Sidwell Friends
Some students believe the Question of the Day takes from class time.
Sidwell Friends teachers have increasingly embraced a new classroom ritual: beginning class with a “Question of the Day.” This practice, which started in just a handful of classrooms, has now spread to more departments and grade levels, offering students an easier transition into academic work. While some view the practice as an engaging, community-building activity, others worry it will take away from valuable class time.
The “Question of the Day” serves as a “soft start” to class. Instead of immediately diving into instruction or assignments, teachers pose a lighthearted or thought-provoking question for students to answer before class discussion, encouraging all students to participate. Questions can range from fun prompts like “If you could have any superpower, what would it be?” to more reflective questions that encourage personal connection and community-building.
By creating a brief pause at the beginning of class, teachers give students a moment to mentally transition from their last activity, whether it was a difficult math test or a stressful physics assignment. Supporters of the practice argue that it helps set a positive tone for the entire class period. Senior Trevor Minton described it as “a good way to start the day,” explaining that it makes him feel more engaged while also lightening the mood of the classroom. Others emphasize the social benefits; students get to know their classmates better, often finding common ground through answers to the daily prompts. Senior Astrid Virk notes that she enjoys the lighthearted nature of the questions, adding that they give everyone a chance to participate regardless of the subject at hand.
Still, not all students view the practice as beneficial. Some believe that the time spent answering questions could be better used for academic content, especially in classes with heavy workloads or packed syllabi. Senior Jacob Osorio-Buitrago acknowledged that the “Question of the Day” is “a nice warm-up to the class environment,” but admitted that it also “takes away from normal class time.” Meanwhile, seniors Kai Schropfer and Tyler Nguyen reported that none of their classes this year have included a “Question of the Day,” leaving them uncertain about whether the trend will become a consistent part of Sidwell life or remain limited to select classes.
For some, the “Question of the Day” represents an intentional effort to balance rigor with community, aligning with Sidwell’s broader mission to educate the whole student. For others, the time constraint presents a challenge. With just 45 minutes in a class period, even five minute ice-breakers can represent a significant portion of instructional time.
The expansion of the “Question of the Day” also speaks to the larger questions about Sidwell’s culture. The practice emphasizes the Quaker values of community and reflection, demonstrating that time spent connecting with peers can be just as important as time spent mastering academic content. It also highlights the ongoing question of how the student body can balance well-being with high expectations.
Despite the mixed reactions, the “Question of the Day” continues to gain traction at Sidwell. Its growth suggests that many teachers and students see the value in starting class with a moment of calm. Whether viewed as a fun icebreaker or a distraction, the ritual has undeniably shaped the way many classes operate.