Episode Transcript
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Speaker 1 (00:20):
Hello, hello, hello,
mr Ken Newton, and.
Speaker 2 (00:23):
Juliette Gunn here
how are you everybody?
Speaker 1 (00:26):
Episode 5 and today's
topic, and we're coming back
from spring break.
Are we rested?
Kind of rested.
How about you, juliette?
Speaker 2 (00:36):
Do you feel rested?
Because I don't.
Speaker 1 (00:37):
Ugh, I don't Just
seven days, that's it.
Exactly Back in the day, it wastwo weeks, but it's only seven
days, Only seven days, Onlyseven days.
So hey, welcome friends.
We are here to talk aboutconsequences, or I should say
the lack of consequences.
Speaker 2 (00:55):
That's perfect.
The lack of consequences.
Speaker 1 (00:58):
Lack of consequences
in good old education.
Is it frustrating?
Yes, is it wearing?
Yes, is it wearing.
And tiresome?
Yes, what do you think?
Speaker 2 (01:14):
I just don't know
where to begin Because, honestly
, in this education system we'relacking so much.
But the biggest thing isconsequences Teaching these
students that life is full ofconsequences, good and bad.
Speaker 1 (01:27):
I couldn't agree more
.
And like you said, life is fullof consequences, but
unfortunately it's honey.
Don't do that for the 33rd time, let's try again, let's try
again.
Here's a sucker, a sticker.
Let's try again.
Speaker 2 (01:43):
You know what's my
favorite?
I love that you express thoseemotions.
I loved it.
No, exactly, that's not how weexpress our emotions.
Speaker 1 (01:52):
And when, in the
perfect world again, the legal
system and God bless your father, he would have laughed at no,
you don't get a 33rd chance, yougo straight to jail.
Speaker 2 (02:06):
Yep, you get one
chance in this world.
Speaker 1 (02:09):
You get one chance in
this world and you get one
chance.
So after the next break we'regoing to go into a little more
detail about all this good stuff.
So we'll catch you on the flipside.
Speaker 3 (02:21):
Y'all ready for this?
Speaker 1 (02:22):
This is perfect flip
side.
Y'all ready for this?
All right, friends?
Hey, welcome back to ourepisode about consequences.
And, ironically, friends, wehave two students who are going
to be our guest stars.
But how ironic that they're thecomplete opposite of what we're
(02:46):
talking about.
And they understand thatthey're rules and they
understand that they'reconsequences.
But, funny story, both theirparents are teachers.
But that's okay, that's okay.
That's okay, that's okayBecause they are great examples
of really model citizens andI've always told them I was very
lucky, miss Juliet, to havethem in my class last year, and
(03:07):
I cried when they found out thatthey weren't in my class this
year.
Um, hopefully they did too, butthat's okay, I'm just being
silly, um, but um, I'll let themintroduce themselves and just
just a couple words, like why doyou think we need to have rules
and consequences at school?
So don't be shy, come forward.
Speaker 4 (03:24):
I think we need to
have rules and consequences at
school, so don't be shy, comeforward I think we need to have
consequences at school becauseit keeps us in line and if kids
don't be disciplined, they'll beout of control and it just will
be horrible yeah.
Speaker 3 (03:38):
So I think that we
need to have consequences at
school, because if there aren'tconsequences, then kids aren't
gonna have any reason not to dosomething that's bad, and the
consequences teach them to dowhat's right and then they know
like bad from wrong and goodfrom wrong.
Speaker 2 (03:55):
Can I just say that's
perfect again where are their
parents?
Because, they need to have anaward or something.
Speaker 1 (04:02):
Absolutely.
And again, that's funny thatyou say that, because I think at
the end of the year there willbe a I call it a good problem on
figuring out who wins all thesixth grade awards.
And quite honestly, I thinkit's the two people standing in
front of us that should win allthe sixth grade awards.
Why?
Because they've been excellentexamples for everybody.
(04:23):
Your parents will be very proudof you, so we'll send you the
link so they can hear it.
Speaker 2 (04:28):
Wait, wait, wait.
Could we ask them what kind ofconsequences?
Speaker 1 (04:32):
do they get?
Oh, please, that's a greatquestion, that's a fabulous
question.
Speaker 2 (04:36):
So if you guys don't
do good at school, complete your
homework or anything like that,what happens?
Speaker 4 (04:43):
I get all my
technology taken away.
Like, if I get bad grades, thenmy mom will like sit me down
and we'll just go overeverything that I didn't
understand can we be nosy andask you a question?
Speaker 1 (04:55):
have you ever gotten
your technology taken away?
Yeah, what?
Speaker 3 (05:00):
what did you do, what
?
Speaker 4 (05:03):
When I was younger, I
would lie a lot.
Speaker 1 (05:06):
Oh, but we still love
Ellie, we do, we do, well, good
thing you don't lie.
Speaker 2 (05:10):
No more right Because
we're six years.
We still love Ellie.
Speaker 1 (05:12):
We still love.
Don't break that conception ofEllie.
Speaker 3 (05:16):
No, we love Ellie.
She always tells the truth.
Speaker 1 (05:18):
What about you, Mr
Wollner?
Speaker 3 (05:20):
Okay, Don't do
homework.
My mom always asks me did youdo your homework?
Did you do your homework?
So I never really forget, andthen it just kind of sticks, so
it's easy to do it.
And then if I get bad gradesthen normally, like Ellie said,
(05:42):
we'll just go over it and makesure that the next time I get a
better grade.
Speaker 1 (05:46):
Oh, we still love
grants.
Speaker 3 (05:47):
I love that.
Oh, honesty, honesty is stilllove.
Speaker 1 (05:48):
Grant.
Speaker 2 (05:49):
I love that.
Oh, honesty, grant, you'reperfect.
Speaker 1 (05:49):
Thank you, honesty is
the best policy.
I love it.
Hey, let's ask you one morequestion, and Julia kind of
asked you that already Do youreally think it's important to
have consequences at theelementary level?
And the reason why we're askingis what's going to happen when
you all become adults?
Do you understand the question?
(06:11):
Yes, so why do you think weshould have rules now?
Because if we don't have ruleswhen you're adults, society is
going to be kind of in trouble.
Yeah, so what?
What are your thoughts on that?
Speaker 4 (06:22):
um, my thoughts are
we need rules in elementary
school because it what wepractice in elementary school,
is what what is going totranslate to upper grades and,
eventually, life overall.
And so if we don't practicegood habits in elementary school
, it's harder to practice themolder.
(06:43):
It's kind of like learning alanguage it's easier to do it
younger than it is to do olderso wise stop it, you're making
my heart explode.
Speaker 2 (06:52):
This is perfect this
is what we need.
We need more students like you,because, guess what, when you
go into adulthood, it's justgoing to get harder.
But you guys seem to have thebest foundation right now to
even be successful later on.
How about about you, grant?
Speaker 3 (07:07):
Okay, so I think that
it's good to have rules, like
when you're at elementary,because you're still learning,
and when, like for a testexample.
If you don't do homework andyou don't practice, you're not
just going to suddenly know whatto do.
You have to train.
And then how you act inelementary school when you're
(07:28):
younger is how you're gonna actyour whole life oh, so wise we
should like it's just clone themwhy can't we have 50 000, if
they're?
Speaker 1 (07:37):
cloning goats and
animals.
Why can't we clone likeamazingly awesome people here I?
Want you guys, you have to, youhave to fail sixth grade again
because to be at the school forthe next.
Speaker 2 (07:49):
Do you have to
graduate?
Speaker 1 (07:50):
Yeah, do you have to.
Speaker 2 (07:51):
Do you really have to
?
I don't know.
I think we should just keep youforever.
Exactly, I agree 100%.
Other students, though.
What are we going to do withthem?
Where do we start?
We have to figure this out.
Speaker 1 (08:01):
Exactly, let them
graduate early.
What was that?
Speaker 4 (08:05):
Let them graduate
early.
Let him graduate early.
Speaker 1 (08:07):
Well, I don't know,
Thank you for the suggestion,
babe, but we'll let you go.
Speaker 3 (08:15):
Thank you, words of
wisdom, loved it so much, so
proud of you too, Words ofwisdom.
Speaker 1 (08:20):
And in our last
segment we'll talk about maybe
possible solutions or ideas thatMiss Juliet and I have about
really having consequences atthe next level.
All right friends.
(08:44):
Hey, we are back for our finalsegment and Miss Juliet and I
have put our heads together tosolve the world's issues and
problems.
Just kidding Like we can onlydo so much, hey maybe one day,
one day.
One day, exactly One day.
But we both agree that reallysomething has to change,
especially at the elementarylevel, because, like in the last
(09:06):
segment we were talking aboutthat, if children don't get
consequences now, what in theworld's gonna happen as they get
older?
Speaker 2 (09:15):
and they're gonna
have a difficult time growing up
an extremely difficult time,and consequences get bigger
consequences get.
Speaker 1 (09:24):
We'll make up a word
huger and bigger.
And yeah, you brought up somegood points.
You brought up some very goodpoints about how, again, if
there's nothing sticks, nothingsticks.
Now, ironically, I, mr newtonhere, I I'm right, I wrote a new
book about from abcs to ptsdand, ironically, one of those
(09:46):
chapters.
Speaker 2 (09:48):
I love the title.
Speaker 1 (09:48):
Oh, don't you love it
.
One of those chapters is aboutconsequences, lack of
consequences, and I just want toread a quick little snippet of
it.
And it says ah, elementaryschool, the age of glue sticks,
untied shoelaces and anunwavering belief that
consequences are just a myth.
Adults made up to scare kidsinto putting the crayons away.
(10:10):
It is the wild west of theeducational system, where every
poor choice is met not withswift justice, but with the
gentle let's use our words nexttime, buddy, and make better
choices.
Speaker 2 (10:23):
I said that earlier
remember.
Speaker 1 (10:26):
Isn't that the truth?
So, and kids are smart.
We were talking about that thatkids figure out the system.
Speaker 2 (10:34):
I just want to share
something, please.
When I was your student, mrnewton, yes, friends, miss
juliet was my student crazyyears ago, but when I was your
student, I remember if I didn'tlisten to you or I didn't
complete something, you held mein at recess until I finished it
, and that wasn wasn't often, bythe way, and the word is
(10:54):
accountable, exactly.
Speaker 1 (10:55):
Oh, I love how she
threw in and it's true, friends.
It was not Like I could counton one hand yeah, not my toes,
but it was right.
And the key word there isaccountable.
We cannot hold kids accountableanymore.
Our hands are tied very tightquite honestly, they don't.
Speaker 2 (11:15):
We can't hold them in
from recess.
Speaker 1 (11:16):
We can't hold them in
from recess.
So what do they?
Speaker 2 (11:19):
learn.
They've learned that, no matterwhat I do, I still get my
playtime.
Speaker 1 (11:25):
Absolutely.
Kids have learned the system.
People, kids have learned thesystem and, like Miss Juliet
said, I still get my playtimeand neener, neener, you can't do
anything.
Speaker 2 (11:36):
Yep.
And what does that teach?
If there's a lack ofconsequence, there's a lack of
accountability, then that alsogoes into behavior.
Absolutely.
Behavior increases, itmanifests itself.
Speaker 1 (11:47):
Fancy way, friends,
it manifests itself into
something pretty scary, andagain we just want to be
teachers.
Boy, has our job changed.
That's another episode how ourjob has radically changed.
And yeah, long story short, noconsequences, friends.
Speaker 2 (12:07):
Wait, can we also say
one more thing?
We are not the only ones thatshould be giving your child a
consequence, absolutely.
It's not only our job.
Speaker 1 (12:18):
Absolutely and sorry,
friends, we're the teacher,
we're not the parent, we're theteacher, we're here to teach
math, science.
We're trying to teach the good,old-fashioned eating writing
and arithmetic.
Speaker 2 (12:29):
Not that, Johnny
should be nice.
Speaker 1 (12:31):
Exactly, johnny
should be nice already.
Mm-hmm.
Johnny should be nice.
Exactly, johnny should be nicealready.
Mm-hmm.
Johnny should be nice already.
And we have to be teaching whyJohnny should be nice.
Speaker 2 (12:42):
Or why Johnny should
practice his math facts.
Speaker 1 (12:44):
Exactly so.
We're going to keep doing ourbest because call us crazy but
we still love our job and westill will try to change the
world.
And tomorrow's another day andwe're laughing, but as soon as
we pause, we'll start crying.
Speaker 2 (13:04):
I'm already starting.
I have to think about tomorrow,Alright friends, yes, happy
Tuesday.
Speaker 1 (13:10):
Keep listening.
Thanks for listening.
Speaker 2 (13:12):
Peace out.
Happy Tuesday guys.
Speaker 1 (13:13):
Happy Tuesday.