Running Without Fear

Just Another Runner’s Perspective By: Gale Fischer September 2012

 

 

Running Without Fear

 

“We will not tire, we will not falter, and we will not fail.”

--Bush

 

September 11, 2001, 6:00 PM: Two running friends joined me at Lakeview High School’s football field for our running group’s weekly track workout.  We chatted about the day’s events as we waited to see if others in our group would join us.  We were not sure what kind of participation we would have that evening after the day's events.  The sun radiated its warm, comfortable glow on us and there wasn’t a trace of cloud cover in the sky.  The weather seemed typical for a late-summer day in West Michigan, with temperatures steady near 80 degrees, but this was not in any way a typical day.

 

I was just a few weeks into a new teaching job. Establishing a new working routine was not the smoothest of transitions.  My daily run turned into a coping mechanism those first few weeks as I sorted through the skills and preparation needed to get through each day.  As I made the short drive to my elementary school building this Tuesday morning, it was a bit of dejavu as I prepared myself mentally for another day of teaching.  In just a few short hours, a senseless and cowardly act of terrorism would create a huge turning point for our nation, changing our world forever.

 

There is a stigma of events such as 9/11, which leave a lasting impression on our minds and souls.  Similar events such as the death of JFK and Elvis Presley and the attack on Pearl Harbor carve a permanent page in our memory, with most individuals recalling where they were and what they were doing when they first heard news of these events.  Because of the generation that I am a member of, I have no recollection of Pearl Harbor or the assassination of JFK, so it is difficult for me to compare 9/11 to these events.  It is, however, the most significant event that I have witnessed in my lifetime, stopping the world in its tracks briefly and changing the course of history. 

 

Most individuals who are old enough to remember the events of 9/11 have experienced the changes that have had a profound impact on our world.  For those who were born after this significant day and for those not old enough to remember, these changes are simply part of their lives, and they know no differently.  Technology has taken on a new niche since 9/11 that would leave us helpless if it were not here now.  I often wonder how much the attacks on our home turf that day influenced these changes in our technology. Have these advances occurred as a result of the need for our intelligence to monitor and collect data to prevent future attacks?  We are able to communicate with others, share and access information, all with a click of a button on electronic devices without being restricted to a wire hookup coming from a wall.  There have been improvements in the medical field as well since 9/11, in particular prosthetics, as soldiers are coming home having lost limbs. These improvements have spilled over into our society in general, as civilians also benefit from these medical breakthroughs. Other obvious changes have impacted the procedures and policies for traveling nationally and internationally. Our economy has also taken a direct hit because of what happened on September 11, 2001. The running community has felt an impact since 9/11, with increases in the number of runners and the number of marathons, as well as races of other distances.  It seems as if individuals’ ideas about money, health, and bucket lists have been molded by the events of that September day, making running a viable, affordable, and healthy hobby.  Good or bad, these changes that were set into motion eleven years ago are here to stay.

 

An array of emotions poured through my body in the hours preceding the attacks.  Those emotions included fear, anger, sadness, numbness, uncertainty, and denial, as it felt like the images I was witnessing on television were more like watching a movie than viewing actual events unfold. I had planned on meeting up with my running buddies for the 6 PM track workout when the day began, but this became an afterthought when news of the attacks was first brought to my attention. As my workday ended, I knew that a run with some of my friends was just what I needed. As I drove to the track that afternoon, my feelings of uncertainty were introduced again as each gas station I drove by displayed spikes in price, doubling the prices that were on display eight hours earlier. 

 

Adam Sherk and Jim Lawrence were there waiting when I arrived at the track.  There were only three of us, but we were well represented in terms of age group and pace. Adam, who was twenty-seven years old, had run a 2:57 marathon in 2000 and would run a 2:43 a few weeks later in Chicago. Jim Lawrence had run a 4:27 marathon in 1999 at the age of 49.  I had clocked a 3:50 marathon in 2000 at the age of 31. We waited about five minutes and decided to begin our warm-up.  The conversations that take place during a run can vary in topic and length, but obviously the topic this day centered on the collapse of the WTC and the plane that crashed into the Pentagon.

 

There are those individuals who have a direct connection to 9/11, having known someone personally whose life was taken as a direct result of the attacks. The impact on the lives of these individuals is very profound. I do feel that what the terrorists did that day took a small part of the lives of every US citizen, whether or not the life of a friend or family member was taken from them. Our freedom and way of life took a hit. 

 

Adam, Jim, and I were able to talk through the events of the day because of our running routine. The running schedule for all three of us that day differed because of our ability levels and pace goals, but none of that mattered. We opted out of our workout agendas and spent the next forty-five minutes running at a conversational pace as we shared our thoughts of this historic day. We talked about the emotions we were dealing with, who was responsible, and what the immediate and long-term future might look like because of the catastrophic events of the day. The conversation and time spent running didn’t take away the shock that the three of us and the rest of the nation were dealing with, but the forty-five minutes on the track that day left me feeling a little calmer as I drove home that evening. The terrorists who crashed three planes into the WTC, the Pentagon, and a field in Pennsylvania took something away from all of us that day, but they didn’t take away our daily routine.  Adam, Jim, I, and many other individuals went for a run that day and in the days to follow, showing the terrorists that they had not defeated us. 

 

Although our world was rocked that day, eleven years later there is a sense of normalcy.  In the days, weeks, months, and years that have followed, a daily running routine has helped many to deal with the results of 9/11. For many, running was a routine that they had already established. For others, running was a routine that they decided to begin because of the impact 9/11 had on their lives. 

 

Life is precious, and running is one of many ways to enjoy it. If you happen to go for a daily run on September 11, 2012, take a few quiet minutes to give thanks for the freedom to enjoy this great sport, a freedom that the terrorists did not take from us that historic day.

 

It is impossible to remember each and every run since I first laced up my running shoes back in October of 1997. There are particular memories associated with some of those runs that allow me to recall specific details. Just as I will always remember where I was and what I was doing when I first heard of the attacks on September 11, 2001, I will always remember the run that I shared with Adam and Jim later that afternoon.

 

 

KEEP RUNNING!!

Until next time, this has been just another runner’s perspective.

 

Kaylah Eddy Story

 Four Generations of Beavers

“A true community is not just about being geographically close to someone or part of the same social web network. It’s about feeling connected and responsible for what happens.”

—-Yehuda Berg

There are many among our staff who are former students and graduates of Harper Creek Community Schools. Some of these staff members also have children of their own who are former or current students in our buildings. This month’s Harper Unsung Hero, Kaylah Eddy, is a third-generation graduate of our district. Her family has extended this one more generation, with one of her own children beginning his first year of school with Harper Creek just a few weeks ago. “My mom and dad, Amy (Moore) and Brian Babcock, graduated from Harper Creek, and my son Felix is now a fourth-generation student in Developmental Kindergarten at Beadle Lake,” Kaylah said. “My husband, Steven, also graduated from Harper.” Kaylah’s paternal grandparents, Nancy (Krogh) and John Babcock, graduated from Harper Creek, as did her maternal grandmother Eileen (Rombaugh) Casebeer.

Kaylah is one of four siblings who have graduated from Harper Creek or are still current students. “I was born in 1997, the oldest of four,” she explained. “My sister Grace is currently an interventionist at the Middle School. My youngest sister Gwendolyn just graduated from Harper Creek last year, and our little brother Owen, who is in eighth grade, was one of my students when he was in sixth grade. It was very special having him in my class.”  Kaylah’s grandparents played an important role in her life as she grew up. “My grandparents and great-grandparents helped to raise me,” Kaylah noted. “They all lived close to us, and I spent a significant amount of time with them. It seemed that I tagged along with them everywhere.” 

Kaylah wasn’t a child who was comfortable sitting in front of a screen. “We would spend many of our summer months with my grandparents, who had a cabin in Frankfort, Michigan,” she explained. “I wasn’t one of those kids who played video games. I spent time outdoors, and I also enjoyed sewing and doing crafts.”

Kaylah had her first experience with school early on but not in a traditional preschool setting. “My mom started taking classes at MSU to become a nurse when I was three years old,” Kaylah recalled. “We moved to campus and lived in student housing. I would go to my classes with her. I remember bringing a notebook to class and pretending to be a student. When I turned five, my mom quit classes, and we came back to Battle Creek because my parents wanted me to go to school at Harper Creek. She went on to finish her degree at Western Michigan.”

Although the college classroom experience is a little different than a Kindergarten classroom, going to classes with her mom might have helped Kaylah prepare and practice for a structured setting. “I started at Wattles Park in 2002,” she said. “I remember going there in Kindergarten and knowing right away that I wanted to be a teacher. Mr. Eckert was one of my most influential teachers. He made me fall in love with science and teaching. I loved the Mackinac Island Field trip that he and the other fourth- grade teachers organized. Ms. Jenkins taught science on a cart and was a big influence on my love for science. She pushed into my first-grade classroom. I remember an experiment she led. We dipped white flowers into different dye colors as the flowers transformed to different colors. I also had her as a science and math teacher in fifth grade.” 

It seemed Kaylah loved everything about school. She just couldn’t get enough of it. “Outside of school, I was always playing school with my cousins,” Kaylah explained. “I pretended to be the teacher and also pretended to be the principal.” Kaylah gained her first experience working with children by helping out at home as the older sibling. “I started babysitting my sister Grace when she was an infant,” Kaylah said. “I remember teaching her how to read. Babysitting didn’t seem like a chore to me. I enjoyed doing it.” 

As an elementary student, science was Kaylah’s favorite subject. She would quickly develop a second passion as she entered middle school. “I joined the band in middle school, which is something I enjoyed immediately,” she shared. “I played clarinet in middle school. I continued with band through high school and into college. In high school, I played bass clarinet for concert band and was also the drum major for two years. I met my future husband, Steven, in marching band. We eventually started dating in high school.” Kaylah was also involved in athletics in middle school, joining the tennis team and continuing with this through high school. Her elementary school teachers helped to fuel her passion for a future career as a teacher, with many of her middle school teachers continuing to encourage her interest in education. “Many of my middle school teachers played a very influential role in my childhood, including Andrea Fronsmon, my sixth-grade math teacher, and Dave Carl, my seventh-grade science teacher,” Kaylah explained. “Friendships that I made in high school were also a part of what fostered my love for school. I met my best friend for life, Miranda Schaffer, in middle school. We are still great friends.” 

Band and science continued to be a big focus for Kaylah during her four years of high school. “I went to the math and science center my freshman and sophomore years,” Kaylah added. “I had to make a tough choice going into my junior year. I decided not to go to the math and science center the last two years of high school because it conflicted with the band schedule. Band was very important to me. At that time, I still knew that I wanted to be a teacher and thought maybe I would be a band instructor.” Kaylah’s high school band teacher was an important mentor for her. “Jared Cavis, my band director, was my most influential high school teacher,” she said. “He allowed me to intern with him while I was still a high school student. I helped with the middle school band. I was able to conduct at their concerts. I was also involved in the high school honors choir.”

Kaylah graduated from Harper Creek in 2015 and enrolled at Western Michigan to pursue a teaching degree and continue with her band career. “I was in the marching band for two years at Western Michigan,” Kaylah noted. “Steven was two years ahead of me in school and was already a student at Western. He was also a member of the marching band. It was great to be able to share this experience at the collegiate level with him.” Western Michigan compiled an undefeated football season in Kaylah’s sophomore year, earning a berth in the Cotton Bowl. Kaylah, Steven, and the rest of the marching band followed the football team to the Cotton Bowl to show their talents on national television.

Kaylah gained more experience working with children during her time as a college student. “I started working at the Air Zoo in the education department while at Western,” She said. “I also worked at a daycare center in Kalamazoo.” She also became a bride while in college. “Steven and I married in 2018,” Kaylah shared. ”He earned a degree in BioChemistry from Western Michigan and currently works at Zoetis in Kalamazoo. I graduated from Western in 2020 with an elementary education degree and an integrated math and science endorsement. I was unable to attend graduation because of COVID.”

Kaylah found a teaching job immediately, just as our world was in shutdown mode from the pandemic. “I started teaching eighth grade science at Gull Lake in the fall of 2020 during the pandemic,” Kaylah noted.  “We started fully online but eventually moved to a hybrid format. I was happy at Gull Lake and never really felt the urge to come back home to teach for Harper Creek. Eventually, I realized I missed the community that I grew up in at Harper Creek.” Harper Creek posted a teaching position for the fall of 2022 that piqued Kaylah’s interest. “When a sixth -grade science position at Harper Creek Middle School opened up, I realized that I wanted to come back to teach here,” Kayla said. “This will be my fifth year at Harper Creek, and I am shifting into a new position this year, teaching fifth- and sixth-grade science. I will also have my first opportunity to work with a student teacher in my classroom this year. ”

Kaylah has been blessed to be teaching science, a subject area that she loves very much. She has also been able to be a part of her second passion. “I helped with band camp here at Harper Creek while I was in college,” she noted. “I remained a part of this for three years altogether.” Kaylah was all in for returning to Harper Creek as a teacher, but there was a bit of a speed bump with this transition. “It was difficult at first to establish myself as a teacher at the school I attended as a child,” Kaylah admitted. “I was teamed up with Amy Smith, who was my former eighth-grade science teacher. Working with Amy has helped with this transition.” During her time as a Harper Creek teacher, Kaylah has also been involved with extracurricular activities, coaching for the past two years and organizing sixth grade camp for the past three years. Being a part of Harper Creek as a student, community member, and now as a teacher, she appreciates what the district represents and strives to make the school experience meaningful for her students. “I feel that all students need to be seen as part of the classroom community,” Kaylah said. “Education should be rooted in equity. Learning should be fun. Play is still appropriate in middle school. The thing I love most about Harper Creek is the community. I appreciate how our community shows up for our people.” 

Kaylah keeps busy outside of school as a young mom and with other interests. “Felix, our oldest son, was born in 2021, and Margot, our youngest, was born in 2024,” she noted. “They both help to keep life outside of school busy. My biggest hobby outside of school is quilting. My great-grandmother taught me how to do this.” 

The Harper Creek community has a way of making everyone feel like a member of a collective family. This feeling of cohesiveness seems to start with our school district, reaching out to all in the surrounding neighborhoods. Families like Kaylah’s, with multiple generations coming back to live and raise their children and having them educated in our schools, are a great illustration of the strength in our community.

It May be Different but it Still Feels the Same

Just Another Runner’s Perspective September 2026 By Gale Fischer

It May Be Different, But It Still Feels The Same

“Run often. Run long. But never outrun your joy of running.”

—Julie Isphording

Life is an ongoing cycle of moving forward. Changes are continuous, but there are also constants in life. We all move through different seasons of life, including toddler, school-age, teenage, young adult, middle age, and elderly. Each stage brings with it shifts in social interests, daily routines, individual preferences, and personal attitudes. Even with these changes, there remains consistency in our lives spanning a long period of time. Through the ebbs and flows of life, we all experience change while also walking a path of routine.

Running is a metaphor for life in many ways. Patterns that are noticeable in our sport are similar to the patterns we experience in all areas of our lives. In many ways, running can offer us a mixture of sensory input. In fact, variety is part of what keeps running fresh and exciting, and an activity that many choose to engage in for multiple decades. 

Living in the Midwest and experiencing running through the variation of each of the four seasons can add excitement when running might begin to feel monotonous. Enjoying the comfortable temperatures of spring and fall is always something to appreciate as a runner, but the heat of the summer and the winter cold can help to break one out of a running rut or keep the running rut from ever occurring. Each season bestows its own variety of beauty for the runner, from the breathtaking lush green colors of spring and summer, to the stunning orange and yellow hues of fall, and the pristine white canopy of winter.

Running variety can also occur in different types of workouts. Long, slow runs, fast-paced track workouts, easy recovery runs, and mid-distance tempo runs all create different sensations. The experiences of running diverse terrain, such as around a track, on a wooded trail, along a hilly country road, and through a busy city neighborhood, can each provide a different type of sensory excitement. The phases that each of us goes through in our running journey provide changes in what running can offer. The fast runner may one day slog through each run as the accumulated miles over the years alter what the body is capable of, or the speedy high school sprinter may one day transition to a middle-aged ultra runner running many more miles at a slower pace.

My personal running journey has spanned almost three decades. Through those years, my running has gone through many adjustments. I started running solo for more than a year, but eventually I found the running community. Since then, there have been periods of time in which the bulk of my miles has been with others and other periods of time when running alone has dominated my weekly mileage. Running solo can offer a different set of inputs than running with others. I have also adjusted the volume of miles I run. For many years, my running was uninterrupted, but for the last ten to fifteen years, injury has decreased the consistency of how often I can run. When I started running, I wasn’t so much concerned with pace. Eventually, speed became a part of my running, and I went through a period of time where competing in races dominated my focus. Eventually, my speed decreased, and so did the desire to compete. As different as each phase of my running has been, and with the variety I have intentionally targeted through the years of running, there are elements of my sport that are common to each and every run I have logged over the last thirty years. I will always feel grateful for the excitement of my running prime and the rush that came with it. Although three-hour marathons, eighteen-minute 5ks, and twenty-mile Saturday morning long runs may seem like running experiences from another lifetime, the mental rush that comes from every run remains a common feeling. 

For me, when running, there is always a sense of balance in how my mental, physical, and emotional realms work together in harmony, no matter the pace, distance, or sensory stimulus of where and when I run. The physical effects of running, including a raised heart rate, heavier breathing, and perspiration soaking my skin, seem to sync my mind and body. Running always seems to create an emotional high while also calming my nerves and giving me peace of mind. Running always gives me a sense of appreciation while enhancing all aspects of my life. No matter how much I struggle during a run, running continually brings me joy, and the sense of accomplishment is always there when the run is complete. Running always boosts my mood. There are many ways in which each run provides a unique memory or experience while also providing the same stable, familiar input. Whatever this experience happens to be, life is better with each run. 

Until next time, this has been just another runner’s perspective.

Lindsey Heil Story

Harper’s Unsung Heroes August 2026 Written by Gale Fischer

Teaching Our Littles

“Kindergarten is a magical place where dreams begin to grow.”

As teachers, we all have a similar passion for what we do, but our skill sets and comfort zones can be quite different. Some teachers are adaptable in terms of being comfortable teaching any subject across all levels, but many of us develop specific preferences about what areas we would like to teach. A veteran middle school teacher may thrive on the challenges of working with students entering the teenage years, while others among us might feel a bit panicked at the idea of lasting a day in that particular setting. That same middle school teacher who feels right at home working with students going through some of life’s most dramatic physical and emotional changes might feel ill-equipped to work in a lower elementary setting. One such role in our schools that takes a special kind of mindset is that of a Kindergarten teacher. As challenging as teaching Kindergarten may seem, many Kindergarten teachers have no interest in teaching anything else. Wattles Park Kindergarten teacher Lindsey Heil never pictured herself teaching in an early childhood setting while searching for her first teaching job almost twenty years ago. Having spent her entire career teaching our youngest students, she can’t imagine teaching anything else.

Lindsey was raised in the Cereal City.  She shared her childhood history. “I was born in Kalamazoo in 1984,” she said. “My family moved to Battle Creek when I was two years old. My parents, Jack and Sue Burkle, still live in my childhood home on Goguac Lake. I have an older brother, Joel, and an older sister, Kristyn. Both still live in the Battle Creek area with their families.”  Lindsey reflected on some of her many positive childhood memories. “We spent a lot of time on Goguac Lake, and also spent time during the summers in Grand Haven and Muskegon,” Lindsey noted. “I enjoyed staying with my grandparents often, who lived in Grand Rapids. Every spring break we went to Orlando, Florida.” 

Lindsey’s dad was the primary breadwinner of the family, but her mom also went to work as Lindsey transitioned from elementary school to middle school. “My dad worked at Yellow Freight in Kalamazoo as a terminal manager while Mom was a stay-at-home mom through my 6th grade year before she started working at Macy's unloading trucks in the morning,” she recalled. “She has also taken care of the flowers every summer for 25 years for the Battle Creek Country Club. She also loves gardening at home.” 

School was something that Lindsey enjoyed immediately, and it has been a great source of contentment for her ever since. “I went to Minges Brook Elementary for my Kindergarten through 5th-grade years,” Lindsey explained. “I rode the bus sometimes, but often my parents let me ride my bike to school. This made me feel independent, and I loved being able to do this. I loved school right from the start. I was on the student council in elementary school. It was after my 4th grade year that I knew that I wanted to be a teacher. My 4th grade teacher, Shelley Erickson, made learning so much fun. She is now retired, but I am still in contact with her. One project that she had us do that I remember was making a model haunted house for Halloween. I do remember getting in trouble one time for not participating in a game in gym class because I didn’t like it. Our librarian, Mrs. Katz, would go out for our lunch recess and organize relay races. This helped to fuel my love for sports. I enjoyed sports from an early age. Sports were a big part of our family. My dad loved watching sports, and my older brother played ice hockey.”

Lindsey appreciated the academics and learning that was a part of school, but she also enjoyed the social part of it with the friendships made. There is one early friendship that is as strong as it has ever been. “I met my best friend, Brenda Beck/Dolbee, in Kindergarten,” Lindsey said. “We remain close today even though she lives in Florida. I would spend time with her family at their cottage in Baldwin when we were kids. Brenda comes home from Florida for a month each summer. I go to visit her for spring break every year. We also spend a week each summer with our kids at the cottage in Baldwin.”

Lindsey moved on from Minges Elementary after her fifth-grade year. “At that time, Lakeview had one building just for 6th grade housed at Territorial School,” Lindsey said. “I loved 6th grade. I had a great group of teachers. This is where I met my next group of friends that I was close with all through high school. Our school was close to McDonald's, so sometimes our teachers would treat us to McDonald's for lunch. I also remember the fire department coming over to help us with the egg drop. We would wrap our egg with certain materials and drop it from the fire truck ladder.” 

Middle school brought with it many positive experiences for Lindsey. “Our middle school was for 7th and 8th grade,” she noted. “I remember the teachers letting us help with the scan tron machine. I took home economics class and learned how to cook and balance a checkbook. Sports became a big focus. I had played travel soccer and volleyball before this, as well as t-ball, softball, gymnastics, and floor hockey. In middle school, I focused on basketball, volleyball, and soccer.” 

Lindsey remained involved in many things when she moved on to high school. “I continued to play basketball, volleyball, and soccer,” she said. “I was a four-year varsity soccer player. I participated in many of the extracurricular activities, including building floats for homecoming and being involved in many of the clubs. I started cadet teaching my senior year. I went back to Mrs. Erickson’s room to teach. By this time, she had transitioned from 4th grade to 2nd grade. This sealed the deal for me in wanting to be an elementary teacher. What I remember most about cadet teaching is building relationships with the students.” Lindsey gave up volleyball her junior year so that she could work part time. “I started working at Old Navy,” she noted. “I continued working for Old Navy part time for the next twelve years.” 

Lindsey was ready to go to college to earn her teaching degree after finishing high school.  “I graduated from Lakeview High School in 2002 and started at Western Michigan the following year, living in the dorms with a friend from high school,” Lindsey said. “I enjoyed the college experience. It was a great way to transition to being an adult and being partially independent. I did my internship in 2007 at Verona in first grade with Ana Antes, so I came back to live at home. I graduated from Western in May of 2007. I also nannied for a family in Battle Creek starting in 2003 and continued this during the summers of my first few years of teaching.” 

Lindsey landed a job out of state after graduating from Western to start her teaching career. “The job market for teachers was not good in Michigan at the time I graduated from Western,”  Lindsey recalled. “I randomly applied to teaching jobs in North Carolina. I was hired to teach kindergarten at West Clayton Elementary. Originally, I was hired to teach 2nd grade, but a few days before moving to North Carolina, I was told that the 2nd grade position was not available, but that I could teach kindergarten if I wanted.” This change became a defining moment for Lindsey. She had never imagined she would teach kindergarten and was somewhat nervous about this. It quickly became obvious that being a kindergarten teacher suited her well. “This change was difficult to accept, and I wasn’t sure that I still wanted to go, but ultimately I went there,” she admitted. “My parents packed me up in a U-Haul, and initially I did an extended stay in a hotel. Eventually I found an apartment.”  

The thought of moving so far away from home may have been a source of anxiety for Lindsey early on, but she quickly found comfort, and North Carolina felt like home. “I loved everything about working at West Clayton,” she said. “There were many veteran teachers on the Kindergarten team that I learned from. This was a large school. We had ten Kindergarten classrooms. The class sizes were capped at 18 with one para in each room. I remained at West Clayton for five years. I fell in love with North Carolina.” Lindsey would have been content to stay in North Carolina, but she was blessed with the birth of Colton in September of 2011, which left her rethinking what she wanted moving forward. “I decided that I wanted to be closer to family after Colton was born,” Lindsey shared. “I moved back to Battle Creek after the 2011/2012 school year. I was fortunate enough to find a teaching job. I started teaching Young Fives at Endeavor Charter Academy, and remained in the Young Fives room for two years before moving to  Kindergarten. I loved my experience at Endeavor. I worked with many great teachers and made many friends there.”

Working at Endeavor provided an opportunity for Lindsey to learn and grow as a teacher, establish contacts among her peers, and make some great friendships, but she decided to come to Harper Creek when an opportunity became available after five years with Endeavor. “Wattles Park teacher Rhonda Smart’s son Wyatt was a student in my class at Endeavor,” Lindsey recalled. “Rhonda recruited me to come join the team at Wattles Park. Wattles needed a Kindergarten teacher going into the 2017/2018 school year. I decided to apply, was called in for an interview, and was then offered the job. It seemed like a great opportunity, so I accepted the job.”

Lindsey has continued as an early childhood teacher and will begin her ninth year at Wattles Park. “I have taught Kindergarten here for all eight years, with the exception of teaching Developmental Kindergarten the first year Harper Creek implemented this program,” Lindsey said. “I look forward to another year of kindergarten this year.” Like all of the schools that Lindsey has taught in, her experience with Harper Creek has been a positive one. “I have enjoyed my experience at Harper Creek and want to work here until I retire,” Lindsey noted. “I love the Kindergarten team that I work with. The staff is great, the students are great, and the families are great. I like to make learning fun, and I feel that I am able to do that here.” 

Teaching Kindergarten has many challenges, but Lindsey manages to create a positive learning environment for her students every day. “I strive to make learning fun for my students,” she explained. “I like to do a lot of hands-on learning activities for my students. Kids need to be kids and learn through play and experiences. My favorite part of being a teacher is watching kids smile, learn, and build independence.” 

Lindsey went back to college a few years ago to earn a graduate degree. “Going back to school to get a Master’s degree was something I had considered in the past, but I didn’t feel like I could afford it,” Lindsey said. “I found out about Grow Your Own Grant (GYOG) when it first started, but I really didn’t consider applying for it. After talking to some co-workers who had started GYOG, it sounded like a good idea. I started in the summer of 2024. I hadn’t gone to school in 17 years, so it was a shock getting back into being a student. There were some tears, but I had some support from co-workers.” Lindsey chose the Teaching English to Speakers of Other Languages (TESOL) track. “The things that I have learned about teaching non-English speakers in my college classes are things that apply to all students, especially in Kindergarten,” she explained. “I graduated last May. Financially, it has been a bonus, saving me about $ 28,000 on tuition and books. It has really been a gift. Earning an MA gave me a close to $10000 pay raise as well. I am thankful to have had the opportunity.”

Outside of school, Lindsey stays very busy. “I like to spend time with friends and family,” Lindsey said. “Colton is a freshman at Harper Creek. He and I like to go to sporting events and travel. We travel to all his sports tournaments. Many of our excursions are centered around Colton wanting to go to every major league ballpark to see a game. So far, he has been to nine stadiums. Colton is playing tennis this fall, which is a new sport for him.” Lindsey also works part-time at a local wedding venue, Dreamfield Acres, during the summers and on weekends during the school year. 

Teaching at any level requires a certain level of patience, an ability to multitask, and the temperament to go off script when things don’t go as planned. It takes a special person to be a teacher, with Kindergarten teachers having a unique skill set and a passion for children starting their school journey. Lindsey and her team of Kindergarten teachers continue to lay the groundwork to prepare our students for thirteen years of school and beyond.

A Runner's Best Friend

Just Another Runner’s Perspective June 2026 Written By Gale Fischer

A Runner’s Best Friend

“Dogs are not our whole life, but they make our lives whole.”

—-Roger Caras

6/18/2026: The sun hung low on the horizon to the east as I plodded along on my first trip down the gravel dead-end road at the end of my driveway. My faithful four-legged companion, Winny, was at my left side, stride for stride. The round trip down and back was just a tad over eight tenths of a mile, and four passes would give me a little more than three miles. Normally, I prefer one long loop or a single out-and-back course when running, but with my canine friend keeping me company, it was much easier to stick to this much quieter option rather than a road shared with morning commuters on their drive to work. The contentment I felt for just being able to start the day with a run on this cool June morning helped erase the monotony of retracing my steps over and over again on the same stretch of road. Running can offer a variety of positive experiences. A run can be enhanced when shared with a dog. 

I had broken back into a routine after seven months away from running, building my endurance for almost a ten-month stretch without interruption, starting in July of 2025, only to be sidelined with a strained calf ten months later, near the end of April. To fill the void of not running, my exercise schedule since April had shifted to walking, with the bulk of these miles with Winny on the same dead-end gravel road we were now running on. 

My return to my sport after six months away would not be rushed, with a conservative game plan involving cycles of running and walking intervals, with the running portion increasing gradually each week. I had developed a daily habit of walking with Winny, and it seemed fitting to continue with Winny as my partner while adding running into the mix.

Through the years, running has become my go-to activity. When I started in 1998, it didn’t take long for it to become a part of my weekly exercise pattern. Running had become an activity that I had embraced four or five days a week for much of the past twenty-eight years. When I initially started this journey, the first fifteen months, I ran solo. It took a few months to get over the physical discomfort of each run for it to become an activity that gave me physical and mental contentment and joy, and eventually, I took comfort in the alone time that running gifted me. There were times when it provided opportunities to problem solve through life and job circumstances, but I also found that running could allow me to not think about these circumstances for an hour or so at a time. Running gave my brain what it needed, whether it be a chance to meditate, an opportunity to reflect, or an hour to problem-solve.

Although the alone time of each run seemed to provide mental and emotional stability, soon I longed to find others to share the experience with. Eventually, I found a group to run with. Although not the same as running alone, I realized that running with others also boosted my mental and emotional stability. If I were asked if I prefer running alone or would rather run with others, I’m not sure I could answer this question. I would say that balancing my hobby with solo and group helps to keep running fresh.

Sharing running with my dog has added a new element. I have found that I can enjoy many of the benefits of solo running, but also experience some of the positives of running with others, when running with Winny by my side. Humans connect in a way when running together that is different than how humans connect in any other facet of life. The same can be said about human/dog connections. I have found that running with Winny has allowed me to connect with her in a way that is unique. As I continue to build back my endurance, I anticipate that Winny will not accompany me on every run, but I am hopeful that my new running partner will continue to join me a few times a month.

Until next time, this has been just another runner’s perspective.

Brogan Temple Story

 Heart of Gold

“Leadership is not about titles, positions, or flowcharts. It is about one life influencing another.”

—-John C. Maxwell

As educators, we strive each day to teach our students the academic standards needed to handle the rigors of the next grade, the next class, and the adult world. These tools will prepare our future leaders to read and comprehend beyond childhood, complete resumes or cover letters, and apply the basics of mathematics to plan and budget as adults. Beyond academics, our students will need to possess human relations attributes, including compassion, empathy, and teamwork. These skills will make them more marketable in the job market, help them maintain healthy relationships as spouses, parents, friends, and coworkers,  provide them with lifelong emotional stability, and equip them to positively influence others. These human relations skills can be taught directly or indirectly, and some are reinforced through our model. Some students come to us already equipped with bits and pieces of these characteristics and simply need encouragement from adults to fully develop them. Then there are those students like Harper Creek eighth grader Brogan Temple who seem to have these traits on full display, modeling to students and teachers alike their importance.

Some of Brogan’s teachers have taken notice of his special qualities. “Even before I met him, I knew Brogan was extra,” said Kayla Whitmyer, one of Brogan’s middle school math teachers. “What I didn’t know was just how extra Brogan was and is... he is extra kind, extra selfless, extra inclusive, extra empathetic, extra compassionate, extra friendly, extra hardworking, extra non-judgmental, extra caring, and extra protective. Brogan is the type of student, athlete, leader, and person that makes everyone, and I mean everyone, he comes in contact with better and happier. His presence is bold, welcoming, and transforming. He is the guy you turn to, not only to celebrate life’s successes, but even more noteworthy, you turn to him for help when struggling, for guidance when lost, and for safety when things are shaky. He is a fierce advocate of what is right, fair, and safe.” 

Brogan, the middle child of Ben and Rebecca Temple, has always seemed to have an easy-going personality, with maturity expanding the influence that his personality would have on others. “I was born on October 14 2011,” Brogan noted. “I have an older brother, Maddox, who is 22 years old. He graduated from Harper Creek in 2022. My younger brother Grayson is 12 years old and in 6th grade.” Brogan went on to talk about some of the things that keep him grounded outside of school. “I enjoy grilling. My favorite thing to grill is steaks. I watch YouTube videos to learn how to grill. I follow Max the Meat Guy and Guga. Brats and hot dogs are also some of my favorite foods to grill.” Brogan enjoys traveling and has been to Texas several times to visit family. “I also stay busy with activities that I participate in at the church we attend, New Hope Apostolic Church,” he added. When Brogan isn’t traveling or attending church, he and his family spend a lot of time during their summers in the water, swimming and boating.

Brogan started kindergarten at Wattles Park and continued there through 4th grade before moving on to middle school. No matter what challenges Brogan encounters, he remains upbeat. “School has never come easily for Brogan, but he still does well and makes the best of it,” said his mom, Rebecca. “No matter what obstacles are thrown his way, Brogan never complains.” Perhaps the learning challenges that Brogan has faced have helped to shape his personality of always staying positive and sticking up for the underdog through his compassion. Brogan added to what his mom said. “I wasn’t always such a good kid,” he noted. “I feel that I have matured over the last few years. I just want to care about and help other people.”

Brogan’s elementary school experience ended with the pandemic,  a period of time many of us would rather forget. Despite the pandemic, Brogan has some fond memories from his five years of elementary school. “I enjoyed elementary school at Wattles Park,” Brogan explained. “The building feels a lot smaller now than when I attended. I started playing sports during my elementary years, participating in Wattles Park Men's Club soccer and basketball. I also started Rocket Football in 4th grade. Rocket Football was canceled in my 3rd-grade year because of COVID. I try to block out the years during COVID.”

The transition to middle school for Brogan was a smooth one. He was ready to make his mark and influence a new group of friends and teachers. Sports continued to be a big part of his life. “I started wrestling in 5th grade,” Brogan noted. “I have participated in wrestling, football, lacrosse, and track since starting 5th grade. Lacrosse and track are during the same sports season. This takes up a lot of time doing two sports at the same time. I would also like to play all of these sports in high school. I would say that I like all sports equally.” Each sport has provided special experiences for Brogan. “For football, we went undefeated for three consecutive years starting in 6th grade,” he explained. “I remember scoring a touchdown in one of our football games. I was on the offensive line, and one of my teammates fumbled the ball. I picked it up and ran it in. I feel that track is a lot more social. I have been a thrower, and I also participated in the 4 by 100 relay. I can remember winning a wrestling match and helping my opponent get back up. Sportsmanship is something that comes naturally to me. Helping someone out is something I like to do.” Perhaps what Brogan appreciated most about sports is that his football coaches would share a quote with him and he teammates before each practice and game. “These quotes are always inspiring,” Brogan mentioned.

As important as athletics are for Brogan, it is another extracurricular activity group that Brogan enjoys the most and where he has thrived. “I joined the student council this year,” said Brogan. “I heard about it and knew immediately that I wanted to be a part of it. I like to help people, and so I decided to try it. We have cleaned around the school grounds, putting new mulch in the yards. I suggested that next year we put mulch out at some of the other buildings. We also went to nursing homes to sing Christmas Carols. We meet once a month to discuss what we can do to help out. I absolutely plan on being on the student council in high school. I have completed all the paperwork to do this. One of my favorite activities was when our student council hosted the Special Olympics this year. It was fun helping out with this. We helped elementary kids all the way to 22-year-olds.”

Volunteering his time to help with the Special Olympics fits perfectly into what makes Brogan tick. He is in his element when his actions help to bring out the best in others. Mrs. Whitmyer has seen this character strength on display with Brogan countless times. “Whether it is his daily greetings at the door, his pride in others’ accomplishments, his ability to multiply joy, or his call to serve and give back to his school and community, Brogan carries himself in a way that makes you want to be the best version of yourself,” she explained. “He lifts others up, both figuratively and literally, and has a knack for ensuring everyone in his presence authentically belongs. Life is heavy, and the world can be cold, but Brogan is a glowing example of humanity and kindness. I could not be prouder of everything Brogan is and what he isn’t. He is EXACTLY what this world needs.”

Like many teenagers, Brogan has found that sports and extracurricular activities have been and will continue to be a huge part of his school experience. Still, the classroom is also part of his ongoing story.  He was asked to talk about a few of his favorite classes, but he had a difficult time narrowing down the list. “Some of my favorite classes have been 8th Grade math with Mrs. Whitmyer," Brogan said. “I have also enjoyed social studies with Mr. Reese and science with Mr. Shipley. Social Studies last year with Mrs. Dempsey was also memorable. She was a first-year teacher. We were her guinea pigs. Mr. Bowling, the weightlifting teacher, and PE teacher, Mr. Newland, were also among my favorite teachers. I also enjoyed life skills with Mr. Dishaw.”

The student/teacher relationship often works both ways, with teachers having a profound impact on students and students also inspiring teachers. Like Mrs. Whitmyer, Brittany Ries, a teacher in Brogan’s co-taught math class, has also felt his influence. “As a teacher for the last 15 years, I've had many students walk through my classroom door,” Mrs. Ries recalled. “Brogan is definitely one of a kind. I have many fond memories of Brogan, but my favorite from this year has to do with his genuine kindness to others. One day, I witnessed him greet EVERY single classmate with a "Morning, (insert classmate name here)!" as they walked into math class. He looked at each of them. He said every one of their names. That's just Brogan. I am lucky enough to work with him for two hours out of my day. Part of my job is preparing our 8th graders for life at the high school and beyond. One day, I asked Brogan, "What kind of work do you want to do as an adult?" He quickly answered, "I want a job where I can help people." I wasn't shocked by his response. I would have if it were any other 8th grader, but that's just Brogan.”  Brogan was the recent recipient of a new award given at the middle school end of the year award ceremony. “The 8th-grade team started department awards this year,” said Mrs. Whitmyer, “and Brogan’s name repeatedly got brought up as a fantastic human, student, and leader who perseveres through life's challenges. He was chosen by his teachers to receive the Excellence in Resilience Award.” 

As Brogan comes to the end of his middle school years, another transition is on the horizon as he goes to the high school on the south side of campus. This is a transition that Brogan looks forward to as he is introduced to new teachers and coaches. “I am excited about going to high school next year with new teachers, classes, and athletic experiences,” he shared. “I have heard that there is a prayer club in high school, which is something I would like to join.” Brogan’s mantra is to live in the moment and cherish each day as it comes, but he still considers his future as an adult. He mentioned several possibilities for careers, including a professional athlete, a chef, or a construction worker. Ultimately, he wants to be able to help others in whatever he chooses to do.

Teachers are awarded with an array of emotions that create a sense of contentment and fulfillment. One of these emotions is the pride that is often felt for students. Many of Brogan’s teachers are blessed with this sense of pride, with his mom and dad sharing the same sentiments. “He is a very humble leader,” noted his mom, Rebecca. “He is constantly helping other kids. Brogan is always very positive, even when things don’t go this way. He is very encouraging to others. Being helpful is his nature. Sports have helped with his work ethic, attitude, and leadership skills. It is not necessarily his goal to have people be proud of him, but it is so easy to be proud of him.” His father, Ben, expressed similar thoughts. “Brogan’s has shown a natural positive attitude, and an element of charisma has come out over the last few years,”  Ben added. “As he has matured, we have seen more of this. He has also become a peacemaker. His teachers say that Brogan is always eager to learn.” 

Like many of our students, Brogan has added many positives to the culture and climate of our schools. His influence will shift next year to high school, with four more years to grow personally and to also help others grow. He is larger than life.