Now that midterms are done and over, there is time for some deeply needed reflection on our experiences, from freshmen to seniors.
As we well know, a new midterm review schedule was presented this year, where during the week before exams, all classes met everyday. There were free periods for classes that do not have a midterm and fun locations for brain breaks or more studying.
Upon first glance, I was ecstatic for this new experience. I had the opportunity and structure to indulge in my review work, and I also had my teachers less than an email away to ask direct questions. However, by the time I got home I was a zombie, brainwashed by the Revolutionary War and answering my mother’s questions about my day in Spanish - a language she is not fluent in. While this sluggish feeling overtook my week, I still ended up feeling satisfied with my exam results.But I know others may not agree with me; so, allow me to present to you the various perspectives of this new schedule and how it has affected Tower Hill students.
This year is Molly Hurst’s first year with midterms as a freshman. 9th grade had five exams - the most out of all the high schoolers as they had less in-term assessments - so Molly found this time to be very helpful. “It made sure I was prepared and the schedule was geared towards helping with what we needed,” she said, demonstrating how ready she felt for her upcoming exams.
Molly studied once she got home as well, saying “it was nice to have a break and put designated time aside to not be pouring over a textbook.” Molly is quick to explain, however, that she is also comfortable with not having as many frees as the upperclassmen, because she appreciates spending time in the classroom and ensuring a high grade on her midterms.
Meanwhile, Nicole Neal, sophomore, two time midterm exam taker, feels she works better on her own time rather than in the classroom. With four exams, she felt passionate about the one extra free block she had in the mornings and how it gave her the opportunity to use her time however she wanted. She likes this schedule more than this time last year as she said, “the schedule gives us more time to work on the classes we need help in,” and, “I feel like I’m actually doing productive things and working towards a goal.” In the end, she established she felt prepared for her exams, but because of her own doing and ability to stay disciplined in the study process.
Conversely, Ava Emrich, sophomore and new student this year with a schedule similar to Nicole’s, is ecstatic about the abundance of review time given. “It puts me on a set schedule that I basically have no choice but to follow.” She explained that with her procrastination tendencies the enforcement of a set schedule prepares her better than too much freedom would. As a student athlete, Ava especially emphasizes how she never has time after school to study with sports overtaking her life, so having this time specifically set during the school day is greatly appreciated.
Anna Schiltz has a similar take as Ava, but slightly more varied. Like the majority of the junior class, Anna has three exams and she said, “I like not having to go to class for the subjects I’ve already completed projects in.” This free time is not as beneficial to her as one would assume, as the time does not line up with when her other teachers are free, so she is unable to be productive in going for extra help and working on what she needs more direct assistance with.
However, she notices a shift in aura with this new schedule and how she noticed, “people are taking exams more seriously now,” and the importance of studying is more emphasized - something I’m sure our teachers would be happy to hear.
Anna also feels that the break rooms could not really be used for what they were worth. “They felt too controlling to be an easy place to hang out,” she explained. She also mentioned that they were not properly enforced, so the purpose felt futile.
Max Neal is clear in how this whole schedule is “so silly” to him. A senior with 4 exams, Max would have assumed this time to be beneficial to him in not getting too overwhelmed with review work. However, as he goes from class to class, Max said, “the review the teacher is imposing is not important to the educational experience.” He would even have preferred to do more learning during this time rather than relearning what he already knows.
Furthermore, Max expressed, “I know how I learn best, and I could do better with more free time” rather than the structured studying his teachers enforce in his classes. As he emphasized, “when making administrative decisions it’s imperative to consult the student body, and what they want and say should be taken into account.”
Aleezah Ehtasham, senior, agrees that the review week has been a “useless waste of time.” With fewer exams, Aleezah thinks exams in general should have just been done with by now, especially with how unhelpful the time has been anyway. She did not have questions for her teachers to ask while they met, as she is also a more independent learner and feels she is only prepared for exams “because I’m dedicated to studying on my own time.”
To look at another perspective, Mr. Robert Shaw, history teacher, said, “this past week has really been dragging on,” and he feels he cannot do much to help after a day or two dedicated just to review.
To provide the most nuanced perspective is Mrs. Rachel Ashbrook, English teacher and Head of the English Department. She finds this schedule benefits students with more exams (even if they disagree) and it is more practical to have, as she put it, “focused bursts” of review in each class.
She admits there are flaws in the system for students who had more midterm projects to complete, however she is appreciative of the recess for students who would otherwise be struggling to just get through a normal week of school. It provides an interlude from the monotony of this time of the school year and she expressed, “this change releases tension” - an important aspect to getting through the worst month of the school year.
While these perspectives swing back and forth between why everything is great and why everything sucks, I think they are a strong reflection of our student body and our school system in general. The things we love to complain about have more benefits than we acknowledge, and the things we could rave about forever are another person’s nightmare. In the end, both students and administrators could do some reflection on how this schedule affects them and how future events should be considered when the time comes.
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