As students discuss among themselves how they are going to fulfill their CAS hours, they inspire each other far more than a teacher can and they develop a respect for each other's accomplishments.

It begins with the student developing an understanding of CAS, where and why it should fit into their lives. Without this understanding, CAS becomes a tiresome obligation to be fulfilled and "got out of the way" as quickly as possible. The challenge is to encourage them to modify their lifestyles. They have to feel or believe (as distinguished from intellectually knowing) the differences that participating in CAS types of activities will make in their lives.

After introducing the concepts of CAS, the students can customize and individualize their own CAS programs to suit their talents, interests and personalities. The role of the CAS supervisor becomes one of assisting those few who have difficulty with deciding parts of their plans. For those who like to join big group activities, the CAS supervisor can assist with school sponsored events, but there is also a place for those who prefer individual activities and who share individual talents.

For every CAS paper turned in, there is a story, a feeling and a learning experience the students want to share. What did they do? What was it like? How did they feel about it? Do you know what I did this weekend? I visited a leper hospital, an orphanage, won a race, lost the BB game, wrote this poem, planted trees in the park, sang in the choir, entered a contest, painted this picture. I was scared; I was excited; I was proud; I was sad; I was mad; I was upset...