Walnut High School - Cayuse Yearbook (Walnut, CA)

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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

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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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ENERGY Between People % - hey are the I bolt of energy m that keeps the year going; that is how I would explain peo- ple, said junior Lisa Kuiken. With a combination of in- creases of enrollment and en- thusiasm at pep rallies, it was apparent to everyone the year had become more energized. The larger enrollment, in- creased by 20 including six for- eign exchange students, cer- tainly was more involved than past years. I am really glad there is overall more spirit this year be- cause it makes the year go by faster, said senior Julie Wool- house. On a high school campus, having all different types of people was a common sight. For instance, there were peo- ple who had acted in feature films, guys and girls looking into the military for a career, and a freshman involved in wheelchair athletics. I like walking across cam- pus during lunch because you can see people of all different types and sorts, said senior Regina Robles. Made up of many different types, there were also those who liked to change things, for instance grades or even their names. There were also those who liked to define such things as a typical sophomore. Some even wanted to get rid of their brothers or sisters! Some said that the year kept everyone energized, but others believed that it was the people who put energy into the year. Slory by Sharon Ludeking: layout by Grace Domingo: photos by Allen Odermatt and Paul Maldonado 1 People Division Page