Bill, Can you give me an example from adult life (not school) when your #3 is true? I do not feel consistently rewarded for proper behavior. I behave in a way that I think is right because it is right, but I often notice that people who take short cuts or do not behave "properly" seem to get more rewards. Jan
-------------- Original message ---------------------- From: "Bill IVEY" <[EMAIL PROTECTED]> > [snip] > > > On the other hand, if we engage in a little backward design, and look at > our goals, they might be: > 1. That students behave well. > 2. That students understand there are consistent consequences to > misbehavior. > 3. That students understand there are consistent rewards to proper > behavior. > 4. That students have the opportunity to make restitution. > 5. That students see helping other people as a normal part of a healthy > life. > > With all that in mind (and please feel free to disagree on any of those > five, or add to them...), how could detentions be used to increase social > literacy? What role should service play in a school? How do you run all > this so that it comes from within the students and not perceived as > something external to them and imposed on them (i.e. how to build > self-esteem in a positive way)? > > Take care, > Bill Ivey > Stoneleigh-Burnham School _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. Search the LIT archives at http://snipurl.com/LITArchive
