Have you ever had the feeling that you're being listened to? Many people have reported feeling the same way. Have specific ads pop up related to topics that you have recently been talking about? If you answered yes to these questions, you may also be wondering if it is even possible for your devices to listen to your conversations. 

According to BBC Technology reports, client Zoe Kleinman reported that shortly after hearing about the death of her friend, she found that the friend's personal information began to pop up in Google searches, including her friend's name, address, and details about the accident. If you have given consent to the microphone on any apps, listening in on your conversations is legal, and any recorded information may be used. Search engines can utilize your conversations to make sure that information is relevant to you. As stated by Make Use Of, “In 2019, 1000 Google Assistant-harvested voice recordings were leaked to Belgium media outlet VRT News. The recordings--many of which will have been collected from Android phones--included enough information to identify the device owners.” These recordings included sensitive information such as addresses and had many people worried for their safety. 

Numerous tests have been conducted to further understand how apps could capture information through recordings. Cybersecurity expert Kevin Monro, claims, “We gave ourselves permission to use the microphone on the phone, set up a listening server on the internet, and everything that microphone heard on that phone, wherever it was in the world, came to us and we could then have sent back customized ads.” With companies worldwide looking to expand and draw people in, technology is only making it easier to find personalized information. 

So how do you prevent your phone from listening to you? Here are some easy steps to follow. 

Step 1: Turn off the “Hey Siri” voice commands. For “Hey Siri” to work, your phone must be constantly listening to you, waiting for you to say the right words. Most things you say after you have your phone's attention will be saved in some way. 

Step 2: Review which apps and websites you have given microphone permissions to by going into privacy and security and then clicking on the microphone section. Some of the most common apps include TikTok, Messages, and Safari. 

Step 3: If you find any apps that you don’t need or want to have access to your microphone, turn off the permission in the settings After these steps, if you still believe your phone is listening to you, try doing a simple test and seeing if new ads pop up. First, choose a topic that is unrelated to you and that you have not researched previously. Begin to talk about things related to this topic with the people around you over the span of 3-5 days. After these days, check to see if any related ads have appeared on your phone. 

Though it is easy to believe that your phone is listening to you, just know that it is more likely that you have just shown interest in topics through your recent searches. When you go onto Google, Safari, or any other search engine, your history is recorded, and the websites are able to predict new things that could potentially interest you as well. Overall, make sure you’re being careful about who has access to your conversations just in case. 

Cliques. Groups. Inner circles. Whatever term you use, we’ve all heard of them. They make up the basis for almost every movie set in high school, and seem to play a large role in society’s perception of adolescents. The question is, is the stereotype true? Does GHS have cliques? 

There’s no doubt that GHS offers a wide variety of extracurricular activities, from theater productions to sports. However, most of these offerings require large time commitments, forcing many students to pick only one activity to pursue. Meanwhile, while many choose to pursue two extracurriculars, this typically results in them having less time for things such as homework, which in turn leads to them staying up late at night, which can have negative consequences on their well-being. Either way, the fact remains that many are limited due to the large time commitments required by extracurriculars. As sophomore Petra Prepiak explains, “I do think a lot of extracurriculars prevent people from exploring other interests. If you know you like the extracurricular and would commit time to it, then that's good…but the amount of time required for extracurriculars might not be the best.” 

As a result of this, people naturally stick to those in the same extracurriculars as them, and it’s likely that this has inadvertently led to cliques developing throughout GHS.  “Whether you have classes with only honors students, play water polo, or spend all your time in the D-wing, you’re bound to become a group of jocks, theater kids, or something else” sophomore Abby Meyers suggests. This may also be happening due to the fact that these extracurricular activities encourage their participants to group together - which is not necessarily a bad thing. Speaking from personal experience, if I didn’t have friends on the ski team, or in the orchestra, I wouldn’t even know about important events for these extracurriculars, such as races and concerts. It seems that many find themselves in the same situation, with Petra Prepiak stating, “If I didn't have theater friends I would never have even set foot in the Black Box Theater. I don't think I would have even known that it existed, honestly.” 

In light of this, I reached out to Mr. Pereira, the Dean of Student Life, asking him about the efforts made by GHS to promote a more unified environment, and whether or not these efforts have succeeded.“ I think it's really important that most people do kind of tend to lean towards what they're used to, but to be comfortable in their own skin and to enter those other groups to be comfortable to invite other people to them as well,” he responded, later explaining the school’s efforts towards promoting unity: “Well, you have the Diversity Action Club, that's working with all of the different affinity groups for that. You certainly had the cultural celebration that we do--like Hispanic Heritage Month. We're in Black History Month…So it's really a lot of those things that we kind of bring into there. And we really hope that many of our student leaders of those diversity clubs will help celebrate those things.” 

However, he also acknowledged that many might not be aware of these events despite the school’s efforts, saying, “As always, I mean, you know, email blindness… but I think we certainly have tried to our communication, like the monitors that are all up around school, and the digital app that we're using, Minga, has almost like a Facebook wall kind of feed that we're currently working on developing the group levels for that.”

Ultimately, it appears that despite a recent increase in efforts towards promoting unity, most are unaware of events that happen around the school if they’re not actively involved in them, and it seems that there are, in fact, “cliques,” at GHS. So, what can be done? 

The main issue seems to be time. If students don’t have the time to explore other interests, or simply become aware of school events, then it’s likely that this will continue. A possible solution would be to lower the time commitments that certain extracurriculars require, but this would likely be a long and tedious process, and it may not be possible at all, as it would involve changing policies across the school, which is easier said than done. 

On the other hand, the school could also work towards organizing school-wide activities that would introduce kids to different areas of GHS. For instance, many sophomores were taken to see GHS’ production of Macbeth during the school day with their English classes. A fun and original way to spend class, the in-school field trips were both entertaining and educational, since sophomores are required to read Macbeth as part of the curriculum. They also exposed many students to GHS’ theater productions. When asked if the field trip helped students explore a new side of GHS, Petra Prepiak said: “Definitely! I do think GHS should organize more events like this because they're so fun! This also might encourage some students to participate in a show themselves, and they could find their new passion.”

A similar opinion was expressed by senior Jack Glass, who starred in the production of Macbeth, stating, “ I think that the in-school shows definitely exposed students to an aspect of the school that they haven't had contact with before. I don't think it encouraged more kids to join theater, but it helped enrich people's individual connections to the wider GHS community, with some never having even come down to the lower D-Wing before.” He also believed that, “...in-school field trips like this would be very beneficial to increasing students' awareness of the events occurring around GHS. Already we've taken measures in theater to attract more students to our shows…we love to share what we do and we simply hope that people will love to come and watch.”

Organizing more in-school activities such as the Macbeth field trips would allow students to be exposed to areas outside their interest, and could potentially result in them discovering new passions. Having similar events-for instance, having a Prep Rally event for winter and spring sports as well- throughout the school year could make students come out of their “comfort zone,” further increasing school spirit and a sense of community between the study body. 

Of course, other things can be done, but it will take the combined efforts of both students and staff  to fix the apparent divide between students with different interests or characteristics. As Mr. Pereira suggested, “In order to create more unity, I think just be willing and open to see people from different perspectives. You know, everybody brings their own positive spin to things. Everyone brings their own positive light things, but you need to be open and willing to see things from another individual side.” 

After all, to quote the one high school movie we all know, “we’re all in this together.”

This past summer, Greenwich High School’s administration announced that midterms and finals would return to the old, pre-COVID policy. This policy increased the weight from 5% and 10%, to 10% and 20%. First, the 2020-2021 school year, midterms and finals did not happen. Then, in the school years from 2021-2023, midterms and finals were only worth 5% and 10% of a final grade for a class. Now, the policy has returned to how it was before 2020, with 10% and 20% weighting for midterms and finals. 

In an interview with Principal Ralph Mayo, he affirmed that the staff of GHS was unanimous about wanting midterms and finals to go back to the original weighting. He also remarked that when they weighed less, students did not take exams as seriously as they should. The main reason the change was made, according to Mayo, is so that “students are prepared for post-secondary school and college.” 

However, he recognizes that the exam changes due to COVID were needed, even if they aren't now. In the 2020-2021 school year, students were not in school everyday and as a result would not see their teachers as often as usual. For this reason, Mayo said it would not have been fair to give students exams. In the 2021-2023 school years, the weighting decreased because so many students and staff members were frequently out sick. Last year, however, teachers were able to choose if a students’ midterm or final would be worth 5% or 10% in a full year class, or 10% or 20% in a semester class, depending on how well the student did on their exam. 

One thing that surprised Mayo was the strong reaction students had to the weight change in December 2023. Students claimed that they were unaware of this change, and only just learned about it in December. However, this change was first announced over the summer on the GHS website, and then announced again by teachers at the beginning of the school year. Mayo reiterated that the administration's goal is to “help, not hurt students,” and that in December the policy could no longer be changed, as midterms were just a month after. 

Student Government asked for a few changes from the administration regarding midterms and finals. They asked for the review day (which did not happen due to a snow day), exam review packets for all classes, for all major assignments to stop 5 days before the start of exams, and for the weighting to stay at 5% and 10%. The administration was able to grant all these requests, except for reverting the weighting back to 5% and 10%. Student Government conducted a survey during Advisor Base on February 7, and collected data about what the student body thought midterms felt for them in terms of their stress levels, performance, etc. Kaalund added that Student Government will review the survey and decide if something should be done about the weighting. Mayo also added that the administration will be reviewing the survey as well, and sending the data to staff members. Mayo does not yet know if anything will change as a result of the survey, as it all “depends on the results” that they receive from students. Again, the administration’s main goal is to see if the January 2023 weighting “hurt, helped, or did not change anything for the student body.” With this information, they will be able to decide whether any changes should be made, or whether things will stay the same for the foreseeable future.

On Nov. 22, NAMES Day was held in the Performing Arts Center for all freshmen. It was a day of open and honest discussion amongst the Class of 2027, with opportunities for every member to share their candid reflections about bullying and bias in both open-mic and small group settings. NAMES Day is sponsored by the Anti-Defamation League (ADL) and has the goal of inspiring bystanders to become allies against prejudice and harassment. GHS administrators have made NAMES Day a priority, seeing as they have kept it alive as a two-decade long tradition and that GHS is the only school in Connecticut that has the distinction of hosting the program for this long. 

NAMES Day wasn’t always as widely recognized at GHS as it is now; the first few years of this event didn’t prove to be very successful. According to Carol Sutton, a former coordinator of the NAMES Day, “it was a tough sell.” It was hard to get students to participate and to get teachers to volunteer. However, as it started to become an annual event, more students and faculty became interested in the program. 

Unfortunately, not many current GHS students find that NAMES Day is worth their while or take it seriously. 

“During my breakout, the freshmen only talked when we gave them candy but the conversation went fine. It seemed throughout the entire day, without any of last year’s provocateurs, that nobody had a strong reaction in either direction: making fun of victims wasn’t a trend but nobody seemed to change their minds and become ‘allies,’” says a student facilitator who wishes to be unnamed. 

Sophomore Henry Freyer echoes similar sentiments. “While the behavior of the students was good, I did notice there weren’t many of them and it seemed to me like a lot of students skipped the event.” 

Other students believe NAMES Day served as a powerful tool for reflection among the freshmen. 

“It was a great experience working with the freshmen, and I think it was a great way to get them talking and thinking about how their words can really affect others,” says junior Ally Bauer, who was a facilitator in the event. 

In a recent OP-ED for the CT POST, Lily Olsen, a member of the GHS Class of 2011 recalls how profound her NAMES Day experience was. During the open-mic portion of the event, she came out to her grade, saying that she was a lesbian. She got overwhelmingly positive feedback after that and “200 hugs later from kids [she] didn’t know.” The day allowed her to be more open about her sexuality and gain confidence. 

Even though there are many beneficial aspects to the day, perhaps the greatest backlash comes from parents and organizations in town. 

In a March 2023 tweet, the Greenwich Republican Town Committee posted that the ADL had become a “far left organization” with “regressive ideals” and recommended parents opt their children out of the Names Day program. 

This is especially devastating in a year where the Town of Greenwich paid a $5 million settlement to settle a lawsuit filed by the the Palosz family after the tragic suicide of GHS sophomore Bart Palosz, who took his own life in 2013 after being bullied all throughout elementary and middle school. 

NAMES Day should be a reminder of the harsh reality of bullying and should not be dismissed as it has been in recent years. Often, events like bullying feel far removed from students’ everyday lives, causing them to take the assemblies less seriously. 

Hopefully, students and families will recognize the importance of such an event and treasure it for years to come.

Starting Oct. 30 and ending Nov. 17, Greenwich High School’s Roots and Shoots Club hosted its annual Thanksgiving Food Drive. Roots and Shoots focuses on making the world a better place for people, animals, and the environment. For 13 years and counting, Roots and Shoots’ Thanksgiving food drive has striven to raise money and food to donate to the less fortunate families in Greenwich. 

The club partnered with Neighbor to Neighbor, “a community organization that provides access to food, clothing, and basic living essentials to families in need,” as the Roots and Shoots club advisor, Ms. Jessica Somma, said. The Neighbor to Neighbor Club, run by Ms. Alyssa Stack, often helps assist Roots and Shoots in collecting, counting, sorting, and packing the foods donated by students. Roots and Shoots also partnered with the Greenwich Department of Human Services, a part of the Greenwich local government, to provide Thanksgiving meals to over 100 local families. 

The Roots and Shoots club has been a vital support for less fortunate families as well as being a positive way for students to give back to their community during a time of thanks and appreciation. Over 100 students volunteered at least once during the food drive to help collect, count, sort, and pack food and decorate boxes. Teachers also participated in helping during the drive, taking their classes down during class time and helping decorate boxes that the food is collected in. A wide variety of foods were donated to the food drive by GHS families and students. Low-sodium, high-protein, and healthier foods were highly encouraged, as well as Thanksgiving cuisine, including mashed potatoes, stuffing, cranberry sauce, and gravy. Roots and Shoots also accepted monetary donations, which were used to purchase Shoprite gift cards. Roots and Shoots raised money through the Dollar Bill Wars, run as the Penny Wars in the past. The Dollar Bill Wars acted as a “fun way to raise money for the Shoprite gift cards,” Somma stated. To explain, single dollar bills donated added to the number of points a House had, and other bills such as $5’s or $10’s would subtract points from the House’s total. In total, the GHS community raised over $300 and over 2,000 items of food. The club and food drive helped ensure that “everyone, regardless of need, has a hearty Thanksgiving meal to ring in the holiday season.”

GHS Student Government kicked off the 2023-2024 school year with the Freshman Class officer election, adding new voices to GHS’s student body representatives. Ben Varghese, Freshman Class President, and Madeline Jones, Freshman Class Vice President, have now joined the other members of Student Government, led by Caleb Kaalund, Student Body President. 

Each year, Student Government sets goals and initiatives to try and make GHS a better place. Last year, some of Student Government’s goals were to address the midterm and final policy, and to try and make A+ grades equal to an A in the GPA scale, as many other schools have. The reasoning behind this would be to create a less stressful and competitive environment for the student body. However, this change, if implemented, would be far in the future, as it would entail significant changes to the current grading system. 

This year, however, one of their main goals is improving students' experience during lunch. Right now, when buying lunch, students have to enter their pin and show their digital ID. Student Body President, Caleb Kaalund, said that he wants to make it easier for students to buy lunch by implementing scanners to the cafeteria. In the library, when students check out a book, they just have to show their ID, which is then scanned by the staff member at the circulation desk. Student Government wants to replicate this process for buying lunch so that it is easier and more accessible to students. 

Another important goal for Student Government this year is to increase the communication between students and the administration. Kaalund said that Student Government wants to expand the use of Minga so that it could be a “communication platform not only an ID platform.” Minga is a way that students can get notified of events and other important things that are occurring at GHS; students have been using Minga since the beginning of the year as a replacement for physical IDs. 

Student Government is also working on a way for the student body to share their feedback and ideas. Kaalund shared that he wants to have a survey system that students can fill out with their feedback for Student Government. There are also two Representatives for each Advisor Base, who can also be contacted with concerns and or ideas. Representatives can then share student ideas during meetings. If students have specific ideas, they can reach out to a member of Student Government (such as their Advisor Base Representatives, Student Body President, Caleb Kaalund, or Student Body Vice President, Omar Galal) who will then direct them to the leader of the sub-committee that is related to the topic of concern. 

When Kaalund was asked what he would want the Student Body to know about Student Government, he said that it is a “cool and laid back environment” where he and his fellow representatives are able to “lead effectively” and create changes that students want to see. Kaalund wanted to remind students that if they have input or an idea to improve GHS, reaching out to an official or Representative is the best way to take action and move their idea forward.

It is only a few months into the school year, and several fights have already affected Greenwich High School students. While this problem seems to be multiplying, it may be the case that this issue is not as extensive as some believe. Mr. Mayo shared his thoughts on the issue. Firstly, Mr. Mayo clarified that the "fights" should instead be classified as assaults, explaining how out of the three recent conflicts that have occurred this fall, only one of which was a fight. Mr. Mayo also explained that a major problem is the recording of the fights, saying “The fights and/or assaults were played over and over again, so it looked like we were having a fight every day,” demonstrating how social media helps make this issue seem more extreme than it truly is. 

Mr. Mayo stated the biggest concern of GHS is student safety and most importantly, he “doesn’t want anybody to feel afraid when coming to school.” Programs have been enacted at GHS to help create this desired safer community. For example, at the Names Day program, an anti-bullying assembly that freshmen attended on November 22, students are reminded to be an ally and to inform trusted teachers and adults of any threat they may be aware of. Similarly, the Anonymous Alerts system is a website created for students to anonymously report any bullying or safety concerns to ensure staff are notified which would then allow them to prevent conflicts before they happen. Mr. Mayo expressed that reporting concerns of possible conflicts is the best way to keep GHS safe because doing so could allow the staff to mediate it and prevent the issue from happening altogether. On a final note, Mr. Mayo reiterated the importance of students finding a teacher or staff member in school they can trust and talk to. Having a trusted adult at school can help guide students away from fighting and conflict, as staff is then able to intervene. Building a trusting relationship with a teacher is something every GHS student should know is available and should consider, so these issues can become a thing of our past.

More than a month after Daylight Savings Time ended, students at GHS are still affected by the time change. Many have lost sleep as they have struggled to adjust to the time change, and the fact that the sun sets earlier seems to have negatively affected students’ mental health. As one sophomore said, “It made me extremely depressed. I come home from school, and within an hour, it’s dark. It makes me feel unproductive and in a constant state of sadness.” 

On the other hand, another anonymous student sees some benefits to the time change, stating, “I get more sleep time. As a person who doesn’t sleep, I now get more sleep time, so that’s good.” However, they also said, “I hate how it becomes dark. We can’t do school projects outside of school anymore, because we need daylight.”

As we grapple with the modern repercussions of a century-old decision, it is important to note the history of Daylight Savings itself. Changing the time originally began in the United States during World War I, in an effort to conserve power and fuel, the belief being that pushing clocks further an hour would preserve electricity, as night would fall at a later hour. However, many feel that this is no longer necessary, labeling the practice as outdated. As someone said to me,  “It’s ridiculous. You turn the lights on during the night, so if anything you’re wasting more energy than if it was dark in the morning for an hour. You’re spending the same amount of electricity anyway, if not more.” Some countries, such as Mexico, have gotten rid of the time changes altogether, deciding to stick to Standard Time (the time that the U.S. has just switched back to) instead, with more and more nations around the world adopting this practice. 

Ultimately, regardless of one’s stance on the topic, one thing is clear: high school students are greatly affected by time changes, as is reflected by the GHS student body. 

Greenwich High School spirit radiated through the community during this year’s Homecoming week. The unwavering pride unified students and staff to create a week of memories that will never be forgotten.

  Starting the week off strong, GHS hosted their annual Homecoming dance on Saturday (10/7). This year, the dance was held in the gym instead of the Student Center. Student helpers arrived early to decorate the gym with streamers, balloons, and banners, creating a festive environment that set the night up for quite a success. Attendees had a blast listening to the DJ, dancing under the lights, and bonding with their friends. 

Spirit Week themes began on Monday with “Pajama Day.” While it is generally hard for students to get out of bed on a chilly Monday morning, this week there was no problem, as students had the luxury of heading to school in their pajamas. From onesies to matching sets, there was no doubt that students were comfortable as they proceeded throughout the day.

  The second day of spirit week was International Day.  Students were seen sporting the jerseys, colors, or flag of their country with pride.  Despite it being a new addition to the highschool’s usual themes, International Day effectively managed to connect students in a global celebration by portraying a vibrant tapestry of cultures. 

Spirit Week festivities were put on pause on Wednesday, as our freshman, sophomores, and juniors were busy taking the PSAT. 

However, this day off was made up for Thursday with Senior Dress Up Day. Of all homecoming festivities, this one takes the prize. Seniors arrived at school dressed in costumes ranging from Guy Fieri to traffic cones to Mario characters. This day, particularly fun for the Seniors to partake in, also excited the rest of the school as they got to witness the crazy costumes.

  Our fifth day of Spirit Week was Red & White Day. The halls were flooded with school colors. Later that morning, a sea of red and white made their way over to the stadium to watch the Pep Rally. Students and staff gathered in the bleachers to watch as the Varsity Cheer and Dance teams put on a performance which definitely boosted the spirit even more. Following   these performances, Fall sports teams and the Homecoming court made their way onto the field to achieve recognition.

Finally, Homecoming week concluded with a bang at Saturday’s (10/14) football game against Darien High School. Despite the dreary weather, students and families packed into the stadium to support their boys as they challenged their familiar competition in the Nest. In honor of October being Breast Cancer Awareness Month, everyone arrived decked out in pink, radiating hope for a meaningful cause. In the midst of the downpour, GHS triumphed with a 30-14 victory, making the two hours of standing in the cold rain worth the wait. 

With hearts full of pride, this year’s homecoming week came to a close. We hope that the infectious spirit that was present this week will continue to linger for the duration of the year. We can’t wait to see what next year’s Homecoming celebration brings!


On Saturday, October 7th, students gathered for the first event of Homecoming Week, the Homecoming Dance. The dance served as a kickoff event for the school for Spirit Week and the Homecoming Game in the days ahead. Due to the new furniture in the Student Center, the dance was held in the gym. Unlike other schools, however, turnout at the dance was very low– around 200 people out of a school of 2,500 students. As disappointing as the low turnout may have been–about 8% of the students attending GHS– it was not surprising considering the lack of support for GHS school events. At the event, the majority of attendees were freshmen and it was evident that not many upperclassmen were interested in the event. The homecoming dance, which is well-regarded in other schools, comparatively is seen with little regard at GHS. 

On TikTok, YouTube, Instagram, and other social media platforms, many students from other schools post videos of their outfits for Homecoming, the winners of the homecoming court, and their high school’s reveal of the homecoming theme. The fact that the same amount of online student engagement has never been shown for our school’s homecoming dances, makes it seem very unappealing. If other schools can show vibrant school spirit when it comes to the homecoming dance, why does GHS fall short? 

One possible answer to this question is the lack of a theme at the GHS homecoming dance. Other schools have elaborate reveals for their homecoming themes. Themes like Y2K, Hollywood, or Under the Stars create school spirit and interest in the dance. Without the allure of a theme, GHS students feel less inclined to go. The dance seems to be unimportant within the GHS culture, and because of this people don’t even consider attending, which in turn, makes the dance less fun. Having been labeled as “not cool” and “only for freshmen” has made the dance’s reputation sour. When asked about the dance, senior Zach Libow said “in some schools, homecoming is as big as prom, in our school, it just isn’t like that.” The little advertising and money that goes to this dance accounts for the low school spirit too. If more effort were to be put into the dance, it is likely that more people would talk about it and want to attend.

It seems that GHS is only hosting a homecoming dance to “check the box.” If more school spirit was centered around the Homecoming Dance, perhaps it could be a headliner of the Homecoming events instead of the footnote that it is now.


When GHS students returned to school on September 1 of this year, they were shocked and curious to find a vast construction zone surrounding the entire front entrance and plaza. The entryway was being reconstructed and would be out of use for a full year, they learned. Many wondered why Greenwich Public Schools would have approved such a seemingly unnecessary project, with many going so far as to call it a waste of school resources. However, the front entrance project is very much necessary for security and aesthetics. 

The front entrance hasn’t changed since the school was built in 1970. In the words of project building committee Chair Stephen Walko, “If you go to Greenwich High [currently], you can’t really tell where the front entrance is. It kind of looks like the glass corridor but there’s no main set of doors or anything of that nature.”

In January 2020, a company called Silver/Petrucelli + Associates was hired to improve security at the GHS entrance. The company followed guidelines from a 2015 report by the State of Connecticut to design a safer and better-looking main entrance.

The plan that they came up with was to add a vestibule in front of the Glass Corridor (an extra chamber between the door and the Glass Corridor). This would make the entrance grander and more open. The initial digital images showed a modern structure made of reflective glass supported by wooden buttresses and large overhang in the front. Inside, there is a wide open space with a high-tech security station on one end. This was an improvement on the old front entrance, which is just a door in the glass corridor.

The front entrance is also incredibly important from a security standpoint. Previously, visitors entered through the main entrance directly into the Glass Corridor, where they were authorized by the security desk, but students also used this entrance and hallway. This meant that visitors were able to have contact with students before being signed in, so the new entryway will significantly improve security. Under this new plan, visitors and students will be directed by signs to a single controlled entry door by the security desk, located in the vestibule. The entrance will have advanced lighting and video surveillance systems monitored by a security guard, who will have a clear view of the front entry, plaza, and drop-off area. Extra doors will be locked during school hours. For additional safety, the exterior of the entrance will be The project also goes beyond the entryway itself, which is why the construction zone is so vast. To prevent accidents, the sidewalks and ramps are being adjusted and physical vehicle barriers are being installed in front of the entrance. 

The budget for this project is $3 million, plus $37,000 for landscaping. After construction bids came in one million dollars over budget though, the Board of Estimates and Taxation allocated an extra $500,000 for the project. However, they still had to reduce the square footage (size) significantly to bring the plan in line with the budget. This raises the question: should they have appropriated the full $1 million and finished the project according to plan? Given the lack of utility for projects such as the Student Center chairs (which, coincidentally, cost $500,000, the amount needed for this), it may have been wiser to invest in the permanent and important structure project that was in crisis at that very time.

Overall, even as it impairs our convenience, the GHS Front Entrance project is worth the wait. With its striking architecture and updated security, it will keep us safe and stand as a symbol of GHS for years to come.


Say good-bye to bubble sheets and #2 pencils; the SAT is going digital and adaptive this year. GHS Juniors have five months to prepare for the new SAT, which will be given on March 20th, 2024. 

The SAT (Scholastic Assessment Test) is a test taken by high school students that is required for GHS graduation, and can be used to apply for college, but is not mandatory when applying to most colleges. The SAT is a standardized test designed to assess a student’s college and career readiness. The two sections, reading/writing and math, combine to a total score on a scale of 1600 maximum points.

In prior years, the SAT has been on paper or digital but not adaptive. The adaptive part of the test is what makes it unlike any SAT taken in the past. When a test is adaptive, it means that the difficulty of questions given to a student will differ depending on how they answer the previous questions. With the new SAT, there will be sets of questions called modules. These modules have approximately half the questions of each section, math or reading and writing, that a student will get. The questions in module 2 depend on how well you did on module 1, so not every student will have the same questions in both modules. When a module is submitted, you cannot go back to it to change any answers. 

Both the SAT and the PSAT are going digital and adaptive this year. Students have already taken the PSAT in October. In the digital PSAT, the reading/writing section is first. There are two modules which are each 32 minutes long, 27 questions each.

What does the new digital SAT look like at GHS? The SAT is being taken on March 20th, 2024, at school during the school day. There are also optional Saturday testing center opportunities starting in 2024. Students will need a school-issued Chromebook and the app Bluebook to take the test. Bluebook is also able to be downloaded on another computer (such as a Mac or PC) for practice tests. It is highly recommended that students download the app, as it is exactly what the SAT will look like when it is actually taken, so students can get used to the format, tools available, etc. Khan Academy is also a useful resource for practicing test concepts. Teachers at GHS are also helping students prepare for the SAT by giving them questions that are similar to how they would appear on the SAT on tests, quizzes, midterms, and finals.

The new digital adaptive test has also taken the old and long reading passages with multiple questions for each passage and turned them into a lot of short paragraph-length passages with one question per reading.

The math section comes next. Both modules in the math section are 35 minutes long, with 22 questions each. The math section also gives you a graphing calculator, and there is no longer a “no-calculator” section. There are also tools built into the test that everyone has access to for every section, such as the ability to flag and review questions, annotation tools (highlighter, area for notes), large print, and a magnification device. The tests are also shorter: 2 hours 14 minutes as opposed to 3 hours. There is also a 10 minute break between the reading/writing section and the math section. 

When asked about the SAT becoming adaptive but still being standardized, College Board claimed that they had done a lot of research on this kind of test, conducted studies, and ensured that scores on the digital and adaptive version will be very similar to the non-digital and non-adaptive version taken in the past. 

In an interview with Vice Principal Dana Tulotta, Tulotta offered some tips and tricks for taking the new digital SAT. Tulotta recommended that students prepare the same way as always, by taking advantage of Khan Academy and College Board resources to get used to the tools of the digital test. She also reminded students that they are still allowed to bring a TI-85 calculator and scrap paper into the test. Tulotta also mentioned that students' answers will be saved as they progress through the test, so they do not need to worry about potential WiFi issues. 

In the five months before the SAT, students should use the resources available to them to ensure that they are fully prepared to the best of their abilities. Tulotta said that despite the SAT becoming digital this year she knows GHS students will do well, “I have no doubt that GHS students will continue to excel on the SAT because of their ability to persevere and problem solve.”


For 45 years, Greenwich High School freshmen have been required to take a class that few other schools offer: Aquatics. The topic whether or not to keep the swimming class compulsory has been discussed for decades, but recently, after much debate, the class of 2027 has been given the freedom to choose whether or not they would like to take the class.

The question asked by everyone—freshmen, upperclassmen, and parents alike—is why? Why did aquatics stop being a requirement, and why now? Both the head of Physical Education at GHS, Mr. David Walko, and Greenwich Public Schools superintendent, Dr. Toni Jones, have answers. Initially, Aquatics was a class not only teaching students how to swim, but how to survive in the water. “Knowing a proficient way to save yourself, God forbid, when you’re in a situation where you’re getting tired, knowing how to deal with rip currents, [and] knowing how to use your body to float and to save yourself” is extremely valuable, Walko stated, especially “being a waterfront community, where there are so many unfortunate drownings, usually in early spring.” Aquatics is a class that ensures that all Greenwich students stay safe. Both Walko and Dr. Jones agreed that aquatics is an extremely important class. 

Although Aquatics class is essential to ensuring student safety around water, there were many complaints among the student body. Junior Daniel Lee said that although he “thought it was a fun class overall,” students “should have had more time to dry off, because we only had eight minutes, so if we were able to get more time to change and dry off, that would’ve been nice.” With only five minutes for passing time, lots of students struggle with navigating the busy hallways of GHS and getting to class on time. Showering, changing, and walking to the next class—which oftentimes was across the school—makes it a difficult class to take. Another issue he noted is the time of year the swimming class is offered: “Sometimes it was fun,” Lee stated, “but when you  have it in the morning and you're really cold and you get wet, not really.” Sonia Patel, a sophomore at GHS, agreed: “My whole day was ruined because my hair was wet and I didn’t have enough time so I had to rush. I didn’t have enough time to take a shower, so I was dirty with chlorine for the rest of the day.” Although swimming sounds fun to have as a class in the spring, many students ended up having to take Aquatics in the winter. 

In response to these complaints, both Walko and Dr. Jones agreed it was time for change. One of the biggest challenges associated with the elective was students feeling uncomfortable and self conscious, both in a bathing suit and swimming in front of their classmates. Walko claimed, “as times have changed and being more aware of students and being specifically particular about their body types, having to change in front of other students, getting in the pool with swimming, that's where we took a harder look at assessing should this experience be at high school, or should we look at it at a younger grade?” Dr. Jones shared the same point of view, stating that “many students were uncomfortable being forced to take the class.” Another reason for the shift was the high absence and failure rate. One of the goals of GHS is ensuring that freshmen have enough credits to continue as sophomores. Aquatics was a class that many students tended to fail. Many students ended up skipping the class entirely, and teachers started to take notice. It was not in anyone’s best interest to keep a course where students felt uncomfortable going, so Dr. Jones made the executive decision to make Aquatics optional instead of forcing it onto students. 

It was a long and tedious process to change Aquatics from being mandatory to a simple elective. The Physical Education staff at GHS strongly believed Aquatics should’ve continued as a mandatory class, as they felt that the elective ensured students were adequate and successful swimmers. Walko discussed how to balance those concerns, and after quite some   discussion and a great deal of support from the community, Aquatics became a class only for those who were interested. Although the Aquatics teachers were disappointed, students now have more options for Physical Education. 

To clarify, Aquatics didn’t disappear entirely. Actually, many freshmen decided to sign up voluntarily for the elective. Around 25 students out of the usual 650-700 that usually took the class chose Aquatics over their regular gym class because of the many positives it provides, such as “a full section of lifeguard training so [...] students during the school year are able to get the certification to become lifeguards,” according to Mr. Walko. Joselyn Sages, a freshman, was one of the 25 to chose to take Aquatics over Physical Education this year. Joselyn is “excited to take Aquatics. I know it’s not all fun and games, but I really enjoy swimming, even when it’s just lessons. I’ve taken gym every year up until now,” Sages stated. “Usually I only get to swim in the summer, and I miss it throughout the year.”

Because swimming is such an important life skill, Greenwich Public Schools decided to move Aquatics to elementary school. According to Dr. Jones, starting this year, GPS is instituting a water safety and swim program in partnership with the YMCA for all eleven elementary schools to try and teach children how to swim at an early age. There is a water safety course for the elementary schools, and a swim program available for families who want their children to be in a small group class and learn how to swim. This is much more beneficial, allowing children to have the lifelong skills they need to not only have fun in the water, but stay safe while swimming. 


For the 2023-2024 school year, the idea of “New year, New me” was taken seriously by Greenwich High School, with a new entryway, a remodeled pool deck, and most noticeably, new furniture for the Student Center. 

On the first day of school, returning GHS students were greeted with new furniture that came as a great surprise. The furniture has since sparked various different opinions, with some outright disliking it, some neutral, and others finding that the benefits outweigh the cons. Overall, although there doesn’t appear to be an overarching consensus across the student body, it seems that many, despite viewing the change as unnecessary, have grown used to the new furniture, whether they dislike it or not. For instance, a sophomore, who asked to remain anonymous, said, “I don’t really mind anymore. It was horrible at first, but I’ve grown used to it.” 

In light of these events, I interviewed GPS Superintendent Toni Jones, asking her about the reasoning behind this new change and the process behind it. As she informed me, contrary to popular belief, the new furniture was not financed by the same source as other projects currently occurring at GHS. Rather, the funding for the new Student Center furniture came from the American Rescue Plan (ARP), a federal grant given to schools in order to recover from the COVID-19 pandemic. A  one-time grant opportunity, the money was divided evenly across the district, and part of it was used by GHS to pay for the new furniture. Meanwhile, the other projects at GHS, mainly the swimming pool deck replacement, entryway construction, and field remediation, were paid for by annual capital budget requests. Many have complained that the change in furniture was unnecessary. However, according to Dr. Jones, students actually requested a change in the furniture. As Dr. Jones informed me, “We wanted to be sure that GHS had an opportunity to meet the request of the students, so we budgeted a portion of the grant specifically for the student center redesign project. There were students who worked with the administration and architect to express what they would like to see…The furniture was selected after student and staff input along with the architect who assisted GHS at no cost.”

Despite this, many still dislike the new furniture, feeling frustrated particularly with its impracticality. Still, many students prefer the old furniture. For instance, sophomore Martina Ortuño stated, “Most of the seats are uncomfortable. Some have no back rest, the couch tables are really low, so you have to crouch down to eat there, and the high tables’ chairs are really uncomfortable. The only good, comfortable, table is the one with normal chairs.”  

In response to this, Dr. Jones stated, “The administration is also carefully monitoring feedback and they are moving furniture around and adding additional chairs in a particular spot as they determine how students are utilizing the space. It is a big change, and it seems that students are growing more accustomed to how the space can be utilized effectively. It's also been great for students during open blocks.” She also pointed out the fact that there are more chairs than before, giving more students the opportunity to find seating during open blocks and lunch. 

Nevertheless, the new furniture is a change that seems to have been accepted by the student body overall, with many finding more benefits to it as time passes--for instance, as Dr. Jones said, many have found it a comfortable and practical option during open blocks. Those who like the new furniture will be able to continue using it, taking advantage of the various benefits it offers, such as the charging stations. And on the other hand, for those who find themselves disliking the new furniture, I advise them to think on the bright side: many of the tables have the seats attached to them, so at least people won’t be playing musical chairs during lunch like last year. 

This year, GHS has decided to replace the Honors Precalculus course with AP Precalculus. According to the College Board, “AP Precalculus prepares students for other college-level mathematics and science courses. Through regular practice, students build deep mastery of modeling and functions, and they examine scenarios through multiple representations.”

Numerous GHS teachers and students alike considered the Honors course just as difficult as an “AP” level class due to its rigor and fast-pace. This year’s AP students are the “guinea pigs” for the new course, as many of the AP Precalculus teachers are “flying blind” through the new curriculum. Now the teachers are scrambling to adjust the spacing of their units to be able to teach all of the material before the AP exam in May.  Now members of the GHS community ask themselves, was replacing Honors with AP the right decision?

Some students are opposed to the AP course entirely. Davin Shin –a Sophomore currently taking the AP course– believes that AP Precalculus “does not feel like an AP Class” and that “Honors is not any different”. Additionally, the AP course has the same amount of weight as Honors, so why have an overloaded schedule for the same amount of credit, especially for kids who do not plan on pursuing a math-related field in college? These students don’t have an option to take the Honors Precalculus class this year, which might have been the perfect fit for them.

On the other hand, other students believe taking the  AP class is another boost in their repertoire as well as offering insightful content that wasn't included in the Honors course. This course also ensures that students have a consistent foundation in Precalculus  topics, which can prepare them better for math that students are likely to encounter, either in their  coming years of high school or in college. 

While the issue has brought strong public sentiments, a majority of students are indifferent. Alexa Loera, a current AP Precalculus student doesn't “see much of a difference”. Since it is still the beginning of the year, it might be too early to tell.

Overall, the new AP Precalculus course has brought up many controversies among the GHS community. While some students believe that the course is not necessary, others believe that the new course will be able to secure their foundation in Precalculus which will help them in the future. AP Precalculus seeks to be a challenging yet rewarding course that prepares students for more advanced mathematical concepts and college-level math classes.

Though Mr. Patrick Taylor said his tearful goodbyes to the GHS Music Department in June 2023, his legacy still lives on. He served as the Director of Choirs and Program Associate of the Music Apartment for 24 years. His commitment and dedication are unmatched, and many of his former and current students say he has deepened their joy in music. 

During his last concert, the annual spring Choral Pops Concert on Wednesday, May 24, he received a roaring ovation for his extraordinary work for the past two decades. The theater was packed with former students, parents, and families of the singers. The concert went as usual, with the four choirs—Concert Choir, Witchmen, Madrigals, and Chamber Singers—each performing their pieces. The Class of 2023 later sang a song composed by Mr. Taylor himself, along with lyricist Kate Quarfordt, “Something Is Holding Me Here.” The performance of this song has been a tradition since 2010. Though Mr. Taylor didn’t anticipate that it would become a tradition, every class he has asked to sing it has willingly done so. 

Speeches were then given by Orchestra Director Bethany Fuscaldo, Electronic Music Teacher Barbara Freedman, Band Director Michael Breaux, several choir students, GHS Principal Ralph Mayo, Ms. Laura Newell, First Selectman Fred Camilo, Selectwoman Lauren Rabin, and Connecticut State Senator Ryan Fazio to thank Mr. Taylor for his dedication. As a finale, a photo slideshow of Mr. Taylor through the years was presented. 

As his replacement, Mr. Luke Rosenberg has been hired. Mr. Rosenberg started his tenure in September 2023, having previously taught at Staples High School in Westport beginning in 2012. He received a Bachelor’s in Music from Western Michigan University and a Master of Music Education from Boston University. His talent is seen through many choirs under his receiving invitations to sing in other countries at selective programs. An a cappella group he previously directed, the Orphenians, received an invitation to sing in Australia at the Sydney Opera House. Clearly, like Mr. Taylor, he had a profound impact on his students and will be missed at Staples.

“My favorite thing about teaching at GHS so far has been the students! They have been amazing in the classroom and I'm really looking forward to seeing where they will be musically at the end of the school year,” says Mr. Rosenberg. 

Choir students are still adjusting to Mr. Rosenberg’s instruction, but they have many positive comments about his work in the beginning months of school. 

“Mr. Rosenberg is different from Mr. Taylor, but his classes have been fun and interesting! I’m excited to see where the year takes us with choir, and to see his progression as a teacher at GHS,” says junior Charlotte Marcussen. 

Senior Ziyi Yan echoes similar sentiments. “While I miss Mr. Taylor, I am always super excited to work with Mr. Rosenberg and to discover the new exercises and techniques that he has to offer. His expertise and enthusiasm leave no doubt that our choirs are in good hands.” 

Overall, GHS students are happy to be working with Mr. Rosenberg, and while it has “definitely been a transition,” as Senior Cindy Li says, everyone is excited to work on new music for the fall concert. 

It is exciting to have a new choir director at GHS, and I cannot wait to go listen to the choir’s first concert in October.   

MAR 2023 "Come on, Wildcats!" All throughout January, Eastern Middle School students have practiced their production of High School Musical. Starring Matthew Smiles and Lyla Salvatore--who play Troy Bolton and Gabriella Montez respectively-- the show follows the two teens as they navigate their newfound interests in high school. Additional cast members include Ned Davis, Nora Stern, Lucia Sepulveda, Kyler Woerz, and seventy-three other EMS students amongst all three grades. This is the first show open to all grade levels, something which Jennifer Badillo, the technical director of the show, thinks, ".gives an opportunity for like sixth, seventh, and eighth graders to blend," which was "not really an opportunity for that before here at Eastern." Furthermore ,as Badillo commented, "If you're interested in doing the musical, it's better, because you can be in it for three years instead of only one." On Feb 2, the EMS production of High School Musical will open. In the words of East High announcer Jack Scott, "Wildcats rule, baby!"

MAR 2023 Liz Truss, the former Prime Minister of the United Kingdom, had just resigned from being Prime Minister after serving for 45 days. This set the record for the shortest reigning Prime Minister in all of the UK's history. In her statement outside of her Downing Street office, she says she "cannot deliver the mandate on which I was elected by the Conservative Party." Her economic reasons were the main reason why she was deserted by her party, the Conservatives, and resigned from office. Her policy plan, which got her elected by the Conservative party, was a failure in practice. Her plan for low taxes and regulation lead to more inflation and less economic growth. In fact, the value of the pound decreased to the point the Bank of England had to intervene. Although the intervention stopped this issue from spreading, it put the pension funds at risk. The United Kingdom is no stranger to struggle since they broke away from the European Union (EU), but Liz Truss left a nation with a high cost of living crisis and a looming recession. Not only this, the Conservative party is as divided as ever. The party is full of factions like the Hard Right Brexiteers and the One Nation Tories. The conservative party needs a prime minister who will bring unity to the highly contentious political party. Believe it or not, this event is connected to a popular course at Greenwich High School called AP Comparative Politics (it is joint with AP US Government). I've talked since with Mr. Murphy, a teacher of this course (he is very passionate about it), to get his perspective on the issue.

From the American point of view, the many resignations of elected leaders are baffling. Especially when the last resignation of our president was in 1974 with President Nixon. Although this is the first time in a while this is happening in the UK, the political system they have lends itself to this. According to Mr. Murphy, the people of the UK don't elect their officials, but the party. The prime minister is the "first among equals" and must win a seat in the House of Commons, which is the lower legislative chamber. The prime minister leads the majority party, which can lead to issues if they upset his or her party. "This is the reason why so many people resign," remarked Mr. Murphy, "because if the party doesn't like you, it's hard to move forward." Now that the Fix-Term Parliaments Act, an act that requires, every 5 years, the House of Commons to elect a new prime minister, the House of Commons can call an election, in which the Monarch can dissolve the parliament and call for election. This is the reason,  according to Mr. Murphy, why so many resignations are happening in a span of a couple of months.

Miriam Cates, a conservative lawmaker, said about Liz Truss: "It's time for the Prime Minister to go." I asked Mr. Murphy if he agrees with this comment, considering all that is going on. He agrees, saying that if the prime minister loses the trust of the party, by definition she cannot serve as prime minister. He also told me that in the AP curriculum, having trust in the prime minister is important in a Parliamentary system, which is the governmental structure of the UK. In a Parliamentary system, a majority is needed for someone to rule. If the prime minister loses the majority, the person can't serve as Prime Minister. This brings to light more of why Liz Truss has to resign. 

Mr. Murphy and I discussed what the United Kingdom should do on a governmental scale in order for this to not happen as often. He recommends that the party should pick a leader that is "less polarizingand more competent". Especially dealing with the effects of the British exit from the European Union (Brexit) is quite complex. "Brexit revealed a lot of the potential for instability", said Mr. Murphy, "but it's important to know that they are still a functioning democracy." The new UK prime Minister is Rishi Sunak. We are yet to see how he'll  do as Prime Minister with the increasing polarization and factions in the Conservative Party.

MAR 2023 After a historic 15 rounds of voting, Republican leader Kevin McCarthy finally won the majority vote to become the 55th speaker of the United States House of Representatives. This year, the road to becoming House speaker proved to be especially difficult, being the first since 1923 to have required multiple rounds of voting. While McCarthy prevailed in the end, it was not without considerable negotiation and fierce opposition from a faction of 20 ultraconservatives.

The results of the 2022 midterm election left Republicans with a thin majority in the House. The 118th Congress consists of 222 Republicans and 212 Democrats, meaning that to have a majority, Republicans need to vote almost unanimously. To become house speaker, a representative must receive at least 218 votes, something that McCarthy struggled to achieve. Ballots showed that for the majority of voting rounds, the 212 Democrats all voted for minority leader Hakeem Jeffries, while Republicans were split, with just over 200 voting for McCarthy and around 20 voting for Byron Donalds (representative for Florida's 19th congressional district). Meaning that at first, Jeffries unexpectedly received more votes than McCarthy. However, by the 13th round, the balance started to even out as more people but is now overrun with corruption. Politicians are more focused on winning their next  issue of a severely divided Washington. Today's political climate is no longer about respecting tradition and protocol; instead, cutthroat competition, exacerbated by social media and biased election than actually making a difference and helping their own people. Decorum is nonexistent. And our most beloved democratic ideals, once tightly knitted into the fabric of American politics, are rapidly unfurling.

To become elected, McCarthy was forced to make several concessions labeled the "house rules package" with the conservative representatives. One of the most significant concessions was a restoration of the motion to vacate the chair. This motion is a parliamentary procedure that allows a member of the House to prompt a vote to remove the house speaker. Another concession in the package was the reinstating of the "Holman Rule." This rule authorizes amendments to appropriations legislation that could reduce the salary of or fire certain federal employees or drop a specific program. McCarthy also agreed to a 72-hour publication of bills policy, which requires the final version of all bills to be made public 72 hours before they are brought to vote on the House floor. It remains to be seen how the House will be able to fulfill its basic functions, handicapped by these concessions.

The house speaker drama represents the greater news outlets, has become the norm. Junior congressmen no longer defer to senior congressmen, and many have no real agendas, focusing instead on surrounding themselves in controversy and blowing things up. The United States government was founded on the principle idea of being for and by the people but is now overrun with corruption. Politicians are more focused on winning their next election than actually making a difference and helping their own people. Decorum is nonexistent. And our most beloved democratic ideals, once tightly knitted into the fabric of American politics, are rapidly unfurling.

MAR 2023 Finally, the long-awaited and most momentous day of the year has arrived: New Year's Eve. I can feel the holiday thrill of excitement bouncing through the air - there is delectable food begging to be eaten, upbeat music wafting throughout the house, and even my more reserved family members are cheerful, lightening up for the holidays that provide them with a respite from the stresses of work. At 11:50 pm, with our stomachs full and tired smiles starting to form, we all make our way to the living room to continue the yearly tradition of watching the New York City Ball Drop.

As I gaze at the thousands of people who have congregated in Times Square, pacing back and forth in the blistering cold, I wonder what makes the New Year so special to them. Is it about spending time with their family or significant other, or is it about the desire for a fresh start and a year to reinvent themselves? Around the time of Jan. 1, we hear an onslaught of information about the "New Year, New Me" mantra. While certain people regard New Year's as a milestone to set goals of what they would like to attain, creating lengthy lists outlining every step of the process, others completely disregard the tradition and view it as a damaging trend. Most resolutions that people resolve to undertake are tangible goals, like losing a certain amount of weight or starting a habit that they will continue for a period of time. Sadly, such resolutions don't foster an environment that celebrates both failures and successes, leading to unhealthy self-talk and a feeling of worthlessness if the resolution isn't completed. Instead, the shift to goals that value emotional and mental health could be a kinder route to take.

Matt Haig, an author and mental health advocate, strongly advises against New Year's Resolutions. "You don't need a new you," said his Instagram post, which at the time of writing has over 30,000 likes. "You don't need replacing every year like another iPhone. Don't throw yourself away like another piece of plastic trash. Love the old you." He does agree, however, that there is always room for self-improvement and development, but that doesn't mean that we should punish ourselves by going on extreme salad diets or trying to erase our "past selves" from our memories. In an effort to not hate our "old" selves, we can use our experiences to develop and evolve in a positive way.

Journalist Poorna Bell echoed the thoughts of Haig in an article for Stylist. Her take is that New Year's resolutions don't "acknowledge everything that is good about who you are already as a person." Try not to view this New Year as a clean slate but rather as a fresh start. Take the bad parts of 2021 and reflect on them instead of criticizing yourself for your decisions in the past. Reflect on the year, and bring into 2023 what brings you joy and make changes (if you want.) Be sure to set realistic goals that don't feel like a burden.

So, what do you say - will you treat yourself better this New Year? The toxic parts of New Year's resolutions will always linger, but it's up to you to decide whether or not you will fall for them.

MAR 2023 Last week, on Jan. 26 and 27, Greenwich High School welcomed Micheal Garman, Holden Culotta, Will Conway, and Laura Del Savio to speak about our government and political system. From this presentation, students were inspired to take advantage of opportunities and increase civic engagement within both the federal and state governments. This presentation conveyed how dialogue can be used to unify and educate students about possible voting reforms, specifically ranked-choice voting. This process consists of choosing first and second choices to satisfy more voters.

Students also learned about the opposing Democratic and Republican parties' core political beliefs that often divide Americans. Presenters heightened student thinking by providing possibilities and outcomes that accompany this imbalance. All of these elements worked to make the learning experience all the more powerful. We would love to give a special thanks to the Student Policy Initiative Club for organizing this special presentation. Without the works of Hanna Klingbeil and the club, GHS would not have received the incredible opportunity to meet and learn from these speakers.

This past Saturday evening, on May 28th, nine-time Grammy winner Billy Joel took the Greenwich Town Party by storm. Both GHS students and their parents alike have been raving non-stop regarding his charismatic performance. Laura Kostin, a GHS parent noted that, "It [the Greenwich Town Party] is a wonderful event that always brings the community together. Billy Joel was outstanding."

Joel performed hits from many of his albums, including the 1977 album entitled The Stranger. During Saturday night's performance, he performed songs such as "Vienna", "Scenes from an Italian Restaurant" and "Movin' Out (Anthony's Song)". Attendees from all ages sang along word for word. Towards the end of the performance, Joel and his background musicians stopped playing to hear the audience sing their somewhat off-key, yet incredibly enthusiastic rendition of "Piano Man". During Joel's performance, it became clear that Billy Joel would not only remain a star of the seventies and eighties, but to current GHS students as well.

Sophomore Skylar Seides raved, "I was jamming my heart out. The performance was absolutely amazing." Over the past few months, the student body participated in Tik Tok trends involving Billy Joel songs. Posts increased with viral videos using songs such as "Vienna" and "Movin' Out (Anthony's Song)", which ultimately led to students adding these songs to their playlists.

When asked about her opinion regarding Joel's newfound popularity for GHS students, Kostin noted that, "Billy Joel's appeal spans decades across all age groups, and I think the enthusiasm for this year's performance is evidence of that." It can undoubtedly be deduced that Billy Joel is a classic for students, teachers, and parents alike in the Greenwich High School community, as his music continues to impact the masses.

Every year, Greenwich High School seniors eagerly await the much-anticipated "Senior Prank Day," an infamous occasion when seniors engage in good-natured (and occasionally destructive) shenanigans that always turn the high school upside down. Senior Prank Day originated in 1966, and it has been an iconic piece of GHS culture ever since.

Scratch any previous beliefs you have about the activities that take place during Senior Prank Day - these pranks are not your typical high school stunts. Greenwich High School seniors do not take prank day lightly! The senior escapades are well planned out, amusing, and unexpected. In years past, GHS students have constructed a cement wall in the student center, removed all but one seat in the auditorium, and even hoisted a cow up to the top floor where the Greenwich Town Hall is today!

In comparison to the escapades of years past, this Senior Prank Day certainly was one for the ages. Students slid down a "Slip N’ Slide" on the football field, decorated the walls with wrapping paper, hung donuts in a tree, and even decorated the entrance of the school with post-it notes. On a day dedicated solely to the class of 2022, all of the seniors went completely wild. With the remaining three grades on the Six Flags field trip or relaxing at home, GHS seniors were free to wreak havoc on GHS while ending their high school careers on a high note.

Greenwich High School senior Avery Hellman stated, “Senior prank was a collection of friends all working together to make something out of the ordinary! I hope the class of 2022 senior prank inspires other students to keep fun traditions alive and creative.”

As a result of the GHS seniors’ inventive and humorous pranks that took place this year, it's certain that Senior Prank Day will continue to be an infamous Greenwich High School tradition for years to come.

The 2021-2022 school year is coming to a bittersweet end as the Class of 2022 prepares to graduate. The senior class, which has been away on their internships the past few weeks, is returning to GHS for their final day on Thursday, June 23.

There is much to be done in preparation for graduation day, including bidding farewell to teachers and classmates, alongside a long list of obligations to fulfill which can be found posted outside of each house on/after June 17th.

Before throwing their caps in the air, seniors must return all school-provided items spanning from chromebooks to textbooks, and even library books. After these items are returned, and reflections for final internships and projects are completed, seniors will receive a "cancellation of obligation" slip, which they can later turn in for a cap and gown. Seniors must also attend a mandatory graduation rehearsal on Wed, June 22, from 1:15 to 3:15 p.m.

Upon presenting the "all clear" slip that they have no outstanding obligations to the school, seniors will be handed their caps and gowns in their respective houses, and will finally be ready to leave another chapter of their lives behind.

The graduation ceremony will be held outside on Thurs, June 23, at 5 p.m. in the Cardinal Stadium, and will last for approximately 90 minutes. Students are expected to arrive at 4:15 p.m. and report directly to their houses. Seniors will return to their houses once again to receive their diplomas after the ceremony. In case of rain, there will be two ceremonies inside the Performing Arts Center, at both 4:00 and 7:15 p.m.

Karen Foster, Greenwich High’s Director of Student Activities, has ensured that this ceremony will be the perfect farewell to the Class of 2023 after a challenging high school experience of COVID and remote learning. Additionally, Bill Owens, the former executive producer of CBS’s 60 Minutes, is scheduled to speak at next week’s ceremony.

Although the high school experience is ending and seniors are looking forward to promising futures, it's important to look back on the former years at some of the most memorable moments. Preya Patel, a student from the class of 2022, expressed some of her fondest memories at GHS. Patel highlighted that her favorite experiences were impromptu, fun activities that took place around the school—including a bouncy house in the middle of the student center. Like many others, Patel enjoyed the random, yet thrilling functions that all students could partake in before COVID. Patel also expressed that she will miss her friends as they will go their separate ways.

While for many seniors this may be the most difficult aspect of graduation, there is a lifetime of opportunities ahead, and formative years of high school and the people they met will always play a significant role in their lives. Let’s raise a toast to the class of 2022 and all that is to come!

On Friday, June 3, the Greenwitch Club hosted its first annual Poetry Picnic. During this event, students had the opportunity to share poetry and prose with an audience in a "picnic-like" format. The event was held in the sanctuary just beyond the tennis courts.

As I walked to the sanctuary, I couldn't help but think how beautiful the weather was. The sun was shining, the grass was green and there were dandelions everywhere. An enthusiastic audience attended, including Greenwitch alumni Veronica Paez-Deggeller and Alex Shaw.

Clara MacLean, the secretary of Greenwitch, was especially good at emceeing with the microphone. She was wonderful at making funny jokes in between poetry performances. The event started with one of the faculty advisors, US history teacher Michael Belanger, reading a poem from 1939. After reading the short but descriptive poem, Belanger thanked everyone for coming to this event.

Then, MacLean took the microphone and called each person to the black music stand (the make-shift podium) to read their poem. The audience, each sitting on a picnic blanket, listened attentively to the speaker. When each speaker was done, the audience "snapped" (a way of applause for the poet).

Honestly, I can't say which poem was my favorite, because there were so many amazing pieces. Belanger agreed, saying it was "too difficult to choose! Everyone did a great job and brought something unique to the event." As for Alicia Tang, the current Editor-in-Chief and a graduating senior, her favorite poems were "The Lost Generation of Spain" by GHS sophomore Ciara Herrera and "Ripe Mirage" by GHS junior Elizabeth Wallace.

When the event was over, I chatted with English teacher Jessica VonBrachel, the other faculty advisor of the club. I asked her what she thought of the event and if she would be open to having one next year. VonBrachel stated that it was "really successful" and she has plans in the works for next year. In the future, she would like to collaborate with the Poetry Club at GHS and incorporate the "Poetry Out Loud" program, which encourages students to memorize a poem and perform it dramatically.

Mr. Belanger agreed with VonBrachel that it was a "wonderful event." He stated, "This event showed what Greenwitch leadership can accomplish and the creative ways they come up with to spread the love of writing to the wider GHS community." I agree with Belanger; this event was a great way for writers to share their work in a casual setting. This Poetry Picnic is one of many events the Greenwitch club holds. During the school year, the club workshops literary works and creates two magazines. Hopefully, there will be more events to come in the following years!