Neil A Armstrong High School - Gyre Yearbook (Plymouth, MN)

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three F more answers What effect do you hope to have on Armstrong students? 5 The student of 1976-77 can expect to spend about half of his existence in the next century. Even a conservative projection of contemporary dilemmas demonstrates the need to cultivate a new dimension of thought: a consciousness of humankind's interdependence. My task, as I see it, is to communicate an awareness of this dimension today in the hope that the citizen of tomorrow will not: - view world resources as 'lyours and mine , but as HOUI'S. - consider global issues in terms of national prejudice, but in global perspective, - look upon his neighbor as a black man, a white man,-or a yellow man, but as a human, - - cling to the I win, you lose ethic, but evolve toward a community outlook; a code of we win, or we lose. To the extent that my students adopt a selfless, supranational approach to life, I have succeeded. To the degree they do not. I have failed. One thing is certain: if today's student continues to view the world as we of the 20th century have - in terms of our time, our culture, and our selves - serious confrontations will follow. One example: How long will the world allow 77: of its people to consume 30-507; of its resources? In the 16th century, Copernicus, the Polish scientist, awakened the world to its proper place in the universe. It was a revolution in perspective. For Planet Earth, the mandate of the let century is a second Copernican Revolution. I cannot hope to match the efforts of a genius, but I can alert my students to the need. Hopefully, someday they will prove they were listening. 9 aedeag-

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ldealistically, our primary and secondary educations would be both social and intellectual experiences. The classroom curriculums would encourage learning for learning's sake, and avoid grade motivation and busy work. Learning would be based on the individualized concept, and grades would be replaced by informal written papers and interviews with the teachers. Learning would not be the long, dry process that it is now, but rater a vibrant, colorful, and stimulating experience that would encourage people to learn and to grow all their lives. Socially, we would mature learning to accept and understand persons of all origins and creeds. Individuality would be encouraged and students would be willing to share their talents and knowledge with their peers. This could be Armstrong. e My experiences at Armstrong have been so varied and diverse, that trying to generalize about the overall effect the school has had on me is difficult. I found, however. that the quality of my educational experience has had a direct relationship to the strength of my teachers. During my three years at Armstrong, I have had some V V wonderful teachers. Those teachers challenged me to really think on .my own, and encouraged me to explore further those areas of special interest to me. They stressed the hard work and dedication needed to make the most of my opportunities. They cared about or me as an individual, which means more than anything else. Of course, not all my experiences have been as satisfying. There are always those' teachers who can make a course seem almost worthless. by not requiring the student to remember facts, by allowing definite procrastination, or by simply not demanding that the student think and reason on his own. This is frustrating, because I really want my education to be worthwhile. But growth only takes place by making it through the unpleasant as well as the satisfying times. My greatest concern about the effect that Armstrong has had on me has to do with the future. Am I ready to make it on my own? I'm not sure. And yet, if I leave here with an awareness of how much there is yet to learn, and a curious, open mind to the world and those about me, I'll be ready for anything that comes my way. 9 :39 m

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As in situations which involve complex variables tpeoplel, I'd have to answer that my impact depends on the individual. For those persons who are genuinely motivated to learn, there is little I can do to prevent it. For them I serve as a guide when the road is obscured, a magician who turns frustration to logic. I also tell them when their assignments are due. But few students are naturally motivated. For those who realized that the fulfillment of lifetime objectives depends on education, but are swayed by social influences, I am a badger who persistantly scratches under their social selves to maintain academic self- discipline until they discover the connection between the quality of their work and the results it produces. If it were only so simple. Some students wrongly believe that their scholastic success depends on the personality of the teacher. Others are slaves to their peer groups and near-sighted concerning what serves their own best interests. Finally, for those who have no interest in education whatsoever, I attempt tsubtly, lest they think they are learning to convince them that some minimum skill level is needed to survive. ' All these approaches reflect what I believe to -be a primary goal of teaching - to equip each individual with the tools necessary for accomplishing his or her own goals. 9 rgw ?.Qw . Provide a catalyst so that students can obtain a secondary education that will benefit them in the years to follow. We have an excellent student body, teaching staff and environment. By placing these three elements together in the proper climate we have created a reaction that will provide each student with a solid education. Not just an education for going to college but an education that will allow students to grow and deveIOp in any career they may choose. We attempt to educate the whole person with our program so that they will lead productive lives in our society. , efw