PeoriaStory

Teaching students

PEORIA, IL -- The public comments at the Feb. 24 meeting of the Peoria School District 150 board focused on students. 

Activist Terry Knapp continued his protest against the Quest public charter school by saying that a Quest high school student who recently won an award could compete with the best Peoria high school students, an odd comment to use in attacking Quest.

He focused on the Quest lawyer who recently said the Quest students couldn't compete. But as decades of research shows, school performance depends on family background, with middle class students doing well, and poor students not doing well unless they are highly intelligent. 

Here is a recording of the comments.

Download PSD150 feb 24 20

Activist Sharon Crews talked about English curriculum, and what should be taught.  Her fascinating remarks are printed below.

 -- Elaine Hopkins

I believe there is concern about disparities that exist in 150 schools. I am concerned about disparities that might exist between the English curriculum in our schools and the curriculum in suburban and private schools.

Also, I am concerned that our teachers might be encouraged not to require much homework. As long as classic literature is taught in suburban and private middle and high schools, I believe our students should be exposed to the same literature to prepare them in case they decide to go to college where they must compete with these better prepared students. Personally, I do not know how this literature can be taught without homework.

Each English teacher has his or her own idea as to how to teach literature. Over the years, I developed my methods which I am sharing with you tonight. I started every poem, short story, or novel, etc., with a vocabulary assignment, using unfamiliar words from sentences taken directly from the literature. The students were asked to copy the sentence, replacing the underlined vocabulary word with its definition.

Hopefully, when reading the literature, students would recognize the sentences and vocabulary words used in the assignment and subsequently discussed.

I prepared closure assignments, writing a summary of the literary work and then putting a blank in place of important words, names, or phrases, etc., so that when the assignment was complete, the student had a summary of the literary work.

Then I provided a study guide with questions to use for classroom discussions and sometimes for assignments. I used the information required in homework and covered in discussions to write quizzes and tests.

I hope administrators no longer harass teachers about using too much paper or accuse them of using paper for busy work.  Money spent on copy paper and toner for teacher-created assignments is money better spent than the thousands of dollars spent on the miracle-cure programs, many of which are stashed away in drawers.

Teachers, who communicate with students every day, are much more qualified to know what kind of assignments are most effective with their own students than are the creators of computer programs.

In the early 1970’s, Chet Dugger, the curriculum director, convinced Harry Whitaker to say “yes” to the Manual English teachers’ request to plan mini-courses of their choice as long as the literature chosen was taken from our curriculum guide. I chose to develop a course called “Monster Literature,” featuring Beowulf and Frankenstein.

I had seen the movie “Camelot” and read the book The Once and Future King, so I requested buying copies of the book for a course about the legend of King Arthur.

Students were allowed to sign up for the courses of their choice. Recently, at the board meeting held at the Romaine Arts Center, a former student from the 70s stopped to say “Hi” and to tell me that he remembers the King Arthur course as his favorite high school English course.

Shortly after, another student from the 70s reported on Facebook that Beowulf in the Monster course was his favorite—I was happy to hear these unsolicited compliments in that 45 years is a long time to remember a course. I think the mini courses were offered only to juniors and seniors for a year.

When Jeff Dutro joined the Manual faculty, he asked for and received permission to teach a course using poetry about Vietnam and relating what he learned on his graduation gift trip to Vietnam.

Students enjoyed these courses with the personal touch. I probably should add that a former student just joined my Facebook page and told me that she loved me but she hated Macbeth. So far, students who hated me have not come on Facebook to inform me.

I loved teaching grammar, so I created many assignments. To give students something to do while I took roll and passed out make-up, I created daily sentences with as many errors to correct as I could conjure up.

Please be sure that the district’s students are college-ready. District150 cheated me by giving me business English instead of senior English with no exposure to British literature. Secretaries should, also, be well-read.- 30 -

Violence Against Women

PEORIA, IL -- An impressive and terrifying art installation at the corner of W. Adams and Pecan Streets forcefully reveals violence against women.

The display is a dress with a name for each woman killed or missing from the Peoria area recently.  There are way too many dresses -- it's shocking and horrible.

The installation opened on Feb. 15, with a brief ceremony and speakers in freezing, cold weather. People in the large crowd likely know what happened to the women, a speaker said.  She urged them to come forward and speak up.

The display will be there until the end of February.  As the dresses, donated to the event, get wet and frayed, that only adds to the horror and sadness.

A long list of area grassroots groups contributed to the display. It took a lot of research, one of the artists said, as there was no comprehensive list of women missing or dead from violence. There may be others, so the row of dresses may be incomplete.

The names of the many women are also listed on a flyer.

 -- Elaine Hopkins 

PEORIA, IL -- Public comments at the Peoria District 150 School Board meeting on Feb. 10 focused on Quest, the public charter school, and discipline.

Activist Terry Knapp said a potential class action lawsuit alleging that Quest failed to educate special education students is headed first to state education officials, a requirement before it goes to court.

Knapp reminded the board of its own report on Quest, showing no special education teachers or adequate IEP reports on these students for three years. He speculated that the students might be able to seek $1 million each in damages.

"They (Quest) broke the law, and still you voted 4 to 3 to give them $1 million and two more years," Knapp said. Peoria students already have choices, he said, while only 2 percent of Quest students are "college ready."

Here is a recording of the comments:

Download D150 Feb 10 20

Then Glen Ross of Quest told the board that the new contract between Quest and the board is under discussion.

Activist Sharon Crews continued her discussion of school discipline. "Disruption interrupts lessons for all students, " she said, so "meaningful consequences" should take place for the problem students.  Her report will be presented below.

 In a response, Superintendent Sharon Kherat said discipline problems have dropped by 14 percent, and "we're moving in the right direction." 

-- Elaine Hopkins 

Here are the comments from Sharon Crews:

In the last twenty-five years, many families have left Peoria Public Schools—some have left Peoria. We have fewer students, fewer schools, and fewer teachers—but an increasing number of school and Wisconsin Avenue administrators who have not yet offered any viable solutions to the discipline problems that are the cause of our academic problems.

No teaching or learning can take place until you find a way to end classroom discipline disruptions.

I was pleased to find that an ERIC Digest article agrees, stating: “School discipline has two main goals: (1) ensure the safety of staff and students, and (2) create an environment conducive to learning. . . These less dramatic problems may not threaten personal safety, but they still negatively affect the learning environment. Disruptions interrupt lessons for all students, and disruptive students lose even more learning time.”

Meaningful consequences for those who create classroom disruptions have to consist of academic requirements. Conferences with these students should convince them that they are stealing learning time from their classmates as well as from themselves.

The consequences should be considered payback for the education time lost. The consequences, also, should result in the students realizing that they are capable of controlling their own behavior and, thus, making them proud of themselves.

My suggestion is that disrupting students be assigned to in-school suspension, that they be given homework (preferably the same work assigned to the class), that they must work the entire hour with no communication with other students, and that the work be turned in at the end of the hour or the next day.

The work should be turned in before they can return to class. If these requirements are met, these students will be given full credit for their work. The assigned work and the decision as to whether or not their behavior meets standards when they return should be entirely up to the teacher.

If the work is not completed and the behavior doesn’t improve, disrupting students should get zero (not a 40) for the work assigned (even if it is completed) while they were out of class. Stolen time must be paid back by the student who stole the time. Students whose bad behavior continues should not be given a 40 instead of a zero.

The work completed, good behavior, and the teacher’s praise should convince students that they are capable of controlling their behavior and make them proud of their success.

If the policy works, the teacher will be able to return to teaching instead of losing time disciplining.

I hope that you will ask your teachers for their ideas to meet the goals of encouraging students to control their own behavior. I agree that students will be less disruptive if learning is exciting and/or interesting; however, for the last 25 years discipline problems have taken away the time needed to make teaching effective.

ERIC recommends that rules and consequences for breaking them should be clearly specified and communicated to staff, students, and parents effectively. Allowing sufficient time for implementation is also important; new disciplinary practices often fail due to unrealistic time expectations. Teacher input is especially important because their support is crucial to a plan's success.

I do not believe my ideas for consequences will work for students who either do not have the skills to succeed at the level required in the class or, for some reason, do not care if they pass or fail. Some of your other programs have to kick in when such students are discovered, but they should not be allowed to disrupt classes.

In my opinion, administrations have found ways to give students higher grades but have done little to encourage learning that would make students college ready. Students can get low grades and still learn if teaching occurs. However, administrators have found ways to give students higher grades without giving teachers the support needed to control discipline so that they can impart knowledge.

Discipline problems that disrupt teaching in lower grades have prevented many students from achieving at the appropriate level. By the time they get to high school, many students can’t read or be taught at high school level—they have no vocabulary. However, higher achievers are in most senior classes because so many students have dropped out by that time. Something has to be done—and not with computer programs. - 30 -

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PEORIA, IL -- Here's an event worth attending:

 

Interesting event includes expungements

Peoria County Democratic Central Committee, 1200 Main Street, Campustown, Peoria, IL 61606   State Rep. Jehan Gordon Booth is a sponsor.

New novel by Peoria writer

PEORIA, IL -- A new novel titled, The Old Guard,  by Tom McKay will be featured at a book signing on Saturday, Feb. 8,  from 2-4 p.m. at the bookstore I Know You Like A Book in Peoria Heights on Prospect Road.

The Midwest Writing Center published it, and has information on its website. 

McKay writes, "The Old Guard is a funny novel about a young woman who writes a sports blog and suddenly needs help with the blog from her new neighbor, a man who knows nothing about sports.

"The story is full of mix-ups and twists and commentary on some of the absurdities of modern life. 

"Mary Davidsaver, author of Clouds Over Bishop Hill, wrote a nice blurb: 'Tom McKay exhibits a deft hand at humor as he crafts a story that uses his lively wit to present serious messages about the need for equal representation for women in sports and the folly of preconceived stereotypes in day-to-day life.  The Old Guard is a delightful read.' " -30-

 

 

New charity in Tazewell County

PEKIN, IL -- From a news release:

Contact: Talena Michels

309-620-4388 * [email protected]

 www.facebook.com/TazewellCares

TAZEWELL CITIZENS ORGANIZING TO IMPROVE COUNTY

January 24, 2020 – A diverse group of people from Tazewell County has started a group, 100+ Who Care – Tazewell County, to pool resources and actions to help local needs.

“We all, as individuals, care deeply about our community and the non-profits that call Tazewell County home,” says founder Talena Michels, “and many of us simply don’t have the time or budget to give as much as we would like. When a friend suggested that I take a look at this model of ‘Speed Philanthropy’ I was hooked. It’s the perfect solution!”

When people donate $50 to a charity, they may wonder whether it makes a difference. But in collective giving means that when 100 people donate $50 at the same time, that’s $5,000 for some worthy cause.

All that’s required of people involved in 100+ Who Care – Tazewell County is that they give $50 and one hour of their time, four times a year. There’s no selling, soliciting items to auction or other donations, no telemarketing or event planning.

Instead, it’s a great opportunity for people to network across a range of interests and backgrounds.

At the beginning of group meetings, everyone will be able to suggest a non-profit organization to get help. Three will be drawn and their advocates will have time to promote their charity. Everyone present will vote and the organization with the most votes will receive the donations.

Our goal is a $5,000 donation each quarter. 

“100+ People Who Care – Tazewell County is open to anyone who cares about Tazewell County and is looking to make a big impact on a local nonprofit,” Michels said.

An initial meeting is scheduled for 6-7p.m. Wednesday, March 4 at the Pekin Public Library, 301 S 4^th St. in Pekin.

For more information, go to www.facebook.com/TazewellCares

Two candidates for the Peoria District 150 School Board

PEORIA, IL -- The two candidates for the Peoria District 150 School Board participated in a forum on Feb. 3 sponsored by the Peoria Area League of Women Voters.  They are different, but likely either one will make a good board member. They are candidates in the third district, northwest Peoria.

One will be elected on March 17 in a non-partisan election, held with the Illinois primary election.

They are Anni Reinking, and Ivora Rudd Hearn.  They spoke and answered written questions from the audience. Here is a  recording of the event:

Download D150 candidates feb 3

Reinking is a big personality, an articulate speaker with a great deal of experience in education.  She teaches early childhood education in college, has been a classroom teacher, and has children in the Peoria Public Schools. Her expertise would likely be valuable on the board. 

Hearn is quieter, but seems sensible and sincere. She said she works in "human resources."  She's open to union concerns, and said, "We all need to work together....  I am a team player, an approachable person," she said.

Both questioned the shuffling of principals that has occurred in the past, and both said the Quest charter school must show improvement if its contract is to be renewed. "Education is data driven and we need data," Reinking said.

They didn't question the concept of charter schools, but Reinking said the school district needs to be able to hold Quest accountable.  The board could close Quest and offer the same choices "under the leadership of  the (District 150) board," she said.

 -- Elaine Hopkins