Parker High School - Parker Pine Yearbook (Chicago, IL)

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ADIUSTMENT TEACHERS ' Since the adjustment department began functioning three semesters ago, the theory that a certain percentage of every class will fail in at least one subject has been aban- doned. The purpose of the adjustment teach- er service, instituted by Superintendent Iohn- son, is to help the student make as much progress as is possible with his individual abilities. Educators no longer assume that all students have the same capacities for achievement and should be judged by the same standards. As every child is different in personality, so is he different in capability and should be given work accordingly. This process of adjusting the work to fit the stu- dent is the task of the adjustment teacher. ' One of the principal duties of Parker's adjustment teachers, Miss Louise Eddy and Mrs. Alicia Doran, is to give grammar school graduates objective and intelligence tests. These tests are returned to the adjustmnt teachers who grade them and select students for remedial classes. This department also offers suggestions to teachers and assists in the preparation of material for individual in- struction. Miss Eddy and Mrs. Doran also as- sist the class teachers in making special pro- visions for exceptionally bright pupils. These teachers work in cooperation with the Bureau of Child Study and supervise the care and arrangement of health sheets. The testing of pupils' vision and hearing comes under the work of this department. ' The investigation of failures is another important duty of these teachers. After de- termining the reasons for the failures, they endeavor to correct the difficulties. Often these students are assigned to some faculty member for coaching. These teachers inter- est themselves in the student who finds it difficult to complete the required work. They are also concerned about the child of ability who is not working to his full capacity. If they see a pupil capable of earning a supe- rior grade receiving fair or good, they inves- tigate his case. ' One of the most important points in the progressive program of the Chicago public schools is the use of cumulative records. Each student has a complete record which follows him from kindergarten through junior college, concerning his physical, emotional, mental, social, and educational develop- ment. These records are of great value to the adjustment teacher in handling success- fully and constructively cases of problem children: for example, retarded children recommended for remedial instruction, fast learning children, and absentees who have missed their work. This infonnation also aids the adjustment teacher in determining the causes of failures and other difficulties as the record of the child's aptitudes and ten- dencies over a period of years is available. 23 Miss Eddy Miss Doran Aww-f tmmw-M.m -f,..,....,........N..... , . ..., , 'mm mg

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