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Coming back to school after a year of being virtual was certainly a big adjustment for many. Accompanying this transition were many changes for students. Perhaps one of the biggest adjustments is the change to the schedule that leaves room for a 40-minute advisory, from 8:15 to 8:55; a big shift from previous (in-person years) that slated advisory for a mere 16 minutes, from 8:15 to 8:31.
The response to this change has been overwhelmingly positive. “It definitely makes the day go by faster because the classes are shorter,” explains Natalia Bieszczad (10-4). Natalia feels that the longer advisory gives her time to “just reset.” Jolie Schreiber (10-4) agrees, stating, “it gives me more time to gather myself in the morning and do work if I haven't been able to do it the night before.” This is particularly beneficial for students who live farther from school, as demonstrated by sophomore Eleena John (10-4): “coming from far away, you barely get any sleep. You can do some of your homework in advisory [and] catch up on some things. It's just an easier way for you to collect yourself.”
The reasoning behind this fairly significant schedule change is twofold. The first is that it was unclear how long it would take to bring the student body through the metal detectors and into the building. “We weren’t sure what the entry would be like under COVID procedures and if you remember the first couple days of school it took forever to get the high school inside,” says Mr. Gilken, high school dean. “Kids were not getting into their classrooms until 8:45, so it was necessary to extend the advisory,” says Mr. Roache of the roster office. Many students recall the first days of school and the long lines that formed on the patio. “I just remember thinking ‘what are they doing, what’s wrong?’” recounts Schreiber. This issue has seemed to have fairly resolved itself. “It usually takes me like five minutes to get in,” adds Bieszad.
“The other impetus behind [lengthening advisory to 40 minutes] is that advisory… is for community meetings,” Gilken explains. Masterman is considered a ‘Relationships First’ school. This means that we are part of the school district’s restorative justice program, and a major part of the program is the concept of community and community meetings. Advisory provides the necessary time to facilitate and explain those meetings. “We are far away from that, we still have to work with our teachers on how this works [and] give them some framework on how to do this.” (The leadership team still has trainings so that they can then assist teachers.) Gilken hopes that advisory will be used not only to check in with students but also to mitigate conflict and settle any
Photo courtesy of Gavriela Kalish-Schur (10-4)
disputes that may arise. “It will be an opportunity for the whole community to grow closer and form genuine and authentic connections,” says Ms. Waber, one of the teachers on the Relationships-First committee that is working to implement this program at Masterman. While this project is certainly in the works, it is a long way off; a “forward thing” as Gilken puts it. “It's been so hard to do anything forward because for myself, administration, and teachers, each day is new in this ‘post-COVID world.’”
These upcoming programs should not be a cause for concern among students who derive benefits from the longer advisory schedule. The positive response from students about the schedule change has an impact on administration. “If it is a time that students find valuable for their own mental health or just sort of to have a moment to ease into your Masterman day, at least this year, I think we keep it,” says Gilken. “If we move the start time from 8:55 to 8:35, we add about 2 minutes back to every class. What we have to ask ourselves is if kids are using this time to get caught up on work, to get set, to talk to a friend. Is two minutes per class worth that value… if kids are finding that time valuable for mental health, for emotional health? If that's the case, then that makes me [and others] happy to hear.” Everyone seems to agree that there are major pros to the new schedule; as Mr. Roache explains, “these kids haven't seen each other since before the pandemic. They're at least having some time together physically in the classroom to talk to each other, to be together, to build community.” Ms Waber further contributes: “it's a chance for [students] to catch up on work and hang out before the chaos of the day starts.” A lengthened advisory schedule seems to benefit students in many ways in regards to their mental and emotional health, something vital in a world still reeling from the pandemic.
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