The ACES Approach, however, does not confine learning situations in the classroom. The structured experiential learning activities are simply regarded as better substitutes for real-life situations. Therefore, it recognizes the superior impact of a learning situation that can be infused from real-life set-up. Hence, the ACES Approach encourages teachers of values education to bring out their students, whenever possible, to their community to observe and experience situation that stimulate values learning. For instance, social responsibility can better be developed if students are brought around the squatters area, institutions for "endangered" children, orphanage, institutions for the retarded and other places.