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They may call someone a name but then help someone later; they may be off task at one moment and self-directed the next. Some teachers have created rules for self-evaluation. For example, students who were at more than one level that class period must evaluate themselves at the lowest of these levels. Using that rule, any student displaying any Level Zero behavior should be self-evaluated as Level Zero for the lesson. Students in one of my programs invented a scoring system of their own to deal with this problem.

Giving them a voice in the process and gradually turning some choices and decisions over to them are central to the process of taking responsibility. And what better way is there to treat kids with dignity? A caveat needs to be attached to this issue of being relational (as well as most of the ideas in this book). None of these qualities—recognizing strengths, listening, treating kids as individuals, and so on—means caving in to everything kids want or demand. It is absolutely crucial for TPSR users to have the courage to stand up for its core values and principles and to confront kids when necessary.

Level III celebrates the diversity of student talents, needs, and interests by encouraging reflective choice. Level III promotes a “complementarity of excellences” (Norton, 1976) by treating all responsible, self-direction goals as equal rather than favoring culturally popular activities, one gender over another, or the motor elite. Alternative school PE teacher Mike Reeder reminded me that I had written about this a long time ago (Hellison, 1978). That book, based on a year with a class of highschool kids, described the Level III question I posed to my students: Who can I be?

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