Hauser Junior Senior High School - Jetstream Yearbook (Hope, IN)

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Focus on the Future Cadet teaching offers students an opportunity to explore possible careers and with that, cadet teaching was successful. The program was not set up to make the student a teacher or to teach how to be a teacher, said Mr. Mike Brock. After a year of the class, Chris Chappie said, “I found out that I don't want to go into education and I'm glad I decided that before I made a major decision for college. Mr. Brock was a rookie at cadet teaching, but, the previous teacher gave him an overview of what he would be doing. Mr. Brock then added his own ideas. He realized once things got started, that it was more work then he thought it would be. The first semester, the students kept daily logs. Mr. Brock had a couple of reasons for this assignment. He could be certain of what students were doing and students could focus on what they were accomplishing. It is something we Melanie Stone reads the book A Monster in My Bathtub to her students at Cross Cliff Elementary. She was a cadet teacher in the resource room the entire year. Aprill Cox grades math papers received from her students. She taught fourth grade math while teaching at Cross Cliff. Although Aprill taught at different grade levels and in different schools, she always taught math. 20 Cadet Teaching can look back on to remember what we did, said Deanette Zody. Another assignment that the class did involved a field trip to Indiana University, visiting some of the education classes. The students then wrote a report on what the day was like. Mr. Brock said, I enjoyed working with the students and I liked the feedback that I got from them. It was also a chance for me to get to know some of the seniors better. Deonette Zody looks up to ask one of her students a question. As a cadet teacher, she taught math to a group of sixth graders at Cross Cliff Elementary for the last nine weeks of the school year. The cadet teachers change classrooms every nine weeks getting different grade levels, different courses, and sometimes a different elementary school.

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During junior high foods class, Angie Tan-guma rolls cookie dough. Other projects included biscuits, vegetables and fruit salad. Amy Keller makes a sample buttonhole for her clothing notebook. The notebooks were made to prepare students for doing their projects and included understitching, seam overcast, stay stitching and buttonholes. Make It Match Why don't orange and green go together? asked Kim Case as she tried to figure out her color scheme. Space, line and texture were also part of her project: designing an apartment. Designing an apartment was only one of the many topics covered in Marriage and Housing class. Color is the most important decorating element. It creates optical effects. Using bright, warm colors in furniture patterns makes the object appear larger. Also, by painting a high ceiling red it will appear lower. Using light greys and blues, a small room will look larger if the walls, floor coverings and furniture are different tones of those same colors. Space, or the lack of it, is an important element in designing a room. The way a design arranges the space of the room creates the mood within it. Too much emptiness can give the feeling of inferiority. Arranging furniture in small groups gives the feeling of security- Line is another element which suggests different moods. A horizontal line suggests rest. Action is suggested with a vertical line and the diagonal or zigzag line indicates movement. Texture is the surface of an object which affects the color of it. A rough texture light casts a shadow and makes the color seem darker, which is important when trying to match colors in different textures. “All elements must work together in order for a room to be comfortable. It isn't just how furniture feels when we sit in it that determines how comfortable we feel in a room, the use of color, texture and line also come into play, said Mrs. Janice McMahan. Home Ec 19

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Kevin Fields writes a letter to Ken Joy Nursing Home so he con find out about its future. He wrote and received four letters from the nursing home getting information about new growth factors that will be taking place John Newsom gives an oral report over planet Earth in Challenge class. Each student told about different planets in the solar system. Because of the time spent doing research in the library the class members wanted to give their reports in the library. Beyond the Basics “It is a challenge to teach junior high challenge, said Mr. Gerald Jordan who taught the class last year. During junior high, the two years are divided up into six units with three units taught each year. The first unit, which lasted 12 weeks dealt with Leadership. With the second area of study, Futuristics, the students did a Del-phi-Survey. Each student picked an area whose future interested them. They stayed with the Hope and Columbus area so they would know what this community would be like in the future. The third unit, Utopians, involved traveling to New Harmony, Indiana and to Shakertown, Kentucky to study planned and controlled communities. Different from junior high, the senior high challenge had four units which involved two teachers, Mr. Nick Cooksey and Mr. Matt Nussbaum. During the astronomy unit, after considerable research, each of the students became an authority on one planet in the solar system. Oral presentations were made to the class and discussion followed regarding atmospheric conditions, surface features, life sustaining possibilities, orbital paths, magnetic fields, and the latest data col- lected by recent space probes. Students also learned how to mathematically locate a planet's position in an elliptical orbit at a given time. “There is much flexibility in a class, such as this one, because of the accelerated students. The instructor is able to act as a mentor while the students are motivated to work diligently on their respective projects, stated Mr. Cooksey. Mr. Nussbaum added, “As the teacher, I had to know what I was teaching and it was much more than the basics. Challenge 21