17 steps behavioral guidelines given by Ti and Do to students

Behavioral guidelines given in the early days of the classroom November 1976

THE 17 STEPS

1. Can you follow instructions without adding your own
interpretation?

2. Can you deliver instructions as you receive them or do they
change according to your computer?

3. Do you participate in inconsiderate conversation, polluting
the ears of others while you and your partner work things
out?

4. Are you physically clumsy – breaking things because you
handle them too harshly or carelessly?

5. Do you half way complete a task because of your poor
standard of what is thorough?

6. Do you put tasks off – procrastinate?

7. Are your patterns of cleanliness, sensitivity, gentleness,
etc. consistent or are they good only when spotlighted?

8. Do you use more of something than is adequate (for example,
excessively high cooking flame, more toothpaste than
necessary, etc.)?

9. Do you go from one extreme to another: as from overeating
to undereating, etc.?

10. Are you sensitive when approaching another individual about
something you want to discuss? Do you permit that individual
the choice to continue what he is doing, or do you force him
to drop it in order to give attention to you? Do you stop
and check, or do you assume that what is on your mind is more
important than what is on theirs? (Know the difference between
your relationship with your teachers and your fellow classmates
in this regard.)

11. Do you needlessly ask a question when the answer is obvious or
a moment of silent observation would quickly reveal the answer?

12. Are you pushy, aggressive, interfering, or demanding in any way?

13. Has familiarity caused you to become so relaxed with your
partners or others that your actions or words don’t hold enough
restraint?

14. Are you gentle, simple, cautious, and thoughtfully restrained
in your steps and all other physical actions or words?

15. Have you outgrown defensiveness and its flip side, martyrdom?

16. Can you understand and review in your mind all the ways in
which members of the Next Level are sensitive? If you can, you
have no excuse for not working on improving in these areas at all
times.

17. When your teachers have asked someone to do a task and it relates
to you, do you treat that task and its deliverers with as much
respect as you would if it came directly from your teachers?

Section 2 – Page 5

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