Woodbridge High School - Valhalla Yearbook (Woodbridge, VA)

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When One Thinks When students think of academics, they usually think of English. English is the only subject required for four years in order to graduate, and English classes were composed of both grammar and literature. As a freshman, students dealt primarily with grammar. Freshman Tena Boyd commmented, “I liked all the grammar work better than having a lot of literature.” On the other hand, the sophomores concentrated mainly on literature. They studied such novels and plays as Julius Caesar and Silas Marner. Students were often required to memorize speeches from specific selected passages. Sopho¬ more Chris Stanley added, ‘‘All the memorizing was rough, but I enjoyed all the literature.” Junior English classes focused on Early American writers. Poe, Frost, and Brad¬ shaw were some of the authors studied closely. Juniors also studied very little grammar. Progressing to the Senior level meant dealing with British Literature. Senior An¬ dy Mueck reflected, ‘‘This year, English was interesting, not to mention fun.” Whatever level students reached, they realized that the basics learned in English class will be an important part of the future. That’s a good one ...! Senior Tommy Dagger finds this class very amusing. Classes were not always serious, and there was a time for a few laughs. Often teachers found a fun way to present an uninteresting topic. I’m an audio visual pro .. .1 Senior Steve Ross operates the audio visual machine like a pro during class activity. English classes were frequently found viewing a filmstrip. It was good way to present a topic. Let’s get something straight here, fellows .. .1 Senior Bill Gossman takes control of his class. Speeches and discussions were often led by students in Advanced Placement English classes. It was a good experience which would help in the future. What’s the deal, teach ...? Junior Tim Greening states his opinion on the subject in discussions. Students were always given a chance to “speak out.” Allowing students to voice their opinoins was something teachers put a lot of emphasis on. English 21

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Could you repeat that please ...? English classes sometimes tended to be pretty complicated and re¬ quired repetition. Senior Andy Mueck asks for an explanataion on information which is being reviewed for a test. I’m so confused .. .1 Senior Mary Sullivan is finding it hard to understand some new information in her academic English class. Many students required in- depth discussions on new subjects and sometimes had to stay after school for help. What’s you get for number three ...? Senior Laurie Blackwell collaborates with Jon Raines on a class activity. Students often worked together in and out of class. Students found it was very beneficial to share their knowledge. 20 Academics

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Disorder? In the beginning there seemed to be a little disorder in the computer club. However, after officers were elected, things began to happen. “The club began very slowly, but with plans to improve the situation of the club, goals were set for the year,’’ said Curt Becker. The computer club helped the members in the field of computers to understand the languages of the com¬ puter. “Although playing computer games can be fun, the computer club taught the basic skills needed to use the computer in a beneficial way,’’ pointed out computer club vice-president Bill A helpful tool ... Laurie Blackwell works with a calculator to help her speed through the work. A calculator was a requirement in some math classes and was often a great help in the higher levels of math. Muller. Along with the computer club, math was a necessary ingredient to understand all three languages in writing computer programs. Math was a burden to some students because of the credits needed for graduation. Others wanted a strong math background to be able to go into a certain field of work. “To me math wasn’t a burden because the career I wanted to enter required a strong math background,’’ explained Jim McEachen. Some of the students had the same goals as McEachen, while other students just enjoyed taking math. Not another mistake ... John Bates works on a program, hoping everything works out. Often, it took three or four tries before a computer program would run properly and the desired effect achieved. Stop. Think. Remember! Freshman John Betts stops to recollect one of the steps in his program. Students just entering high school had a great ad¬ vantage with the introduction of computer classes into the curriculum. 22 Academics