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Page 36 text:
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Students aware of potential hazards How many times have you driven down the road, seen a car marked Driver Education and swerved to the other side of the road trying to avoid the young, inexperienced drivers? If you have, they are prob- ably students enrolled in the traffic safety program. For most underclassmen, one of their most popular courses was Traffic Safety. The students knew exactly what was going to be taught and most worked very hard to accomplish their one main goal: a driver's license. The Traffic Safety program is a very structured one. There are a cer- tain number of hours that must be spent in each of the three areas of the course: driving, where the actual on-the-road training is done, sim- ulation where the student uses a machine designed to make the driver aware of the things around him, and classroom sessions, where the rules and regulations of the road are learned. lf these minimums are not met the student doesn't pass. V Junior Julie Harshbarger feels that since she has taken the class her attitudes have changed, making her more aware of the dangers of driving. I. Sophomore Barbie Koenig learns the fundamentals of football at a powderpuff prac7 tice. 2. Mr. Mick DiRe is in shock as he returns from a driving session. 3. Mr. Darren Sipe looks surprised at some of the answers he gets in his Traffic Safety class. 4. Mr. Larry Hitchcock ponders an interesting question raised by one of his students. 32 Vicki Funderburk Steve Galvagno Daren Gibson Tom Gilchrist Pam Goddard Carl Gray Kathleen Green Karen Greene Scott Greer Fran Gregory
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Page 35 text:
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I James Esposito A Mark Evans 4 Cf., li! ' Laurie Evelyn John Everett I fn 1 n John Ewins Grey Ezell 'ff it Kirk Figon Q Bob Fletcher Cynthia Forbes Debbie Ford Experience found in English 10 Sophomore English is experiencing and expressing, exploring and evaluating and most of all studying in depth pieces of Literature to find out what makes them tick. Reading, writing and enjoying literature were all part of English IO this year. Getting students involved in well-known authors and poets was the department's top priority. Giving the students a good back- ground in literature was one of our maior concerns, commented Ms. Kim Anthony, English Department chairperson. Everybody has room for improvement. This was the way the Reading Department felt about their programs. As one alternative the depart- ment offered Practical Reading, a class which included reading com- prehension, filling out iob applications, and learning basic skills. The department also offered Advanced Reading and Developmental Read- ing. These classes taught students to read more rapidly, to skim mate- rial and to remember ideas instead of words. These classes also of- fered students the opportunity to increase the effectiveness of their reading. l. Ms. Edna Burns chuckles at a private joke she shares with a student in her Reading Improvement class. 2. Ms. Louise Lowry laughs at one of her Sophomore English student's explanations. 3. Smiling with understanding Mr. Irwin Sammeth listens to a story one of his Advanced reading students wrote. 4. Only half convinced Ms. Tia Kinnear accepts one of her Sophomore English Student s excuses. 5. Ms. Donna Hughes glances up from her book to answer one of her student s questions about grammar. Q Dennis Fox Brian Frazee N. ,H Michael Freed Kristine Frahreich Melanie Fuller
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Page 37 text:
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