Lancaster High School - Cayugan Yearbook (Lancaster, NY)

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at least once a year, they must plan the schedule of the coming year. One of their most important duties is to administer guidance tests and provide informa- tion about scholarships and colleges. In addition, per- sonal and classroom prob- lems are discussed with students and ра S. Miss Ali co! with M. Kucio. Below: А iypicai form which teachers and guidance per- sonnel must fill out for stu- dents entering colleges. ° z Room 3 Personality Record (Confidential) (REVISED) Grade IET SIE س‎ PERSONAL CHARACTERISTICS OF О E Ass RRR ees Last Name First Name Middle Name Schoo ER e - Lown or City = а tale 098 The following characterizations are descriptions of behavior. It is recommended that where possible the judgments of a number of the pupil's present teachers be indicated by the use of the following method or by checks: | М (5) 2 У VVVVV Vv Example: MOTIVATION TU IG - = — ss er Purposeless Vacillating Usually Purposeful Effectively motivated Highly motivated M (5) indicates the most common or modal behavior of the pupil as shown by the agreement of five of the eight teachers reporting. The location of the numerals to the left and right indicates that one teacher considers the pupil vacillating and that two teachers consider him highly motivated. If preferred, the subject fields or other areas of relationship with the pupil may be used to replace the numerals. 1. MOTIVATION 2. INDUSTRY 3. INITIATIVE 4. INFLUENCE AND LEADERSHIP 5. CONCERN FOR OTHERS 6. RESPONSIBILITY 7. INTEGRITY 8. EMOTIONAL STABILITY Purposeless Vacillating Usually Purposeful Seldom works even under pressure Needs constant pressure Merely conforms Seldom initiates Needs occasional prodding eni initiates Effectively motivated Prepares assigned work regularly Consistently self-reliant Negative Indifferent Co-operative but retiring Sometimes in minor affairs Self-centered Unreliable Somewhat dependable Not dependable Questionable | at times Hyperemotional Excitable Apathetic Unresponsive Somewhat socially concerned Usually dependable Generally honest Usually well-balanced Contributing in important affairs Generally concerned | Conscientious Reliable, dependable Well-balanced Significant school activities and special interests or abilities. List membership and offices held in school activities. Highly motivated Seeks additional work Actively creative Judgment respected— makes things go Deeply and actively concerned Assumes much responsibility Consistently trustworthy Exceptionally stable

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GUIDANCE Each key must have a lock that provides a perfect fit. The Guidance Department helps us understand the value of our KEYS TO THE FUTURE. The advisory stai Simon and Miss perform this tasi many others. Alon; interviewing each stu Above: Mr. Simon explains college entrance requirements to an interested student. Below: Square holes, colored pegs and no step by step direc- tions! Such mechanical aptititude tests administered yearly to each senior in our school by the New York State Employ- ment Agency helps them determine future occupations or pro- fessions. Mrs. Schmitz, secretary in the guidance office, instructs a stu- dent in filling out his college entrance forms. ue. 12

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Row 1: C. Lindsay, E. Nitchke, J. Roesch. Row 2: J. Java, L. Koester, R. Phelps, O. Roaldi, J. Kelleher, F. Simon. Row 3: J. Roessel, R. Gessert, R. Forton, R. Wright, J. Foyle, C. Kemp, J. Walter, B. Nicoll, N. Symington, M. Schermerhorn, C. Debbins, R. Thomson, L. Boratin, V. Kane, D. Hinckley. Teachers guide, inspire, and impart knowledge; They encourage and take pride In our accomplishments. Teachers help to fit the keys of our talents To the doors of our opportunities. Teachers help direct our efforts Toward the right keys; They do not open the doors for us. Teachers help knowledge and skills to Become available to us, But they cannot learn for us. 14