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Page 173 text:
darkroom and the publications room. The IMC had many books and magazines available. Books could be checked out for one week at a time while magazines could be used over- night. All material, however, could be renewed if it was needed for a longer period of time. Students learned many things from using the IMC ' s materials. Mrs. Cidney Berebitsky, an English teacher, said that her students used the IMC to do research papers on controversial topics. They used material for research on famous people and criticisms of authors and their works. Mrs. Berebitsky said that the IMC taught her students self-motivation, how to set goals for themselves, how to gain information ' and insight, how to effectively use the IMC. Mr. David Gerkensmeyer, chairman of the science department, said that his students learned about things not necesarily talked about in class, and that they used the IMC to do reports for science classes. Mr. Dan Cunningham ' s students used the IMC for book reports. Most teachers said that they thought the audio visual department was the best equipped, but they wanted a larger variety of periodicals, more vertical file clippings, and more science oriented material. The school purchased much new material for the students and faculty to use. A third video cassette recorder was purchased along with a color camera and a television set for monitoring. They bought a video disc player, a stereo, and a new tape recorder. The tape recorder enabled students to record on eight track tapes as weU as ca ssette tapes. The IMC purchased new films, records, and video tapes. A variety of books was pxirchased totaling 989. Mr. Ken Knabel, the audio visual coordinator, said that they would like to have purchased eight to ten com- puters. " We would ' ve had to train students to use them, but they would have been available for anyone who wanted to use them, " he said. Com- puters would have been helpful in tak- ing inventory and to print overdue notices. Even the card catalog could have been computerized. This would have made books much easier to find. Mrs. Vera Fredenburg, the IMC ' s director said, " I think a larger percen- tage of students should use IMC materials. Many students came in here just to have a good time. We did have a very good and cooperative group of student helpers though. " The IMC had much material for the students and faculty to use including audio vis ual material, seminar rooms, and darkroom, besides many books and magazines to read. Much new equipment was purchased along with new books to give students a larger variety of material to use. The IMC was not just another library; it was a place for learning, developing ideas and thoughts, and gaining informa- tion and insight into many things. Gail Yauk ' 87 relies on the card catalog to help her find the needed IMC materials. Clark Atkins ' 84 enjoys a magazine, one of the ' many sources available in the IMC. IMC169
Page 172 text:
The IMC-9Iot Just Another Library The Instructional Media Center was not just another Hbran, ' to the students and faculty who used it. There was much material available for the student and faculty use. There was the audio •isual center where teachers could borrow materials, seminar rooms, which were used for classrooms when they were needed, the darkroom, which staff members of FOCUS and PASSAGES used to develop and print pictures, and, of course, many books and magazines for borrowing. Much new equipment was purchased. This gave students and teachers a larger variety of material to use for research, reports, classroom discussions or just reading. Students and faculty used the IMC ' s materials for many things. The audio ' isual center was a help for all of the teachers. They could check out movie projectors, videO ' casette recorders, overhead projec- tors, television sets, and many other pieces of equipment to help in their teaching. Mr. Ken Knable, the IMC ' s audio visual director, along with student assistants delivered the equipment to the teachers on the morning of the day they requested it. Any other audio visual materials, like records, tape recordings, and fihns were checked out just like books. The darkroom was very important for the staff members of FOCUS and PASSAGES. The darkroom had three enlargers for enlarging pictures and aU of the other necessary equipment needed for developing and printing pictures. A closed circuit television camera along with an intercom set was used in the darkroom to make commtmication easier between the 168 IMC
Page 174 text:
These Are Deeply Involved Perry Meridian ' s counselors and administrators played a big part in the life of all students who went through high school at Perry. They not only counseled and administrated, but they were deeply involved with academic, athletic, social, and extra-curricular activities. They encouraged students to get good grades, cheered students on in their sporting events, attended social events, and sponsored extra- curricular activities while enforcing the law of the school. The guidance department made an attempt to become close to the in- dividual student. It had eight counselors, two of whom counseled upper classmen. These counselors also acted as class sponsors. Mr. Bob Banks, guidance depart- ment chairman and senior counselor, commented, " I oversaw the whole department, helped withdraw and enroll several students every week, and helped with the orientation of new students. I assisted in ad- ministering the PSAT to juniors and sophomores. For sophomores, the test was only practice to give them some idea of what it was like to take a big test like that. I gave applications for college to students who wanted to apply, relayed information about scholarships to requesting students, and arrange d for guest speakers to come in and speak about colleges, careers, and the military. " Miss Sharon Brown, counselor, said, " The old way of distributing students to counselors was to assign two counselors to a certain grade, and since the reorganization, a few years ago, the way has been to have two senior coimselors with the alphabet divided between them and have six underclass counselors with the alphabet divided among them. It has really streamlined the scheduling, attendance, and counseling pro- cesses, I was on the gifted committee which dealt with the IDEA program. There were 22 freshmen involved with the program. " Miss Brown also had to take charge of the Honors Night program and scheduling system. Mrs. Geraldine McBride, senior counselor, commanded several pro- grams. She was in charge of the 170 GUIDANCE
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