are there cuts for girls’ jv teams?
@coconut5 For most of the girls’ JV teams, there are barely any cuts (1-2 maximum per team, if any). A much different story for the boys’ teams, mainly because of the increased number of people who try out.
So what are they looking at for the Boys’ JV teams? How do they make the cuts?
You can now view which courses are in which format on Exeter Connect. Log into Exeter Connect, then go to the left and click on a banner called canvas. Your login is the same for canvas as it is for Exeter Connect.
How strict are teachers when enforcing the dress code? Could you get away with spaghetti straps on a dress/blouse or a solid, nice shirt that’s not necessarily a blouse?
@coconut5 the Ebook is out; I’m pretty sure they don’t allow spaghetti straps, but if it was under a cardigan then I think it’s fine. A nice shirt that’s not a blouse; as long as it isn’t a t-shirt I think it’s good. I just finished reading the Ebook, so I’m pretty sure that’s what it says.
The e-book is out. Hardcopy is waiting in your mailbox.
Here is the pdf:
@coconut5 In my past experience, you’re more likely to get away with a solid, nice shirt then with spagetti straps. I’m not sure how much this will change with the new definitions laid out by the ebook, but in general, and I know this probably isn’t the answer you want, it really depends on the teacher, There are teachers who will go out of their way to dress code you in the middle of grill or in the dining hall even if you’re not in their class and there are teachers who really don’t care. After a few weeks, you’ll be able to get a good idea of where your teachers fall in this spectrum and what they will and will not let you get away with.
EDIT: Bumping this thread b/c it’s pretty informational.
Also, can new lowers write/edit for the Humor page of the Exonian?
@junemaybees Yes, new lowers can write for the Exonian. Any grade can write for the Exonian.
Does anyone know what this message from the Dean of Students is about: “… Principal MacFarlane will take a few minutes to address some issues on campus that have impacted many of us, and that we can all learn from. Recent conversations around a seminar on campus have triggered some emotion and it’s important that we talk as a community (a live one, not an online one!) to make sure we’re learning from different points of view and respecting the wide variety of opinions that may exist.”
Perhaps the Fred Grandy Seminar that was canceled?
Yikes. Sounds like the P.C. Squad is in action
I was looking at the daily schedule they have online and it makes no sense to me so I was hoping someone could help me out 
How do the classes switch from day-to-day? And how many free periods will I have in my schedule?
Also other questions in general:
What dorm stuff do they give you (bed, desk, drawers)?
When will I have free time, or homework time if i play sports?
Hi, @justafish71400
I’m a current student at Exeter, so I can answer your questions (and anyone else’s).
Our class schedule is letter based (ABCDEFGH), and each day has every letter. The random letters you see (T, U, V, etc.) are each matched with ABCDEFG or H, and they are called reserve or auxiliary formats. That means that some classes meet during that time (like science) and others don’t (like English). If your class doesn’t meet, you have a free. Just look at the colors of each class, and that should help. Sports use two formats in the day (most common is GH or EF sports). As a new student, you probably won’t have many frees, probably 0 to 2 per day. Returning students generally have 1 to 3 frees per day (or more if they don’t do sports or a PE class).
Each student is supplied with a bed, mattress (Twin XL), dresser, closet or wardrobe, desk, lamp, and bookshelf. There are also sheets and towels provided for every student, but the sheets suck (bring your own).
Free time/HW time is during your frees during the day and during HW hours (8 to 10 PM).
I have a few questions about the Harkness method.
I go to a small liberal arts college in the Mid-Atlantic where all classes are around a table with less than 16 students, and the only major is philosophy. At our college there isn’t an orientation or even a tips sheet about how to have a good discussion before freshman year- students are just thrown around “the table” from day one and expected to figure it out themselves. While I like what we do here and discussion-based classes have changed my life, there are a few things our school seems to skip over by not defining or talking about what “round table” means that can ruin a day in class or severely discourage students from talking in class.
However, Phillips Exeter seems to have done a great job of trying to define, reach out, and help others understand, at the very least, what trends in Harkness do or do not facilitate a good discussion. These articles and books scattered across the web, along with the “Non Sibi” school motto, make me think that there is a more wholesome and empathetic picture of collaborative learning at Exeter. I have the following questions about Harkness, and would be extremely grateful if anyone could answer any of them:
- How is interruption in class discussion perceived? Is it ignored or praised? If not, how is it discouraged?
- When a student goes to the board to answer a math problem or explain a concept, does the class help or participate with the presenter? If so, how?
- In an average class, do students really listen to other students' questions and try to answer them, or do people just continue to ask questions on top of one another?
- Overall, in classes, which of the following sentiments prevail? "I need to speak get my thought out there for my grade" or "I need to help my classmates understand what is going on and watch what I say to make sure it is helpful or relevant." (Basically, is class more altruistic or self-serving?)
- How do teachers or classmates get students who never or almost never speak in class to participate?
Thanks in advance!
It depends on teacher, they might just direct an order quickly, most let you decide for yourselves. Interruptions happen once someone finishes speaking and two people try to talk at the same time and whoever talks less that day will usually speak after the other person says, “you go”. No one ever interrupts someone else while they’re speaking unless they think they are done in which case whoever was speaking gets to finish unless the concede.
If it’s math, everyone puts up a problem and then we present in order and if someone has questions they can just ask while you’re up there or can go up to the bird and show how they did something or someone could help and draw a diagram. It’s very collaborative.
Yes, we always try to answer other’s questions. Questions don’t go unanswered. We will discuss until we have an answer and if we don’t answer it by the end of class we will continue the next class.
“I need to make sure what I say is helpful to the discussion and relevant and will help achieve a better classroom understanding.”
If they don’t speak, they don’t speak. They’ll either come out of their shell and contribute a little or some teachers might try and accomadate by asking for written statements/discussions. Even the quietest speak a tiny bit-and are usually very good points. Quality not quantity matters.
Hello @waterpololover
At Exeter, if you are taking advanced classes previous to prep year ( like 2-3 grades above normal) will Ninth Grade English be challenging? Can you ask to take higher level classes?
Thanks! :)>-
@thoughtsofcolor Exeter takes a very unique approach to English, so it is challenging for everyone. The English department is infamous for it’s lack of A’s. I too, was at an above average English level (I had already taken advanced english for the grade above me before attending), and I find Exeter English engaging and challenging. No matter what, students stick with their grade level for English.
Question for those that have taken Physics at Exeter. I’m trying to compare the 210/221/231 sequence with the 310/320/330 sequence.
My understand is even the advanced 200 level track does not utilize trig and sticks with linear motion and does not prepare you for the SAT Physics subject test.
In contrast the 300 level track does use trig and prepares you for the SAT Physics subject test.
I was told by an instructor that the advanced 200 sequence is as challenging as the 300 sequence though the course catalog descriptions suggests otherwise. The instructor did not provide specifics and I do not wish to be argumentative.
Does the science department post detailed courses syllabi online the way the math department posts their problem sets? Is there a way to investigate the specific similarities and/or differences between the two sequences?
Thoughts and recommendations appreciated.