Skyline High School - Origin Yearbook (Dallas, TX)

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► Carrying a load. In keeping up with the keep students busy attitude, teachers often assigned much homework. This, of course, means more books to carry home as Tammy Dodson and Teresa Williams can attest. Photo by Hector Castellanos ► A teacher at heart. Long assignments over un- familiar material made students depend on each other for help as Donald Williams explains an assignment in Electronics cluster to Esteria Tatum. Photo by LaSalle Smith ‘Making the grade’ tougher All through junior high and high school, students always kept that ultimate goal in mind: graduation. But in quest of this goal, students often encountered many problems along the way. And by the time one reached high school, a school day could no longer be referred to as typical.’' One such problem students faced was large 1 amountsof becomes homework. Often at times, the teachers who assigned this homework had the assign much and explain little” attitude. This in turn left students at home trying to find the answers to questions or problems that they had never heard of. Usually when horendous amounts of homework were assigned, it no longer could be called homework. More often than not. it could be dubbed busy work.” This type of homework was usually pointless, but it did serve its purpose: keeping students busy. “Homework is fine. But when too much is assigned. I hate it! commented sophomore Rachel Bermea. Another demon students faced was the test. Tests came in a variety of forms: daily quizzes, pop tests, six weeks and the devastating final exam. Usually the form of the test made no difference. To students, a test was a test. Although students sometimes found these tests tedious and unnecessary. teachers definitely touted them as essential. Problems that came along with studying 1 a test were many. Some students went hor with an assured attitude that they wou study their hardest for a test the next day. o ly to find out they had left their notes or bo at school. Other students studied their hardest for test to find that everything they studied d not appear on the test. Some teachers went as far as assigning e tra homework on the night of study. Oth teachers, continued to schedule tests for F day after Thursday night football garni leaving very little, if any. time for stuc When this happened, students had to $ themselves up early to try to get in a fe hours of study before school. Giving homework on test days makes sense. Most people never do it anyway stated Deneen Robinson. Other problems such as jammed locke lost homework papers, disagreements wi friends and gripy teachers also remained pi sent in the school scene. And by the time t 4 p.m. dismissal bell rang, students felt though they had been dragged through a tc nado or hurricane or both. But after all w said and done, students endured the pi blems because they were all a part of maki the grade. 12 Student life

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 Highslcpping! Warm summer temperatures couldn't keep the hand from practicing as the group works on fun- damentals during summer band camp. Aug. 2. Photo by Bill Vahrenkamp ▼ Down the line. Drill members work on New York. New York during summer practices in preparation for the Garland football game. Photo by Bill Vahrenkamp Camps: are they really worth it? Summer camps meant many things to many people. Students who were involved with these camps par- ticipated mainly because they had to be prepared for the club's activities. Other camps were not mandatory, yet many students par- ticipated anyway. Journalism summer workshops were not re- quired. while band, football. Silhouettes and cheerleaders camps were mandatory. Although the hours these students spent working were long, complaints remained minimal. Camps help because not only do they help sharpen us on things we already know, but they also teach us new fun- damentals and routines. commented flag corps member Tyna Thompson. This was the general attitude taken by most students. Some students even referred to their camps as being fun. Many students had mixed feelings about the camps. But all-in- all. camps definitely were necessary and well-received by most. ▼ When Ezar talks ... people listen. Footballers listen closely to instructions given by Coach ]oel Ezar during summer practices. The group practiced each morning from 8 to 10 and afternoons from 3 to 6:30. Photo by Nathan Schwade

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▲ Deep concentration. Carlos Garza finds that ex- tra homework means extra reading and studying, as he does some extra reading before school. Photo by Hector Castellanos ◄ A break from it all. Late night hours devoted to cramming for tests often tired out students. David Smith takes a nap in class in an effort to recover. Photo by Kevin Cuff Daily nuisances add to problems Besides the tradi- tional problems of ex- cessive amounts of homework and tests, students also found themselves having to face daily nuisances. Students with the “get there next year at- titude often were menaces in the halls. These students were the types who casually strolled from class to class, usually when there was little time to spare, forcing everyone behind to walk in the same casual manner. Another less than en- joyable situation was long lunch lines. Pizza day often produced lines which seemingly stretched for eternity. One was considered lucky if he got through the line 10 minutes before the lunch period was over. Not helping the situa- tion any were the lunch line skippers. These students usually walked up to their friends, began a conversation and slyly made their way into the line. If these students were not caught by principals, they were usually rude- ly rebuffed by already short-tempered stu- dents in the line. Although problems were many, students complied because one day they knew gradua- tion would be their final pay off. Student Life 13