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Page 17 text:
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adding on! 810 MEW S TUDEI nS coniNG SOON 5TUDENT5
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Page 16 text:
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Fermi is . . . Fermi 1$ . . . a picture of augmentation in 1983 We have grown, not only by the population explosion of both faculty and students, but also through a deluge of new books and supplies. Each department at Fermi has expanded its curriculum and has added new textbooks to increase the variety of offerings available to all grade levels. In- coming teachers have initiated the new ninth grade curriculum. and are doing their share of educating the upperclassmen as well. This year at Fermi there were more teachers than classrooms from which to teach. Due to this situation, many teachers had to adjust to floating” from classroom to classroom, with no homebase from which to work. Teaching within this framework presented new challenges. Organization became a key word; frustration and fatigue became key problems. Still other teachers had to give up their classrooms during their preparation periods to make way for the floaters. This took away their time to collect their thoughts, to organize their classrooms, and to generally prepare for the busy day ahead. Some Department Heads had to also adapt to their new environments: their offices were relocated so classroom space would be available. Despite the many ad- justments inherent to those situations, the faculty readied themselves to accept the challenges and to make the best of their new surroundings. The result was a unified group with a common goal Together, the faculty learned to be flexible and understanding toward one another and toward their teaching jobs. Students were also affected by changes in Fermi’s environment. When Fermi opened its doors for the first day of the 1982-1983 school year, returning students were dismayed to find that their favorite hangouts, the alcoves, no longer existed! These students accepted the newly-constructed storage rooms that took their places. The upper classmen found themselves mixed with the newcomers in many classes, and all students learned to interact with one another constructively in an academic environment. The crowded halls that posed a problem for all at the beginning of the year soon became more roomy as both new teachers and new students learned their ways around the school. These changes surprisingly resulted in a smooth transition from a three year high school to a four year establishment. The positive variations mentioned are merely a few examples of the alterations at Fermi High. But, because modifications were made, we learned a great deal about ourselves and about our school as a whole. We did add on physically, both in supplies and population, but we also built closer relationships between all of the inhabitants at Fermi. We grew as a unit, and we worked together at developing a high sense of school pride. And, in the end, overtones of confidence, en- couragement, and reassurance concerning our futures were pro- jected. The transitions that began with an air of uncertainty are now transformed into a success. The four classes of Enrico Fermi High School in 1983 worked hard in their first year together, and that work paid off when they achieved their ultimate goal: they became a team. K05CtUSKO MOVERS I O 12
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