Teacher Turnover Plagues Humanities Department
By Angie Liu ’28 Staff Writer
Humanities teachers Nida Kazmi and Jennifer Dillon were drawn to the unique curriculum at Miss Porter’s when they first accepted positions at the school. Now they are both leaving.
Over the past few years, the Humanities Department has witnessed significant fluctuation with the departures of Cindy Moeller, Jenn Pelletier, Chris Doyle, Jamiah Bennett, Katrina Council, and other faculty members.
Their experiences raise questions regarding how Porter’s can retain teachers.
Originally hired as a history teacher, Kazmi expected to focus primarily on teaching global history. Instead, she was “put in a position [she] was unfamiliar with,” being assigned to teach Humanities 9, which blends history and English.
Although initially intrigued by the school’s unique approach to curriculum, Kazmi soon grew “uninterested in the department’s path,” where, she said, history was becoming increasingly interdisciplinary and teachers were being pushed beyond their areas of expertise.
Tim Quinn, chief academic officer, acknowledged the high turnover rate in the Humanities Department in recent years, though he also said he supports the current trajectory of the interdisciplinary approach.
“Learning is meaningful when it’s contextualized,” Quinn said. “We can best answer those questions when we think about them through the lenses of multiple disciplines.”
For Kazmi, the educational pressure wasn’t the only concern. She said she was also assigned extra responsibilities, such as dorm duties and coaching sports, which further increased her time commitment.
The overwhelming workload, combined with the lack of clarity within the department, ultimately drove Kazmi to leave Miss Porter’s.
Dillon, who was hired in 2023, expressed similar feelings of fatigue and uncertainty regarding the direction of the integration of history and English curricula.
“Porter’s has a unique goal but still needs to continue working on it,” Dillon said.
Being a Girl Was My Fault
By Yalda Faizi ’27 Guest Writer
Can you imagine how hard it is to start school in the U.S. after three years while girls the same age as you have already graduated from school?
I was growing up in a country where girls were deprived of going to school for the last three years after the big change in the government. I faced so many challenges going to an educational center, so I continued studying online for the time I was deprived of education. Graduating from high school was a milestone that I thought I couldn’t reach.
I didn’t want to believe that, so I started searching for other opportunities outside of Afghanistan. After a while, I found out about an amazing school called Miss Porter’s. I applied, and after some period I got the acceptance letter. It was a brilliant opportunity to make my life much better. I was so happy when I heard that my application was accepted, but when I thought of being so far away from my family and hometown, I became upset. It was the very first time when I was supposed to go somewhere too far without my family. I wasn’t used to traveling by myself but it was the time to get out of my comfort zone and experience new things. It seemed too hard, though.
Going to another country with a completely different culture, language and people made me nervous. These feelings continued until I came to Porter’s for the first time. When I came on campus, I was surprised by how amazing the campus was and how nice people were. It was hard to think of a situation where you were not considered human in your own country, but then in a country where you don’t know people, they treated you much better.
I have joined my classes at Porter’s and met so many nice people on campus who welcomed me warmly. I have experienced new things and have learned a lot through attending my classes in person at Porter’s. I hope I will be able to graduate from Porter’s and get a scholarship from a college so that it will be worth all the challenges I have faced so far.
Yalda Faizi grew up in Afghanistan where the Taliban bans girls from receiving secondary and higher education. She enrolled at Porter’s this spring.
Nida Kazmi (far left) was hired in 2021 and announced her departure this spring. Other Humanities Department teachers, including Jamiah Bennett, Jenn Pelletier, Ernie Beaulieu and Cindy Moeller (also pictured) have also left in the last three years. Courtesy of Miss Porter’s School.
Seniors Leave Advice for Underclassmen Pre-Departure
By Jessica Lin ’27
Outside the Bubble and Layout Editor
As the Class of 2025 prepares to walk with the Daisy Chain and move on from Porter’s, many seniors are taking a moment to reflect and offer advice to those still making their way through high school. Some shared practical tips.
“Explore all of Farmington,” said Bee Austin ’25, encouraging students to get off campus and make the most of the surrounding community.
Nora Baqui ’25 recommends planning ahead: “Have a free in the fall” — advice that might make a big difference during a busy semester.
Others emphasized mental health and perspective. “It’s never serious enough to be up past 1 a.m.,” said Hannah Satran ’25, a reminder not to sacrifice health for schoolwork.
Gwen Religa ’25 kept it simple: “Be curious,” encouraging asking questions and keeping an open mind.
A few seniors gave more humorous, yet still deeply important advice: “Embarrassment is not real,” said Kat Cokeley ’25. Mary Zheng ’25 advises to, “Embarrass yourself,” pushing students to stop worrying about what others think and just be themselves.
Hadley Kauser ’25 leaves students with a final nudge: “Take every opportunity you’re given.” Whether it’s a club, trip, or leadership role, she says, you never know where it might lead.
Lack of Sleep Becomes the Norm at Porter’s
By Sofia Wu ’27 Staff Writer
Tired students are everywhere at Porter's. Whether you’re a freshman or a senior, sleep deprivation is a struggle faced by many.
A recent CWC survey on Porter’s students’ sleep quality showed that while the recommended amount of sleep for teens is eight to 10 hours, the majority of respondents get much less than that. For students at Porter’s, eight to 10 hours of sleep per night seems unattainable when faced with their academic workload, extracurricular activities, and the ever-mounting pressure of college.
Katy Watkin ’27 said she gets around six hours of sleep per night.
To her, sleep is important, but “there’s so much stuff to do, and not enough free time to sleep.”
“I feel like it’s a given because it’s high school, you have work and you have to be up by a certain time,” Watkin said. “There’s not so much wiggle room.”
Mahanur Ahmed-Islam ’28 said she sleeps seven to eight hours per
New Girls Eagerly Anticipate Life as an Old Girl
By Lily Jones ’26 Staff Writer
As warm weather and daisies returned to campus, New Girl Margot Ruggieri ’28 couldn’t believe how quickly freshman year went by. Long-anticipated traditions were on the horizon, and she looked forward to receiving her ring with fellow New Girls.
“I feel like it represents that we have gone through an entire year, and in a sense, it makes you a Porter’s Girl,” Ruggieri said.
New Girl Lena Miller ’28 also anticipated receiving her ring and she cherished the suspense surrounding the tradition. She said she hoped the Old Girls would preserve the mystery of spring traditions before the New Girls experienced them for the first time.
Ruggieri said she hopes her memories as a New Girl “are forever cherished.”
“I hope every time I look at my ring, I think of the spring traditions and the memories of freshman year,” she said, adding that she “can’t wait to look back on these traditions for years to come.”
As Hadley Kauser ’25 reflected on her first spring traditions, she advised the New Girls “to be in the moment and to let the traditions happen as they happen.”
“It’s better to watch them unfold and enjoy them as they are than to try to ruin the surprise of them,” she said.
Kauser said she also hopes that New Girls “understand that when they grow into new positions over the years, they will discover different sides of the traditions and have a lot of fun.”
night because she often has squash practice from 9-10 p.m. Watkin and Ahmed-Islam both believe that a later start time for school would help them attain more sleep.
Nelle Andrews, dean of curriculum at Porter’s, acknowledged that students juggle busy schedules here. However, she adds that with three classes a trimester, there’s actually less work compared to a more traditional school schedule with seven classes year round.
“The school has a responsibility to help students understand how to manage their time,” Andrews said. “But ultimately, it is the student’s responsibility to learn how to manage themselves and think about how to prioritize their time in order to get the rest they need to function well.”
The ninth grade seminar and study halls in Main are two components of the freshman year curriculum that aim to encourage effective study habits. Despite these additions, students say the challenge to get enough sleep persists, meaning that even when they understand good habits and productivity strategies, they struggle to put them into practice.
This is especially true when one needs to balance extracurriculars and academics. When sports games or theatre commitments take a bulk of time daily, students say, time management becomes challenging.
Students celebrated with friends after the spring tradition of Singing in the Garden.
Photo by Mary Zheng.
Students report not getting enough sleep because of busy schedules. Photo by Sofia Wu.
Committees Help Nova Nine Generate Ideas
By Goodluck Ogbonna ’27 Staff Writer
For the first time in Porter’s history, the Nova Nine led committees. The student leaders selected a group of students from all grade levels to help with the planning and execution of initiatives aimed at benefiting the community. Members became involved in leadership roles and gained detailed insights into the jobs of the most high-profile student leaders at the school. Katie Johnson ’27, member of the Head of School Committee, said she applied to take on her current role “because of the learning and leadership opportunities it had to offer.”
Striving to enhance her experience as a student leader, Johnson said she “felt that (she) could grow and help the school.”
Shannen Penn ’27, who is on the Head of Academics committee, said she enjoys her position because she feels she is “making a change in the Porter’s community and the Nova Nine is not only for the seniors.”
Penn said that in her committee, members are involved in community activities such as sit-down dinners, the book drive, and outreach to places such as Grace Academy, an independent, tuition-free school in Hartford. “We are actively implementing the ideas that we co-create,” Penn said.
Head of Academics Hannah Satran ’25 said she finds the Nova Nine committees helpful to generate ideas.
“I’ve also found that if I don’t know how I might move forward with a project, I just go to them with questions, knowing that they will be more than willing to provide feedback and help,” she said.
On a less positive note, Head of Main Elsa Poler ’25 said that changing her role from co-head to a singular head posed a challenge.
“I’d say the Nova Nine committees have been helpful with larger-scale projects,” she said. “But I will say the job would have been easier, and I would have potentially been able to get more done if I had a co-head still.”
Students Play Big Role in Admissions Process
By Naomi Gramling ’27 Staff Writer
Current students “play a huge role” in the admissions process, said admissions associate Janet Ortiz.
From being tour guides to helping on revisit days, Ortiz said her office relies on current students to help showcase Porter’s.
“Throughout the entire admission cycle, after they tour, until they’re admitted and come here, we try to connect (prospective) students with current students all the time,” she said.
These connections, Ortiz added, “show prospective students that if there are certain things that you’re really interested in or have a passion for, this is what our current student experiencing that program looks like.”
Ortiz said student-led introductions to the school offer a unique experience, as she says that “…right away students get a unique perspective and a kind of an immediate look at what does a student at Porter’s look like?” she said. “And I think that first impression can have a big impact on students. They start to think, like, OK, so, is this tour guide someone that I relate to, or can I see myself being their classmate?”
The role of students extends past tour guides. Students are also essential to ensuring successful revisit days, Ortiz said.
“Even if they’re not formally sitting on a panel, welcoming our guests to campus and helping someone when they’re lost, giving them directions, and all of those small things help us showcase our community,” she said.
Ortiz said it will be exciting to see what unfolds next year as the community welcomes new faces to campus.
“The admissions office really couldn’t do what we do without current students,” she said. ”So thanks for all of the work that they’ve done to help yield this class. We’re excited about it.”
Freshmen Roll Out New Mastery Learning Record
By Leanne Liang ’27 and Claire Shen ’28 Staff Writers
This year, ninth graders had the opportunity to demonstrate their academic and co-curricular progress in a mastery learning record.
Students created Google website portfolios that track their development, which administrators say offer a more accurate and personalized approach to documenting student progress.
While traditional letter grades allow for a generalized representation of students’ overall performance, the learning record captures students’ competency in multiple areas, according to school officials. It aims to provide a more nuanced and comprehensive evaluation of their performance and emphasize the mastery of specific skills over grades.
Porter’s is a member of the Mastery Transcript Consortium, an organization that helps secondary schools create competency-based learning records.
“The MTC was founded on the idea that schools needed to have more than one way to document and report about a student’s performance,” said Nelle Andrews, dean of curriculum. “It has created a new model for transcripting that more accurately reflects student mastery, personalized learning experiences, and a broader range of abilities.”
Starting with the class of 2028, students may choose to submit the learning
record with their college applications. The evidence- and reflection–based transcript, school officials say, will differentiate students in the college admission process and show their skills more effectively.
Ultimately, the addition of MTC transcript functions beyond college application, Andrews said. With an emphasis on personalized learning experiences and a broader range of abilities, she believes it can “help students to pay attention to all of the ways in which they are growing, learning, and preparing themselves for life beyond the MPS campus.”
From left, Liesl Fenton ’27, sister Kenzie Fenton ’29, Head of School Kate Windsor and Leahanne Fenton celebrate Kenzie’s decision to enroll at Porter’s. Courtesy of the Communications Office.
Freshmen are compiling mastery learning records to track their growth as students. Photo by Leanne Liang ’28.
Nova Nine leaders began using committees this school year. Courtesy of Miss Porter’s School.
From gatekeeper to guide: da Silva offers new vision for college counseling Program
By Isabella Kao ’26 Staff Writer
Danielle da Silva, the new head of college counseling, is bringing a fresh perspective to the counseling office this year. Having worked at institutions such as Beaver Country Day School, Tufts University and New York University, da Silva’s unique experience in high school, higher education, and on both sides of admissions, has shaped her vision for her role at Porter’s.
What drew da Silva to Farmington was the close-knit community and the opportunity to build more personal relationships with students.
In contrast to her previous roles, she said she no longer feels like a “gatekeeper,” a reference to the 2002 Jacques Steinberg book “The Gatekeepers: Inside the Admissions Process of a Premier College.”
“It was like we were part of the school, but it was just like every year, it was sort of a machine,” she said. “You went through one cycle and then you went through another cycle. It was just the same thing but with a different set of people.”
At Porter’s, however, da Silva finds more depth and individuality in the academic experience.
“(In other schools’ transcripts) there aren’t any hints as to the interesting things that people are doing in their classes,” she said. “But because Porter’s gives so much choice, you get to see kind of a narrative. I’ve heard many college people saying, ‘Oh God, I wish my high school was like that. I wish I could do that. That’s such a cool sounding class.’”
Unlike many counselors who rely on numbers and data points, da Silva takes a distinctly qualitative approach to college counseling. Her time on the admissions side of the process gives her insight into what often feels like randomness.
“It’s just sort of a byproduct of the system it’s in – one that seeks to not just be based on an algorithm,” she said.
Rather than reducing students to test scores or resumes, da Silva focuses on helping them articulate their authentic identity – a philosophy that aligns well with Miss Porter’s student body, including Wilder Mahoney ’26.
“When I enter her office, I feel like she’s looking at me and appreciating my character,” she said.
Tricia Jorden, a longtime counselor at Porter’s, described da Silva’s presence as a revitalizing force.
“She brought a really good kind of new energy,” Jorden said. “We felt good about the things we were doing, but that doesn’t mean we couldn’t be trying new things.”
For da Silva, authenticity is key in her approach to work.
“You’re learning more things, you’re researching, you’re kind of, like, applying something,” da Silva said. “The process can be so stressful, but the process itself should feel like at the end, that was actually worth it, not just because of the college outcome.”
AIS Professional Experience Courses Move to the Spring Next Year
By Carly Wilkes ’26 Staff Writer
Rising seniors are preparing for a change to the AIS Professional Experience courses next year. The administration recently announced that all of the required senior courses will be held during the spring trimester as one final collective experience for the Class of 2026.
“I am so excited because I think that this is a great way for our grade to come together for the end of our time at Porter’s,” Kate Koster ’26 said.
The purpose of the Professional Experience courses is to expose students to authentic work experiences related to specific fields of study, which was one of the reasons the school decided to schedule the courses right before graduation.
“It seems fitting for senior spring to be a time in which students begin to look outward and think more deliberately about life beyond Porter’s,” said Timothy Quinn, chief academic officer.
He said the cohesiveness of the AIS Professional Experience courses for next year will allow for more similarity and continuity among courses in terms of workload and experiences.
“This also allows the teachers to collaborate across classes on certain elements of the course such as the resume and LinkedIn building,” Quinn said. “This is also a time in which seniors tend to take the fewest courses, so they are more likely to have their third period free, allowing for more off campus experiences.”
In addition to the content of the course, rising seniors are eagerly anticipating the opportunity for a final bonding experience as they wrap up their time together. As Quinn said, this adjustment “allows the seniors to have a common experience as they finish their time as a class at Porter’s.”
Many of the rising seniors have had a positive reaction to the new schedule.
“I think it’s a good idea because it lets all of the seniors have the same workload and classes so that there’s more opportunity to bond in the spring,” Ella Aitken ’26 said.
Danielle da Silva became head of college counseling last fall. Photo by Isa Kao.
Seniors participated in an art workshop during the spring 2024 AIS Professional Experience: Art and Culture class. All Professional classes will run in the spring next year.
Photo by Eileen Flynn DeLaO.
Changes in Global Experience Courses Spark Curiosity
By Beatrice Kibler ’26 & Annabelle Horst ’26
Inside the Bubble Arts & Travel and Inside the Bubble News
Implemented nearly three years ago, the current model for Global Intensive trips has become a cornerstone of the Porter’s experience.
All 11th graders have the opportunity to become completely immersed in a certain topic framed in the context of a country: Costa Rica, France or Germany.
Every trip focuses on a different academic field, allowing students to find a trip that appeals to them. These trips have given former 11th graders many amazing memories, so it was surprising to many when a change was announced: This May, the AIS Global Intensive: Germany ran for the final time. Santiago Enrique, director of the Institute for Global Education said it was always the plan to have trips cycle out after about three years so the teachers involved could have a break, and the school could provide new experiences to the students.
“Germany was cycled out due to staffing difficulties,” Enrique said, and the school wanted to include a course that educated students on a topic relevant in today’s political climate.
The new Spain trip will cover the confluence of faith and culture in a city once inhabited by Christians, Jews, and Muslims. The location has not yet been determined.
The design process for the new trip began in the fall, with a variety of trips and topics being proposed by teachers. The countries considered varied from Iceland to New Zealand, but the school ultimately decided that Spain was the best choice.
Spain has a rich history, filled with different cultures and religions, allowing teachers to incorporate more diverse identities into the trip. Additionally, school officials wanted to ensure the trip could run in the future, and Spain was a reliable option. While the general outline of the trip has been established, the travel logistics and course planning are still in progress. The Institute for Global Education is working to create
a program that is both informative and relevant for next winter. Looking ahead, Enrique said that trips will constantly be changing, with each course running for about three years. The ultimate goal of the Global Intensive program is to give Porter’s students a unique and impactful educational experience. To ensure the trips are meeting their goals, students are sent a survey one and three years after their trip. The survey asks students to reflect on the essential questions of their course and evaluate the long-term impact of the experience.
The most important part of Global Experience trips is inclusion: Every 11th grader, regardless of identity, ability or income, travels.
Enrique emphasized the importance of this and the amount of effort put in by nearly all departments across campus to achieve it. Though the destination may change, the focus of the program never will. For years to come, the Global Intensive courses will impact Porter’s students, leaving them with memories and lessons that will last a lifetime.
SPORTS
SALMAGUNDY
Isa Kao Skis To Success
By Caroline Callahan ‘26 Staff Writer
Junior Isa Kao ‘26 continued to demonstrate her astounding athletic ability in February by competing in the 2025 Asian Winter Games for Alpine Skiing.
After an excellent qualifying effort during the Dubai Slalom FIS Race last November — skiing with the Hong Kong National Team — Kao’s attention turned toward the Asian Winter Games in Harbin, China.
There, she was the second youngest female athlete in her division, getting one step closer to qualifying the next Winter Olympic Games.
Kao described the event as overwhelming but thrilling, especially during the opening ceremonies.
“Before the sports competition, we marched around the village, and I saw the president of China and Mongolia,” she said.
Kao said her deep-rooted passion and motivation to succeed have propelled her as a skier.
“I became part of the Hong Kong National Team after I placed first in a competition in China during my fourth grade year, and it seemed like something that I could chase after,” she said.
Kao said that determination has been equally vital to natural ability along the way.
Kao emphasized that genuine commitment and a sense of adventure are the most important factors in achieving any athletic goal.
“Take the initial risk,” she said. “There is no point not crossing a threshold you are scared to cross. You don’t know what is possible until you try.”
With her enthusiasm and fearless attitude, Kao continues to inspire everyone around her, as she takes on the new challenges in the upcoming seasons.
Next year, Miss Porter’s will no longer offer an AIS Global Intensive trip to Germany and will send students to Spain instead. Courtesy of Miss Porter’s School.
Isa Kao '26 showcased her athletic ability at the recent 2025 Asian Winter Games for Alpine Skiing. Photo by Ski Association Hong Kong, China.
The Final Chapter of the Global Intensive Trio
By Arianna Vasson ’26 Editor-in-Chief
Concluding the trio of the AIS Global Intensive trips of the 2024-25 academic year, the junior class’s visit to Berlin, Germany, emerged as a highlight. The dynamic atmosphere of Berlin – a city of grunge, defiance and wild artistic expression – allowed students to immerse themselves in what it means to be a true Berliner.
The electric energy of the students upon their return was unmatched on the Porter’s campus. Every year, the students rush to spill every detail about the insights from their travels, immediately upload their digital camera photographs to Instagram, and rave about why their trip was such a metamorphic experience.
Over the past three years, each Berlin class returned with a unique energy. The graduating class of 2024 was eager to share their
drama-filled adventures. The class of 2025 brought an upbeat enthusiasm about how utterly life-changing the experience was, but what did the class of 2026 bring back?
They embraced the fresh, bohemian energy of Berlin and participated in nearly the same activities as the previous classes. So what differentiates the two trips? Anya Kumar ’26 described the class’s energy as contemplative after returning. She noticed a new sense of awareness about art and heavy discussions about what they had seen from the minute they entered the airport. Kumar traveled to Berlin this spring but believes that the timing of the trip shifted the energy from reminiscing on the excitement of the trip to stressing about wrapping up the year successfully. Kumar was not alone in this opinion.
Several other students from the class, including Gabby Duncan ’26, Sarah Henderson ’26, and Lauren Moore ’26, agreed that the delayed timing of the trip has heightened stress about completing assignments and wrapping up the school year, leaving them more focused on academics than nostalgic for Berlin.
However, for Hannah Satran ’25, Berlin was revolutionary. Their class experienced an intense level of bonding and dreaded their return. “I just remember waking up in my bed the next morning, and people were saying, ‘I want to go back.’ The life we lived for the past two weeks felt so much more authentic and natural,” Satran said.
On this trip, the students experienced life in every corner of Berlin with twelve days of pure sunshine. From scrambling to get on the Strassenbahn, to wandering around the graffitied neighborhoods that are brimming with fresh opportunities and character, the students left with a newfound curiosity and a deeper appreciation for the city’s creative pulse. The energy of this year’s students upon return was entirely different compared to other years, yet still evocative, setting a sentimental tone for the final Berlin trip for Miss Porter’s School.
Students walk through the Memorial to the Murdered Jews of Europe in Berlin.
Photo by Arianna Vasson.
Students engage in an interactive street art workshop in Berlin. Photo by Arianna Vasson.
Georgia Achilles, Gabby Duncan, Genesis Lewis, Vivianne Beaule, Kendall Manuel and Caroline Callahan enjoy a treat during the Germany trip. Photo by Arianna Vasson.
Juniors explored art and history in Germany this spring. Courtesy of Arianna Vasson.
Keeping Mahjong Alive
By Annie Tang ‘26 Guest Writer
The air fills with tension as ashley amoabeng and Wei Li face off in the Mahjong Fantastic under the dim lights in the Wean. One wrong move risks giving the other person a win—neither is willing to concede defeat. The sound of mahjong tiles rubbing against each other fills the room; shouting erupts when a move takes too long. Today, victory is personal.
“I love when the room is filled with yelling and shouting. That means the competition is getting intense,” said Miao Hwang, the organizer of the Mahjong Fantastic tournament.
At Miss Porter’s School, Hwang is determined to keep the weekly mahjong tournaments alive. The rivalry between amoabeng, a faculty member, and Li, a senior, generates excitement. But many games still have low attendance. Hwang, however, remains committed, sending eye-catching emails each week to encourage participation and preserve the spirit of the game.
For Hwang, mahjong isn’t just a pastime; it’s a lifelong passion. Known among players as the “majhong god,” her love for the game began in her childhood in Taiwan.
Mahjong, which originated in 19th-century southern China, is a game where four players race to assemble a complete hand of 14 tiles. A call of “hú!”—or “mahjong” in English—marks the end, declaring victory with a complete hand. The room reacts as tiles hit the table, revealing the winning set.
Hwang recalls the thrill of running to her aunt’s house, eager to earn a seat at the adults’ table. Those early experiences sparked a devotion that has only deepened over the years. Whether facing off against family members, honing her skills digitally, or now fostering a mahjong community at Porter’s, Hwang has dedicated herself to mastering and sharing the game.
Hwang shows off her mahjong set. Photo by Annie Tang
For the past 11 years, Hwang has taught Chinese at Porter’s. Her students often describe the spark in her eyes when she introduces games like mahjong. Her classroom, adorned with red cutouts and cultural animal illustrations, adds to the welcoming atmosphere she creates.
Every Monday and Thursday at 1 p.m., Hwang prepares the mahjong set in anticipation of the tournament. As students leave their classes, Hwang is already setting up the tiles, eager for the game to begin. But some days, the excitement is dampened by low turnout.
“It’s a little sad and confusing when no one shows up,” she said. “I mean, how can they resist? It’s such a fun game.”
On those quieter days, Hwang sits alone at the table. Her smile is less radiant, and the petite, silver-haired woman with glasses seems
smaller in the silence. Still, she remains hopeful.
“I tell myself, maybe students have work to catch up on,” she said. “But when the game is full, it’s so much fun to watch and play.”
For those who show up, the game is more than just a game. It’s a test of mental and strategic skills.
“What’s nice about playing in person is you get to read people, guess what tiles they have, get in their head,” said Li, a senior.
“The banter is a lot of fun too.”
For amoabeng, assistant dean of equity and inclusion, the thrill of beating her rival, Li, adds to the excitement. Their matchups are intense, filled with quick calculations and playful taunts.
Hwang’s love for mahjong extends beyond the classroom. At home, she jumps at any opportunity to play with family. And when they’re unavailable, she turns to online mahjong, never letting a day go by without at least one game.
Mathematics Department Chair Hur-shiu Webb, who has Taiwanese heritage, is among those who have carried the tradition into their own homes. Having learned the game as a child, Webb now plays regularly with friends and family, proudly calling herself the “winner of mahjong”.
For many Asian students at Porter’s, mahjong represents a connection to childhood and family. The game evokes memories of reunions and holiday celebrations.
“I really wish I could go more often,” junior Luna Lee said. “I love playing the game with Miao and learning more about her.”
As the tournament wraps up, Hwang waves to the departing players, with a smile on her face. “See you next time!” she calls out, already looking forward to the next match.
Hwang’s mahjong sets laid out on the table. Photo by Annie Tang
The Porter’s drama program staged its annual one-act festival in the spring, which included a variety of short plays written, directed and performed by students. Photo by Stephen Wang.
Students participate in singing in the garden tradition. Courtesy of Mary Zheng.
Students dress up for Junior/Senior Prom. Courtesy of Miss Porter’s School.
Seniors pulled a prank on Head of School Dr. Katherine Windsor by filling her office with beach balls and sticky notes. Courtesy of Mary Zheng.
Clara DeLaO, Charlotte Hannich and Eliza Wagner acted in DeLaO’s original play “Waiting Room” in the annual oneact festival. Photo by Stephen Wang.
Students on the dance floor at Junior/Senior Prom. Courtesy of Miss Porter’s School.
