Churchland High School - Trucker Yearbook (Portsmouth, VA)

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LOCKERS, grades and to perform to a teacher's satisfaction was felt by all students. Dealing with school policies and the usual amount of red tape was also a source of frus- tration for many. Attempts were made to alter the dress code so that students could wear shorts during the summer, but these failed with the un- animous veto by the members of the school board. An attempt to establish a smoking lounge at Churchland also was defin- itely voted down in the summer of 1978. Student complaints of the extreme heat of the bi te a thwarted play, facing the game once iner can be a strenuous A day at school can bring even the most dor- mant temper to a boil. SCHEDULING summer and the smoke in the bathroom echoed the frustration of many, but these were out- voiced by protests that a dress code rule permitting shorts was either too lax or too difficult to enforce, and that a smoking lounge was an impractical idea that could not function at Churchland. Whether or not one advocated these issues, the clash among disagreeing members of the student body and faculty proved to be a source of frustration. The installation of the new lockers involved taking all of one’s books home, a practice generally regarded as extremely inconvenient. However, many teachers helped battle this source of student frustration by offering their rooms as giant lockers until the new ones were installed. Scheduling sometimes proved to be frustrating to students. Major complaints were getting the same teacher more than once, being placed in a class that was either too fast or too slow for the student's taste, being placed in a lunch that includes everyone but the student’s closest friends, and still being shuffled around in classes in order to meet student requests three to four weeks after the beginning of school. In conclusion, whether caused by classes and teachers, school policies, the installation of new lockers, or scheduling, frustration was evident at Churchland High School. GENESIS 7

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-— FRUSTRATION: CLASSE What do you find most frus- trating at Churchland? “The most frustrating thing at Churchland is Mrs. Cope- land.’ “Studying for a Man- cuso test and getting a 79, and not studying for a similar test and getting a 100.” “The rules about being late.”’ “Carrying 25 books home so that the new lockers could be installed.” ‘Being late getting a driver's license because Behind the Wheel] was not offered to my period gym class.” ‘Typing a long manuscript only to re- ceive a 69 for one error.”’ “Being in New York City and getting the head count by the chaperones in front of 3000 people.” ‘Getting a 94 for the semester.”’ ‘Finding someone had stolen one gym sock from my locker.” “Mixing of X, Y, and Z classes.” ‘Trying to get people to cheer at pep rallies.” ‘“Mrs. Cooper.’’ ‘Mr. 6 GENESIS restling can be a very frustrating sport. Morgan on the PA system.” “Getting Mrs. Adams two years ina row.” “Having the Lance machines turned around during lunch.” “Paying $12.50 for a yearbook.” ‘’Watching the mighty Truckers battle to a 0-0 tie with the Bruins.”’ ‘Studying for 5 hours for a Lipford Al- gebra II test and still getting a 35.” ‘Getting sent home for wearing a ‘suggestive’ sundress and beachcombers during 90 de- gree weather.” ‘Math class.”’ “English class.” ‘All classes.”’ Frustration was evident in all situations at Churchland. Various frustrations bound the individuals of Churchland to- gether; however, it was how one handled the frustration that defined each and made him an individual. Many students found classes and individual teachers frus- trating. Pressure to make good S ual ak - Gary Stochéwics art senior biology frus- i trating... ' Disgust masks the face . of a Churchland stu- “As schoolwork can often be very — Ceatsinae uss Kostinas asks nine neighbor‘s-advice. ee she ate ‘poss: ioetves -Source ion in tr er

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CRISIS : EMBARRASSMENT What has been the biggest crisis of your high school ca- reer? “Failing Algebra | and Il.” ‘Preparing for a Mancuso de- bate.”’ ‘‘Having a Western Branch student getting shot during Hell Week, and having Churchland get the blame.” ‘Dropping my lunch tray when | was a fresh- man.” ‘’Flunking Geometry for six consecutive six weeks.” ‘Getting suspended from school.” ““Wrecking the car.” “Flushing the toilet and watching it over- flow as the tardy bell rang.” ‘Being subjected to the Per- lick bucket brigade.”’ (when a student caught chewing gum in Mrs. Perlick’s class is forced to search through the school for a certain number of hardened pieces of gum, scrape them off, and place them all in a bucket. “Getting ready for a big date only to find that the dance was cancelled.”’ (This student was referring to the cancellation of the 1978 junior-sponsored dance.) ‘Losing my class ring searching for cans for Chem- istry.”” “Forgetting to bring a report to class.” “Having to run the 600 in front of the boy’s gym class.” ‘Getting a teacher two years in a row.” “Failing English under three different teachers.”’ ‘’Trans- ferring here from another school.” ‘Getting caught smok- ing in the bathroom.” “‘Not getting a date for Homecoming my sophomore year.” Whatever their response to the above question, the mqj- ority of those students polled replied that they had indeed suffered some sort of crisis during their high school career. Indeed, the crisis situation was universal among all students. In general, the three most- mentioned factors causing cri- sis situations were embarrassing moments, forgetting or just not 8 GENESIS BRON ms Riding on Keith Myers’ shoulders, Anita Jone carries the Bruin Drive street sign. completing a major assignment, or failure of a course or courses. Embarrassing moments were the most common crisis-causing situations. Peer pressure resulted in a fear of incom- petence, clumsiness, or inade- quacy when compared to the standards of one’s friends. Besides those mentioned pre- viously, some embarrassing sit- uations suffered by Churchland students were forgetting gym clothes, leaving the same gym clothes in a classroom and having to retrieve them among a room of snickering seniors, tripping up the stairs or run- ning into upperclassmen, and getting singled out by a teacher duirng class for forgetting to do an assignment. Whatever the reason, all agreed that embar- rassment did help to correct careless habits such as con- stant forgetfulness. Forgetting to do an im- portant assignment ranked high on the list of crisis-causing situations. Long-term dead- Hl lines that slowly crept up on one, and procrastination were both cited as factors that brought about this crisis. Failure to complete or turn Q project in on time brought feelings of anxiety and panic to many students. Failure of a course or courses upset others. The most men- tioned courses were those in the math, science, and English areas. As one student com- mented, ‘’When | failed Algebra, everybody thought that | hadn’t tried to pass. The truth is that | did my best, but | just could not pass the tests, no matter how long | studied. But my parents still restricted me because of it, and my tea- cher never considered the effort | put in just to receive an F.”’ For the majority of students questioned, failing a course was the biggest crisis weathered. In conclusion, however cri- tical, crises are a part of one’s high, school career, and these experiences served as unifying forces at Churchland.