Munster High School - Paragon Yearbook (Munster, IN)

Page 33 text:

LEFT: Body Talk. Class presentations help sophomores (enny Hager and Molly Ah- Igrim develop useful gestures so they can deliver their message through body lan- guage. BELOW: Teamwork. Precise measuring and dose observation allow seniors Mike Breclaw and Cinny Kopacz to calculate their Physics experiment. unlimited methods of conueijinq thouqhts Communication (Continued from pg. 27) Writing reports and stories played a major role in the transmitting of ideas. In US History, students often wrote or gave oral reports. Of course, journalism I was important in introducing methods of mass communication to aspiring young journalists. They learned to write copy and create layout designs with eye appeal. Group discussions proved successful in getting ideas across from teacher to student and student to student. Government classes developed an assimilation government game called Hopcal in which group discussion became the center of governmental success. Biology, Psychology and Sociology also depended heavily on student involvement. Spanish, French and German classes were open to those who felt brave enough to venture into another language. A few proficient speakers acquired the potential for possible positions as interpreters and translators. Expressing ideas is not limited to only verbal communication, as it can extend to art and music classes. When a person draws a picture or creates a metal sculpture, he is communicating visually through his masterpiece, rather than through words. People involved in music depend on the lyrics, melody, and mood to get their feelings across to the listeners. Communication is found everywhere in school, it just takes time and thought to discover it. Whether listening to a lecture, taking part in a skit, writing an oral report, singing a song, painting a picture, or participating in a group discussion, students do communicate. Communication 29

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RIGHT: Overhead view. With a different perspective, juniors Shelley Ko- scielniak, Cindy Maas, and senior Florence Fowler, sketch their model, junior Kathy Burns. ABOVE: More red ink! Sentence fragments, misplaced commas, and misspelled words are slashed out as Mr. Ed Robertson, English 9 teacher, helps freshman Tom Granack with his five-sentence paragraph. RIGHT: Comprehension ability. Improving compre- hension and speed become part of daily classroom work in Developmental Reading as Jeff Reach recalls just read facts for a quiz. 28 Communication

Page 34 text:

a! Ha! Ha! Omigosh! Did you see that!?! Golly! I ' ve never seen anyone so red in my life! Yeah! she looked like an over- grown beet! Ha! Ha! Ha! Ha My face must have turned ten shades of red— I wanted to fade qui- etly into the background pattern of the walls— I ' ll never forget the time when . . . ... It was the end of the first hour, and I had just come out of a semester exam in English. I was very nervous and upset, and I was so pre-occupied with the test I had just taken that I walked straight to my third hour class and sat down. As the teacher was passing out the test, I realized that I was in the wrong room, so I got up and walked gingerly (amid laughter) out of the room and on down the hall to my second hour class. When my teacher asked me where I had been, I just blushed. I was so embarrassed! . . . One day in lunch I decided that it was high time I took some action toward a certain person that sits be- hind me in lunch. I got dressed up in a new outfit (my first skirt since school started). Like a charm school gradu- ate, I walked up to the lunch line to pick up my cold pizza and melted jello. As I glided back to my seat, I just so happened to pass HIS seat. Af- ter brushing with Ultra-Brite for a half an hour before school I flashed him that sex-appeal smile. Since my eyes were glued to his face, I didn ' t notice the banana peel on the floor. I fell with the grace of a cow on crutches and HIS eyes on me. I was so embarrassed! ... I was walking to the South Building on a windy day. Suddenly I realized my wrap-around skirt wasn ' t wrapped around any more. I was so embarrassed! ... I finally decided to go on a diet and stick to it. After losing ten pounds I decided to treat myself to a new outfit. I wore it to school the next day and everyone complimented me on it, but as soon as I turned my back. I ' d hear snickering. It went on like this all day praise, snicker, praise, snicker, praise, snicker. It wasn ' t until I got home that I realized I had left two curlers in my hair. I was so embarrassed! . . . This guy I know used to work in a gas station. One day he was pump- ing gas into this old lady ' s tank when a girl he liked walked by. He called out her name and she stopped to talk for a while. About ten minutes later, he realized that he had forgotten all about the old lady and her gas. He turned around to see how she was doing, and she was gone! His boss was standing there glaring at him. His girlfriend asked him why his boss was so mad, but he couldn ' t answer. He was so embarrassed! . . . I ' ll never forget my first date. Ev- erything had to be perfect— my hair was curled, I had my new jeans L. pantsuit on, and little brother prom- ised he ' d stay upstairs until we left. We really had a nice time, but when he turned to kiss me goodnight, my little brother was on the stairs giggl- ing. I was so embarrassed! . . . One Sunday morning I got up early to surprise my parents and serve them breakfast in bed. When I went out to get the morning paper, still dressed in my robe and slippers, the wind blew the door shut behind me. I tried to open it, but it had locked au- tomatically— had to stand outside and pound on the front door until my dad got up and let me in. I was so embarrassed! ... I was on the J.V. Hockey team in our first game of the season. At the end of the third period of the Varsity game, we were leading 6-0, so the coach decided to put a few of us in, I got the puck and skated lightening fast across the ice. The crowd was