Westlake High School - El Paisano Yearbook (Austin, TX)

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U .. ., , .J if Seri ' 'Y'Eir'4. Caldwell fudier ' Esfucifar ' I INSERT: A traditionally decorated grave added to Day of the Dead atmosphere, 1. Ms. Deborah Schultze conducts a ritual of ghost story telling on the Day ofthe Dead. 2. Ms, Johanna Damon discusses French folk- tales with a group of students. 3. Shadows add to the atmosphere in German class. 4. Using the Language Labs, Duana Simmons and Jade Kinross-Wright practice their French. W 5 Ai 3 5, 17553, il, W 'J l27 ELEVENTH ,gl f it Scott McCullough Darcy McLeod V I ,f I Brian McMillan Julie McMillan Melody Meadows Lezli Merritt Gayle Miller Dan Molberg l David Moldenhauer Montv Montgomery , 4 J , k 'TT vs rr : -1 Q- ' X4 ,, N, 1. , f . f xl X v I f It 4 X' -' If J xx! I l x A .'. Tait Moring Walter Murtaugh Jett Musgrove Randy Nelson

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IZ6 I ' German '- French ' Spend? D oi Xi O Sis Nl- :S CD U CD Qi SL S' SU 1 SC Q i 5 Q. :S Sl- 5 oi W I S nl 9.'P SJ , U st , sf Foreign language students in French, German, and Spanish study grammar, structure and culture. Observing foreign holidays, a part of culture study, students enjoyed parties and festivals. Ms. Deborah Schulze arranged several in-school seminars, featuring guest speakers and programs con- cerning Mexico and South America. German students headed by Ms. Johanna Damon, visited Wurstfest, published a German newspaper, and wrapped the year up by attending the Texas Association ot German Students in San Antonio. French classes read and analyzed stories, history and literature.

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IZ8 Management Problems, Conferences Despite the expected, What do I do next confusion, student teachers learned to cope with various problems that confronted them dur- ing their nine-week stay. Perhaps the first problem they faced and solved was that of learning high schoolers' names, for until the University of Texas students could associate names and faces, their cooper- ating teachers remained somewhat apprehensive about turning full class responsibility into the hands of the neophytes. Usually a break-in period of two weeks passed while student teachers noted classroom management methods and grading procedures. Then, following a conference between the cooperating teacher, the UT supervisor and the student teacher, the student teacher took over the sometimes awesome task of being in charge. And while to the high school student, it might seem that the cooperating teacher is left with playtime, this is not always so, for just as the stu- dent teachers have problems, so do the cooper- ating teachers. One of the disadvantages of having a stu- dent teacherf' according to Ms. Maurine Atwood, is that the regular teacher is not able to stayin contact with the kids. Echoing Ms. Atwood's sentiments was Ms. Lynda Ware, who said she missed the daily con- tact with her classes. When the student teacher leaves, I feel like I have to get reacquainted with my classes. Jack Grimes commented, Most student teachers are insecure. The main reason being that the actual student knows that the student teacher doesn't have real authority and the kids ,lr Soto in -235. 'W al I,