Page 243 - chs-1990

What's It Like
r--To Teach French? ~

Ce N'est Pas Ennuyeux I

Ce n'est pas ennuyeuxl (It is not
boring!) Teaching a foreign language
is a learning experience for both the
students and the teacher. I am con-
stantly learning new things from my
students as they bring in "French ex-
tra credit" that they read in maga·
zines, see on TV, and encounter in
their daily lives. Sometimes they even
drag in a " live extra credit" from an-
other class who is wearing something
with a French expression.
Students in my classes learn to deal
with sounds that cause them to make
guttural animal-type noises that sur-
prise people passing Am. 16. They
also are exposed to a culture different
than our own - a broadening of hori·
zons beyond the walls of Columbia
High. We learn about what French stu-
dents are like, what they eat, what
their daily lives are all about.
We do a number of activities where
we become personally involved in
singing French songs, cooking French
dishes, and playing a type of vocabu-
lary Bingo called VOILA! (with bon-
bons as prizes)
Carol Wise
French Teacher
The Choice Is Yours CHS this school year. Teachers, instead of being alarmed, have
More students than ever before did not take their final exams at
been quite pleased with this information. The only students who
took exams were those who had not met the exemption standards
At School Or Take Exains of the new attendance policy. In previous years only a senior with
an A orB average in a course and nine absences or less could be
exempt from the exam. This year, in addition to these seniors, all
students with an A, B, or C average could be exempt from the
exam if their attendance record met certain criteria: A average -
4 or less absences; B average - 3 or less absences; C average
- 2 or less absences. The reward of being exempt from exams
has encouraged students to make the effort to come to school and
to study a little harder.
Another policy change effected this year has enabled students
to have all absences (except those due to suspension) excused
as soon as the missed work was made up. If the work was not
made up, however, any absence became unexcused. In many
cases, the promise of excused absences has encouraged more
students to make up work.
The final attendance incentive has come from the state level. Its
slogan, "Drop-Outs Don't Drive," has given several students a
good reason to stay in school and to attend regularly. Through a
joint effort of administration, staff, parents, and students school
attendance has improved this year.
The end result has been an opportunity for a better education.
Louise Burnett
English Teacher

FACULTY 239