Time-out stand for "time-out from positive reinforcement." It is technically a form of punishment, at least when done correctly. There is nothing wrong with applying mild punishment for misbehavior. That's how human beings learn appropriate behavior. Of course, positive reinforcement is effective and should be utilized frequently. The important element is that behavior produces a consequence--good behavior results in positive consequences, bad behavior results in negative consequences. TO is one of the most humane, effective form of discipline there is. It is harder to apply it in a classroom situation relative to a home environment, but it can still be effective and should be a tool in the teachers' toolbox.
I see many comments that the time out should not be used as a disciplinary measure. I am curious as to what would be appropriate discipline before suspension/expulsion. I understand that merely disruptive behavior needs to be redirected but there are times when student behavior needs to have consequences and suspension is an extreme first step.
I agree with the suggestion that a something positive, encouraging creativity, curiosity and learning is a better way to achieve the change in behavior that time outs seek. As it is used it is punitive and isolating and reinforcing withdrawal and separation. That is counter-productive. The most important tool of parents and teachers in helping children learn and become socialized is connection. Everything that puts up wall, that breaks the connection between the adult and child, is counter to that aim. For 40 years I have been an educator, a founder of alternative schools, a teacher and a parent, and that is the most important thing I have learned, that the most important direction for the adult in relation to children of all ages is to establish or re-establish a close connection that enhances trust and guidance.
As as special education teacher of students with a wide varitey of disabilities that cause moderate to severe cognitive impairments, I feel that an area designated in the classroom as a "timeout" area is neccessary. However, the policy in my classroom and in my district is that this is not an area that is used as a disciplinary measure. The area is simply a place where a student, who is having difficulty or disrupting my classroom, can go and have an opportunity to calm down and compose themself. I feel that using this area as a place of punishment would defeat the purpose. This is an area where the student can take a "timeout", but really more of a time away from the rest of the class. "Timeout" needs to be seen as a positve measure, something a student does to regain control. We as adults often employ this method of coping. We may take a long shower or take an extra long bathroom break. Simply a time to cool down and regain our composure before we go back out and face the world.
Two to three minutes, in a place away from other students, is usually all it takes for a child to "get it together" so that they can rejoin the class. If it takes more than two or three minutes, time-out is probably not the solution to the problem.
Time outs should be used to give students a chance to evaluate their behavior and to eventually make amends. Even high school students sometimes need a way to step back and think before a situation escalates -- with other students or with the teacher. I can stop undesirable behavior by asking a student to step out into the hall -- long enough to calm down and to talk it out with me. Of course, we don't call it time out. It is only for a few minutes, and then the student makes the decision to come back into the room. That helps them save face with their friends.
Time out's need to help a student's problem and deliver positive results. Deprivation and solitary punishments along with restrictions only reinforce an individuals need to withdraw and become all so much alone within their personal problems.
Positive intervention can be as simple as encouraging SPORTS / ARTS / Music ETC. into a student's life verses blank time out.
Intervention along with positive play alternatives seem to help greatly.
May I suggest, one never has a dull, blank corner for time out.
In my Kindergarten class I use time out as a self composing technique. It has been most helpful in this group as the class is composed of a large majority of boys, and we share a wall with the school library - with no door between us.
When noise or behavior gets out of hand, I'll ask the disruptive student whether they need to be separate from the group for a time. Usually the reminder is sufficient. If the student says they need to separate from the group I ask them to sit near by so they can watch the other students participating appropriately. When minutes have passed equal to the child's age in years (4 or 5 at this time of year) I ask whether they feel ready to re-join the group. If their answer at this point is no, then I remind them that they are free to come back to the group when they feel ready.
I seldom have students remain separate more than 6 or 7 minutes, and no one has needed to repeat a time out during any given 20 minute activity period. On a bad day, though, a student may choose to be separate from the group several times during the day. This works for me and my classes
On the other hand, I do know of cases when the concept of time out has been abused. Like any other technique of control (often called management), it can be useful or it can be harmful. The technique must be employed with thought.
The question is problematic because there is a whole host of meaning hidden behind the word disciplinary. Is the goal merely obedience or is it true self-control? When teachers are put into the position of being expected to exert total control over student behavior, then they are implicitly driven to demand obedience.
Mere obedience is the shallowest form of self-control. We all know that mechanically going through the motions is a far cry from being fully engaged. The real problem is not the particular technique of time-outs, the real problem is the creation of an organizational context in which any behavioral technique can lead to abuse.
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Time out is a disciplinary action
Time-out stand for "time-out from positive reinforcement." It is technically a form of punishment, at least when done correctly. There is nothing wrong with applying mild punishment for misbehavior. That's how human beings learn appropriate behavior. Of course, positive reinforcement is effective and should be utilized frequently. The important element is that behavior produces a consequence--good behavior results in positive consequences, bad behavior results in negative consequences. TO is one of the most humane, effective form of discipline there is. It is harder to apply it in a classroom situation relative to a home environment, but it can still be effective and should be a tool in the teachers' toolbox.
I see many comments that the
I see many comments that the time out should not be used as a disciplinary measure. I am curious as to what would be appropriate discipline before suspension/expulsion. I understand that merely disruptive behavior needs to be redirected but there are times when student behavior needs to have consequences and suspension is an extreme first step.
time out
I agree with the suggestion that a something positive, encouraging creativity, curiosity and learning is a better way to achieve the change in behavior that time outs seek. As it is used it is punitive and isolating and reinforcing withdrawal and separation. That is counter-productive. The most important tool of parents and teachers in helping children learn and become socialized is connection. Everything that puts up wall, that breaks the connection between the adult and child, is counter to that aim. For 40 years I have been an educator, a founder of alternative schools, a teacher and a parent, and that is the most important thing I have learned, that the most important direction for the adult in relation to children of all ages is to establish or re-establish a close connection that enhances trust and guidance.
Timeout VS. Cool down
As as special education teacher of students with a wide varitey of disabilities that cause moderate to severe cognitive impairments, I feel that an area designated in the classroom as a "timeout" area is neccessary. However, the policy in my classroom and in my district is that this is not an area that is used as a disciplinary measure. The area is simply a place where a student, who is having difficulty or disrupting my classroom, can go and have an opportunity to calm down and compose themself. I feel that using this area as a place of punishment would defeat the purpose. This is an area where the student can take a "timeout", but really more of a time away from the rest of the class. "Timeout" needs to be seen as a positve measure, something a student does to regain control. We as adults often employ this method of coping. We may take a long shower or take an extra long bathroom break. Simply a time to cool down and regain our composure before we go back out and face the world.
Timeout
Two to three minutes, in a place away from other students, is usually all it takes for a child to "get it together" so that they can rejoin the class. If it takes more than two or three minutes, time-out is probably not the solution to the problem.
Language Arts - grades 8-12
Time outs should be used to give students a chance to evaluate their behavior and to eventually make amends. Even high school students sometimes need a way to step back and think before a situation escalates -- with other students or with the teacher. I can stop undesirable behavior by asking a student to step out into the hall -- long enough to calm down and to talk it out with me. Of course, we don't call it time out. It is only for a few minutes, and then the student makes the decision to come back into the room. That helps them save face with their friends.
Time out/ Interventation vs/ Deprivation
Time out's need to help a student's problem and deliver positive results. Deprivation and solitary punishments along with restrictions only reinforce an individuals need to withdraw and become all so much alone within their personal problems.
Positive intervention can be as simple as encouraging SPORTS / ARTS / Music ETC. into a student's life verses blank time out.
Intervention along with positive play alternatives seem to help greatly.
May I suggest, one never has a dull, blank corner for time out.
It's such a waste of time.
Don Berg
Don,
Excellent comment! I agree! Many times I have wanted to put the teacher in time-out.
Judiciously used
In my Kindergarten class I use time out as a self composing technique. It has been most helpful in this group as the class is composed of a large majority of boys, and we share a wall with the school library - with no door between us.
When noise or behavior gets out of hand, I'll ask the disruptive student whether they need to be separate from the group for a time. Usually the reminder is sufficient. If the student says they need to separate from the group I ask them to sit near by so they can watch the other students participating appropriately. When minutes have passed equal to the child's age in years (4 or 5 at this time of year) I ask whether they feel ready to re-join the group. If their answer at this point is no, then I remind them that they are free to come back to the group when they feel ready.
I seldom have students remain separate more than 6 or 7 minutes, and no one has needed to repeat a time out during any given 20 minute activity period. On a bad day, though, a student may choose to be separate from the group several times during the day. This works for me and my classes
On the other hand, I do know of cases when the concept of time out has been abused. Like any other technique of control (often called management), it can be useful or it can be harmful. The technique must be employed with thought.
What's the purpose?
The question is problematic because there is a whole host of meaning hidden behind the word disciplinary. Is the goal merely obedience or is it true self-control? When teachers are put into the position of being expected to exert total control over student behavior, then they are implicitly driven to demand obedience.
Mere obedience is the shallowest form of self-control. We all know that mechanically going through the motions is a far cry from being fully engaged. The real problem is not the particular technique of time-outs, the real problem is the creation of an organizational context in which any behavioral technique can lead to abuse.
To make the point using extreme examples consider this video presentation by respected Stanford professor emeritus and past president of the American Psychological Association Philip Zimbardo:
http://www.ted.com/index.php/talks/philip_zimbardo_on_the_psychology_of_...
How does the organization and management of schools start teachers down the slippery slope of evil?
--
Enjoy,
Don Berg
Site: www.Teach-Kids-Attitude-1st.com
Blog: blog.Attitutor.com