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Another area of reflection relates to using the outdoors for teaching and learning, recreation, and physical activity. Andy Wilson considers the power of breaking down figurative classroom walls: "We utilized our outdoor spaces to the greatest extent possible during the pandemic, and in doing so, I think we were reminded of its immense value. We've renewed our commitment to extending classrooms to outdoor spaces including our terraces on both campuses, the rooftop garden at East 95th Street, Central Park—which is the Lower School's backyard—and several parks near the East Campus including Carl Schurz and the Marx Brothers Playground fields. On any given day, it would not be surprising to see Trevor students writing or sketching on park benches in Central Park or an impromptu class on the 95th Street roof. It adds another dimension of learning and joy for our students." When she was asked about program or curricular changes that came about during the pandemic that were happily jettisoned the moment it was safe to do so, Rebecca Damas quipped, "Almost everything! Remote school. Social distancing. Masking. Pre-ordered lunch. Weekly PCR testing. No in-person assemblies or grade-level meetings. No music. No guests allowed in the building." Mr. Feigin concurs about masks. "Masks are an important resource to turn to during upturns and spikes in illnesses, and for recovering or exposed individuals, but overall, it is so good to see people's faces again and be able to hear people better." Ms. Nelson is also happy to let go of "any practice assignments that were not user friendly for students in a remote setting." "Hybrid instruction is something we've been happy to largely let go of," Mr. Danenberg notes. "For teachers, trying to be fully present in the room with some students while also paying attention to those on Zoom was a difficult proposition. Teaching fully remotely, with all students on Zoom, was actually easier (although not something we hope to return to). The pandemic affirmed our conviction that in- person instruction is essential. There's a certain magic that happens in the physical classroom that can't be replaced online." Upper School Science Teacher Dr. Esteban Monserrate recognizes and appreciates that magic. "In the classroom I finally see a recovery from the malaise in learning caused by COVID. It's so important that we have that energy and excitement, not only for the kids' benefit, but the teachers feed on it as well." Rebecca Damas credits the experience with changing her outlook in some ways. "On a personal level I have learned or trained myself to not get fazed as easily. Four teachers out sick? No problem! Twenty kids didn't order lunch? Nobody will starve." At the top of administrators' minds is knowing the pillars of an educational experience that do need to faze the teams who teach and support students. Ms. Damas ruminates further. "Learning loss was no doubt real, and we need to make sure our students are writing at length, reading good books, grappling with challenging math problems, and engaging deeply with sophisticated content after a period that was necessarily quite forgiving. What I find myself focused on is having departments return to their very high pre-pandemic expectations for students." n TREVOR DAY SCHOOL / 37 INSIDE TREVOR TREVOR TRANSLATES FEATURE AR TICLES ALUMNI

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