Memorial High School - Reata Yearbook (Houston, TX)

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cretaries were First row: Mrs. Barbara Gaff, Mrs. Mary Louise Rose, Mrs. Francis Lynn Harrison, Mrs. Margaret O'Donnell, and ylor, Mrs. Mary Petitt, Mrs. Nellie Brock, Parrott, Mrs. Lois Brow, and Mrs. Audrey Mrs. Avenelle Mattingly. Photo by lim urs. Berta Standley. Second row: Mrs. Diane lones. Bock row: Mrs. Nancy Calhoun, Mrs. Tomforde. . 'i'i N! flirt fy.-. 2 1 Q i if' 'C 1 5 Y? t . 2 5 ool l J-rg unches are prepared and served by 11 'es. Front row: Sharon Spell, Lillie Lewis, ty Choates, lean Henderson, Melva Lang Buck row: Ruby Frizzell, Bertha Hanek, L, Z . as . to t Q ll 'Q E ox ' gt li l . .X Pauline Tilley, Viola Rodriguez and Marilyn Cooper. Photo by Dan Thompson, Frances Phipps, Viola Zebransky, Thompson. Lurvine Herbert, Teresa Saffer and Gladys Caulking. Photo by Dan Thompson. Ognoskie, Olivia Sandwiches are prepared by employees Zelda Faculty O 155

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u, 17 K . B fx' L - W 154 0 Faculty Projects, discussion, skits encourage student inpu Teaching methods at Memorial were as varied as the teachers who practiced them, but the type of stu- dent produced remained consistent. Discussion, working with students one-on-one and special projects were methods employed by teachers to in- spire student response while creating a more trusting atmosphere between teacher and student. Discussion proved to be an effec- tive means of reaching students for many teachers. Class discussion, very open, is my best teaching method. It gets people thinking and curious and asking questions, said Biology I and II teacher Mrs. Carolyn Schofield, who shares the post of chairman of the Science Department with Mrs. Linda Andrews. Because my class curriculum focuses on reading and studying American literature, much of my class time is spent discussing American authors and their work. Without discussion, an accurate understanding of the themes of the novels could not be had by the average student, commented junior English teacher Ms. Nelda Bristow. Individual aid, in conjunction with discussion, facilitated teacher- student relations. Discussion methods were used extensively in my classes, but I also try to work on a one-to-one basiswith those who need it, contributed Mrs. Lola Kelley, Senior English teacher. There is no substitute for one-on- one teaching for effectiveness. However, public education does not afford teachers the luxury of such a method. Fortunately, I teach a subject that illicits meaningful discussion from students, commented Freshman English teacher Mrs. Theo VanWinkle. Special teaching methods such as projects, reports and games served to bring out each student's individuality and creativity while providing a lear- ning experience. I love games. People can learn so easily from them, and the competi- tion keeps things interesting for the students. I enjoy designing the games because I get a special feeling seeing the results, said Mrs. Schofield. My students involved in the Ad- vanced Placement American History program were required to complete a Bored with conventional teaching, English teacher Mrs. Lila McGaw allows juniors Kelli Ickard, Carol Youngjohn and Clara Bui to recite poetry. Photo by Grant Olbrich. project which focused on a specii person or event which was an esse tial part of American History, add Ms. Bristow. Although teaching methods had great effect on students, one of tl most important factors of studer teacher relations was teachi attitude. continued on page 156 Health instructor as well as Iunior Varsity a Sophomore basketball coach, Coach Howard takes time out for a Mr. Pibb. Photo Iim Tomforde.. if Careful explanation of difficult concepts in novels such as A Separate Peace aid students in Mrs. Elizabeth Bond's Sophomore English class. Photo by Dan Thompson. Teachers often had boxes of papers they to search through. Mrs. Mary Hall searches elusive paper out of a stack of many. Photo Howard Holsomback.

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jooulty Instruction methods reach goals The question of whether to serve as a superior or a friend was solved in various ways by the teachers at Memorial. Fortunately, the question of whether to be a teacher or a friend is one that I have never had a problem dealing with. Friendship is the basis of teaching, said Ms. Bristow. I am my students' teacher, not their friend. I hope they know I care about them deeply, as friends should care about one anotherg but I have ac- quaintances, both on this faculty and outside of school, that I consider true friends, people with whom I share confidences, hopes, problems and triumphs. I can't be a teacher and share all of myself with my students, stated Mrs. VanWinkle. The main aspect of my relation- ship with students is mutual respect. I simply treat my students as people. I have never even considered separating teacher from friend, add- ed Mrs. Kelley. I approach students always as a teacher first. I try to be consistent, fair, knowledgeable and open. Friendship comes later, stated Mrs. Schofield. continued on page 158 One-on-one help was often necessary for understanding math. Senior Wade Huggins consults with Mrs. Pam Calder on a tricky pro- blem. Photo by Grant Olbrich. if . ..E 'T Organization is an important part of a librarian's job for Miss Ann Carrol, Mrs. Ma louise Rose and Mrs. Marie McPhail do a VY fine job. Photo by lim Tomforde. 156 O Faculty Q-I .-,,,..-cull by Mark Shearer. Always ready to lend a helping hand to eager freshmen, freshman secretary Mary Petitt calls a mother to check on a student's illness. Photo Chemistry students were required to me many new scientific techniques. Instru Mrs. Vonnie Iones demonstrates the densit water. Photo by Dan Thompson. xi!