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Page 10 March Cassiar Courier

In and Around Snowridge Elementary School sown.

ASSEMBLIES

Mr. Prier’s Grade Seven students presented their assembly recently. It consisted of entertaining renditions: of two popular poems: Casey at the Bat and The Cremation of Sam McGee.

There were many nominations for January’s Good Show Award, which was won by Carlin Rit- ter and Vlado Kovacic. Congratulations to all the students who were nominated.

COMPUTERS AND KIDS

Parents are invited to an informal meeting at Snowridge at 7:30 p.m. on Thursday, March 1, to discuss the role of Computers in the Elementary School.

SPRING BREAK

Snowridge School has received permission to alter its, school day on Friday, March 16, the last day of school before the spring vacation. Consequent- ly, our day’s timetable will be:

8:50 a.m. Primary warning bell

8:55 a.m. Intermediate warning bell 10:45 a.m. Recess start bell 11:00 a.m. Recess bell

12:00 noon Lunch dismissal bell 12:30 p.m. End of Lunch bell 2:30 p.m. Dismissal

The intent of this compressed day is to allow the staff and students of Snowridge to enjoy the cus- °

tomary five hours of instructional activities, while permitting people to make airline connections in Watson Lake, in the event that their holiday plans include travel.

PLEASE NOTE

Please note that the Nonanstacner al Day on

April 13, is only one-half a day, not for the whole |

day as indicated in the previous issue of the Cour- ier. ;

WRITER'S CORNER —

_ THE QUIET, NOISY STORY By John Cavanagh, Grade 6

_ Harry the mouse, who heard everything, had been asleep

all night. Quietly something woke him up. A very quiet noise. What could it be?

Was it a magnet losing its magnetism? No.

Was it a bee that lost its wings? No.

Was it a gopher digging to the beach? No.

Was it a snake forgetting to hiss? No.

Was it a table starting to rot? No.

Was it a burglar prowling barefoot? No.

Was it the world spinning around? No.

- It was a quiet noise. Such a quiet noise.

As quiet as a blue whale swimming.

As quiet as a turtle getting out of its shell. As quiet as a cricket going to sleep.

As quiet as the fish being chased by a shark. As quiet as a shirt starting to wrinkle.

As quiet as a toothpick falling on the carpet. As quiet as a digital watch telling time. What do you think it was?

Harry knew what it was.

It was our cat snoring on the floor.

THE QUIET,NOISY STORY By Travis Penno, Grade 6

Chirpy, the flying squirrel who heard everything, had been asleep all night. Quietly something woke him up. A very quiet noise. What could it be?

Was it the rustling leaves? No.

Was it a chicken laying an egg? No.

Was it the smell of food? No. * Was it the coffee-pot turning on? No.

Was it a snake slithering outside? No.

Was it a cloud moving? No.

Was it the dog breathing? No.

It was a very quiet noise. Such a quiet noise.

As quiet as the wind.

As quiet as the sun beams hitting the ground.

As quiet as a rabbit sleeping.

As quiet as a fly flying.

What do you think it was?

Chirpy knew what it was.

It was a flea yawning from the dog’s back.

THE QUIET NOISY STORY By Sian Jones, Grade 6

Lulu the clown, who heard everything, had been sleeping all night. Quietly something woke her up. A very quiet noise. What could it be?

Was it leaves growing? No.

Was it-clouds sleeping? No.

Was it neon lights twinkling? No.

Was it polka dots on her clown suit? No. Was it a spider spinning? No.

Was it tape sticking? No.

Was it tigers smiling? No.

It was a very quiet noise. Such a quiet noise. As quiet as a candle flame flickering.

As quiet as a pearl in an oyster.

As quiet as a sauna steaming.

As quiet as a hammer without a head.

As quiet as a worm in the winter.

As quiet as thunder with no voice.

As quiet as a Dodo bird cawing.

What do you think it was?

Lulu knew what it was.

It was another clown juggling.

THE QUIET, NOISY STORY By Jennifer Brocklebank, Grade 6

Yosemite the talkative, young mynah who heard every- thing, had been asleep all night. Quietly something woke him up. A very quiet noise. What could it be?

Was it a miniature worm wriggling around in the dark soil,’

they so often call home? No.

Was it a mysterious horse prancing in the distance? No. Was it dew setting in to dampen the wide earth? No.

It was a very quiet noise. Such a quiet noise.

As quiet as a poppy seed growing deep in the ground.

As quiet as a bee gathering pollen from a delicate purple violet.

As quiet as a dream forming in the mind of a child.

What do you think it was.

Yosemite knew what it was.

It was a bird gently scratching at the tattered newspaper

‘in the bottom of his precisely painted, fountain shaped,

bird cage.

Continued on Page 16

In and around School District 87 (Stikine) » ov.

A NAGGING DOUBT

Each month as | prepare to put together this column for the Courier a black doubt presses in on me: How many people read this stuff? Does anyone read this stuff? If people do read jt what do they think of it? It’s great! It's O.K.! It leaves me cold! Like any other contributor I’d like some feedback con- cerning my contribution. | don’t expect a mailbag of let- ters congratulatory or otherwise. | would like someone to acknowledge that they read the column and it sparked some reaction. Do you read the column? Does it do anything for you?

THE 1984 OPERATING BUDGET

The Board’s Budget Committee is putting the final touches to the-1984 Operating Budget which has to be submitted to the Ministry on February 15, 1984.

There are’ no- Startling projections in the budget. The

_ money generated by the Fiscal Framework System will - enable the district to maintain the service levels enjoyed in . 1983. This maintenance is largely possible because salaries

and wages have remained at the 1983 level. The teaching

and non -teaching personnel opted for a roll-over of their

1983 contracts, and senior district salaries have been froz:

». en since 1982.

Present plans are to allocate any surplus funds from the 1983 budget to specific educational projects which

_ can be financed on a once-only basis. 1984 will be the last * year surplus funds can be carried Eas) into. the next

> year’s operating budget: - ie vane

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VALE, RICHARD DEANE CHAMBERS

Nothing is constant. By car and plane: to Nakusp, centre of the Afrow

Lakes Schodl. District, & long ‘ihterview with the-Board of. 2

, Trustees and our Dick becomes the new Superintendent -, of Schools for Arrow Lakes.

oS et €

: Dick had served this district as Vice- Principal, | Princi- “Sal and Assistant™ ‘Superinténdent. His service has*beén: ex-”

emplary and has contributed much to the Stikine’s growth and development.

The Stikine will miss you, Dick, as I’m sure you'll miss the Stikine.

Best wishes in your new role as Superintendent. (P.S. Congratulations on your Gold Medal at the Prince George Winter Games. All work and no play and all that!)

Characteristics for the Effective School Bie ee A Starting Point for Evaluation

Is your child’s school effective?

Here are eleven characteristics which are essential to an effective school. They are offered as a starting point to- ward developing an evaluation process for your school.

Does Your School Have:

1. A Principal Who is an Active Leader?

Principals must be visible to their school family— students, teachers, parents, and community members. They must be visible to these groups in order to de- termine their needs and seek appropriate methods of

» providing for those needs. The principal. must be knowledgeable in school affairs, especially in the areas of school curriculum, teacher performance, and student growth.

Leadership may be ieaarded as a series of func- tions that: build and maintain the group, get the job done, help the group feel comfortable and at ease, help to set and clearly define objectives, and co-oper- atively work toward these objectives.

2. A Positive School Climate?

It is the principal’s function to develop or main- tain a positive school climate where teachers can “- work and students can learn.

_-*™ Leadership for climate improvement requires skills in responding to concerns, expectations, and ex- isting conditions or initiating new expectations and conditions. The ultimate purpose is the improvement

=of learning. The principal, more than any other indi-

“27 vidual, is “responsible: for a school’s climate. The

teacher has the same responsibility and accountability in the classroom.

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Effective discipline policies and procedures must -

be firm, fair, and consistent; but such policies and procedures also must be developed, communicated, and implemented by the entire school family.

Student rights and responsibilities must be recog- nized and clearly stated in the school’s discipline code. Teachers must be allowed to exercise authority in a firm, fair, and consistant manner.

4. Teachers Who Have High Expectations for Students?

Schools that attain high levels of student out- come have faculty members who accept the basic ob- jective of the school; have a strong commitment to high expectations for students and for student achievement; and accept responsibility for achieving student goals.

5. Parents Who Are Involved in the Educational Process?

Parents must be encouraged to take an active role in the education of their youngsters. Parents must be recognized as a positive asset. The key here is com- munication. :

6. Productive Methods of Evaluating the Curriculum?

~ The school curriculum should not be conceived as a fixed subject matter catalog if the rising genera: tion is-to build and maintain’a better future for them- selves. This does not mean that the curriculum should bend to every trend; however, it does mean that it must be evaluated frequently.

7. Efficient Methods of Evaluating Teacher Perform-

ance?

The principal must ensure that all teachers are teaching well. The principal must encourage teachers to exercise their strengths and overcome their weak: nesses. This is a tall order, but it also is an increasing: ly necessary administrative function.

8. Consequential Methods of Developing and Evaluating

Student Growth?

Too many students float through the school with no direction, and no desire to pursue their abilities or interests. Parerits and other members. of the schoo] family must take the initiative to encourage students to achieve. Teachers must accept the fact that each

student learns at a rate and has a unique learning _ Style. Teaching methods, supplementary materials;

and individualized teaching for diverse student needs

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Thoug hts onFood °” a

Family tradition and location of your home envir- onment determine most people’s dining and eat- ing habits. In my case, I was greatly influenced by my grandparents, who immigrated from Russia to settle in Manitoba. As part of my upbringing was on their farm, the following recipes were passed to me from my grandmother.

Almost everything that went on the dinner table was either produced or made on the farm. Exam- ples of some are: home made sauerkraut, butter, bread, fresh milk and vegetables. These recipes, combined other small food items and condiments, represent just one of the typical dinners my grandmother prepared to perfection for special events and occasions.

CUCUMBER AND BEAN SALAD

I large onion

I ib. green beans

2 med. cucumbers sliced

1 sprig fresh dill weed (optional)

Cook the beans to almost done, cool, add to slic- ed cucumbers and onions. Add dressing of 2 tsp. sugar, I/3 cup vinegar, % cup oil, % cup sour cream, salt and pepper to taste. Toss to coat the beans and cucumbers. Let stand half a day or long- er for best flavor.

BORSCH

5 cups of soup stock (made with 4 pork hocks) 3 cups beets cut in long fine strips (fresh if pos- sible). 1 cup cabbage (shredded) % cup carrots (shredded) % cup potato (shredded) I medium onion diced fine 2 cups canned tomatoes (chopped) 2 sprigs dill weed, bay leas, garlic clove I tbsp. vinegar salt and pepper

Put pork hocks in pot with water, add bay leaf, garlic and dill weed. Simmer until pork hocks are cooked well. Take out hocks, cool enough to strip

off the bone. Add pork at the end. To the stock add all of the vegetables, canned tomatoes, and simmer until done. Season to taste, add vinegar. To each bowl of soup add 1 tsp. sour cream. Fla- vor improves when allowed to stand a few hours.

HOLOPCHI (Cabbage Rolls)

2 large heads of cabbage (Preferably sour) 4% Ib. hamburger beef

4% Ib. ground pork

3 cups cooked rice

I large onion minced

I 19 oz. can sauerkraut

2 tsp. salt

% tsp. pepper

I clove garlic minced

1 19 oz. can tomatoes

Core cabbage, place in boiling water, peel off leaves as they become tender. Saute onions and

garlic. Add hamburger and ground pork and~

brown. Add this to the rice and % can sauerkraut, blend together. Place I or 2 tbsps. of meat mix- ture on cabbage leaf, roll up. Place in roasting pan in layers. Spread rest of the sauerkraut on each layer. Add crushed tomatoes, bake at 350° degrees over about 1/2 hours.

Holopchi are better next day fried in lard.

PEROGHIES

Dough

4 cups flour

I egg

1% cups water % tsp. salt

Combine water, egg and salt, add 3 cups flour. Mix well, add and knead the fourth cup of flour until smooth and elastic. Brush with oil, set aside 15 minutes. Roll out dough, cut with round cookie cutter. Place a spoonful of filling in each round. Wet edges, fold in half, press edges togeth- er. Drop in salted boiling water and stir to prevent sticking, boil 4 to 5 minutes. Strain in colander,

Cassiar Courier March Page 11 drain well. Place in dish, sprinkle with butter, toss gently to coat evenly. Chopped browned onions can be sprinkled on top. Serve with sour cream.

Filling

2 cups mashed potatoes 1 cup cottage cheese

2 tbsp. butter or oil

I tbsp. minced onions

Saute onions in butter. Add to ERLE potatoes and cheese.

To finish the meal you have canned fruit and pop.

Py seed roll (Makivnyk)

MAKIVNY K 2 pkg. dry yeast 4% cup lukewarm water 2 tsp. sugar 1 cup lukewarm scalded milk 1 cup flour 4% cup butter & tbsp. sugar 2 eggs plus 2 egg yolks I tsp. vanilla 1% tsp. lemon rind 1 tsp. salt 4 to 44% cups flour

Dissolve sugar in lukewarm water, add yeast, let stand 10 minutes. In large bowl combine warm

milk, I cup flour with the yeast and let the

sponge rise until bubbles appear — about ¥% to % of an hour. In a separate bowl, beat the sugar and butter until light. Set aside. Beat eggs until light and foamy, adding salt. Combine the eggs and but ter, sugar mixture and fold into the yeast sponge.

Add lemon rind and vanilla. Add the flour and knead in the bowl for 10 minutes until the dough feels smooth. Cover and let it rise until double in bulk. Punch down, let it rise again. Divide dough into 3 equal balls. Roll each ball into a rectangul- ar shape, about %” thick. Brush with stiffly beaten egg white, not reaching the edges. This prevents the filling from separating from the dough. Spread on filling, roll like jelly roll, seal edges. Place in greased pan, cover, let rise until

double. Bake in oven 350 degrees for 15 minutes.

Lower heat to 300 degrees and bake 40 minutes more. Brush bread lightly with 1 tbsp. brown sug- ar, dissolved in 2 tbsp. hot water, cool and cut.

- Continued on Page 16

BLUE VALLEY FIGURE SKATING CLUB. 5th ANNUAL CARNIVAL

« | ; » Celebration

Thursday March 29th 1984 Two Performances

1.30 and 7.00p.m.

Silver Collection at the Door

roar |