A Student Publication of the Yeshivah of Flatbush Joel Braverman High School • 1609 Avenue J, Brooklyn, New York • Vol 55, Issue 2 • November 2020 / 5781
Teachers with young children struggle to find balance
Cheating easier and more common online, students say By Adelle Ayash Managing Editor
By Elie Esses Junior Editor
Ms. Marcus (arm) helps her son with school Ms. Marcus, who teaches English to sophomores and seniors and oversees student activities and the SGO, often has to teach over Zoom while at the same time helping her two children, ages 7 and 4 with their own Zoom classes. She described her current situation as “the hardest thing I’ve done—and that says a lot.” Ms. Marcus is one of several Flatbush teachers grappling with those competing responsibilities. While much of the focus of the negative aspects of distance learning has been on the effects it has on students, one group of overlooked victims seem to be the so-called parent-teachers. During the switch to remote learning, select teachers—particularly those raising young children at home—had an extremely difficult time managing the needs of their children while meeting the demands of their jobs. When the school building was originally shut down last March without even two days’ notice, teachers had to scramble to figure out new technology, reinvent their lessons, and approach their jobs in a whole new way. Reflecting on the time, some teachers find certain aspects of that first shift to remote learning more manageable than its current incarnation. Ms.
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In This Issue People: Page 2 D’var Torah: Page 4 Fun and Games: Page 6
As coronavirus precautions continue to keep some classes from being held in the building, Flatbush students say that cheating is easier virtually than it is on in-person assessments, and teachers are looking for new methods to minimize this lack of integrity. A schoolwide survey conducted by The Phoenix revealed that more than 80% of the 269 students responding believe cheating is easier online versus in the classroom, thanks to new possibilities like looking upon answers online, texting classmates, and having open notes. Students also responded that cheating is more attractive than ever before: 71.8% of students said they don’t feel the same weight of cheating when at home as they do in the school building, and this had led to a large uptick in students being dishonest on exams. This year’s uncertain nature of how long remote learning will last and when
it might be required again, coupled with teachers’ need to assess students’ understanding of the coursework, has led to much more frequent virtual testing than in the spring. Last year, the statewide lockdown began late in the school year and by the time there was permanence to virtual learning it was already late April. This left teachers with very minimal testing left to administer before the end of the school year. This fall, however, distance learning from the beginning of the school year has created a necessity for more virtual testing, providing more opportunities for students to take shortcuts. Many teachers have been working on new methods of testing that combat cheating’s new accessibility. Chemistry teacher Ms. Goldberg said that chemistry students need to be tested rigorously and often in order to succeed, so she has had to figure ways to ensure her students are not cheating. “In the classroom I can monitor student’s behavior,” she noted, but at home the students have more ac-
cess to more materials and “it’s next to impossible to be sure the usual tests I give are being taken honestly.” She said she has implemented new practices including making multiple versions of each assessment, giving more free-response quizzes and tests, and using the website Socrative, which randomizes the order of questions and choices, all “to ensure the students’ work is truly their own.” Additionally, Ms. Goldberg now requires the use of two Zooming devices so that she can see the assessment and the student simultaneously. Many other teachers, like Ms. Chabot, have used the same strategy and are pleased with the outcome. Ms. Chabot remarked that any dishonest movement is noticeable in the way she sets up her exams. Any lip movements or typing gestures are not necessary and indicate to her possible misconduct. Because this is known by the students, there is less cheating, she said. Several teachers, including Ms. Gold-
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Robinhood brings students into stock market, fueling craze By Natalie Ryba Fun and Games Editor
To many high school students, investing in the stock market sounds like a daunting concept that can only be managed by tycoons on Wall Street. But to a growing group of Flatbush students, investing real money in the market has become a popular activity. Some students are attracted to the dynamics of the market, but others are fixated on earning money while working smarter but not harder. “Instead of holding my money in a bank or in my pocket I invest it into stocks and let it grow for a long period of time,” senior Alan Frastai explained. “By doing this my money can double or maybe even triple in 10 years.”
Entertainment: Tehran: Israel’s latest spy thriller Page 5
Classmate David Shalam agreed: “The stock market has the potential for the highest return.” Shalam estimates that at least a quarter of the boys at Flatbush regularly trade in the stock market. Most students trade online through Robinhood Industries, a brokerage company that facilitates trades without charging commission. Legally, investors must be at least 18 years old, so students usually trade through accounts in a parent’s name. Any investment comes with risk, and there is no guarantee of gains rather than losses. Senior Morris Hanan, like most students, researches companies he’s interested in before spending any money. “I put in the amount of money that I feel reasonable [based on] how well I think the company would do,” Hanan ex-
Fashion: It’s time for Brunch ... slippers Page 7
plained. He suggested that any investor should “read many articles and look into the company’s earnings.” Research can be done online, or by watching finance-oriented TV networks like CNBC and Bloomberg TV. Investors typically look at a company’s revenue (total sales), earnings (profits), assets, liabilities, other financial metrics to help them determine if the company will be profitable in the future. At Flatbush, trading stocks seems to be most common among juniors and seniors, but boys in lower grades are investing as well. The trend also runs across honors and nonhonors classes. Student traders say there is no official commission or organized group, and nobody in charge, just a lot of people who happen to enjoy the same activity.
Sports: Girls’ football? Yes, with a pro QB as coach Page 8 phoenix@flatbush.org | 1
Faculty Freshman: Coach Dweck
By Jeanette Cohen Contributing Writer
Only five years after walking Flatbush’s halls as a student, Coach Robyn Dweck has returned to her alma mater as a new addition to the PE department, educating every Flatbush high school girl. Physical education and sports have always been a key value in Coach Dweck’s life; in her time attending the Yeshivah of Flatbush, she actively participated in basketball and tennis, then moved on to major in physical education at Queens College and to pursue a teaching certificate for grades K-12.
Finding a job that you’re passionate about in the midst of a global pandemic is a tough task, so once Coach Dweck heard of an availability at Flatbush, she immediately contacted Rabbi Galpert. After an interview and a model lesson, she secured her first job after college, and it is the perfect fit. As Coach Dweck explained, “I know the school very well since I’ve been there my whole life,” making it “a great first starting job.” Not only is she familiar with “how it works” at Flatbush, she is also familiar with many of the students. Having worked at Camp Seneca Lake as a division head for a number of summers, she has formed relationships with many of the campers who are now her students. Coach Dweck admits she was “a little nervous” at the beginning of the year. “Also, because of corona it’s totally different. I’m used to teaching in a gym setting, not in a classroom setting, which are very different learning styles.” Now,
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Flatbush Family: Yvette and Joe Dana By Jennifer Neuman Junior Editor
Yvette and Joe Dana have yet to be in school together physically, but they still enjoy sharing a similar high school experience at home. Yvette, a senior, and Joe, a freshman, have a close relationship, often spending their lunch periods eating together at home. Yvette admits, “I love when he orders me food on UberEats, it’s great.” The Danas weren’t always a Flatbush family: both siblings attended Magen David elementary, and Yvette spent her freshman year in Magen’s high school. Once she transferred into Yeshivah of Flatbush at the beginning of her sophomore year, it was an obvious choice for her brother to go here, too. Although she didn’t experience being a freshman in Flatbush, Yvette still tries to help Joe out with most of his “freshman things.” Joe is fond of when teachers recognize him because of his sister, claiming that he “loves the teachers’ reactions.” Both siblings do well academically. They are not competitive about grades, although Yvette disclosed that she thinks she is smarter. Yvette will sometimes help her younger brother study for his tests or
with his homework if he needs it. They both find pleasure in participating in sports teams, Yvette being on the dance team and Joe recently trying out for a few of the school’s teams. The Danas find it comforting being in school together and having a family member with them during their experience. They talk to each other about classes, teachers, and other school-related topics. Yvette also enjoys being able to give her brother advice on how to deal with school and his classes, encouraging him not to stress about tests and assignments. Older sister Yvette confesses that she absolutely detests when her brother is friendly with her friends, and she gets extremely annoyed when he tries talking to them. Joe doesn’t seem bothered and does not mind the reverse. Despite the school building being closed currently, the sibling duo is looking forward to eventually being in school together and is excited to interact with each other in the halls.
The Phoenix Staff Editor-in-Chief: Kaden Harari Managing Editor: Adelle Ayash Senior Editors: Michael Oved, Shelley Shamah School News Editors: Vivian Cohen, Joanie Dweck Religion Editor: Jennifer Salzman World News Editor: Etty Jajati Features Editor: Diane Azrak Entertainment Editors: Renee Cohen, Betty Hidary
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She writes the songs Alumna Interview: Sophia Franco (HS ’85) By Diane Azrak Features Editor
The talented and successful Sophia Franco is a well-respected lyricist, children’s book author, and writer of many community biographies. Her creative pursuits date back to high school (she graduated from Yeshivah of Flatbush in 1985), where she participated in artistic extracurriculars, painting murals for shows and other school events, constantly exercising her creative mind. Franco often refers back to her days in Flatbush, reminiscing over memories that she cherishes and appreciates. The four years of high school, she said, are “priceless. Appreciate that you’re in a place surrounded by friends and peers where you can learn and grow together. You don’t get that later on in life.” It was the true end of an era for her and her class once they stepped outside the gates of 1609 Avenue J, outside the preparation and springboard to the world and future. Back in the ’80s, many women did not complete a college degree, and Franco was no different. The entirety of her formal writing instruction came from Yeshivah of Flatbush’s elementary and high schools. Franco started expressing herself through pen and paper from an early age. She was an avid reader, and writing skills came naturally to her—on multiple occasions she would write a piece and read it the next day in disbelief that she had written it. She was first recognized for her talent in the seventh grade when she wrote a Holocaust poem; it won an award, and she read it in front of 2,000 people at Brooklyn College, including proud and encouraging parents. Franco continued to write poems for friends and family. But it wasn’t until 2001 that she broadened her repertoire; in her early 30s, Franco was approached by community member Ikey Sutton to write for a newspaper for The Sephardic Angel Fund (now Exceed Network), a community organization helping people in business. She politely declined, claiming, “I don’t write articles, I write poetry.” He insisted that she was suitable for the task to “write biographies about the lives of various leaders in the Syrian community.” She protested but they ultimately compromised, agreeing that Franco would conduct the interviews only, no writing required. After conducting interviews for about a month, Franco gave her material to the selected writer, but was disappointed in the outcome and
Food Editor: Evelyn Tawil Fashion Editors: Sarah Benun, Lillian Louz Fun & Games Editor: Natalie Ryba Sports Editors: Joey Alhadeff, Terri Elmann Junior Editors: Jenna Ashkenazie, Daniel Beyda, Elie Esses, Nicole Muravsky, Jennifer Neuman, Jack Saad Sophomore Editors: Simone Amkraut, Ralph Askenazi Design: Carolina Cohen Faculty Adviser: Adam Hofstetter
felt that she would’ve written it differently. When Sutton approached Franco to work on the next profile, she changed her attitude and told him she’d only conduct the interviews if she would be the one to write the articles. The experience gave her the confidence she needed, and from then on Franco trusted herself and her talent. She went on to write more than 30 biographies for Angel News, as well as Image and Community Magazine. She also writes biographies for families’ personal enjoyment. Journalism is just one aspect of Franco’s career. She is also credited with being the lyricist of quite a few beloved Yaakov Shwekey songs, including “I Can Be,” “We Are a Miracle,” “I Am Alive,” and more. The first song, “I Can Be,” came as quite a surprise to both Franco and Shwekey. Franco often volunteers at The Special Children’s Center, which was founded by Shwekey’s wife, Jenine. One day, when black clouds appeared as they prepared for a special fundraising event, Franco began fooling around and made up a song on the spot, singing to God that he must not rain on the event. Impressed, Mrs. Shwekey told Franco she had to write a song for the Center children. She sent her song to the Shwekeys as a voice note; the next day they worked out a tune, added a bridge, and created the iconic song that is sung by millions today. Franco is also the author of the children’s book Ups and Downs and Turns so Wide. During the 2008 recession, many women of her community couldn’t cope with the financial hardship. Franco realized that if the mothers didn’t, their children wouldn’t be able to cope either. She took matters into her own hands with this book, explaining in a kid-friendly manner that even if you couldn’t attend a summer camp, you were OK as long as you had a warm bed and your family around you. As a writer, Franco still uses the organization skills taught to her by Ms. Rabinowitz in the seventh grade. But the most important lesson came from her mother, “who gave me the confidence to be able to put myself out there and to believe that what I had to say was important and worth listening to.” Franco explains that not every effort is going to be successful, but “everything you do is valuable so you should always try. If this one isn’t successful, the next one will be. That’s how you learn. If you work hard and know you’re presenting a good product, other people will catch on soon. Listen to my mom: be confident and proud. It’s everything.”
High School Administration Rabbi Raymond Harari, Head of School Rabbi Joseph Beyda, Principal Ms. Sari Bacon, Associate Principal Ms. Esther Hidary, Assistant Principal / Director of Admissions
Open House goes virtual Do Honors students really
dominate extracurriculars?
By Etty Jajati World News Editor
Each particpating famiy will receive this package
By Daniel Beyda Junior Editor
Flatbush’s annual open house is one of the most essential recruitment events of the year, but with Covid-19 tearing through our neighborhoods Flatbush has had no choice but to move the open house to Zoom, school officials confirmed. The Open House offers incoming freshmen an exclusive look at the school’s environment and what to expect as incoming freshmen. Due to the Yeshivah’s indefinite virtual circumstances, the current plan is for two shifts of prospective families to join a Zoom call to listen to speakers, then to diverge into breakout rooms, where select teachers will give mini-lessons. Though on paper this may seem similar to how the open house usually looks, there is worry among students and faculty that the intangible experience of the open house cannot be adequately conveyed over Zoom. Many participants insist that being there in person to witness high school students running to perform their tasks amid the energy and excitement in the air cannot be replaced. Senior Rochelle Tawil remarks, “When seeing students interact with each other and with faculty, I’m reminded of the comfort, friendliness, and happiness that distinguishes
our school.” Because of the qualitative aspects of Flatbush, Ms. Esther Hidary, the school’s director of admissions and the freshman grade principal, holds that “there really isn’t any viable substitute for seeing the school building in person.” According to Ms. Hidary, there are “dozens of freshmen” each year who were drawn to Flatbush over other schools solely because of their experience at the open house. Freshman Victor Dabah, who attended Magen David elementary, attested that “the open house had a major impact on my decision to choose Flatbush. All the activities and extracurriculars looked amazing and the liveliness made me want to try all of them.” The current freshman grade consists of more than 185 students, the highest total in several years, but the incoming freshman grade is projected to be lower. Some fear a drastic drop in the total number of incoming students due to the lack of excitement from an in-person open house. The administration said the situation can still change for the better. Rabbi Galpert said that alternate plans have been made to hold the open house in the building, just in case that becomes a realistic option. He said that, although an open house over Zoom is much more likely, if New York State allows the building to reopen, everything can change.
The Yeshivah of Flatbush is known for its extensive collection of extracurriculars available to its students, from the hockey team to Spring Concert to sophisticated, analytical discussions in the advanced book club. But is involvement in the available commissions and extracurriculars geared toward a certain class of students? Are leadership traits intrinsic to a class label? One might be inclined to believe that the increased competitive environment and motivation to succeed in an Honors classroom results in Honors students’ increased participation in extracurricular activities. However, junior Morris Madeb, who switched into Honors last year, asserts that “the competitive environment suppresses students’ desire to participate in extracurricular activities and focus more on raising their grades.” Sophomore Honors student Belle Shatzkes said that the competition among Honors students doesn’t usually extend outside the classroom: “Most students in honors don’t tend to one-up their classmates in extracurriculars, because you can only have so many things on your plate.” Others deem that not every Honors student is affected by a competitive environment. Senior Madelyne Dayan describes how she “felt the competitive environment around me but didn’t take a part in it” during her time in Honors. (She has since switched out). She resists generalization, explaining, “I think it does depend on the individual,” but notes that “the Honors kids are pushed a little more, and maybe they do do more
because they’re aware of what their title represents; for an Honors student especially, it looks good for them.” Junior Alan Shamah, who is in Honors and on SGO among other activities, offered another explanation that is seconded by many: “Students that make their way in Honors are generally more interested in building up their resumes,” and thus are more likely to join extracurricular activities. Ultimately, extracurricular activities often correspond to passions; thus non-Honors students are just as likely to join activities they care about. “It really depends on the extracurricular,” Dayan said. “Educational extracurriculars tend to be majorly made up of Honors students, but in other extracurriculars, it’s more of a mix.” The general consensus among students is that involvement does depend on the individual; there are plenty of non-Honors students who fill up their schedules with extracurriculars and plenty of Honors students who do the same. As Madeb put it, “If someone feels they can manage a lot of extracurriculars while also managing their schoolwork, they are more inclined to join and commit themselves to many extracurriculars” when compared to someone who might struggle more with organization, or someone who prioritizes academics. Though Dayan finds that Honors students are “way more organized with their time,” the will to involve oneself is not intrinsic to Honors students’ characteristics; even if Honors students dedicate themselves more to school, it is ultimately in the individual’s hands to decide where to exert oneself when the school day ends.
Dweck family moving to Israel By Nicole Muravsky Junior Editor
SAFE teacher Mr. David Dweck and his family, including senior Sion Dweck, will be moving to Ra’anana, Israel, this upcoming January, Mr. Dweck confirmed. The original plan was for their family to move in September 2021, after Sion graduated from Flatbush and was going to start his year in Israel, Mr. Dweck said. But the move was pushed up to January 2021 due in part to the coronavirus. Mr. Dweck remarked, “We figured that since school isn’t normal anyway, and the world is upside down, why not do a crazy thing during this crazy time?” The family decided that it would be easier to make changes during the pandemic, so that as the tumult of the pandemic settles down, they’ll already be settled in their new home and lifestyle. In addition, the family views the “extra” months in Israel before they originally planned to move as a time of adjustment to get acquainted with their new living arrangements, their new neighbors, and learn more of the language. While Sion’s family hopes to begin living in Israel in January, he will be staying behind to finish off his senior year at
Flatbush, and living at his cousins’ house. Afterwards, he will be going to Israel for the year for seminary. Sion said he preferred the original aliyah plan. “This [decision] is more of my parents, not really as much as what I want to do,” he admitted. “I support it fully, but I don’t know if I want to live there forever.” Mr. Dweck described himself as a passionate Zionist who has always possessed an inner longing to move to Israel. Around seven years ago, he was attending a wedding and heard the declaration of the pasuk, “Im eshkachech Yerushalayim tishkach Yemini” and mulled over its significance. He then realized that he should be traveling to Israel with his family more often to “experience the country,” and so it was every year during Pesach for the next six years. “My dad wanted us to experience being there, not just as tourists or a bar-mitzvah site, but as a place to really live,” Sion explains. Moreover, Mr. Dweck has read a multitude of books written by Zionistic pioneers and the nation’s founders, including but not limited to, Theodor Herzl, Menachem Begin, Asher Zvi Hirsch Ginsberg (Ahad Ha’am), Golda Meir, Ben Guryon, etc. He comments, “I was inspired by them - how they built things from scratch
when there was nothing there. They turned it [Israel] into a major world power and a major contributor to the world.” Approximately two Left to right: Sonia, Rosette, Rachel, David, Sion, and Elliot and a half years ago, Mr. Dweck and his wife made Mr. Dweck plans to continue running the decision to make aliyah. They chose Camp Allsport, returning to New JerRa’anana in part because it is especially sey each summer to do so. In Israel, Mr. conducive to a somewhat more seamless Dweck hopes to continue social work transition. Several Syrian families live and counseling, in addition to preparing there, some of whom the Dweck family for summers at Camp Allsport. He also already knows. The city is home to nu- aspires to help families that come to Isramerous Americans and English-speakers; el for bar mitzvahs make plans to have a Sion even goes as far as to call it “Amer- more meaningful experience in the holy ican town.” It is indeed the third most land. common city in Israel for people who The family has already said goodbye make aliyah to live (after Tel Aviv and to their Brooklyn home and left to live Jerusalem). Mr. Dweck refers to it as “a in New Jersey until the time comes in mix between a little bit of Brooklyn and January. Mr. Dweck often posts updates a little bit of California.” It’s close to the on the recently created Instagram blog beach, has nice weather, and Mr. Dweck @dwecks.aliyah.adventure, sharing the is attracted to nearby schools where he process of relocating. can send his daughters.
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Muslims’ place in France questioned after beheadings By Danielle Reichman Contributing Writer
Recent attacks by Muslim extremists in France, including two separate beheadings, have caused the country to declare a national emergency. On Thursday, October 29, an terrorist attack resulted in two deaths and one injury in Nice, France. The assailant entered the Notre Dame Basilica, stabbed two women, and beheaded a third. The authorities were immediately notified by one of the victims, who managed to flee to a nearby cafe. The assailant repeatingly shouted the words, “Allah Akbar” (God is great) until he was shot down by the police; he is now in the hospital in critical condition. On his body they found a Koran, two cellphones, the knife used in the attack, and two additional knives. President of France Emmanuel Macron plans to deploy thousands of soldiers to protect places of worship and schools from potential future attacks. Local police believe the attacker was working alone and consequently aren’t looking for any more suspects, but many believe this attack to be tied to other recent attacks by Muslim extremists. Less than two weeks ago, a French middle school teacher was beheaded
days after showing etchings of the Prophet Mohammad in class, which is forbidden in the Muslim religion. About a month ago, another man seeking asylum attacked bystanders with a butcher knife. This spate of attacks has French citizens outraged, with some placing all Muslims at fault for the attacks. Some have even resorted to violence. On October 21, two French women stabbed two innocent Muslim women while calling them “dirty Arabs.” In response to the recent attacks, the French government is said to be planning to step up deportations of extremist Muslim immigrants. The president of France faced much backlash for claiming that Islam seems like a religion in crisis. France is a highly secular country, and tension has been growing between its Muslim citizens and the rest of the country. Many Muslims feel this is bigotry against France’s own citizens. Extremist networks like Al-Qaeda are seeking to exploit the situation to get more followers and incite further attacks. Meanwhile, Muslims around the world are being warned not to travel to France due to potential violence caused by recent outrage against them.
Cheating easier and more common online continued from page 1
berg, have required their students to use school Chromebooks instead of their own devices so teachers can record and lock their screens during the assessment using GoGuardian. This tool helps teachers manage Chromebook usage in their classrooms and monitor student activity on the devices to help keep students on task and away from inappropriate content. While these new protocols are necessary they are also tiring for the teachers. As Ms. Goldberg explained, “testing virtually requires much more energy and I definitely prefer testing in school,” which is not currently an option. Overall, Mrs. Goldberg doesn’t believe that there has been widespread cheating on her exams and has found the virtual exams are “pretty accurate” compared to past grades from her students’ in-school assessments. Clearly, not all teachers have gotten such honest results. An anonymous member of the faculty sees virtual cheating as a path of attraction right now, a path many students will be tempted to take because it is often easy. But teachers
have the opportunity to create a path that either reduces the attraction of cheating or removes it entirely. The source urges students to think of cheating in the way of “cost-benefit analysis,” or pros and cons. Cheating is not as advantageous as students think, and “as life goes the stakes only get higher and higher.” On the other hand, teachers like Mrs. Goldberg like to point out that they don’t believe that every student is trying to cheat but rather she feels that, “it is my obligation as a teacher to put barriers in front of students to prevent cheating opportunities before a student might be tempted do the wrong thing (‘Lifnei eever lo teeten michshol’).” She also looks at her efforts as protecting the honest students who don’t try to “artificially inflate their grades.” With the high school building still closed, learning remains entirely online, as does testing. Inevitably, this will bring both student integrity and misconduct. As teachers struggle to maintain the integrity of their assessments, time will tell whether the student body chooses to test honestly.
Faculty Freshman: Coach Dweck continued from page 2
over two months into school, Coach Dweck has grown comfortable with her teaching routine and handled that aspect of her uneasiness. A priority for Coach Dweck is “connecting with students, getting to know them outside of the classroom setting.” She hopes to have an impact on her students, ultimately “getting these students to be more active and understanding how it affects their bodies.” Through her teaching, she hopes girls learn to enjoy
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and appreciate PE. But, most important, she feels PE class should be a break from the stress of daily life and a chance to let out some energy and have fun! Coach Dweck advises all Flatbush students to “reach for the stars,” a personal lesson she had to internalize for her own success. She emphasizes, “If you have something in mind give it your best, and don’t let anyone stop you from doing what you want to do.”
D’var Torah: What happens when your parents tell you to miss class? By Jennifer Salzman Religion Editor
Teacher: “I’m going to have to kick you off of Zoom if you are in the car during my class.” Student: “I’m sorry, my mom told me to go run an errand. What am I supposed to do?” How many times have we already heard this exchange, or had it ourselves? As a result of the pandemic, we are faced with new dilemmas, especially balancing kibud av v’em (respecting and honoring one’s parents) while respecting our teachers and our education as we learn from home. Kibud av v’em is one of the Ten Commandments, a core of Judaism. But is there an extent to performing the mitzvah? If a student is asked by a parent for a favor while participating in virtual class, what’s the line between the obligations to education, whether in-person or not, and to parents? It should be understood that parents should not be removing their children from class in order to run insignificant errands, though it depends on the measure of value that the household places on learning. Would they sign their child out of in-school learning to ask them to go buy eggs? No. The same respect for their children’s learning should apply even in remote learning, but on many occasions it is not; what’s the
line between “I wouldn’t be home in normal circumstances” and “These aren’t normal circumstances”? According to Rashi, if a parent instructs their child to transgress another mitzvah, like the learning of Torah, the child is not permitted to transgress the mitzvah in order to honor kibud av v’em. But being asked to run an errand during class time is clearly not a black-and-white explicit command of transgressing limud Torah. The situation becomes a little bit more complex when a parent is asking for something to be done immediately and the child is the only one capable of doing the job. In this case, from a purely halakhic standpoint the ruling would be that you must stop your learning in order to fulfill the wishes of your parents. Alternatively, in a case where a student is independently learning, the student is obligated to stop his or her learning to fulfill the parent’s request, even if it is limud Torah; the purpose of learning Torah is to learn how to act, so we must integrate the lessons of the Torah and listen to our parents’ requests. However, each situation is nuanced and this is not something to be taken lightly. A child must understand the personal dynamic of the mutual respect between them and their parents, and the specific situations that call for action.
Teachers with young kids struggle with balance continued from page 1
Marcus cites the “latitude” given to both her and her children regarding “screen time and workload,” since it was ultimately “crisis teaching.” Everyone found themselves in a chaotic, unfamiliar environment, and thus had a more lax attitude toward the minutiae of schoolwork. However this year, with months to adjust, teachers as well as students are expected to have somewhat coped with, or at least prepared for, this new reality. These raised expectations may contribute to the additional layer of struggle. As Ms. Marcus shares, “My second grader, who is still behind, is expected to Zoom independently for 6+ hours a day. And I have to synchronously teach my classes.” Math teacher Ms. Harari said, “As cute as my son is, it’s impossible to teach when he is home.” Delving further, she explained, “Children want their parents’ attention, and if a parent is home but unable to give a child attention it is really harmful to the family dynamic.” In our current situation, teachers whose children’s schools are open are grateful to avoid the conflicts that come with having the whole family at home all day, greatly minimizing challenges that arise from teaching remotely. English teacher Ms. Pahuskin acknowledged
that she is “one of the fortunate ones whose kids are actually in school,” while some of her peers “are facing immense stress daily with multiple kids home.” Ms. Harari’s said her son’s school has remained open during the current mayhem, which gives her a level of confidence about her own situation. Nonetheless, she still feels the “fear of the unknown” plaguing much of society during these troubling times. Like anything else, with a shift of perspective the new reality also has its benefits. Even through the hardships, several teachers expressed that they cherish the extra time they spend with their kids. For example, because history teacher Mr. Engel’s kids have been physically in school for the past two weeks, he admits, “it’s actually been lonely in my house.” Ms. Pahuskin said that being home has given her the singular opportunity “as a working mom” to have time at home with her youngest daughter, and she is “loving every minute.” She urges the rest of us to look for a silver lining: “Zoom is difficult all around for teachers and students. … Without the support of my coworkers and family this whole situation would be impossible.”
Entertainment Broadway gets creative during Covid shutdown
latest must-see thriller
By Joanie Dweck
By Sarah Benun
School News Editor
With Broadway shows suspended until at least May 2021, performers and theater goers alike are struggling to find ways to participate in their favorite shows from home. Fans are devastated, with the inability to watch live shows and with the delayed opening of many highly anticipated new shows. However, select shows have found a solution, ensuring that adoring fans still maintain a connection to the theater and an opportunity to watch the shows even during the pandemic. One of the most notable shifts came when Lin Manuel Miranda’s hit musical Hamilton was released on Disney+ this past July. This version was filmed with the original 2016 cast, who have all left the show, and includes the one song from the show that does not appear on the cast album. Not only do audiences get to finally enjoy the musical sung in its entirety from the comfort of their bedrooms, a ticket to Hamilton is expensive, sometimes sold for hundreds, so those who are unable to afford tickets now get the chance to experience the magic and stage setting that one can’t experience from simply listening to the cast album. Hamilton isn’t the only musical that will be available to audiences on the big screen. Another one of Miranda’s own, In the Heights, will make its appearance in movie theaters in June 2021. Though the release date has been pushed off, fans are ecstatic to see the musical. The adaptation, starring Anthony Ramos, is a hip-hop salsa musical following the lives of the Latino community in Washington Heights. Another anticipated arrival is the
2020 West Side Story remake starring Ansel Elgort, Rachel Zegler, Maddie Ziegler, Mike Faist, and other stars. It’ll arrive in theaters December 2021, despite its original release date of December 2020. Additionally, both The Prom and Everybody’s Talking About Jamie will take on the screen in December 2020 and January 2021, respectively. Besides new releases, a lot of wellknown Broadway actors have been connecting with their audience on a more West Side Story personal level during the past several months. Most notably, Jeremy Jordan has been doing tons of athome concerts and joined Andrew Barth Feldman and others virtually in a series titled A Killer Party: A Murder Mystery Musical. Additionally, actors performed at the “Stars In the House” concert series, and on multiple occasions the Hamilton cast reunited over Zoom to perform fan favorites. Like theaters, studios and workshops have been shuttered as well. In order to keep theater students practicing and improving while at home, many performers joined companies that offer online workshops and classes, including The Broadway Collective, Broadway Workshop, Broadway Dance Center, Titans of Dance, and Front & Center Studios. They host a variety of classes from dance, acting, and singing taught by Broadway performers and professionals. These studios have enabled students and performers to connect with and learn from multiple audiences around the world instead of just those in New York City. Broadway has been forced to adapt to the circumstance because of the unwavering demand of fans, the passion of performers, and the practical reason of finding a way to stay financially afloat.
TV Review: Tehran: Israel’s
Entertainment Editor
Tehran, the new show that is buzzing amongst students, premiered internationally on September 25 and is now streaming on AppleTV. Taking place in Iran’s capital city, the Israeli spy-thriller consists of eight episodes; the season finale was released on October 30. Filmed in Athens, Greece, the show features characters who speak Farsi, Hebrew, and English. Tehran is the first non-English language series to air on AppleTV. The main character, Tamar Rabinyan, is an Iranian-born Mossad agent placed in Tehran for her first mission and is expertly portrayed by the actress Niv Sultan. Tamar’s mission is to neutralize Iran’s anti-aircraft system so that the Israel Air Force can bomb Iran’s nuclear plant, setting back her drive for nuclear capabilities. She swaps identities with a local Iranian woman working at the electric company. Throughout the show she allows her personal life to interfere with her mission, which disrupts the original plan. The suspenseful moments are unlimited as the mission seems to go downhill. Tehran exclusively launched in Israel over the summer and became an instant hit there. By coincidence, there were multiple mysterious explosions in Iran at that time that pointed to Israel’s in-
volvement. This made for great publicity and increased viewer interest. Moshe Zonder, creator of the Israeli drama, says, “This world of espionage thrillers is usually so manly.” Zonder, who was the head writer for the blockbuster Israeli spy drama Fauda, wanted to create something different compared to the typical Israeli shows out there. The cast in Tehran is made up of Israelis and Iranian-Americans. The actors are incredible and authentically play their roles, which makes it seem so realistic. Though Israel intelligence officials claim the show is highly unrealistic (for example, the Mossad would never involve Jewish people living in a target country), they say it makes for great entertainment. Throughout the series, many scenes exhilarate the audience and amp up its heartbeat. The writers and producers paid great attention to detail in trying to capture the complexity of life in Iran. We meet a host of characters, from party loyalists to student dissidents who are trying to overthrow the regime. The show thoroughly portrays a human side to the ongoing conflict between Israel and Iran: not all Iranians are bad and not all Israelis are good. The story is about individuals caught up in a larger drama, and the difficult decisions they have to make between loyalty to one’s country and personal values.
Book Review: Ready Player One By Ralph Askenazi Sophomore Editor
A good book contains relatable characters and a compelling plot. Ready Player One, a 2011 novel turned into a film in 2018, lives up to this criteria. With its many ’80s references, this popular novel resonates with adults who grew up in the ’80s. Along with that, it is based on a bunch of very well-liked plot structures with a fresh twist: the idea of living inside a virtual world, a scummy future, and the battle of good vs. evil. The novel is set in the year 2045, and
the world is a harsh place. The only time that the main character, Wade, feels genuinely at ease is when he escapes to the OASIS, a massively popular, immersive virtual universe he (like most others) depends on to tune out the mess of a world around him. In the OASIS, you can go anywhere, do anything, or even be anyone. It was created by James Halliday, who has left his immense fortune and total control of the OASIS to the winner of a three-part contest he designed to find a worthy heir. When Wade completes the first challenge of this
treasure hunt, he and his friends race to complete the rest of the challenge. The book goes into rich detail about the OASIS and of the tragedy that the world outside has become, highlighting why the OASIS is such a popular coping mechanism. It expertly intertwines mystery and huge stakes Who’s the antagonist? The Sixers, and, like Wade, the Sixers’ main goal is to win the contest by finding the egg. The difference is that the Sixers are working for IOI, a big corporate company who wants to charge money to use the OASIS and plaster it with ads to make a profit, limiting its usage to only the rich. The Sixers exploit cheat after cheat and will do anything to get control over the OASIS. This is an enrapturing book that will
keep you hooked all the way through and is definitely worth a read if you haven’t already read it multiple times. The writing really places you into the book, and into the unique world that the book contains. This is very important because this book features ideas and concepts that could otherwise be really confusing if it wasn’t written so masterfully. The book is not flawless. Wade is wonderful but some other characters weren’t that unique or memorable and not as fleshed out as they could have been. The biggest problem I had with the book was the fact that the end was very predictable, but it was outweighed by a thrilling climax.
phoenix@flatbush.org | 5
Fun & Games Ask Merle
Dear Merle, I need help. I’m a big participant in class discussions but a lot of times I’m too polite to interrupt on Zoom, but then other students are heard, and I go unnoticed by the teacher and then the class moves on to a new subject. How do I pipe in and interject when necessary? Is there a way to do it without being rude? I can never find the right time. Active Participant Dear Active Participant, This problem is far more common than you’d think. It is not rude at all to interrupt occasionally. I suggest keeping a little count going on in your head. For each class, depending on how free-flowing the conversation is, interrupt a cou-
ple of times and see what happens. Don’t give it too much thought because at the end of the day it is conversation, something that occurs naturally. Sometimes if you say something at the right time but it goes unnoticed, maybe drop it because timing is everything and what was witty .6 seconds ago could now come off as a little awkward. My advice to you is: get a feel for the room (or Zoom), use your best judgement, and be alert but not too self-conscious. Merle, Why do teachers make me write e-mails so formally? Who benefits from that? It doesn’t make sense. I want to just quickly speak what’s on my mind. Informal Dear Informal, It is imperative that you learn now how crucial e-mail etiquette is. Anyone you e-mail or talk to deserves respect. Teachers give a great deal of their time to us and the least we can do is e-mail them
By Natalie Ryba
Fun & Games Editor
GLASS HALF FULL
• It’s finally here, take it all in, put away the linens, take out the cashmere, the drier air, crunchy leaves, spiced cakes, knit sweaters, ripening gourds on the counter, folk and jazz music. Fall is here. Also, my summer reading books came yesterday. Oops. • After a long period of introspection I have accepted my role as queen of runon sentences. • The weather is getting colder so sometimes I wake up with the sniffles, slightly raspier than usual, and sound like Adele and I LOVE it. • In my grandparents’ house there was a lot of screaming into the phone and overall panic. I said, “What’s going on, guys,” and they said, “Ordering pizza.” One hasn’t lived until one has heard my grandfather fight with a delivery man.
GLASS HALF EMPTY
• Some days I think I am up to date on current events, and then other days I’ll do something like mistake the governor of California for Matthew McConaughey. • Some families see a baby and say, “Oh, aboose, so cute,” and then move on. In my family, however, we’ve sort of normalized talking about babies like they’re some kind of pastry. Words like “delicious,” “bite,” and “yummy” are used way too often. I have two new babies in the fam; wish them luck. • After a long period of introspection I have accepted my role as queen of runon sentences. • The gym videos we watch are 10% exercise and then 90% laughing for no reason. Ex: Girl 1: “Ready to get that heart rate up?” Girl 2: “AHAHAHAHA!” Girl 1: “AHAHAHAHA!” • I love making macaroni art with tons of glitter and then calling it an “English project.”
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THINGS TO GET YOU THROUGH THE WEEK TV SHOWS AND MOVIES Dream Home Make Over The Spanish Princess Jackie. A Tale of Two Sisters The Trial of the Chicago 7 Greg Davies: Man Down When Harry Met Sally SONGS • “You’re So Vain” by Carly Simon • “Here Today” by Paul McCartney • “Peggy-O” by Simon and Garfunkel • “Dreams” by The Cranberries • “Don’t Know Why” by Norah Jones
THAT’S SHOW BIZ BABY
• I’m not gifted in the vocal arts. Sometimes I like to play a song by a very talented artist on a high volume, and I sing in the background almost inaudibly and when the song is done I’ll be like, “Wow I have great range.” So basically Celine Dion and I have the same voice, no biggie. • In sign language, the word “thank you” is very similar to a universal hand motion that is a bad curse and I always mix up the two. One day in sign language class as we were signing off (hehe, “signing”) Zoom, I accidentally said something incredibly disrespectful and the teacher laughed. I made a deaf person laugh and I only know two words of sign language. Win in my book. No one tell Rabbi Beyda. • I was in a public restroom alone with my little sister and we were doing a dance number from Mamma Mia. When we ended with the grand finale step-pivot-jazz hands, someone walked in and I’m guessing was in awe of the talent she was witnessing. Also checking to see what was causing the loud banging noise. Follow me on Instagram @thenatabreeze
in a manner that doesn’t sound like a conversation about The Bachelor. Treating people with respect reflects well on you. It shows that you understand that nobody owes you their time, and you’re grateful for their time and attention. Speaking what’s on your mind is important but must be articulated respectfully as well. Composing a good e-mail begins with respect, then adds in the objective, and then ends with gratitude. Dear Merle, What is up with the school’s obsession with memoirs? Best, B. Stressed Dear B., Usually memoir projects are assigned to get students used to talking about themselves and articulating life stories to prepare us for college, job interviews, and grown-up conversations. This assignment gives you time to assess who you are and how you’ve been living your life up until now. Being able to reflect and identify what makes you who you are is an imperative part of growing up and maturing. Though at the moment it may sound tough and daunting, the project can be
The Food Corner In Parashat Vayera, Avraham and Sarah were miraculously blessed with a child, Yitzchak, though Avraham’s other son, Yishmael, was disrespectful and caused trouble within the family. Sarah commanded Avraham to send away Yishmael and his mother to prevent bad influence on her son; Abraham was at first reluctant, but upon Hashem’s word he listened and sent them off with bread and water. Bread is the symbol of warmth and sustenance, fulfilling the basic needs for nourishment. Avraham displayed his care through bread, so to honor this, I’m presenting you with a delicious pita recipe! Making pita is much less time-consuming than making challah, and it’s super moist and fluffy. Homemade pita definitely trumps store-bought.
exciting and liberating. But hey, at least it’s not a 12-page history paper. Merle Dear Merle, From way back to my brace-face days, I have always dreamed of joining a certain program only found in our high school. I was aware that it is selective, but when the time finally came to apply, I was only able to think of how thrilled I’d be if I was accepted. But then I wasn’t. This hit me like a ton of bricks and I don’t know how to cope. I’m on the brink of losing all of my self-esteem. And confidence. And motivation to try out for anything. Please help me out, A Distressed Failure Dear Distressed (you will NOT be addressed as Failure), Yes, it is true, one thing that is tough about our school— and life— is that things can get super competitive. However, you are still capable. This doesn’t define you. Fret not, perk up; when one door closes, you have the choice to open three more windows! You can see this as an opportunity to explore more interests and the other thousand clubs and commissions that Flatbush has to offer.* Distressed, today is a wonderful day to get involved … so get cracking. *Not sponsored by Recruitment Coordinator Alyssa Shammah*
By Evelyn Tawil Food Editor
Ingredients: - 3 cups water - 1 1/2 tbsp active dry yeast - 1 tbsp sugar - 8 cups flour - 1 1/2 tbsp salt
low yeast to bubble in water (about 5 min). 2. Combine flour and salt. Add yeast mixture to flour. Knead by hand (about 5-7 min). 3. Allow to rise until double in size (about 1 hour. It may take shorter or longer amounts of time, depending on the temperature in your home. (Warmer temp rises quicker. Cooler temp rises slower). 4. Divide dough into 24 balls. Roll out into flat circles. Let rise 15 min on parchment paper. 5. Heat skillet. Put the risen flat dough onto a hot skillet (medium flame). Flip when dough begins bubbling (1 min). Cook the other side. 2-3 minutes each pita total cooking time. 6. Remove from skillet when both sides are a little toasted. (You will know the pita is cooking properly if it puffs up. Take off heat about 30 seconds to 1 minute after it puffs). 7. Allow the bread to rest in a bowl covered with a towel so pitas stay moist.
Instructions: 1. Add yeast and sugar to water. Al-
Follow me on instagram @Foodsnobs101
Fashion It’s time for Brunch By Lillian Louz Fashion Editor
Brunch, a fresh, high-quality shoe brand, has recently dropped its first product: a twist on the classic hotel slipper. The casual and classy shoe, made to dress up or down, has been especially popular among our homebound students. “My Brunch slippers have been getting me through this quarantine. I just never take them off my feet,” junior Arlette B. Tebele commented. “Brunch slippers make me feel like I’m at home even when I’m not and I always feel stylish wearing them.” The inspiration for the brand came about when cofounder Ally Dayon was in need of a solution for a problem he faced. Dayon is a frequent traveler and, while abroad, he’d always wear his hotel slippers out in the street. The only issue was that these shoes were not made for street wear, so after a short amount of time he’d be left in pain. However, Dayon did receive tons of compliments while strutting down the street in his hotel slippers, which gave him the idea of making these slippers durable. He decided to combine the hotel slipper with a real shoe, eventually leading to the birth of the brand. With the help of his partner and cofounder Daniel Sitt (a Flatbush graduate, HS ’17), Brunch came to be. The fusion of a shoe and a slipper gave the founders the idea for their
brand’s name: Brunch, the mix between breakfast and lunch. “Brunch also hints at the lifestyle we want to create. Our lifestyle is the type where you go for a Sunday brunch with your friends, and you’re lounging and relaxing. This is the vibe the slippers give off,” Sitt told The Phoenix. Before the launch of Brunch’s first product, the brand had already begun to build its image on social media. Filling their Instagram feed, posts throughout the year of famous photos dating back to the late 1900s capture that retro, chic, and lax feel toward which the company strives. People were liking what they were seeing before they even knew the product coming their way. September 1 marked the release of the first and so far only product, the Le Classic. It elicits high praise; as senior Victoria Haddad expressed, “Brunch makes me feel like I’m at a cozy hotel. Not only do I wear them at home, but I feel cool walking outside in them, even though they’re just slippers. Brunch is a vibe for whenever you plan to wear them.” Sitt told The Phoenix that the brand has big things coming. They plan on collaborating with high-end hospitality companies (i.e., restaurants, hotels, membership clubs, etc.), opening popup stores, serving brunch at events to bring the Brunch community together, and perhaps expanding out of their footwear line to create clothing and accessories.
What are people wearing beneath that Zoom screen? By Priscilla Baranoff Contributing Writer
Attending class often means students and teachers expose only the upper half of their bodies. Though Flatbush dress code clearly states that all students and faculty must continue to dress at home the same as they would in school, the rules are being bent for what cannot be seen beyond the screen. Whether it be sweatpants, shorts or pajama bottoms, the majority of students attest to wearing what suits their comfort, regardless of what they’d be wearing in school. “Most mornings I never even bother getting dressed,” senior Sarah Richter said. “I am basically in my pajama pants all morning long until mid-afternoon, when I decide maybe it’s time to put on more presentable sweatpants.” Countless other students agree with Richter’s sentiments. They wear their
pajama bottoms or sweatpants, either for the full duration of the day or while logging on to the first few classes. Some eventually change into shorts, leggings, or a clean pair of sweatpants if they decide to mentally emerge from bed. Or even physically: “I wake up and stay in my underwear under my covers for the first few periods of the day, at least… Why get up when I don’t have to?” admits Maurice Pardes. Teachers don’t always adhere to proper school dress code when teaching online either, though one in particular shifted his perspective after a memorable incident. During mincha prayers over Zoom last spring, Mr. Robertson was wearing a dress shirt and tie, but was caught wearing sweatpants underneath when he stood up. He noted that from then on he would always be fully dressed when he is on Zoom, with the possible exception of shoes.
Something Navy opens NYC store By Lydia Ezon Contributing Writer
Arielle Charnas, more commonly known as Something Navy, opened her first flagship store at 379 Bleecker Street in Manhattan’s West Village on September 25. Despite the onslaught of the coronavirus, Charnas decided to raise her love for fashion to the next level by opening her own boutique in New York City, showcasing her clothing brand Something Navy’s new 2020 fall collection. The collection features the “comfiest” athleisure on the market and is perfectly curated for sweater weather and quarantine. The rest of the line includes stylish knitwear, denim, and dresses retailing from $65 to $250; Charnas mentions, “My brand is really focused on creating a world where women who want to be part of the fashion industry can feel included and not have to spend a million dollars to feel trendy and good about themselves.” Due to coronavirus precautions, only four customers can enter the store at a time, each with 20-minute appointment slots that must be reserved in advance. Before returning the clothing to the racks, the store staff steams or sanitizes each piece with a UV treatment to weaken the spread of germs. Something Navy is designed to make the ordinary woman look like an icon. The website writes that the clothing is “designed for real women who want to add something elevated, something aspirational, and something classic to their everyday lives.” Charnas wasn’t always the big-time
A similar episode occurred during the television show Good Morning America over the summer, when ABC News reporter Will Reeve didn’t realize that his position in the camera shot accidentally revealed he was wearing shorts with his dress shirt. Nevertheless, there are numerous teachers who get fully dressed every day, regardless of being in an online school. Back when school originally shut down, students in Mr. Engel’s class recall his encouragement to get properly dressed in the morning, putting it first and foremost on a list of helpful tips for enduring the strange experience. Ms. Lamm said she does the same. “Even when I’m not really in the mood (especially on rainy days and most Mondays), I still get fully dressed every day because it puts me in a productive mindset,” she explained. Among other male teachers, Mr. Rothbort claims that he wears a collared shirt and pants no matter where he is because he is still working. This may be more common among the adults at the Yeshivah, though is not limited to them; albeit a minority, some students still do dress presentably for a school setting, and as time passes perhaps others will follow (literal) suit.
fashion influencer and designer she is today; she began her road to her current status as an ordinary young girl with a passion for fashion and clothing. Back in 2009, she started up her Instagram account and blog, @somethingnavy, to post her daily outfits and her favorite fashion finds. It was only a matter of time before word got out and Charnas became an inspirational figure that women across the world admire. “I reference her in the morning every day when I’m getting dressed,” exclaims one of her followers since 2013. Charnas released a fall collection in partnership with Nordstrom in 2017. Together they earned more than $4 million in sales within 24 hours! The brand has been a huge hit ever since and is currently releasing a new collection almost every month. After dropping a fall and sweater collection, the Charnas family temporarily relocated from their Manhattan penthouse to an apartment in Surfside, Florida. Charnas continuously strives to please her followers by posting summery Miami looks as well as wintery Manhattan looks. Charnas has gotten overwhelming positive feedback from her fans on her clothing line. Many are ecstatic to shop and eager to see what else she has in store—literally—for them.
Or Menashe stays casual down below
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Sports Girls to get flag football team PE Dept works to address By Simone Amkraut Sophomore Editor
For the past four seasons, Flatbush boys have been playing flag football without a similar option available to girls—until now. If coronavirus restrictions allow, Flatbush will field a girls flag football team this year, though the planned season has already been delayed due to health protocols. Last year, a number of MYHSAL athletic directors started considering the idea of league competition in girls flag football, though this wasn’t new for the Flatbush Phys Ed department. Ahead of the trend, Flatbush had already introduced football into the girls curriculum for the first time. From the get-go, the girls’ enthusiasm made it clear there was interest for more opportunities to play outside of gym class; however, with few other schools expressing interest, plans for a girls flag football varsity team did not advance past the first stage of discussions. What changed? And why now? With a nationwide pandemic, it seems counterintuitive to try and launch a new sport when schools are struggling even to practice, much less kick off a fresh team. But according to Athletic Director Mr. Amkraut, “That is precisely why we think this is the ideal time to kick off this new program. The current challenge to find avenues for interscholastic competition is exactly why it’s a great time to introduce an intramural girls flag football program. Since at this point games will only involve our own students, it keeps the risks of outside exposure low while opening opportunities for a large number of our students to play.” It was in late September when the groundwork for this new athletic venture was set. A site was secured, a coaching staff appointed, and a regular weekday time designated— Wednesdays from 6:00 pm to 8:00 pm for both training and play. Everything was in place for
an October 14 start day, until Flatbush was forced to move to distance-learning mode. The coaches are ready to go as soon as in-person learning returns. Leading the new venture will be Head Coach Danneille Ayala, who spent four seasons playing for the local area women’s tackle football team. She was the starting quarterback for the New York Wolves in 2019, a team that had won the league championship the previous season with Ayala a reserve. Ayala also works to build girls youth football programs in the New York metropolitan area. “This is an exciting challenge,” Coach Ayala said. “Girls flag football is a sport that is quickly growing across the country, and I’m excited to be a part of bringing this sport to the girls at Flatbush.” Coach Ayala will be assisted by Flatbush’s own Coach Robyn Dweck. If the intramural program proves successful, it is likely that, as early as Spring 2021, it could lead to the creation of a varsity team that will compete against other programs. Flatbush’s high school girls are enthusiastic about this new sport. Sophomore Talya Shamoelian exclaimed, “That’s so exciting! That now we girls have the opportunity to play football, which for a long time was only offered to the boys, is amazing and I cannot wait for it to start!” Junior Esther Mizrachi feels the same way: “I think it’s a great idea, especially since it recognizes that girls and boys are equally as athletic and deserve the same chances to practice their skills.” While flag football will be a first for the HS Falcon girls, intramural girls football debuted six years ago at the Middle Division. The impetus for the program at the time came from current Flatbush senior Adelle Ayash, who was at the time a seventh grader. Ayash and the other girls were coached by students from the high school who were part of an elective coaching class led by Coach Mike Gelber.
students’ complaints
By Terri Elmann Sports Editor
Regulating gym class over Zoom is a dilemma that the gym department has been striving to overcome. Instead of logging weekly activity, which was the requirement during the previous distance-learning period, gym class was moved to Zoom. Students must follow the teacher’s shared exercise videos ranging from simple ab workouts to hip-hop dance or yoga, but there has been almost unanimous dissatisfaction amongst the students with the way class is conducted virtually. Responding to students’ complaints, the Physical Education department is working to appease all the students while ensuring a substantial workout. PE teachers held town hall-style Zoom meetings with several classes in late October to get feedback, and are working on solutions. “We put a lot of thought behind creating an engaging curriculum,” commented Coach Robyn Dweck. “However, at the end of the day it comes down to the active participation of the students.” But this participation has been lacking. Numerous students report that the videos don’t encourage them to work out and actually have the opposite effect, completely disengaging them from the workout. Some claim they aren’t comfortable with copying a video: “Instead of following the video I’d rather choose my own workout and do it on my own schedule,” said senior Marilyn Didia. Countless girls have opposed the idea
of being scrutinized while they work out, due to self-consciousness and privacy concerns. Being at home is an intimate setting that is drastically different from performing physical movements in a group setting, and students simply struggle to work out on Zoom while alone in their bedroom. Junior Marc Lessler adds, “Lacking the gym environment takes away the motivation and makes working out at home feel lonely.” Additionally, some students don’t have an at-home environment that is conducive for a workout and feel blamed for it. Unhappy students have made a common practice of only showing a small portion of their body on Zoom, then putting in minimal effort without consequence by swaying or pretending to be working out while only moving what’s visible. “I feel as though gym became more about faking it to get a good grade rather than staying fit and healthy. It’s so sad,” remarked a student who asked to remain anonymous. Students miss their past feelings towards gym and are eager for change. In light of the negative feedback, the gym department is figuring out how to alter the curriculum to better accommodate the students’ requests and suggestions, including taking a walk or providing some documentation of an individual workout. “We are working towards promoting an increase in enthusiasm and active participation in our students,” asserts Coach Dweck. Senior Max Shalom adds that students have “talked to the gym teacher and are excited to see what comes next.”
Sportsman Spotlight
Hafif eager for games to return By Isaac Soffer Contributing Writer
Rochelle Hafif, a senior in 4-HN, is looking to build off of two thrilling yet unfinished seasons of volleyball and soccer, leading volleyball to the playoffs and was likely on her way in soccer, too, before the season was canceled due to Covid-19. When school closed last March, Hafif was captain of the 7-3 volleyball team and had led the 1-1 soccer team to their first win of the young season. She has been on the volleyball team for her entire high school career and joined the soccer team in her sophomore year. Now entering her final year as a Falcon, Hafif looks to strengthen her legacy of dedication and
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leadership while forming even stronger connections with her teammates so that they do not only win, rather do so while gaining from the experience. Success is hard to achieve, but the way that Hafif ’s teammates mesh has become crucial to their continued accomplishments. Hafif asserted, “everyone is cheering for one another even if it’s off the court”; she often refers to the team as a “family.” She said the locker room boasts a tight-knit and extremely positive mood, as well as a fun and energetic atmosphere. The most difficult part of being a student-athlete is undoubtedly balancing the teams and the academic workload. Hafif has continuously striven toward a perfect balance, but does not make it easy
on herself: she is in three AP courses again this year, serves as secretary of SGO, and is involved in countless other extracurricular activities. And yet Hafif doesn’t see the two practices a week per team as a burden. She compares the time spent practicing with her teammates to making plans with friends and “just enjoying your time.” Hafif thinks that with her three musts of “a positive attitude, a planner that never leaves [her] side, and not pushing off schoolwork to the last min-
Hafif goes for a kill in a game against SAR
ute,” managing her commitments is not as hard as it may seem. With many questions and uncertainty for the upcoming season, Hafif has a lot to figure out, and Flatbush has a lot to eagerly anticipate. Hafif has a drive like no other and is prepared to show what she and her teammates are made of in one last season.