Thornridge High School - Piper Yearbook (Dolton, IL)

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Cone? I didn't see any cone! Three point, two point, what's the difference? Why do we have to drive in reverse? These were just some of the cries heard on the driv- ing range as students in Dri- vers Ed. classes had to go about the four phases of classroom, simulation, range, and on-the-road in order to get their license. With not enough time for 52 Drivers' Educatiori Department i W every student during the school day to participate in on-the-road, students signed up to do 'lovertime either after school or on Saturdays. Without on-the- road, students could not pass the course, S0 Stu- dents just happened to find the time to meet the class requirement. i didn't think it was very fair having to use our time. A lot of people had things to do after school and especially on weekends. But l guess since we all wanted our li- censeswe made the time, Said Ron Baliard. , Something new was that students could take their drivers test at school, if they passed the driving and written tests, students then could go to the driving school to have their pic- tures taken. Knowing the teachers and being in a more relaxed atomsphere helped the students feel at ease. They were able to concentrate more and not feel so nervous, explai Mr. Walter Shatkowski, vers' Ed. coordinator. However, in order to the test at school a stud had to have earned an ' or UB in the course. rule inspired students study for better grades. Getting one's permit the ultimate goal w the course began, but the end of the year, si many already had thei cense, the goal was to the keys and hit the roa

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Potential iStudents got Having trouble in a particular area? Not work- ing up to poten- t i a l ? T h e s e problems could be solved by participating in the spe- cial programs classes. The Special Programs De- partment gave help to stu- dents in their particular achieved in classes opportunity to work on skills' areas by having a close teacher-student atmo- sphere. Thomton studentsjoined T hornridge students for a new district-wide program. The Educably Mentally Handicapped program was produced to help each indi- vidual student compensate for his particular disability. This program was new for the department, and l think it was a success. Moreover, students got a better opportunity to work on their needed skills op- posed to the regular class- room environment, stated Mrs. Maryanne Lake, spe- cial education aide. Classes in the depart- ment included leaming dis- ability and behavioral dis- order as well as reading and social studies classes. With the emphasis on the relationship between stu- dent and teacher, the Spe- cial Programs Department provided the skills needed for individual students to excel. 1 'N .L rg, ...au Opposite Page: Dorothy Mc h1SEnQl'ShClHSS- Dowell and Elaine Galley, sopho- mores, work on transparency pro- jects in Drawing and Painting I. Above: Mrs, Clementina Niemann works closely with Sharron Single- ton to help her set up the equip- Leli: Stance Strong concentrates mem I-'Sed in her Class- on his work by listening to a tape in Special Programs Department 51

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6 901,69 needed for school test ' tmosphere helped students feel at ease' et '----..-,, vim Wu- Above: Candyce Malone takes the required Rules ofthe Road test in order to receive her driver's per- mit. Top: Alex Peterson switches dri- vers on range in order to get equal experience. Lett: Scott Boersma, Ron Ballard, and Julie Baker react to driving sit- uations on the simulators. Top leh: ln classroom, students study the Drive Right text to gain the A or B needed to take the driver's test at school. Drivers' Education Department 55