Some of that "acting out" in way of unsocial behavior may be caused by the
nervousness. I sub in public high schools and am often amazed at the
difference in the personality of a disruptive student when comparing him
doing the assignment to just talking to him about his interests. How does
SVS work with a student who has interests that he pursues but doesn't know
how to pursue those same in school?
On Tue, 15 May 2001 08:29:18 EDT, email@example.com wrote:
> WHAT: Who says, where and when, that "SVS is better off without the
> 'nervous'." What in the heck does that even mean? We are better off
> kids who are not interested, or are not able, to control their behavior
> socially. That is all. No supervision is still no supervision. But
> 'nervous'? Isn't that most everyone?
*****> From: Sam Senteney <firstname.lastname@example.org>
> To: <email@example.com>
> Sent: Friday, May 11, 2001 4:25 PM
> Subject: DSM: RE: On Hybrid schools . . . Our Trojon Horse?
> > Sam here -
> >I said:
> "Free schools frighten many people simply because they have no idea how
it can all work. Having a "all or nothing", "take it or leave it" approach
does nothing to bring the nervous on board."
To me this is a good thing and exactly the point! We in Sacramento have
more than our share of "nervous" on board, and after all is said and done
they almost always leave. And usually it is not a plesant experience. On
the other hand, those who buy the "all or nothing", "take it or leave it"
of our philosophy stick around and are contributing members of the
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This archive was generated by hypermail 2.0.0 : Mon Nov 05 2001 - 20:24:29 EST