Latest / Chuck Douglas / More With Candidate Bernadine Kennedy Kent in Studio

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More With Candidate Bernadine Kennedy Kent in Studio · Chuck Douglas

• 0:00
  Speaker 1: Chuck Douglas, The Power Hour, 610 WTVN. Got a note
• 0:02
  Speaker 1: from Fifi on Facebook. Thank you very much. I responded
• 0:05
  Speaker 1: to that. I've got a guest in the studio, Bernadine Kennedy-Kent,
• 0:09
  Speaker 1: who is running for the legislature, District 3 this time around.
• 0:13
  Speaker 1: They've changed numbers since she was there last time. She
• 0:16
  Speaker 1: was kicked out. She was locked out. She was physically
• 0:20
  Speaker 1: blocked from going into a room for a discussion about
• 0:23
  Speaker 1: a bill they would be voting on because she ticked
• 0:26
  Speaker 1: off the Democrats. She was a Democrat. was is the
• 0:30
  Speaker 1: operative word she's come over now and welcome by the
• 0:33
  Speaker 1: way to the franklin county republican party it's it is
• 0:36
  Speaker 1: uh it is it's different now than it was a
• 0:39
  Speaker 1: couple years ago there's a lot of positive momentum and
• 0:42
  Speaker 1: uh i i'm seeing a lot of good things and
• 0:44
  Speaker 1: i'm i you came along at right the right time
• 0:47
  Speaker 1: so um we we talked about the first issue that
• 0:51
  Speaker 1: you would want to handle tell me I got a
• 0:55
  Speaker 1: couple of them. Well, okay. I was going to say,
• 0:58
  Speaker 1: can you tell me something else that might be in, say,
• 1:00
  Speaker 1: your top five things that really are priorities for you? Oh, okay.
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  Speaker 2: The one I was down there and, you know, I
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  Speaker 2: was formerly a teacher, assistant principal, and I love the kids.
• 1:16
  Speaker 2: And I absolutely hated that they could go through 12
• 1:22
  Speaker 2: years of school take a test and not graduate. I absolutely,
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  Speaker 2: to me, you disenfranchise the teachers.
• 1:33
  Speaker 1: We didn't mean anything if we.
• 1:35
  Speaker 2: Could teach a child for 12 years and then they
• 1:38
  Speaker 2: take a test and fail.
• 1:39
  Speaker 1: The proficiency test is a joke anyway. My son, my
• 1:42
  Speaker 1: youngest son in 10th grade, that's when they start giving
• 1:46
  Speaker 1: them to you. In 10th grade, he passed all the
• 1:48
  Speaker 1: parts of the proficiency test. He said, why do I
• 1:51
  Speaker 1: need to go to two more years of high school then?
• 1:53
  Speaker 1: If I passed the Ohio graduation test at this point,
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  Speaker 1: I'm showing I have what I need to graduate. Why
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  Speaker 1: do I have to go to school for two more years?
• 2:00
  Speaker 1: That is a completely logical question. And I couldn't answer it.
• 2:05
  Speaker 2: Well, you'll love this. When I was at Mary Franklin,
• 2:08
  Speaker 2: they had a young man and he was considered to
• 2:12
  Speaker 2: be in a special education class. And this is when
• 2:15
  Speaker 2: they gave that first test for seniors. This young man
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  Speaker 2: in the special education class was the only one that
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  Speaker 2: passed all five parts.
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  Speaker 1: Oh, my gosh. Oh, my gosh. Was he brilliant or
• 2:32
  Speaker 1: was the rest of the school in that much trouble?
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  Speaker 2: Well, I think it was because smaller classes. He got
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  Speaker 2: a chance to study many of the things that he
• 2:42
  Speaker 2: was interested in. And I think that that was why.
• 2:47
  Speaker 2: And when you think about it, you're talking about maybe
• 2:49
  Speaker 2: he had five people in the class. That's one of
• 2:52
  Speaker 2: the things that is a very big problem. These classes
• 2:55
  Speaker 2: you just stuff students in, you're supposed to be giving
• 2:58
  Speaker 2: them really all individual. No one learns the same, but
• 3:02
  Speaker 2: we're doing the same. Just just do this ditto, you know, so.
• 3:06
  Speaker 2: One of the things when these kids were not, I mean,
• 3:10
  Speaker 2: we were truly traumatizing kids with that test. And so
• 3:14
  Speaker 2: when they could not graduate, could not walk across the
• 3:17
  Speaker 2: stage with their friends and are still struggling today. Yes,
• 3:20
  Speaker 2: they get a GED. But one of the ladies, one
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  Speaker 2: of the young ladies says, when anyone asks me what
• 3:30
  Speaker 2: school I graduated from, I have to lie. I cannot
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  Speaker 2: bring myself to tell someone that I have a GED.
• 3:39
  Speaker 2: So one of the bills that I really want to
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  Speaker 2: get passed or really want people to look at is, okay,
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  Speaker 2: they didn't pass the test, but you need to give
• 3:49
  Speaker 2: them some hope in getting a diploma. So my thing
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  Speaker 2: is they don't pass the test. Let them work for
• 3:56
  Speaker 2: a year. Let them prove that they can work for
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  Speaker 2: a year. They're paying taxes and then give them their
• 4:02
  Speaker 2: daggone diploma. Why let them go the rest of their lives.
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  Speaker 1: Feeling like a GED? I mean, it's a general equivalency diploma.
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  Speaker 1: So it's saying that you've mastered or at least passed
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  Speaker 1: the curriculum required by the school system. Would it be
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  Speaker 1: of any great harm to put the home school's name
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  Speaker 1: on that and say you graduated from East High School
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  Speaker 1: or whatever, if that's your home school?
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  Speaker 2: I want them to give them a diploma. I want
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  Speaker 2: them to give them the diploma. Chuck, they went through
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  Speaker 2: 12 years of schooling. There is no reason to do
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  Speaker 2: this to children over a test. You're talking one thing.
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  Speaker 2: And so now I think you have to give them
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  Speaker 2: some type of hope so that they are not embarrassed
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  Speaker 2: the rest of their lives and have to lie.
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  Speaker 1: Well, I'm agreeing with you. I'm saying if they are
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  Speaker 1: a student at this school and they don't graduate normally
• 4:56
  Speaker 1: but get the GED passed from whatever that home school is,
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  Speaker 1: I don't see where it would be a big deal
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  Speaker 1: to give them hope.
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  Speaker 2: They don't want to do it because they don't want
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  Speaker 2: to do it. So you have to give them you
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  Speaker 2: have to give educators a reason. You have to give,
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  Speaker 2: I think, lawmakers a reason. OK, because they are big
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  Speaker 2: on these tests.
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  Speaker 1: But we're in a world where everybody gets a trophy
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  Speaker 1: when somebody has actually worked and achieved what they need
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  Speaker 1: to achieve. Shouldn't they get a real trophy? I just
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  Speaker 1: I I would agree with you on this one. This
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  Speaker 1: is right. If they put in the work, they redeem themselves.
• 5:31
  Speaker 1: And face it, you don't have to be stupid. Maybe
• 5:33
  Speaker 1: you were lazy. Maybe you were taking care of the
• 5:37
  Speaker 1: kids because mom was sick and dad was gone. You
• 5:41
  Speaker 1: don't know why a student doesn't complete work.
• 5:43
  Speaker 2: And you're totally, totally correct. That is where you are totally, totally.
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  Speaker 2: I remember having a kid in my class. And, no,
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  Speaker 2: he was acting up in someone's class. And teacher had
• 5:54
  Speaker 2: him come down to the office. And I was supposed
• 5:57
  Speaker 2: to deal with him. I called his mom and I
• 6:00
  Speaker 2: found out that his best friend was run over by
• 6:03
  Speaker 2: a truck and he was going to have to be
• 6:05
  Speaker 2: appalled at her funeral. And so that's why he was
• 6:08
  Speaker 2: acting up. There are reasons. There are traumas. But if
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  Speaker 2: we don't know what they are, how can we even
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  Speaker 2: address it? But kids love to come to school because
• 6:19
  Speaker 2: their friends are there. But you have to look at it.
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  Speaker 2: You know, I don't know about you, but when I
• 6:24
  Speaker 2: was in school, there was I had a violin.
• 6:28
  Speaker 1: I had music. I had sewing.
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  Speaker 2: I had I mean, there was all types of activity
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  Speaker 2: and it was during the day. I didn't have to
• 6:35
  Speaker 2: come after school to do it. So I don't know
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  Speaker 2: what's going on.
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  Speaker 1: I am a West High School graduate. Proudly so. I
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  Speaker 1: am always going to be a cowboy. I might have
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  Speaker 1: a cowboy on my casket one day. I don't know.
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  Speaker 1: But I'll tell you what I had. I was in
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  Speaker 1: choir and ensemble. And I was on stage all the
• 6:50
  Speaker 1: time hosting the variety show or doing the Music Man
• 6:53
  Speaker 1: or whatever. That school, those years, as many people go,
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  Speaker 1: I hated school. I don't get them. Because that was
• 7:03
  Speaker 1: heaven to me. That was my utopia. That was where
• 7:07
  Speaker 1: everything was right. It made sense. And then you go
• 7:10
  Speaker 1: out here into the real world and you find out
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  Speaker 1: it's not the same as in school. But I'll tell
• 7:14
  Speaker 1: you what, the teachers honestly were different too. We were
• 7:16
  Speaker 1: talking off the air about this dispute right now in
• 7:18
  Speaker 1: Columbus with the The teachers and teachers union grappling over
• 7:21
  Speaker 1: the expected increase in health care costs and the mismanagement
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  Speaker 1: of money by the Board of Education and all that
• 7:27
  Speaker 1: kind of stuff. And I don't– teachers were different in
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  Speaker 1: my day. And I wish– I wish that their traditions
• 7:37
  Speaker 1: would have continued, which I don't see much– Bob Howard,
• 7:42
  Speaker 1: an algebra teacher who was like the nicest human being
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  Speaker 1: on the planet. He's so nice he was scary. And
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  Speaker 1: he's still just as nice today. Um, but I, I
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  Speaker 1: could not grasp quadratic equations. And this man would sit
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  Speaker 1: in his office at West high school with me for
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  Speaker 1: an hour after school, just me showing me, helping me,
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  Speaker 1: teaching me. He was wonderful. Wow. Um, uh, Rollin Lane
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  Speaker 1: opened my political mind when he formed the political affairs
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  Speaker 1: club at West high school. There hadn't been one before.
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  Speaker 1: He's the one that got me started in that direction thinking. Um,
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  Speaker 1: I don't know. Maybe that's why I get kind of
• 8:24
  Speaker 1: upset when I see so much graving out. We don't
• 8:27
  Speaker 1: make enough money anyway, and we deserve and we should have. Like,
• 8:31
  Speaker 1: you know, I'm sure those have always been issues, but
• 8:34
  Speaker 1: my gosh, they just weren't as outwardly self-serving sounding to me.
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  Speaker 1: You know, everybody wants to make a good living. Everybody
• 8:43
  Speaker 1: wants to have decent insurance. But I just I hate
• 8:48
  Speaker 1: seeing all this this. back and forth that we're seeing
• 8:51
  Speaker 1: right now with this argument. It almost sounds like that's
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  Speaker 1: the most important thing in the world.
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  Speaker 2: The one thing I can say on that is that.
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  Speaker 2: With no disrespect, you're saying teachers and you don't know
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  Speaker 2: all the teachers.
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  Speaker 1: No, just as a generalization. But that's that's the problem.
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  Speaker 1: Trust me, I know that.
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  Speaker 2: But that is it's almost how, you know, people say
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  Speaker 2: these kids are so bad today. It's this general or
• 9:19
  Speaker 2: Democrats are just out of this. They're just crazy. Anybody
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  Speaker 2: that's a Democrat and where, again, young people are amazing.
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  Speaker 2: Where I learned to look at things differently because I
• 9:30
  Speaker 2: was just like that. I just blankly put everyone in
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  Speaker 2: the same category if they fit that category, all black people,
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  Speaker 2: all white people, whatever. So there was a fight at
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  Speaker 2: Mifflin High School's basketball game. And it was only two
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  Speaker 2: kids that started the fight. But, I mean, they turned
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  Speaker 2: it into— I mean, they just went up and down the bleachers.
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  Speaker 2: So the principal the next day decided, OK, because, you know,
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  Speaker 2: those two people acted up, that we can't have the
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  Speaker 2: game in the evening anymore. we're going to have it
• 10:00
  Speaker 2: in the afternoon and we're only going to have your
• 10:02
  Speaker 2: parents and the kids were in the class and they
• 10:05
  Speaker 2: said you know miss kent there were 300 of us
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  Speaker 2: at that game but only two people acted up why
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  Speaker 2: are we being punished And that's what's happening with teachers.
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  Speaker 2: That's what's happening with students. There's like you're talking about
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  Speaker 2: the union. I can guarantee you that it's the people
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  Speaker 2: at the top of the union that are making the decision.
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  Speaker 2: And then it's a top down. They may not feel
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  Speaker 2: that way at all. Some of them may say, hey,
• 10:35
  Speaker 2: I will take less, but we don't hear their voices.
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  Speaker 1: Yeah, and I'm not– again, I'm saying as a generalization,
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  Speaker 1: I told you I'm part of the Alumni Association at West,
• 10:45
  Speaker 1: and I'm in the school a lot. I am very,
• 10:48
  Speaker 1: very proud of Dr. Roberts, the principal over there. He's
• 10:52
  Speaker 1: doing– Children's Hospital's got a wing in West High School
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  Speaker 1: where the students who are considering medical careers are actually
• 10:58
  Speaker 1: working with patients with Children's Hospital's supervision. And if you've
• 11:04
  Speaker 1: got a child with an issue, you can actually take
• 11:06
  Speaker 1: them to West High School. They are doing phenomenal things,
• 11:09
  Speaker 1: the teachers, the students, the whole ball of wax. So
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  Speaker 1: I know there's a lot of good people and hardworking
• 11:13
  Speaker 1: people still out there.
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  Speaker 2: But think about what I'm saying is think about what–
• 11:18
  Speaker 2: when you talk– when you say like teachers– I think
• 11:22
  Speaker 2: the teachers that feel like they are doing a good
• 11:24
  Speaker 2: job and then they hear you, they want to say,
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  Speaker 2: I wish he knew that I wasn't one of those.
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  Speaker 2: I wish he knew that I was like those teachers
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  Speaker 2: that he had back in the day. I wish he
• 11:35
  Speaker 2: knew that I love my students. So when they hear
• 11:39
  Speaker 2: when you say, well, I wish I had a teacher.
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  Speaker 2: My teacher did this, this. Some teachers are listening to
• 11:45
  Speaker 2: you and say, oh, I wish Chuck knew.
• 11:47
  Speaker 1: That I was that. The beauty of me is that
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  Speaker 1: they can always call me, hit me on Facebook. Seriously,
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  Speaker 1: I am.
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  Speaker 2: I am.
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  Speaker 1: I told you I'm a very fair minded person. I
• 11:57
  Speaker 1: even people that I blatantly disagree with. I let you speak.
• 12:01
  Speaker 1: Make your point. You know, I'll walk away thinking you're
• 12:03
  Speaker 1: completely wrong, but I'll let you speak because I don't.
• 12:09
  Speaker 1: When I hearken back like that. It's not as much
• 12:13
  Speaker 1: to criticize what is as to try to figure out
• 12:16
  Speaker 1: a route back to some of the things that were–
• 12:19
  Speaker 1: that worked so very well for us.
• 12:21
  Speaker 2: But you know it worked for us because look at
• 12:23
  Speaker 2: all the things that we had. Look at all the
• 12:26
  Speaker 2: activities we had. You just said that you could do
• 12:30
  Speaker 2: your whole– Right.
• 12:31
  Speaker 1: The interaction was a big deal, which they don't have.
• 12:34
  Speaker 1: But again, that's all of life now. How many kids–
• 12:38
  Speaker 1: Mark and I have talked about this before. I pumped
• 12:41
  Speaker 1: more quarters into more machines at Funway Freeway and Aladdin's
• 12:45
  Speaker 1: Castle and putt-putt always in Europe. And you got the
• 12:48
  Speaker 1: high score. And there's a bunch of strangers gathered around
• 12:51
  Speaker 1: you cheering you on. And you're going to put your
• 12:53
  Speaker 1: initials on there when you're done, man. Now you're sitting
• 12:56
  Speaker 1: in your mother's basement until you're 36 years old playing
• 12:59
  Speaker 1: against some guy in Taipei on the Internet. The socialization
• 13:03
  Speaker 1: issue is completely gone. And we wonder why people don't
• 13:06
  Speaker 1: know how to get along with each other. It's because
• 13:09
  Speaker 1: we're finding new and more creative ways to separate from
• 13:11
  Speaker 1: one another every day. That's not helpful.
• 13:14
  Speaker 2: Well, we don't have instruments in the schools anymore.
• 13:16
  Speaker 1: No, we don't.
• 13:17
  Speaker 2: I think West High School doesn't have a band. I mean, no,
• 13:20
  Speaker 2: it doesn't have a– does it have an orchestra? Do
• 13:24
  Speaker 2: they do plays?
• 13:27
  Speaker 1: They do still have the orchestra and the marching band.
• 13:30
  Speaker 1: It is smaller but growing again, which is very nice.
• 13:33
  Speaker 2: But you see what I'm saying? There was activities. We
• 13:36
  Speaker 2: did home ec. We made our own clothes and then
• 13:39
  Speaker 2: had a fashion show. I just never hear. We had newspapers.
• 13:44
  Speaker 1: The accident.
• 13:45
  Speaker 2: There you go.
• 13:46
  Speaker 1: There you go. We've got a couple of minutes left here,
• 13:48
  Speaker 1: and I want to– I'm going to clear out of
• 13:50
  Speaker 1: your way. I want to give you the airwaves. There's
• 13:53
  Speaker 1: plenty of people out there to go, who is this woman?
• 13:55
  Speaker 1: I ain't never heard of her. Tell us who you
• 13:59
  Speaker 1: are and why you need support and how to reach
• 14:01
  Speaker 1: out to you and find out about you and all that.
• 14:03
  Speaker 2: Okay. My website is Kennedy Camp for Ohio, and I
• 14:06
  Speaker 2: certainly need support, and I definitely need volunteers right now.
• 14:09
  Speaker 2: So you can definitely reach out to me. And my
• 14:12
  Speaker 2: number is 614-641-8313, Bernadine Kennedy Camp. And I do need volunteers.
• 14:19
  Speaker 2: We want to be out there and give it all
• 14:21
  Speaker 2: we got. But we do need people to help us.
• 14:24
  Speaker 2: And I just want you to know that I am
• 14:27
  Speaker 2: a doer and I can point to what I do.
• 14:30
  Speaker 2: Like there are things that I do, like Deonna Clark
• 14:33
  Speaker 2: not having getting gotten justice for 12 years. That's what
• 14:37
  Speaker 2: I do. I do things for individuals. I do things
• 14:41
  Speaker 2: from my experiences. like No Child Left Behind fraud. I
• 14:46
  Speaker 2: uncovered No Child Left Behind fraud because I realized kids
• 14:49
  Speaker 2: I was advocating for weren't getting the tutoring. I'm like,
• 14:52
  Speaker 2: where's all that money, that federal money that came down?
• 14:55
  Speaker 1: What happens?
• 14:56
  Speaker 2: It just became a money grab. The kids were just
• 15:00
  Speaker 2: dollar signs. And so when I found that out, I
• 15:03
  Speaker 2: had to find out, well, where is the money going?
• 15:06
  Speaker 2: What did I find out? It was going to run
• 15:08
  Speaker 2: down stores, UPS boxes, hundreds of thousands of dollars. Hundreds
• 15:13
  Speaker 2: of thousands of dollars because the most disenfranchised group, who
• 15:20
  Speaker 2: are they going to complain to? So that's the group
• 15:23
  Speaker 2: to use for money. And that's what was happening with
• 15:26
  Speaker 2: No Child Left Behind. And I just was not— it took
• 15:28
  Speaker 2: me seven years to close that down. But I'm a
• 15:31
  Speaker 2: dog with a bone. So remember that, Ishmael Muhammad. I'm
• 15:34
  Speaker 2: a dog with a bone.
• 15:37
  Speaker 1: So appearances during the course of this week or this weekend,
• 15:39
  Speaker 1: anywhere people can come out and see you? Are you
• 15:41
  Speaker 1: going to be door knocking or parades or anything?
• 15:43
  Speaker 2: Well, actually, I'm going to be at 1776ers tomorrow.
• 15:46
  Speaker 1: Oh, my. So sorry.
• 15:47
  Speaker 2: I don't know the address, but it's in Gahanna. Gosh.
• 15:51
  Speaker 1: Oh, yeah. That's going to be at the Golf Course Clubhouse.
• 15:54
  Speaker 2: Yes.
• 15:54
  Speaker 1: Yes. I will be there.
• 15:56
  Speaker 2: It would be lovely for anyone that wants to come
• 15:58
  Speaker 2: out to come out. I would love to meet anyone.
• 16:00
  Speaker 1: I'll be here doing this. Otherwise, I know they got food, too,
• 16:04
  Speaker 1: which means, of course, I can't be there. That's how
• 16:06
  Speaker 1: it goes all the time. I was hoping I would
• 16:08
  Speaker 1: have seen you this past weekend. We had a great
• 16:09
  Speaker 1: gathering in Upper Arlington. Man, it was, I'd say, 200,
• 16:15
  Speaker 1: 225 people that had showed up just just and then
• 16:18
  Speaker 1: all the candidates showed up as well.
• 16:20
  Speaker 2: Wonderful.
• 16:20
  Speaker 1: That was very nice. And I'm just I'm I'm happy
• 16:23
  Speaker 1: to see the enthusiasm that is out there to participate.
• 16:27
  Speaker 1: And honestly, I mean that from both sides. I just
• 16:31
  Speaker 1: I get sick of those people who complain constantly.
• 16:35
  Speaker 2: There you go.
• 16:36
  Speaker 1: And do not bother to involve themselves.
• 16:39
  Speaker 2: There you go.
• 16:40
  Speaker 1: And that doesn't mean you had to cough up money
• 16:42
  Speaker 1: to a candidate or anything like that. You know, make
• 16:46
  Speaker 1: a phone call. You've got social media. If you find
• 16:49
  Speaker 1: somebody you truly believe in, put it on your social
• 16:52
  Speaker 1: media pages. I met this person. I think they'd be good.
• 16:55
  Speaker 1: That's that's being part of the process and hopefully being
• 16:58
  Speaker 1: part of some solutions. Instead of just hunkering down and looking,
• 17:02
  Speaker 1: you know, oh, look, season premiere survivor. That doesn't help us.
• 17:06
  Speaker 1: That doesn't help us. So get involved. Educate yourself. Vote.
• 17:11
  Speaker 1: Early voting started today at the Board of Elections. From
• 17:15
  Speaker 1: what I understand, they had a good turnout and everybody
• 17:17
  Speaker 1: was in and out of there in five to seven minutes. Right.
• 17:20
  Speaker 1: Which is I was down there. I talked about it yesterday.
• 17:23
  Speaker 1: I had to go up an early vote. I think
• 17:25
  Speaker 1: it was two years ago. I was impressed with the
• 17:27
  Speaker 1: number of people and the fact that they got us
• 17:29
  Speaker 1: in and out of there so fast. Very good at it. Bernine,
• 17:33
  Speaker 1: thank you very much. I'm going to put your links
• 17:36
  Speaker 1: up on the social media.
• 17:37
  Speaker 2: Thank you.
• 17:38
  Speaker 1: And I'm sure we will see each other again here
• 17:40
  Speaker 1: in the very near future.