club’s activities, including a partnership with Conestoga College.

The college provided the elementary school with supplies to create sustainable, recyclable poppies for Remembrance Day. These poppies contained real seeds, so once the biodegradable poppies were planted, they would bloom in the spring.

As the conversation drew to a close, it became clear that Katie’s passion extended beyond the garden bed, fostering community and inspiration. “Sometimes you just need to get people talking and aware of it, and from there, that creates movement.”

“So, I guess the best thing about this award is that, yes, it’s getting attention, and now the best thing is that this attention can create movement for other schools, perhaps? To create their own garden clubs and care for their grounds.”

Instilling a green thumb and teaching the younger generation about sustainability can equip them with skills to face environmental challenges. If not to help the environment, these values can encourage children to be hands-on and compassionate toward things in their lives that they may grow to love.

Susan Langley’s Earth Steward Teaching Award not only serves as recognition for those who dedicate time and effort to teaching sustainability but also encourages others to follow in their footsteps, practicing sustainability in their own lives.

This article is part of the WCDSB Jr. Journalist program, an initiative designed to provide journalistically inclined secondary students with a platform to share stories from their school and showcase their impressive talents.

Are you a Secondary School student interested in joining the program? If so, please contact communications@wcdsb.ca

Written by: Evy Ayers, Grade 11, Monsignor Doyle Secondary School

Monsignor Doyle’s upcoming production of “The Little Mermaid”

With a talented cast and dedicated crew, the students and staff at Monsignor Doyle Catholic Secondary School bring “The Little Mermaid” to life, with an extraordinary display of creativity and passion. The members of this emerging production have spent countless hours creating a scene of which they could be proud, officially bringing the musical production to the masses on May 8-11; tickets are available to all. From the moment the curtains rise, viewers can expect a fantastical portrayal of this classic story.

The busy, bustling atmosphere backstage shows a real dedication to the show. Multiple students have even offered a hand in the making of this production, creating eye-catching set pieces to complement the talented actors’ performance. While this school is no stranger to theatre, they haven’t had the pleasure of indulging in many musical works.

Monsignor Doyle’s lead actor, Katie, has taken on the role of Ariel. Katie’s own experience provides viewers insight into the dedication of the actors and crew, casting a prominent light on the passion driving this production. “Doyle, when it comes to productions, is one of the smaller schools,” she states, adding, “We have a lot of talented people, but a lot of the time they don’t like coming out and showing these talents.” After working on so many previous Doyle productions, Katie has built a solid relationship with her fellow actors, comparing the connection to a sort of family-like dynamic on set.

The young actress goes on to explain how she’s noticed many of the cast members may not be used to working in musically explorative roles, but seeing her peers venture out of their comfort zones seems to have become a great source of inspiration for her. The willingness to embrace new challenges shows a push of personal boundaries, fostering a collaborative dynamic among the team. When asked what viewers can expect from this upcoming production, along with what the cast hopes to impart once the curtain falls, Katie states, “It’s a lot of new people acting for the first time. So, it’s a lot of bright, shiny faces on stage that people may not have seen before. They can get ready to see all these young folks up on stage, showing off their talents.”

The upcoming production of “The Little Mermaid” promises to be an attention-grabbing event, brought to life by the dedicated workers behind the scenes and on stage. Despite the school’s limited experience with musicals, they continue to apply passion to each individual role, all working together as a unit, opposed to focusing on the individual. With tickets now available, this cast urges audiences to come be part of their world, eager to share the efforts of their work with both new and old audiences.

This article is part of the WCDSB Jr. Journalist program, a new initiative designed to provide journalistically inclined secondary students with a platform to share stories from their school and showcase their impressive talents.

Are you a Secondary School student interested in joining the program? If so, please contact Lema.Salaymeh@wcdsb.ca

Written by: Evy Ayers, Grade 11, Monsignor Doyle Secondary School

Students volunteer to participate in Doyle’s third-annual “Phone-Fast.”

During the weeks leading up to Easter weekend, WCDSB schools and students decided to celebrate this year’s Lent in a variety of ways, showcasing their unique relationships with faith. In previous years, Monsignor Doyle Catholic Secondary School had opted for a unique approach for the celebration of Lent, and this year was no different. On Wednesday, March 27, the school hosted their third-annual phone fast.

This digital detox allows students to earn a total of eight volunteer hours by participating in a 24-hour Lenten fast. Event coordinator, Anne Denomme, explains that sign-up for the event takes place on Tuesday night at 9 p.m., with participants abstaining from cell phone usage until the same time the following night.

As this is a Lenten fast and not a competitive event, there was no penalization if participants broke their fast early, still collecting the number of volunteer hours they were able to complete. The promised volunteer hours do not stem from the entire fasting period, but rather from the final eight hours spent together. After school on March 27, students gathered in the school’s chapel to engage in board games, socialization, and learning about the negative impacts of social media usage for the remainder of the fast.

In the years that Monsignor Doyle has had the pleasure of organizing this event, the response from students has proven to be overwhelmingly positive. Participants of the event have even enthusiastically shared their personal experiences, urging non-participants to embrace the opportunity and join them in future phone-fasts.

Before the fast came to its conclusion, Grade 9 student Rose stated, “It’s like a good experience. People should actually try it,” elaborating further, “I felt it was easier to focus, and I was actually listening to my friends without checking my phone.”

“It helped me realize how much I use my phone, so it might give some other people the same effect,” Rose said. When asked what aspect of the fast was unexpected, Rose states, “I would say how difficult it was. It was a lot more difficult than I expected. I was definitely a little nervous,” further acknowledging a feeling of slight anxiousness that was present during the early hours of the fast, due to the separation from her device.

The following day, on March 28, another participant graciously agreed to provide some insight regarding the entire experience. She said, “I feel like the biggest challenge of yesterday was trying to start a conversation with people,” continuing to share how she believes many people her age struggle with face-to-face interaction. “I feel like that was the hardest thing, but when you’ve got a conversation going, people will finish it. It was good.”

She added, “Personally, I thought it was really fun. I’m probably going to do it again next year because it wasn’t just like school. You got to hang out with friends and do a whole bunch of stuff,” referencing the activities hosted the previous evening.

Overall, Monsignor Doyle’s third annual phone fast proved to be a beaming success, offering students a valuable opportunity for introspection and personal growth, while receiving volunteer hours in exchange for participation. During an age of social media and technological reliance, events such as these remind students of their surroundings, impacting the way they view their environment and interactions by stepping away from constant connectivity. Proving that despite the hardships that come with parting from a commodity so intensely integrated into one’s routine, these hardships can lead to a positive outcome.

“Crazy Eights.” Photographed by Aryanna Sabourin, 2024.

This article is part of the WCDSB Jr. Journalist program, a new initiative designed to provide journalistically inclined secondary students with a platform to share stories from their school and showcase their impressive talents.

Are you a Secondary School student interested in joining the program? If so, please contact Lema.Salaymeh@wcdsb.ca