Expect that the time-out seat might be used multiple times a day. One of the best compliments I received as a teacher was when someone observing me said, “I did not even see what that student did to get sent to time-out.” That comment reaffirmed that not only did I send the student before their behavior became disruptive but I also used a discreet and private signal so that the student would not feel self-conscious. Send students to time-out at the very first signs of misbehavior-before the situation gets out of control and you, the student, or anyone else gets frustrated. The mantra that helps me remember to do this is “early, often, and for everyone.” Once you’ve reestablished the basics of time-out in your classroom, keep the practice going strong. And be sure to check in with yourself, too, making sure you’re using a calm voice and avoiding negotiations when sending students to time-out. If necessary, use Interactive Modeling to reteach the steps of time-out, including the options for what they can do once they’re there: deep breathing, writing in a journal, squeezing a stress ball, or other activities you approve that will help them calm down and focus. Reaffirm with students that the purpose of sending them to time-out is to help them get back in control of their behavior, not to punish them.
Are you seeing students repeat the same misbehaviors even after you’ve corrected them multiple times? Try going back to basics with time-out. If that’s happening, we need to remember the purpose of time-out: to give students a chance to cool down, recognize and fix their mistakes, and build internal control over their own behavior. But when time-out is used inconsistently and only in more extreme situations, it can feel like punishment to both students and teachers. You may also feel more hesitant to send students to time-out as you build stronger relationships with them. But as the year goes on and academics become more demanding, time-out can sometimes fall by the wayside.
And early in the school year, time-out may be used just as it needs to be. Teaching the ins and outs of time-out (or whatever name you use for it in your classroom) early on through Interactive Modeling is an essential way to support those rules. In the beginning of the year, Responsive Classroom teachers work hard to create a safe space and a positive classroom community with rules that grow out of meaningful goals. My question when I work with teachers often becomes “Who is seeing time-out as a punishment? The students-or you?”
She knows time-out is important, but as the year goes on, it becomes harder to maintain the habit of using it. The answer becomes clear to me-and when I tell the teacher she is not using time-out consistently enough when students need a break, it becomes clear to her, too. Or maybe, students keep talking during Morning Meeting even after being reminded to pay attention, and the teacher has to stop the activity to go over Morning Meeting rules. Can you observe my class and see if you can figure out what’s going on?” When I observe the class, I might see the teacher tell the same student three times to listen during read-aloud time. Categories: Classroom Management & Discipline / DisciplineĪt least once a year, one colleague or another comes to me and says, “Gina, something is not right.
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