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Cheney Free Press
Cheney , Washington
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November 18, 1982     Cheney Free Press
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November 18, 1982
 

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Page 12 School Report November 18, 1982 Windsor adopts pre.lunch/recess plan ..... One of the daily highlights in a child's elementary school day is lunchtime - with the accompany- ing recess. This is a time for relaxation, recreation, the mid- day meal and to prepare mind and body for the afternoon's work. As adults, we also look forward to this part of the day when work is set temporarily aside. Windsor Elementary is trying a different innovation this year, relating to noon recess and lunch- time. In the past, lunch has been traditional with most of the pupils eating in the gymnasium in large groups of 150 or more partici- pants. Under that program, the gym was turned into a large lunchroom. It was not a very attractive place to eat. There was the general hub-bub and noise as class after class of twenty-five to thirty-five students marched lsse6 a window with a counter while cooks and student helpers placed food on a tray. They ate quickly in order to be excused early enough to be one of the first people to get outside and play. Outside they would run and play hard which often resulted in sideaches. This whole process and program seemed a little unsatisfactory and a more desire- able and effective plan was sought. Last spring, in planning the daily schedule for the lunch and recess programs, it was decided to try having the students go to noon recess prior to eating their lunch and to have all the students in the school eat lunch as a class in their separate rooms. The reasons for this rationale were: 1) Pupils going to recess first would be ready to settle down and eat when they return- ed; 2) Recess first would help build good appetites; 3) During inclement weather, students would not have to take coats, hats, boots and mittens to the gym and wear them while eating. 4) Recess first would eliminate many stomach aches, cramps and other physical discomforts sustained while playing with a full stomach; 5) There should be a more relaxed atmosphere dur- ing lunch time. 6) By eating in small classroom size groups, bet- ter supervision would be poss- ible; thus, eliminating some dis- cipline problems. 7) Teachers be- ing with their classes for lunch should allow them to teach cor- rect manners, good nutrition, balanced meals, new foods, and other educational concepts, and 8) Teachers could use the lunch- nine as a relaxed opportunity to get to know students better. So far this year, the program seems to be a success. Com- ments that have been received from parents, students, teachers, cooks and the rest of the school staff seem to indicate that it is a positive change for boys and girls and the type of thing the staff at Windsor School and the Cheney School District are con- stantly striving to do--make edu- cation in Cheney a better and more productive opportunity for each person involved. Learning to be a member of the School Safety Patrol is no easy task. Above, the Windsor Elementary Patrol helps students across a busy road. 'W V • • • Ir W- • • • • • • • • • • • • lr • W r • •  • Fir • • Robert Henry writes of Washington experience In the Spring of 1982, Congress- man Foley's office contacted Cbeney High School concerning a young man to intern with Con- gressman Foley for the 1982-83 school year in Washington, D.C. As late night driving would be involved, they requested a young man. A faculty committee was formed to help in the selection of the student. The selection process was open to all junior young men. Applications and letters of recommendation were received from approximately 15 students. The committee narrowed the applicants down to approxi- mately seven students to inter- view. The committee then se- lected Robert Henry, son of Mr. and Mrs. Douglas Henry, to intern for Mr. Foley. The following is a letter receiv. 'ed recently from Robert: Dear Anyone Interested: This is a letter to tell you what I'm doing back here. I do mostly paperwork because I'm working in Mr. Foley's Congressionm Office in the Lougworth House Office Building. Mr. Foley also has an office in the Capitol he- cause he is the Majority Whip, the fourth man in the House of Representatives and third in the Democratic Party. One of my responsibilities is handling the outgoing mail. This is just folding and stuffing envelopes and is probably my most boring job. Two of my other jobs are much more interesting, giving tours of the Capitol to constituents and driving for the congressman. One night a week, I am assigned to Night Driving. This means that I have to drive Mr. Foley to any receptions or functions that he may be attending that evening. Mr. Foley has a car assigned to him (1982 Mercury Grand Mar- quis), and this is the one that I drive the most. School here is a real drag even though classes are only 15-45 minutes long because school starts at 6:10 in the morning. 1 only have three classes: Govern- ment, British Lit. and Spanish II. Schools get out somewhere between 8:00 and 10:30, depend- ing on what time the House goes into session that day. Since there are people at school who work in the Senate, our classes are re- peated sometimes. When the Senate goes in early, we have to repeat classes until 10:30; when the House goes in early, they have to repeat classes. Right after school, I go over to the office and work until 5:30. Get- ting up that early and leaving work that late makes for a long day, but I'm getting used to it. You guys have it easy going to school at 8:00 and getting out at 3:00! The place that I live is three blocks behind the Supreme Court, about six blocks from the office. It is a remodeled townhouse that has been converted to a rooming house. There are 13 other guys living at the house so it is pretty wild sometimes. It's a nice place but a little rundown. I eat out a lot down on Pennsylvania Avenue. The way it looks now I'll be flying home on the 16th of De- cember and going to school on the 2nd to say hi to everyone before flying back. I'd be happy to hear from any of you if you would care to write. You can probably get my address from the office. Sincerely Robert Henry Member, CHS Class of '83 Windsor Elementary School implemented a new that is liked by students, as well as by teachers. Learning safety im One of the important needs of elementary children is learning to live safely in an ever increas- ingly unsafe highway environ- ment. Learning to live in today's traffic scene is a difficult prob- lem, as elementary children face a variety of complex traffic patterns. Developing safe walk- ing conditions, self-reliance and good safety habits among ele- mentary children is shared by school authorities, local traffic agencies, parents, and the child- ren themselves. Thus, the com- munity is responsible for a com- bined program of protection and education for children, with em- phasis shifting from pro- tection to education as the age of the child increases. As part of the over-all safety education program, the school safety patrol provides a tool which, used in its proper role, is both a measure of protection and a teaching device. The purpose and function of the student school safety patrol is to assist and aid members of the student body in the proper cross- ing of streets, highways and roads adjacent to the school. Regular meetings of the school patrol are held under the super- vision and patrol structions are I cussions held problems at attitude of conduct by all school patrol Patrol ly trained in being permitted posts. fundamentals d tion: where and when on duty, patrol flag and sufficient gap in to dents. special hazards constant Types of the-job training week under the experienced Personal Patrol and structions; 4) clinic made up members of films, discussion of the Campus talent identif,es local Last year, the Arizona State University conducted a talent search for academic precocity among seventh and eighth graders in Western States and Canadian Provinces. A Cheney Junior High student, Greg Jones, participated by first taking the College Board's Scholastic Apti- tude Test. His fine mathematical and verbal abilities qualified him for an invitation to participate in an accelerated math program sponsored by John Hopkins Uni- versity which he accepted. At their intensive, three- week math program this past summer, Greg, who had just finished the eighth grade at Cheney Junior High, completed the equivalent of the regular high school math program while he was there. This fall, he is having his special math needs met by attending a calculus class at Eastern Washington University. Arizona State University is again conducting an academic precocity are aware eighth grade exceptional you may Whitehill at • for Greg