Too harsh?

Discussion in 'Elementary Education' started by Backroads, Dec 6, 2018.

  1. Backroads

    Backroads Fanatic

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    Dec 6, 2018

    We worked with glitter yesterday in a controlled environment. Today, students shook the glitter from their projects into the trash.

    Two students then inexplicably lifted the trash can up and dumped it out (no, they have no idea why they did it)

    I'm making them clean up the glitter with tape and wet wipes.

    Too harsh?
     
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  3. MrsC

    MrsC Multitudinous

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    Dec 6, 2018

    Nope. Glitter is evil.
     
  4. Teacher234

    Teacher234 Cohort

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    Dec 6, 2018

    I do definitely like glitter. I do not think your consequence was too strict. Maybe write them up to the administration as well.
     
  5. ms.irene

    ms.irene Connoisseur

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    Dec 6, 2018

    I liked glitter until I taught middle school. Nuff said...
     
  6. Missy

    Missy Aficionado

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    Dec 6, 2018

    Nope; actions have consequences.
     
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  7. readingrules12

    readingrules12 Fanatic

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    No, your consequence is appropriate. Glitter=mess and a big headache.
     
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  8. Obadiah

    Obadiah Groupie

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    Dec 6, 2018

    I agree. Great application of natural and logical consequences.
     
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  9. waterfall

    waterfall Maven

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    Not too harsh- sounds like a natural and logical consequence to me.
     
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  10. Ms.Holyoke

    Ms.Holyoke Groupie

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    Dec 8, 2018

    Definitely not too harsh! I had one student who had a problem with throwing things in class. He is no longer allowed to have his backpack or binder at his seat and I made him clean up the floor after school for two days. He no longer throws things in class.
     
  11. TeacherNY

    TeacherNY Aficionado

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    Dec 10, 2018

    That's one reason why I'm glad we don't have carpets! We can easily sweep up glitter. Of course they should clean it up themselves. You do the crime, you do the time!
     
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  12. Rabbitt

    Rabbitt Connoisseur

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    Dec 13, 2018

    Logical consequence. And I'd make it be done during something fun.
     

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