Chugiak High School - Babiche Yearbook (Chugiak, AK)

Page 84 text:

ABOVE: Mrs. Lyon raises an eyebrow and purses her lips appraismgly as she looks over a particularly creative paper. TOP: Mr. Wells grins knowingly as Armand Ruffin regales him with the tale of how he lost his homework. RIGHT: With interest, Mr. Schulz reads an essay written in one of his Work-Study English classes. Special Education

Page 83 text:

f - r f f i Ik - TOP LEFT: Preparing lo begin his first experimental cross. Randy Bon-ker searches for ebony males. BOTTOM LEFT: Captured at a serious moment. Mr. Bill Walkins compares laboratory results from his seniors. BOTTOM RIGHT: A box is filled with water, it weighs 1.000 pounds. What can vou add to make it weigh less? questioned Mr. Metnzer. Answer: Holes!! MIDDLE LEFT: Listening to a thoughtful intelligent answer from one of his students. Mr. Zimmerman displays delight. TOP RIGHT: Looking down with iov. Mrs. Kav Ahrams gladly marks an A on the paper in front of her. OPPOSITE PAGE: BOTTOM LEFT: Trying ! • rrxoliiin a Chcmisiry theory. Mr. DuvkI Mor e gives an understandable ,;;.■ wrr. uOTTOM PJGHT: With a soft chuckle. Mr. John .lames shares a irugii iriih ,•;.•■ ■■:uocn: TOP RiC-UT: Wondering if he really wi ' ni.- to .:;■■, the sri,;.-, ' ■!: •• - ' ' :. ' , ir-:-, ' .- ' 0 ' ' - ' !ey .cri ' cs a sweet sn i!e. OI ' PG. ' - ' ITF PA6t ' ' C- . ' .;•-.•■.■ - :: .: ' ■■■:■ -oology S!i:den: . . ' •■ -Mli on

Page 85 text:

Special Ed Mentors Are Special Many of the students and faculty who have httle to do with the Special Education Department fail to realize just what a special type of education it really is. Chugiak ' s 1984-85 Special Education teachers helped others to un- derstand the fact that kids who take special classes are very rarely of lower intelligence than their peers. Instead, they are exceptional people who happen to have different learning abilities. This can range from learning more quickly to learning more slowly. Either can be extremely hard on a teenager. Gifted students can become frustrated and upset with the teachers who go over material too slowly for them. They are sometimes ostracized ' by their classmates because they catch on to things more easily. They often give up on school, become class clowns, or coast along on straight A ' s without bothering to put more effort into their classes than is strictly necessary to main- tain grades. On the other side of the coin are students who learn more slowly. They can be too easily discouraged by peers who seem to grasp a subject instantly. These kids may struggle for hours and still not understand. Many times, though, it just takes a patient teacher and a different manner of presenting material to turn a slower student into a star student. In fact, kids who have problems learn- ing may have the best comprehension of a subject once they catch on. Knowledge dearly come by doesn ' t just slip away. There are also special education students who just have problems in one area. It might be math or science, English or social studies, or anything. Students may be well-rounded, but there is always some area which needs improvement. A major part of a special education teacher ' s job IS to help out in problem areas, and to help students and their peers adjust to each other. ABOVE: Helen Boehm smiles over her work: beside her, a student snoozes. LEFT: With baited breath. Mrs. Gould watches to see how a .■student ' s project is turning out. TOP LEFT: Contemplating a slack of homework papers, Mr. Sampson sips his coffee. Special Educaiion