Warren Central High School - Wigwam Yearbook (Indianapolis, IN)

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The switch: seniors play teacher In seeking to better the course, some changes were mode in the exploratory teach- ing program. Much to the delight of the students, the allotted amount of time in the classroom was increased from one-half hour to one-and-one-half hours. Not only could more be accomplished, but this gave the student more time in which to observe the class. Another addition which was inducted into the pro- gram was an Observation Day, in which students observed one day at each of the grade levels K-9. One other requirement was the participation in three ex- periences. Each was five weeks in length and students taught three different grade levels each of their own choice. Approximately 18 students were chosen per semester as ex- ploratory teachers and many things were con- sidered when selecting these stu- dents. One had to be in the upper 50 percent of his or her class and having good attendance was manda- tory. Any student interested had to have the approval of the teaching and administrative staffs at Warren. Mr. Larry Kelly, who has been the director of the program for the last two years, stressed, We ' re not tryi ng to sell the kids on a teaching career. He added that along with the good experiences come the bad and the students should be aware of this. But for those contemplating a possible career in teaching, this course proved worthwhile. Fixing her gaze on some friends below, this first grader at Lakeside Elementary, seems content just swinging. Exploratory teaching 17

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Beth Hollandbeek, Theresq Weinzopfel and Bobby Yogng, first graders of Pleasant Run, practice on the alphabet while senior Janie Brandt observes their progress, thus gaining valuable Insight toword teaching. Stumped by a tough math problem, Steve Helming, a sixth grader gt Pleasant Run, seeks the advice of senior Diane Dial. n 16 Exploratory teachers

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Rush home . . . rush through dinner and rush to work. Those who worked knew that it could get very hectic at times trying to handle both a job and schoolwork. Once one got to high school, money suddenly became more and more important. Dates, clothes and after school activities all required money, and unfortunately allowances just didn ' t stretch as far as one would have liked them to. For those really big expenses, such as a car, a job was absolute- ly mandatory unless it was a gift from parents. While the majority of stu- dents worked for a paycheck, some preferred to go the volunteer route. Many derived a great deal of satisfaction from donating their time to a worthy cause. Finding a job which one would be happy with was far easier said than done . . . but that was where distri- butive education came in. Students choose a career which interested them, became experienced in that field, attended a job for a certain amount of their school day and acquired a sense of re- sponsibility while they earned credits. if ffFimiin- v ■■■ 18 Jobs Explaining to a customer the importance of a soles receipt in returning purchases is senior Faith Grahl. Students clock in, clock out