Clinton Christian School - Echo Yearbook (Goshen, IN)

Page 26 text:

Teachers Represent the Floors of Our School Although some people think that the teachers only job is teaching, teachers have a variety of respon- sibilities. Perhaps their greatest responsibility is the idea that they are to be a model for the students. They are what the students build on, learn from, and go to for support. This is directly related to the floor of a house. If you don ' t have strong floor boards, the walls tend to lean or sag. The actual teaching of the students is a great re- sponsibility in itself. Preparing for the class comes first, which takes a lot of time and careful planning. Next connes the presenting of the material to the stu- dents, and last the teacher needs to evaluate the stu- dents ' comprehension of the material. Besides being a model, a counselor, asupport, and a teacher , the faculty member must also be a friend, ready and willing to share their friendship with the students. It is difficult for a teacher to watch students, with whom they have been developing close friendships, graduate. Therefore, teachers are constantly making and losing friends. In order to be that strong floor, it is manditory for the teacher to maintain quiet times; tinnes when he can spend time with God. He also needs support from other teachers and parents. Then, and only then, can he support the student as he should.

Page 28 text:

Industrial Arts Erriphosizes Precision Mr. Miller ' s success in making the 1978-79 school year one of his best was the resultof hisdetei — mination at the beginning of the year to make it a good one by developing better relationships. His honesty and openness resulted in improved relationships be- tween him and the students. He also experienced frustration in attempting to teach precision and ac- curacy in his classes and trying to spend more time at home with his wife and three children. This was the first year he taught elementary and junior high music classes as well as high school nnusic and chorus. His favorite classes were Music II and Industrial Arts, but he felt all his classes made up a nice variety. He felt the most effective teach- ing me.thod included discussion between the students . If his teaching was worthwhile, he expected them to arrive at the correct answer during their discussion . Frustration set in when something in one of his classes was just about, but not quite right. In I . A. , he often felt that a little more effort by the student would have resulted in an excellent rather than an average project.