Walnut High School - Cayuse Yearbook (Walnut, CA)

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L £CTUf?SS T STOPPING FOR A MOMENT to listen to a joke, Maria Manzanilla smiles at the break m the lecture! Maria was one of the small class of European Civiliza- tion A P students Who needs them? Okay, class. Take out some paper and a pen or pencil because I ' m going to be lecturing the whole period, and you ' re taking notes. Groan. Just what I need to make the day complete. I hate it when he lectures — absolutely hate it. He tall s too fast for me to take notes. What does he think I am anyway? A hu- man typewriter? ? I swear I ' m never go- ing to survive this period. Oh, boy, do I need help. My hand ' s cramping up now. I wish he would stop talking and give us a little break so we can relax. Sigh. Why did he have to make his lectures so long? Wouldn ' t it be easier for us to just listen or see a movie? story by Jennifer Jackson and Dena Hara: lay- out by Kevin Ttiomas: photos by Jack Elliott. Allen Odermatt. and Tim Thetford. s CIENCE I think I ' ll pour mixture A into solu- tion C. Whaat?! Are you crazy?!! What do you mean? Didn ' t you listen to Mr. Ritter lectur- ing? He said DON ' t mix A with C or else we ' ll end up with an explosion. For a science class, It was important for teachers to lecture so that the stu- dents could understand the concepts of science in more depth and in easier terms. When you lecture, you get feedback from the students; it also teaches them to listen. If there were no lectures, the classes themselves would approach self-teaching, said chemistry teacher Mark Ritter. The reason I lecture is to better prepare the students for tests and for their own understanding of it. There were other teachers who didn ' t believe in lecturing for the class. The reason why I don ' t lecture that much is because I never listened to lec- tures when I was in school, said biol- ogy teacher Sue Boyette. To me lec- tures were dull, so I really don ' t think students would listen if I lectured. The only time I do is when the students don ' t understand. I think it ' s important in some instances for students to have things explained to them, not just told to read the biology book. ▲ LISTENING TO A LECTURE in a variety of ways ▲ AFTER A FULL DAY OF LECTURING, Mark Rit IS Maria Manzanilla and Susan Woo. Most stu- ter pauses to talk to students. Some teachers dents have different ideas about how to listen to a lectured during all 5 of their classes without so lecture and take notes. much as a break 172 Academics Lectures

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u inanities Civics Honors is very difficult, but I am glad I took it because it prepares me, as a senior, for college. Dr. Rampershad was just like a college profes- sor. — Rene Ortega Health jA- r- Vc Academics Humanities and Health

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HrsTof?(j Lecturing brings the material to life, said senior Benny Haraway. Some students liked history classes because the teachers acted out scenes in histo- ry and made it interesting. Haraway goes on to say, I look forward to going to history every day because when Dr. Rampershad lectures, I understand what he ' s saying and I listen to him be- cause his lectures don ' t put me to sleep like most other lectures do. In history, lectures were used in addi- tion to reading. Many students could not be trusted to read material as- signed; students were required to take notes during lectures so they were sure to know the material. A GLANCING UP to tal e a breal from note tak- ing, IS Angela Jimenez, European Civilization A. P. student. Notes were taken almost everyday for the lectures during European Civilization A.P, A STEPPING AWAY FROM THE BOARD, Donna Crisci stresses to make a point. The use of writing on the board during lectures was a technique used by many teachers. M- T H I use lectures to make the students understand basic concepts of math. They usually need a step-by-step expla- nation to understand it fully, said math •4 GESTURING TO MAKE A CRUCIAL POINT, Jim Reda raises his arm. Reda was known to use ges- tures to both lecture and emphasize the punch line of his many jokes. teacher Jim Reda. Lectures in math were almost a ne- cessity because explanation was need- ed for most of the concepts being taught. The explanation of math, al- though different from the usual type of lecture, was indeed lecturing. Many students only understood the problem when the math teacher gave examples and explanation. New con- cepts in all areas of math were difficult for some to learn by interpreting what the book said. A step by step example was what was needed to give the extra boost to students. When Mr. Davies lectures, I start to understand what the book was trying to say all along, said sophomore Susan Park. M RESTING AFTER LECTURING to his Algebra II class. Tom Stern drinks a cup of coffee. Breaks were often needed to relieve the tension of lec- tures. ' Lectures Academics 173