OPINIONS

Staples midterms unnecessarily stress out students

Assistant Creative Director

As a freshman, the idea of midterm tests gripped me with dizzying anxiety. I could feel the clock ticking away for 120 minutes as students anxiously shivered, all with 10% of my nal grade hanging precariously in the balance. Sure, I was only a freshman, and everything turned out fi ne in the end. However, I can’t minimize the palpable relief I felt when fi nals were canceled for the 2020-21 school year because of COVID-19. This relief allowed me to concentrate more on my classes, especially in the second and fourth quarters because I could actually spend more time learning. In a typical year, attempts to introduce new material in the weeks after December break is essentially moo—when midterms are fast approaching, school becomes a blur of stressing, reviewing and studying. Westport Public Schools states that the purpose of assessments is to measure progress “to ensure that each child reaches his or her potential.” But midterms do not fulfi ll the criteria set out by WPS. Actually, they make it all the more diffi cult for students to perform well in school at all. How can we reach our full potential if instead of learning Staples students are stagnating, revisiting the same content we already proved we learned over the past two quarters? The Harvard Graduate School of Education measured that the higher the stakes a test has, the more cortisol, a stress hormone, students produce. According to the study, the more cortisol produced, the worse students do on a test, even if they previously performed well in the past on lower -stakes assessments. One could argue that these high stakes tests merely reward the students who don’t stress and produce a lot of cortisol. We got rid of midterms last year, and did the world stop spinning? No. Did Staples students miserably fail their classes? No.

Midterms do not fulfi ll the criteria set out by WPS. Actually, they make it all the more diffi cult for students to perform well in school at all. COVID-19. This relief al- The school has set the precelowed me to concentrate more dent that midterms can be canon my classes, especially in celed. It’s up to Staples: does the second and fourth quar- the administration want us to ters because I could actual- reach our “potential” or not? ly spend more time learning. In a typical year, attempts to introduce new material in the weeks after December break is essentially mootw—when midterms are fast approaching, school becomes a blur of stressing, reviewing and studying. Westport Public Schools states that the purpose of assessments is to measure progress “to ensure that each child reaches his or her potential.” But ing to the study, the more cortisol produced, the worse students do on a test, even if they previously performed well in the past on lower One could argue that these high stakes tests merely reward the students who don’t stress and produce a lot of cortisol. We got rid of midterms last year, and did the world stop spinning? No. Did Staples students miserably fail their classes? No.

Graphic by Rachel Greenberg ’22 & Maya Hruskar ’23

Scan this QR code to view the midterm schedule.

OPINIONS| 10 A call for conversations: why Staples must bring back fl ex time

Editor-in-Chief

In my four years at Staples, I have met with nearly every single one of my teachers outside of class. Whether it be reviewing homework problems or revising my essay, I have found that I work best when I’m able to have individual conferences with my teachers, away from a loud, chaotic class. Due to the fully re Due to the fully remote option last year, Stamote option last year, Staples administration ples administration created fl ex time: created fl ex time: a 30 minute a 30 minute block from block from 2:15-2:45 2:15-2:45 where where stustudents dents could could meet meet with with teachteachers for ers for addiadditional tional support. support. However, However, when we rewhen we returned to a reguturned to a regular schedule this year, lar schedule this year, fl ex time was removed. Stafl ex time was removed. Staples must bring back fl ex time for an extended, uninterrupted time for students and teachers to meet to help students adjust from last year’s abnormal school year. Coming into my English class this year, I fi gured meeting with my teacher would be just like my English class last year. During the meetings, I would share my essays with my teacher and we would go through specifi c sections of my writing I was unsure of. We would discuss content, talk about argument structure and identify different evidence to pull in. What I hadn’t considered was that since my teacher had less time to meet with students, our conferences would be less thorough. While the difference between a 15 minute and a 30 minute meeting may seem minuscule, my conversations with teachers reached a deeper depth in the past when I knew time wasn’t limited.Now, I feel like I only have enough time to ask specifi c, preplanned questions. The overarching pressure that coincides with knowing a teacher only has 15 minutes to speak with you stifl es the conversations and limits the exchange of ideas to only the most necessary. To that same token, the removal of fl ex time has limited the opportunities for students and teachers to make connections. Despite the hybrid model and the limited in-person access I had to my teachers last year, I felt like fl ex time provided a time to connect with my teachers on a level I hadn’t before. Without pressure to solely get my questions answered in a time crunch, there was a more humanistic approach to these meetings. My teachers recommended their favorite books, talked about different lesson plans and told stories from their favorite classes in college. As a result, I felt more excited to go to class each day knowing my teachers and I had a connection that extended past just grades and as-

preplanned questions. The overarching pressure that coincides with knowing a teacher only has 15 minutes to speak with you stifl es the conversations and limits the exchange of ideas to only the most necessary. To that same token, the removal of fl ex time has limited the opportunities for students and teachers to make connections. Despite the hybrid model and the What I hadn’t limited in-perconsidered was son access I had to my teachers the impact of the last year, I felt signavailable meeting like fl ex time provided a time ments. It’s imtime being cut in to connect with portant to acknowledge that these limited meeting times are half. not the fault of our teachers. Every one of my teachers this year has provided opportunities to meet before or after school, but the reality is teachers are only required to be at school for an extra 45 minutes beyond the 8-2:45 school day, and it isn’t fair to make them extend their day without extra compensation. Ultimately, we are all aware that the transition back from hybrid learning has been extremely strenuous for the Staples community. The administration must prioritize implementing opportunities for students to acclimate back to the traditional school environment. Bringing back fl ex time is the fi rst step to doing so. 2:15-2:45

signments. It’s important to acknowledge that

Give us a break:

Teachers, please reinstate mask breaks

Features Editor

his is the third year Tthat the pandemic has affected school, and kids are frustrated with masks. Itchy, suffocating, exhausting: these are some of the terms students might use to describe the experience of wearing a mask throughout the school day. While it goes without saying that it is important to still wear a mask at school, it is frustrating and uncomfortable as a student to have absolutely no breaks in the day to take your mask off. It is imperative for teachers to continue implementing mask breaks. Last year most of my teachers made sure to carve out at least fi ve minutes of class time to give students a mask break. Although I understand our classes are shorter this year, I have not received one mask break this year with the exception of one class. This makes it exceedingly harder to get through the day. According to Pubmed, the largest biomedical journal database, it is proven that mask fatigue—the lack of energy that accompanies wearing a mask for prolonged periods of time—has been a common phenomenon throughout the pandemic. One 50-minute period is not enough time to experience this fatigue, but going the entire day without a break can lead to fatigue that makes it hard to focus and learn. Now that it’s winter, mask breaks have become even more scarce as teachers are especially hesitant to take students outside in the unforgiving weather. However, even though the weather may not be as pleasant as a perfect spring day, it is still important to compromise on a way that mask breaks can still take place. Taking students outside

for shorter periods of time or w even allowing students to spread apart and take their masks off in the cafeteria should be mandatory for teachers to include in their agendas. I feel especially It is imperative for relieved when getting a couple breaths of fresh air in between teachers to continue classes as it acts as a brain refresh. implementing mask Whether it is snowing outside or perfectly sunny, 50 minbreaks. ute periods or 80 minute periods, students still deserve to take their masks off during the school day. As of a year and a half ago, masks were rarely used, so students still need time to adapt to them while also maintaining safety from COVID. Teachers need to allow students to take mask breaks as they are benefi cial to learning and allow for sharper focus throughout the day.

MASK BREAKS Jack Rosier ’22, Daniel Kleeger ’23 and their classmates step outside mid-class to take a breather. Mask breaks prove important but aren't offered in every class.

12 | FEATURES

Seniors Davis & Cohen fl y the open skies

Jake Fitzpatrick ’22

Staff Writer

wo twin planes cut Tthrough a starry night sky as they prepare for landing (the most dangerous part of fl ying). The wheels of both planes hit the ground with a satisfying bounce as they slow to a complete stop. As the doors of each plane open, onlookers are baffl ed by what they see. Out of the planes step two teenage pilots, Matt Davis ’22 and Ben Cohen ’22. Although unbelievable to some spectators, both Staples students are certifi ed to fl y planes. Davis has a full license and Cohen has a student’s pilot license, which he says is analogous to a driving learner’s permit. “Flying requires you to do so much at once,” Davis said. You have to regulate your pitch and your roll, all while being tossed around by turbulence.” Along their journey of learning how to fl y, both pilots dealt with as many roadblocks outside of the plane as they did inside. of the plane as they did inside. Especially when they started Especially when they started studying aviation, both were met but Davis had a unique moment with the most terrifying barrier that sparked his drive to fl y. of them all: parental oversight. It was a chance encounter “My parents were very hesi- with a commercial pilot that made tant at fi rst,” Cohen said. “It took Davis want to be one himself. a while to convince them, but “I’ve always been into avithey eventually supported me.” ation,” Davis said, “but when The roadblocks didn’t stop a pilot invited me into the at protective parents, however. cockpit when I was on vacaThey also faced something nearly tion, I knew I was hooked.” as petrifying: tests. Davis’ license While both pilots enjoy the exam consisted of a 60-question freedom and stress-relief that fl ymulti- ing brings ple-choice them, they test, a 60- “The world is so have sig90 minute oral big in comparison nificantly different exam and, to whatever experiencfi nally, a 90-min- insignifi cant issues es when they fl y. ute fl ight exam. we’re going through.” “You realThese ex- -Ben Cohen ’22 ize how ams, Davis small you said, are as bad as they sound. are,” Cohen said. “The world “The multiple-choice and is so big in comparison to oral exam had so many ex- whatever insignifi cant istremely specifi c questions,” Da- sues we’re going through.” vis said. “I had to know every Cohen’s humbleness difsingle type of weather event fers greatly from how Daand what [to do] during it.” vis feels about fl ying, as DaCohen and Davis both pro- vis is fi lled with a sense of fess to having played with toy empowerment whenever he fl ies. planes and studying aviation for planes and studying aviation for “You realize that every“You realize that everyas long as they could remember, as long as they could remember, thing below you is super small,” thing below you is super small,” Davis said. “You almost feel superior at that moment.” As both students and pilots, Cohen and Davis have a lot to balance, including school work, clubs, music and aviation. To students who intend to learn how to fl y a plane during the school year, Cohen has a single word of advice: don’t. “Learning how to fl y during the school year can be extremely diffi cult,” Cohen said. “So ly diffi cult,” Cohen said. “So it’s best to do most, if not all, it’s best to do most, if not all, of the work over the summer.” of the work over the summer.” But before one even thinks of But before one even thinks of becoming a pilot, Cohen says, you becoming a pilot, Cohen says, you need a certain growth mindset… need a certain growth mindset… and a certain amount of money. and a certain amount of money. “It’s a lot about drive, pow“It’s a lot about drive, power, and a love for aviation,” er, and a love for aviation,” Cohen said. “But it also costs Cohen said. “But it also costs about $10,000 on average.” about $10,000 on average.” Learning to fl y comes with Learning to fl y comes with many obstacles that these pilots many obstacles that these pilots have had to endure—from parhave had to endure—from parents to exams to school work ents to exams to school work — but even with all of those bar— but even with all of those barriers, the one thing that has not riers, the one thing that has not stopped these pilots is their age. stopped these pilots is their age. “You would think that my “You would think that my age would hurt me,” Davis said. age would hurt me,” Davis said. “But I haven’t faced any sort of “But I haven’t faced any sort of discrimination for it, and the discrimination for it, and the community is very inviting.” community is very inviting.”

Graphic by Madeline Michalowski ’22

Photos by Jake Fitzpatrick ’22 & Ella Shi ’23 Graphic by Lily Klau ’23

ON THE RUNWAY Cohen and Davis fl y a Piper Warrior airplane (pictured left) at the Sikorsky Memorial Airport, located in Stratford.

TEEN PILOTS Ben Cohen ’22 (left) and Matt Davis ’22 (right) enjoy the freedom that fl ying provides even after facing obstacles such as exams and parents. Yet, age has never been a setback for the young pilots.

PURSUING PASSIONS Heather Wirkus, science teacher, received her FBI Citizens’ certifi cate on Nov. 18. Her inspiration for entering the FBI Citizens’ Academy came from her love of watching crime shows.

Wirkus earns FBI Citizens’ Academy certifi cate, implements into teaching

Margot Richlin ’23

Web Opinions Editor

V show characters have Ta big impact on our interests and goals. Staples science teacher Heather Wirkus can say no different. On Nov. 18, Wirkus received her FBI Citizens’ Academy certifi cate. This dream stemmed from her love of crime shows. “My passion for crime scene investigation started when I started watching [crime shows] on Netfl ix and Hulu,” Wirkus said. Wirkus has been at Staples for 10 years, now teaching biology and forensics. So although her love for crime investigations stayed on the backburner, teaching and her two young children occupied her time. At least until 2019, when special agent David Dillon presented to her class and introduced the FBI Citizens’ Academy. Wirkus expressed interest in enrolling and Dillon offered to sponsor her.

The six-week intensive course consisted of weekly seminars by FBI agents on their specifi c roles. Wirkus learned about SWAT, human traffi cking, civil rights and more. The main goal of the program is to educate ambassadors so they can use their knowledge from the course to inform society on the purpose of the FBI. “We acknowledge the world needs much more unity instead of disunity,” the FBI Citizens Academy Alumni Association website states. “Within this goal we create an atmosphere of communication through our networks in bringing people of every culture, religion and status to fi nd common ground.”

After applying in No-

vember of 2019, Wirkus was accepted into the program and began her journey. “It was a very large pool,” Wirkus said. “When I did get selected, I was beyond excited because, I mean, it’s an experience of a lifetime.” Short“When I did get ly after her acceptance, selected, I was however, beyond excited [...] COVID-19 struck and It’s an experience after her of a lifetime.” fi rst class, the program - Heather Wirkus was put on pause. “I was devastated,” Wirkus said. “I did not know if the program was ever going to restart again, not knowing what the future looked like.” In September of 2020, Wirkus got an email announcing that the program would be resuming, and on Nov. 18, Wirkus earned her certifi cate. As an alumni of the program, Wirkus is considered an ambassador for the Bureau. Her current task is to continue to be a role model in the community, promote safety and understand problems in communities. Wirkus will also use her new profi ciencies in her teaching methods. “If I’m teaching something, I want to have as much information and knowledge as I can to provide to my students,” Wirkus said. Wirkus is proof that dreams don’t expire, even in the midst of another career. What started as a fun pastime for an avid learner, developed into an experience of a lifetime. “When people watch movies and TV shows, doesn’t it make everyone want to be a special agent because their job looks so cool,” Wirkus said. “By participating in the FBI Citizens Academy, I was able to see how intricate and necessary their job descriptions are beyond what we see to keep us protected and safe.”

Winter Vacation Plans: How Staples plans to spend winter break

Lily Caplan ’22

Managing Editor his year, Thursday, Dec. 23 is the day looked forward to by all as it will mark the start of winter recess. The 10-day winter break is a valued

Ttime amongst Staples. This time of year is fi lled with reuniting with friends and family, shopping and food. Some take this time to travel, celebrate the holiday season and/or stay local. Here are some activities Staples students are paticipating in during break.

International

ith the discovery of Wthe Omicron virus, winter travels during break might have to be put on hold. The virus has been detected in several countries like Italy, France, Australia and more. The U.S. has put a travel ban from South Africa and neighboring countries. However, many countries can still be visited with a COVID test and/ or quarantine. As winter break approaches, Daisy Fording ’24 remains hopeful that her trip to Barcelona will be possible. “I’m going to a wedding […] I’m kind of nervous that we won’t be able to go or we’ll come back and have to be quarantined, but I am vaccinated so I’m not too nervous about it,” Fording said. During 2021, travel restrictions became less strict allowing families to reunite. Anya Pulichino ’23 will be seeing her family for the fi rst time in two years. “I’m pretty excited, I feel like the airlines have good safety measures and we get COVID tested,” Pulichino said. Like Pulichino, Allie Francis ’22 is reuniting with someone she hasn’t seen in a while, her friend and former peer Claire Gordy. “I’m super excited to see her. I haven’t seen her in so long and I’ve never been to London before,” Francis said.

Photo by Ella Shi ’23 Graphic by Madeline Michalowksi ’22

Family Traditions For many, holiday treats and recipes play a major part of winter vacation. Zoe Webster ’23 waits for her siblings to come home in order to celebrate Hanukkah with traditions such as making latkes.

Photo by Hannah Fiarman ’23

At-Home Traditions

hile some students are Wtraveling, others are spending the break at home, taking advantage of family-time. Lily Harrington ’22 still has special traditions, despite the distance from her family. “Every Christmas dinner, we make Yorkshire pudding with my family from my grandma’s traditional recipe,” Harrington said. “It’s special because I usually don’t celebrate Christmas with them because they live in England.” Like Harrington, food plays a role in traditions for science teacher, Brian Camus. Camus spends his break trying the array of cookies his mother bakes. “Peanut blossoms are the best. [She makes] snickerdoodles, lemon whippersnappers, date bars, lemon bars, fudge, almond cookies, rugula,” Camus said. “She keeps Costco in business with all the fl our and butter she purchases.” Food still plays a role in Sophia O’Neill’s ’24 traditions, but in contrast to Camus and Harrington, it’s not for the classic Dec. 25 date. “Instead of getting a lot of gifts for Christmas and celebrating, usually in Russian tradition and culture we celebrate all on New Year’s and it’s actually Jan. 5,” O’Neill said. “There’s dolma which is meat wrapped in leaves, then there’s salat olivye which is a like a certain salad made out of different types of vegetables, and then for dessert, my favorite dessert, is called medovik which is like a honey cake. It’s delicious.” Similar to O’Neill, Zoe Webster ’23 celebrates Hanukkah on a different date than others. Webster waits until her siblings come home from college to celebrate. “My siblings come home and we celebrate Hanukkah together,” Webster said. “We spin the dreidel, give presents, say prayers and eat matzo balls and latkes.” From a cookie taste test to cultural food, traditions are personalized, making them all different.