Lanier High School - Viking Yearbook (Austin, TX)

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Sharon Worden Gay Wucher Pat Wysocki Joy Young George Yuia Nancy Zacco Philip Zurouetz Michelle Abbott Brett Adams Kerry Adkrsson Yvonne Aguire Mellrsa Aleman JoAnne Almanza James Alvarado Lori Anderson Rosemary Anderson Kerrie Antilley Craig Archer Kim Armstrong Stefan Arnold Karen Artus Cathy Ayres Phillip Baker Terri Baker 132 teachers as dedicated , . 11. Q I 'Q' 1.. . Xl. a -- .fsophornoresffreshmen pn- 'YY ur Dedicated Third Parent 1 Mr. Crist knew the girls on the volleyball team as individuals, as well as ath- letes. He gives them a refreshing pep talk in between games. 2 Always ready with advice, encouragement, and care, Coach Sylvia Dan- iels gave the track girls a boost when they most needed lt. Mrs. Daniels helps Gloria Whitfield take off her sweatsuit at the rainy district track meet. 3 Mrs. King saw many girls through the four years, not just as their director, but as a good friend. She awards trophies to the girls receiving high kick awards at the Vikette banquet. 4 With his own background in Drama, Mr. Foard applies stage makeup to Rusty Fuller. Sponsors were experts in their field and helped us to do our best, hey called themselves sponsors, coaches, directors, and advisors. We called them indispensable, reliable, our dedicated third parents. Going beyond the call ot duty, they spent countless unpaid hours to ensure that we got the leadership we needed to bring out our best. Coaching increased biology teacher Barry Crist's hours. During volleyball season, I have 16-17 hour days, said Coach Crist. He also spent hours watching films to correct mistakes, recruiting new players and attending summer clinics. Coaching the girls allowed him to go beyond the student-teacher relationship into more of a father-daughter friendship. l'm there for them to tell their problems to, and I try to give them advice. For Mrs. King, it all started with some girls from a Modern Dance class in a performance called Sports Coronation. She called the i

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Us Practical Preparation rom 8:00 in the morning until 4:00 in the afternoon, from 'August through May, we spent much of our lives in the pres- ence Cor under the thumbs! of our teachers. Each quarter after scheduling, groups met by stairs or benches or corners or posts to discuss courses, rooms, classes and teachers. Above the din of re-assigned lockers slamming and delighted or dejected classmates calling to each other, we scrutinized the names' ot the tive or six people who would have control over our tired bodies and worn-out minds tor the next 12 weeks. Choruses oi groans greeted favorites like Taylor and Hilsabeck while so-called easy teachers were welcomed with joy. We were basically lazy. We possessed the abilities to do well, but sometimes we needed prodding to get started. The teachers who taught us the most were those who tried to teach us something at all. Each had his own way of urging us along the steep path of edu- cation. Some teachers taught by lecturing. Mr. Hilsabeck, a college pro- fessor in his spare time, believed firmly in the value of lectures. Many ot his students, while they might not love him, agreed and appreciated his style for college preparation. You really learned to stay awake and take down everything he said. with discussions between students and teacher, Mrs. Boren led her classes through the tangles ot Basic Usage and made even Nonliction seem interesting by getting us involved. She pushed us toward thinking on our own and allowed us to have our own opinions. In math, neither lecturing nor discussing could succeed alone. Department chairman lvlrs. Teel realized this and struck a happy medium in her classes. She neither force-fed nor ignored her classes, but with challenging verbal battles, she made concepts like vector spaces and logarithms almost exciting. Using his quieter manner and gentler tone, Mr. Packwood got responses from stu- dents who withered under Mr. Taylor or shrank from Mrs. Teel. Mr. Porter took advantage of opportunities tor social studies pro- jects and outside assignments. His government classes got involved in city government at the department level by actually talking to offi- cials. He gave classroom work, but he urged involvement in the real things in life, too. His students went to court, went to jail, re- zoned voting districts, and saw city council action. He pre- pared us to be active, informed participants in our government. That kind of useful preparation was evew teacher's goal. They suited their style of presentation to their students and subject mat- ter, ending ultimately with an active environment where we could learn and grow. teachers as teachers 131

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. ' L F4322 35. 2 b 4.8, group of girls Vikettes. The rest is history. They went on to claim city and state recognition as trendsetters and champions first to perform on six-foot ladders, tap dance on an Austin football field, and do intricate routines on chairs. I have a good time, Mrs. King said. lt challenges my creativity, l'm always searching, And she always found something different and exciting to show the sellout crowds. When it was deadline time on the Viking Yearbook, Mr. Edwards, come rain or pnuemonla, stayed up weeknights til ten o'clock and all day Saturday and Sunday with his staff to get the job done! It's the hardest job in the worId, said Mr. Edwards. And it was. Trying to stabilize the sanity ot fifteen teenagers, and keep his own and still produce a champion yearbook called lor time, patience, strength, and a lot ol understanding. Behind all sports, clubs, and organizations there were teachers with experience to snare with us. Sylvia Daniels observed the train- ing of the track stars at the Olympics and her college years were devoted to track. Her spirit and energy fired up the Cindergals track team and supported them all the way to State. Bob Foard's profes- sional attitude polished the drama department's performances, Mr. Gifford's demand for perfection and harmony both musically and between the members led A Cappella to a sweepstakes rating at U.l.l.. We knew why they sponsored us. Building an honest relationship outside the gradebook and a deeper interest in the job kept them coming back. And to us, they were unforgettable friends. teachers as dedicated