Lowell High School - Lowellian Yearbook (Lowell, IN)

Page 29 text:

guidance L. R.: Elaine Bever, Mr. Earnest, Lee Perry, and Arline Vandermark. A not uncommon occurance during the school day is the sight of an obviously disturbed student rushing up the south stairs, past the administrative offices, and into the guidance office, for it is here that students take their problems. The personnel in this office is trained to handle every sort of perplexity from cross sectioning, to dropping out, to personal problems, to the tears of a young lady. The Guidance Department is the haven of the worried and dis¬ traught. It is the center of schedule con¬ flicts; it is a sounding board for students who have had it with a teacher. Here there is sympathy and understanding and a solution. But the guidance office is much more than the crying towel of the school; it handles testing and record keeping for the staff. It is in this small office that teachers may go to find out more about the students. Discussion of problems by counselors and teachers leads many times to a better classroom situation for both the teacher and the student. It is through the guidance pro¬ gram also that students with special needs and abilities may find suitable programs and opportunities through special education programs and infor¬ mation on post-high school education. The guidance office, then, is the par¬ ent of the student services. I AM ACADEMIC 2S

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science math L. to R.: Michael Hynes, Lawrence Ouwenga, Jack Rees, William Weiand, Omer Beeching, and Jack Ford The Science and Math Department is a unit in name only as both groups oper¬ ate autonomously under Mr. Grabill. The science division is one of the stabl¬ est groups in the school, moving steadily forward toward new goals while avoiding the pitfalls of rapid change. Already, the open lab concept is an integral part of the science cur¬ riculum and, with the adoption of new texts this year, more is being done with process oriented and group discovery method. In keeping with the ideals of the inductive method, our resident scientists emphasize depth rather than breadth in curriculum planning. In con¬ trast to science ' s resolute growth, the Math Department has attempted sev¬ eral daring programs in an attempt to provide our math students with the best possible program. Because of the in¬ dividualistic nature of the math person¬ nel, the innovations of the Math Department have been varied and inter¬ esting. As one might predict, with this type of highly experimental program, everything has not been peaches and cream; there have been some failures along with the triumphs. The math peo¬ ple are now beginning to investigate the fields of practical mathematics and sta¬ tistics and probabilities with an eye to providing for the heeds of more stu¬ dents at more levels of interest and abil¬ ity. 24 1 AM ACADEMIC

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foreign language This year, the foreign language depart¬ ment, now accustomed to the new facilities, is improving on past teaching methods. Many additions and correc¬ tions have taken place, and an improve¬ ment in the department is obvious. Laurie Guillon, a French girl who has lived in the United States since she was age nine, joined the French IV class for the second semester. Mrs. Claudine Paluzzi, the artist in residence, demon¬ strated in class, free-form plaster of paris sculpture, while Mrs. Walton gave in¬ structions in French. The Spanish, French, and Latin classes progress through the years at the follow¬ ing rate: Levil I—learning basic funda¬ mentals, Level II—improving on what was learned in Level I, Level III—read¬ ing stories, and Level IV—independent study and advanced reading. In the fu¬ ture years of language study, the student will certainly benefit from the detailed instruction they have received this year. 26 1 AM ACADEMIC