San Dimas High School - El Santo Yearbook (San Dimas, CA)

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■ rfn r - At the faculty barbecue on inservice day. Mr. Baber and Mrs. Cline ' s down-home cookin ' brings Mrs. Williams and Mrs. Wiese out looking for a bite. To top off an unusually interesting inservice day. Mr. Gale. Mrs. Stabio. and Miss Schuller take advantage of the picnic lunch provided by the administration. Luisa Parmer Language Assistance i ' V -;,v w — Lorraine Matthev Math. Accounting Jeanne McGurty Choir Katie Miller English. Yearbook Trent Munsey Photography. Drafting. VICA Karen Oaks Resource Specialist .uhcA. fl5

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7 e Sevtet % OtU ? w£ Karin Hyatt Planning and Guidance. Home Ec ' . ' paccdUf culc Five days a week, 36 weeks a year, when the bell rang at noon, students ate lunch at McDonald ' s, Carl ' s Jr., Wendy ' s, or, if in the mood for a real treat, the cafeteria. The faculty, on the other hand, did not have the same kind of lunch. What did they do? It ' s been a mystery for many years, but now, all wondering has ceased. The doors to the faculty lounge have been opened. It comes as no surprise that some of our diligent faculty worked at lunch. Many of the science teachers, for example, stayed in their rooms to allow students to make up labs. Other teachers stayed to hold club meetings or to offer a chance for make-up work. Proctors, assistant principals, and secretaries ate lunch at different times, but usually with the same people every day. Library- clerk Mrs. Miller said, Talk about monotonous. Every day it ' s the same people, the same place, the same thing. The rest of the faculty sat in the faculty lounge talking about their families, playing cards, grading papers, and doing other fun teacher things. Now, let ' s get down to the real nitty-gritty. What did the faculty chow down on? For health-nut Ms. Brem, lunch consisted of yogurt and Perrier. She said, I like to eat light so I can go home and have a BIG snack, like a handful of Wheat Thins. The media center ' s Mrs. Miller ate tunafish sandwiches from the cafeteria and milk for strong bones and teeth. Contrary to popular belief, not all the faculty ate a nutritious lunch. Mrs. Pfeifer ate lots and lots of cookies. Whenever there was an extra five minutes for lunch, Mr. Elliott got out his Ding Dongs. Well, the secret ' s out. There will be no more wondering what teachers do for lunch, and we ' ll all sleep better at night. Don Kilbourne Media Center Specialist Dennis King ASB, Planning and Guidance Kathy King Science Doyle Lyman GSR. Ceramics Barney Marline Band f!4 ' PacuCty

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Don Plulm Woodihop. GSR Oary Prestesater Social Science rfctviee See6i t$ Student 7wt 7 x Teachers were looked at as being strict, giving too much homework, and people who just made life more difficult. There were those students, however, that knew teachers were not just interested in how well you did on Friday ' s test, or if you turned in your homework on time. Teachers took time out at lunch, break, and even after school to talk with troubled students to try to help them sort out personal problems. Teachers seemed to have a special ability to sense when something was wrong and they did their best to help in any way possible. Mrs. Ripley said that she suspects things aren ' t right, when a pupil shows signs of withdrawing from the rest of the class, daydreaming, exhibiting aggressive behavior, and putting others down. Students seemed to trus t teachers and ask for help. Ms. Clark said, I have had students in the past come to me wanting to talk about problems concerning drugs and other serious situations. In some classes students were able to express their feelings during times allotted for discussion or through journal writing. Mrs. Stabio started every class off by asking, Does anyone have anything to share? This gave students an opportunity to talk about anything that was on their minds. English classes often had a journal writing time. Teachers counseled by responding to students in their journal entries. The scribbled advice written in red or green pen that was squeezed in the margins was a good indication that the teacher cared. As students and teachers began talking on a one-to-one basis, a realization occurred — teachers were not as awful as had first been thought. Despite their often rough exteriors, teachers were people with feelings too. Sophomore Christine Weinman said. Miss McGurty helped me once when I was having problems with my parents ' divorce: she seemed more like a friend than a teacher. Advice was not only given for personal problems. Guidance for future plans was always welcome and sought after. Mr. Munsey said. I have helped many seniors pick the right college and decide on a career for the future. Other teachers helped in a more indirect way — by counseling through example. Miss Schuller said, I show students that classwork. habits of study, and organization have a direct relationship to future work experience and a higher education. Because teachers helped students academically while helping them personally, they agreed that counseling was one of the many aspects of teaching. As problems outside of school were alleviated, grades and classroom behavior improved. Mrs. Hyatt said, I feel as if it is part of my job to help kids with any problems that they might have. If I can ' t help, I send them to someone who can. Responding to the call of duty, teachers helped students in more than just the areas of reading, writing, and arithmetic. Offering advice according to their own experience provided valuable direction for confused teenagers and this, in turn, guided them toward a better outlook and a more enjoyable life. Ethel Ripley Computers Doug Rose Math Don Sanders Science Jean Schuller Social Sciences Dick Shelbourne I ' llVMi ,ll I 1 ii. .ill. in ff6 ? cueut