Falls City High School - Orange and Black Yearbook (Falls City, NE)

Page 18 text:

 Highly productive” is one of the definitions of rich found in Webster's Dictionary, and that perfectly describes the students and faculty. faculty members worked exceptionally well throughout the year to give the students the best education that they could possibly give. The administration made sure everything ran smoothly while the teachers were busy grading papers and giving huge amounts of homework. Freshmen kept on their toes trying to get acquainted with the high school routine. One freshman, Brian UUardlow, commented. “High school is much better than middle school, and it is what I expected it to be. UJe have much more freedom here, and there are many S0 more activities to participate in. UUith one year under their belts, sophomores felt more confident of themselves. They knew whot to expect, but they knew they had a long road ahead of them. Things such as planning the Jr.-Sr. Prom and taking FICT tests kept the juniors busy. Jobs also helped to keep them busy. Mitzi Deckinger thought this was her busiest year. She said, I have a job and much more homework. I'm more active in band and chorus, but all of this activity makes the year more fun. Rll the seniors could think about was graduation and their plans for the future. They put together a time capsule to be opened in twenty years. With this they hoped to preserve a little of their senior year. €veryone worked together to make the year the richest and most productive one it could be. Junior Ginger Hall, teacher Bob Loss, and seniors Becky Rrmbruster. Lonnie Blevins. Torn Lunsford, and Joe Romeo relax In drama doss. Bachelorettes Kristen Hartman. Tocy Kirken-doll. and Horl Pott erf lough ot on onsujer during the Tiger Doting Gome . 14 Peokte Divider

Page 20 text:

l dliliLVH! ----------------------- son for teaching. She said, “My mother was a teacher, so I was familiar with the job.” The influence of another teacher was how some of the faculty made their decisions. They were either real close to that teacher or liked them very well. According to English teacher, Judi Carter, she had two English teachers that were big influences on her decision. She stated, “One of my teachers was the nicest teacher I ever had, which made me decide to become a teacher. The other was the hardest one I ever had, which made me decide to teach English since I had such a good background. Although their reasons for teaching were different, most faculty members agreed that it presented new challenges every day. Joyce Armbruster-Secretary Vern Boyd—Custodian Lewis Gellett-Principal Ron Holman—Activities Director, Biology I and II, F-Club Sponsor Ron Roggenkamp-Counselor Doug Sailors-Maintenance Supervisor Vivian Schlicker-Custodian Glenn Scholz-Custodian Sharon Sells-Resource Aide Vicki Vogt-Library Aide John Wharton-Librarian Carolyn Young-Secretary Not pictured: Alvin Henry—Grounds Keeper 1 6 Faculty Teachers explain why they teach “I wanted to stay involved with young people and with activities.” --Tom Hinrichs- Working with young people can be both a challenge and a joy according to a group of teachers. When answering a questionnaire about why they decided to become teachers, most mentioned a desire to work with young people. English teacher Tom Hin-richs said, “I wanted to stay involved with young people and with activities. Family tradition was another reason mentioned by several faculty members. The tradition was especially strong in social studies teacher Ron White's family. Not only have all of his brothers and sisters taught school, but he also has five aunts, two uncles, and two brother-in-laws who are educators. For Barbara Watlington, Home Economics teacher, a model to follow was her rea-