A
Yeah, that's true.
B
But you cut, you know, the, the kid's having to give up his, quote, play time to pay his debt for what he did wrong.
A
Well,
B
But he's seeing something constructive come out of it.
A
um, I have to, I think one of the positive things, I mean, one of the things that can come out of, uh, is not just di-, discipline, okay? But, okay, for instance, one of the things they do at, uh, my kids school, uh, they have what they call, uh, caught being good slips. And when the kids are in halls and stuff, and if they're being really good, I mean, just being excellent, they're not, you know, cutting up and so on. They're just standing in line, doing whatever they are supposed to, they get one of these caught being good slips. And then, when they collect them at the end of each week, they get to go to this little, what they call their caught being good store, and then they get to spend these like money. Well, see, to me, that's positive reinforcement, is much better, much better than trying to find ways to discipline kids, because they're going to be good and try and earn those things, you know, to get the positive part of it. I mean, they'd ra-, much rather go in the store and buy something than be spanked. So, they're definitely going to work towards being good, you know, rather than trying to act up and be bad, you know.
B
I think that not only applies inside the public school system, but in society itself. We've been too long, there's been too much negative reinforcement. How much, da-, like, the caught being good slips. How about, just the John Q citizen out there on the street?