Topeka West High School - Chevalier Yearbook (Topeka, KS)

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'tl Nl --in .wi TOP alternative education are Darrell Harris, '8O. ABOVE: Working on an alternative education project is Virgil Allen 'SO RIGHT' Workin . - - Q on some math problems in 5th hour alt ernative education are Bill Kershaw, '82, and Mr. Greg Nielson. LEFT: Enjoying the relaxed atmosphere in 1 141 People X Alternative Education 'One-Room Schoolhouse' Helps Students In Alternative education is hard to de- fine, in the words of teacher Greg Nielson. He compared the class to a one-room schoolhouse because ll or 12 students each hour studied as many as six different subjects. Mr. Nielson explained that classes, including literature, mathematics and social studies, were lax in a lot of ways. He said that the class was con- ducted as a study time when the teach- er helped the student learn how to learn. Some students took alternative edu- cation because they had problems in t , -. '- . 5 , 3. A - if i ia., tg Many Subjects regular class schedules or were bored with lectures. Some students took the course because they were not ready for the campus and other students en- rolled because they had conflicts with teachers. Few took the class because they were slow learners. Mr. Nielson and Bob laymes encour- age students to seek help. If the stu- dent has a problem, they can come talk to us and know it won't get past this annex, he said. The two teachers also worked with students who had prob- lems in other classes. it X Wag at rg-A , 2 iiffiim 5 'f.v' 1.4?.,.' it am, 4 ,723 p f , i 3 J, 4, I

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Concepts Methods Increase Students' Physical Fitness Concepts, a physical education class that was introduced here a few years ago, began to spread to other schools as Concepts researcher Terry Wright sold slide and tape shows to other schools. Under the direction of Mr. Wright and other physical education teachers, students applied Concepts methods to increase their physical fitness. Unlike the traditional physical education classes, Concepts students learned the what, why and how of physical fitness. They learned what physical fitness was through slides, tapes, lectures and workbooks. They learned why they must develop physical fitness through physical experiments. They learned how to develop a physical fitness pro- gram for a lifetime by trying various exercise programs. Elective physical education classes included lifetime sports and team sports. Among these were bowling, fencing, basketball, volleyball, tennis and other activities. TOP LEFT: Playing Razzle Daule Football is Wesley Wright, '82. ABOVE: Tagging Brad Bay- less is Robert Gonzales in fifth hour PE class. RON STULL: PE l,2,3 FRANK WALTON: PE 3,4, Speech IERRY WRIGHT: PE l,2,3,4 People! Physical Education! 1 13

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1 K ffl r' a 4. -4 BOBBI HOCHSTEDLER - Student Center BOB IAYMES - Alternative Education IANET LOEBEL - Learning Resources PAUL MITSCHLER - Gifted Students GREGG NIELSON - Alternative Education Life Skills Class Focus lndividual needs, applying problems to real life situations and students feel- ing good about themselves were all a part of Mrs. lanet Loebel's job as learn- ing resource teacher. Programs offered to the students dif- fered according to individual needs. One may have needed only mathemat- ics skills, while another student needed improvement in writing and reading. These skills were developed in real lite situations such a writing checks, keeping a checkbook, tracking finan- cial records and other practical situa- tions. ln addition, the students learned career evaluation, applying for a job, getting that job and keeping it. Students were offered regular high school credits, but the class could not be taken without parental and adminis- trative approval. Mrs. Loebel took five or six students each hour, mostly soph- omores. Students were graded on how well they used class time, percentage of ac- curacy and the student's individual educational program. The goal of these students was to find their potential and then to achieve it. FAR LEFT: Reading during fourth hour for her learning resource class is Louise Rich, '82 LEFT: Starting to listen to an educational tape is Molly Rich, '82 TOP: Working on a ditto assignment in his learning resource class is Bill Swalwell, '8l. CENTER: During his learning resource class, Kenny Gibbs, '81, decides to take a break. People! Learning Resource X l l5