Rickards High School - Anumpa Yearbook (Tallahassee, FL)

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Committees Promote Cohesiveness in Faculty The Student Faculty Advisory Board acted in an adviso- ry capacity in the development of school policies. Mrs. Eileen Falck was chairwoman with seven other teachers and the student class presidents serving on the committee. One of their first assignments was to make up a handbook for new students and teachers. The Faculty Human Relations Council promoted faculty cohesiveness, by helping faculty members meet and get to know one another, so they would be able to work together better. To get the faculty together they sponsored after-school cake parties and a Christmas ban- quet. A suggestion box was placed in the faculty lounge. Mrs. Eileen Falck, chairman of the Student-Faculty Advisory bers Mrs. Mildred Darville, Mr. Byron Smith, and Mr. Samuel Sims, Boaraj discusses the cramped accommodations with faculty mem- and studentmembers Levern Washington and Tony Hansberry. Sl 'D Faculty Human Relations Council members Mrs. Melinda Revell Mrs. Rosebud Bruton, Mrs. Mildred Darville, Mrs. Mary Calhoun, Mrs. Eileen Falcle, Mrs. Beth Freyman, Mrs. Sue Newman, and Mrs. Linda Price discuss plans for a faculty Valentine 3 party.

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Media Center Adds New Audio-Visual Section 'In becoming a media center the library added a listening fviewing section. Students could view filmstrips, micro- film and listen to records on a variety of subjects. Among these were literature, art, history, current events, govern- ment, and science. To accommodate the new section the books were rear- ranged with all the reference books being moved into what were formerly the conference rooms. KA bovej Mrs. Lettie Van Landingham shows Valita Skipperhow to set up a sound Hlmstrip viewer in the audio visual section of the media center. fkightj Mrs. Leah Steiner, library aide, reshelves books, so that students can browse and recirculate them. a ?l'QQ s 4 'K' -gf?

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Writing Course Strives for lndividualization .Recognizing a need for individualized instruction all the writing courses were combined into one program. The course consisted of 154 objectives on various skills. They ranged from fairly simple to difficult so students could work at their own level and speed. Students were pre-tested to see which areas they needed help in and to discover their particular talents. This way they were ready for individual study. The pro- gram had three major categories: basic skills, structure and style, argumentative and descriptive writing, type of discourse and imaginative skills. Besides, the writing course, various literature courses and special interest courses were offered. This gave stu- dents a choice in the type of course they wanted. These courses were on such various subjects as public speaking, debate, mythology or humanities. fBelowj Vince Picoio hands his writing pre-test to Mrs. Willie Fisher, English resource aide. fRightj Russell Frazier watches a movie in Mass Media about surfing. X