The Purpose Of Time-Out

Teachers who use time-out as a consequence but don’t know the details of how to carry it out are bound for failure.

Less obvious, but equally important, is the knowledge of its purpose.

You see, it’s the why of time-out—its ethics, benefits, and lessons—that provides the confidence and conviction to carry it out effectively.

So many teachers who struggle with classroom management lack an understanding of purpose. In other words, they don’t fully understand the why of what they do.

And when you aren’t clear on the why, you’re apt to give in, to look the other way, and to shrink from your promise of accountability. You also give off a wishy-washy vibe that encourages students to challenge, test, and question your decisions.

What follows, in nine equally important parts, is the answer to the question, “Why do you send your students to time-out?”

It’s sure to imbibe you with the calm purpose that allows time-out to work as intended.

1. To protect.

The most immediate purpose of time-out is to separate the offending student from the rest of the class in order to protect their right to learn. Initially, it isn’t about him (or her). It’s about ensuring your freedom to teach and your students’ freedom to learn.

2. To revoke membership.

Time-out is a revocation of class membership. In other words, while in time-out the student is no longer a contributing member of the class. He loses those privileges, along with all the other benefits of being a member in good standing.

3. To send a message.

Time-out is a clear message, best learned by the students themselves, that anyone who interferes with learning is not welcome. This is one reason why the teacher should say as little as possible, or nothing at all, when enforcing time-out.

4. To hold accountable.

Time-out is a means by which you hold students accountable. It fulfills your promise that if they misbehave, you will respond as you said you would. It becomes for students, then, an expectation, a sure consequence for every time they misbehave beyond a warning.

5. To replace.

As long as you allow it, time-out will replace any need or desire you have to admonish, lecture, or berate misbehaving students—which, because no friction or resentment is created, permits time-out to work much more effectively.

6. To allow for reflection.

When a student misbehaves a second time, triggering the time-out consequence, she needs time alone to reflect on her mistake. This is one reason why time-out should be at least 15 minutes before allowing the student to rejoin the class.

7. To allow for remorse.

When you have a positive relationship with your students, when they trust you, admire you, and enjoy being in your class, then they’ll feel remorseful about misbehaving. Time-out allows for these healthy feelings of regret and contrition to sink in, and soften the heart.

8. To accept responsibility.

Walking to and sitting in time-out represents a willingness to accept responsibility—however grudgingly. That responsibility is then completed and satisfied when the student calls you over and politely requests to leave time-out.

9. To change behavior.

The overarching purpose of time-out is to change behavior, which happens predictably when the above conditions are met. When misunderstood, however, or stripped of its purpose, time-out becomes merely a hollow formality.

Time-Out That Means Something

One of the keys to effective classroom management—as well as teaching in general—is to be clear on why you do the things you do.

In other words, in what way do they benefit your students?

The more you can answer that question in concrete terms, the better, more confident teacher you’ll be.

Purpose will also give your classroom management plan, as well as your execution in carrying it out, its depth, meaning, and resonance.

Time-out then becomes for your students not just a brief, mindless respite.

But a behavior altering experience.

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29 thoughts on “The Purpose Of Time-Out”

  1. Do you think that time-outs is appropriate and works for middle school students? (6th to 8th grade). Also would you recommend altering your suggested rules for older students?

    Reply
    • Hi Adam,

      Yes, I think time-out is appropriate for middle school students. As for altering rules, it depends on what subject you’re teaching, but generally yes, I would keep the same rules for older students. However, there is nothing wrong with configuring a set of rules that fit your particular situation. Remember, there is no magic in the rules or consequences themselves. It’s everything else–room environment, your relationship with students, your lessons, your likeability, and tons more–that make the difference.

      Michael

      Reply
  2. Hi Michael
    I am teaching a prep class next year so the students are turning 5 that year. Would you still use the same behaviour management plan with very young children?

    Reply
  3. Do you prefer the time-out area be in your classroom? Another grade-level teacher and I use each other’s room as the area that our students go for the time-out intervention. Also, during the time-out, do students reflect on the situation and mentally prepare themselves to return to class or are there additional requirements?

    Thanks for sharing so many best practices in classroom management. I look forward to reading and sharing them weekly.

    Reply
    • Hi Chuck,

      Yes, it’s best if time-out is in the classroom. You don’t want them missing any of your instruction. There are three requirements of effective time-out. You can find them in the article linked above (why time-out should be at least 15 minutes).

      :)Michael

      Reply
  4. I have gotten away from using time outs but am ready to jump back in! I am thinking that at first I could easily have more than 1 person in time out. Any tips for handling multiple time outs?

    Reply
    • HI Cindy,

      This is a big question and topic for a future article. Stay tuned! In the meantime it’s addressed indirectly in several articles in the Time-Out category of the archive–which I strongly recommend before jumping back in.

      :)Michael

      Reply
  5. Hi Michael,

    I just discovered you today and am loving what you have created here. I am a veteran NYC public high school teacher, and everything you have to say here will truly enhance my classroom. My only question and concern is time-outs for inner city high school juniors. I’m concerned that the “babyish” nature of its use in lower grades will turn it into a singling out, which is considered corporal punishment here. That, addition to the fact that I have 34 kids packed into my tiny room, I don’t know if it is even practical, although I have had kids come and sit at a desk I place next to mine (although not in such a wonderfully structured method as yours). Any suggestions?

    Reply
    • Hi Marissa,

      You’re right in that time-out as recommended on this website would be babyish and lack a certain respect for older students. However, I think it’s important to send the message that if you interfere with learning, you’ll lose some of the benefits of being a member of the class. So in other words it’s possible to have time-out for high schoolers per se . . . only you wouldn’t call it time-out and you would configure it differently. For example, you could separate the student, even if symbolically, from participating in one or more aspects of your class–after a warning of course. This underscores, however, the need to have an active, participatory, and stimulating classroom.

      Although it would take some thought on how to make it fit your particular classroom, taking into consideration what rules/standards of learning behavior that matter most to you and their success, a modified, young-adult version of time-out is not only doable, but I think could be a good thing for you and your students.

      Michael

      Reply
  6. I just want to make sure I understand this correctly. When they go to time out they are still doing all the work and instruction we are doing just missing being part of group work or partner games (if that’s what we’re doing at the time). Is this correct? So they just get up with their stuff and relocate to a different desk in the classroom that’s considered time out?

    Reply
    • Hi Nat,

      Indeed, they are responsible for all work and instruction, but are otherwise not a participating member of the class. For how and why this is effective, read through the rest of articles in the Rules & Consequences category, as well as those in the Classroom Management Plan and Rapport & Influence categories of the archive. Once you get a feel for the philosophy of SCM, the consequence will make sense.

      Michael

      Reply
    • Hi Joy,

      Although the student doesn’t participate during time-out, he or she is required to complete whatever work the rest of the class must do. Thus, it’s no different than what you would do with any other member of your class. It’s important to note that incomplete (or zero) work is a topic we’ll cover in a future article.

      :)Michael

      Reply
  7. This is not meant to criticize your post at all, Michael, but I want to share my experience. I have sent kids to “Time Out” on many occasions – and they are 7th and 8th graders – but the general reaction you get from these kids and from other students as well is that “Time Out” is a kind of joke, and they will continue to be disruptive in that area as well.

    I understand that there is a whole lot more going on as well. Thanks for your incredible resource.

    Reply
    • Hi Kathy,

      It’s unlikely that five to six students need anything more than good classroom management. In other words, you don’t need specific strategies for just these students, you need a good plan and good rapport. I recommend reading through the First Days Of School category of the archive. Taking over mid-year, it’s best to start over from the beginning.

      Michael

      Reply
  8. What are some causes that you’ve seen for too many total time-outs over the course of a day, we’re talking 15-20 time-outs a day.

    Reply
    • Hi Michael,

      That’s a big question that we don’t have the time or space for here. However, if you email me with more information about why the student is being sent to time-out, then I’ll be happy to configure it into a topic and put it on the list of future articles.

      Michael

      Reply
  9. Michael,

    I am going to be starting school in a little over a week and want to start strong so I have one question. I’ve found some different ideas in the comments I read about. I am teaching inner city 3rd graders. When would you suggest starting the plan’s consequences and how? Should I start implementing consequences right after I explain, model, etc.? Should I give two warnings instead of one for the first “practice week?” Or would you suggest running through a practice week where I go through the motions of the consequence list but, for example, they wouldn’t actually go to time out or get a letter but I would tell them that is what will happen and go through the role-play? From the comments I’ve read, you’ve endorsed both methods when teachers asked, but I just wanted to know which you would suggest for my age level and placement.

    Reply
    • Hi Allison,

      Two warnings is okay if you’re a new(er) teacher or you’re using the plan for the first time. Otherwise, it’s best to begin enforcing your plan as written immediately after introducing it (in its entirety).

      Michael

      Reply
  10. Your suggestions are priceless. I have used them and I can honestly say that they work 100%. I have applied the rules and the three stage consequences. The average number of students in my classroom is 7. However, since our class is very small in size and we all sit around a big round table there is no designated space for time-out. So, instead of time out, I am writing down the rule which had not been followed. My students have been informed in the beginning that this leads to a reduction in the grade of the day. Every day, our students get an overall grade for their performance. Do you think this is a good substitute? do you have any other suggestions? The first and third consequence remains the same as yours, that is first warning and lastly a letter home.

    Reply
    • Hi Arestis,

      It’s sounds fine to me. Remember, the consequence itself is far less important than your consistency in following it.

      Michael

      Reply
  11. I teach a self contained classroom. I have 3 student that are aggressively violent and use bad language out of nine. Time-out has been been difficult or impossible. The children refuse to go to the designated area. They become violent hurting (hitting, spitting, etc.) other students, staff, and/or anything in the classroom (books, papers, furnature, technology). Transition is hard for them and I give warning of time lapsing, but with little to no success, including visual charts. Due to their disabilities the parents don’t want to have any action taken toward their student such as removal of recess, pull-out, etc. I am curious for any ideas of how to keep them accountable, while avoiding the violence and language, which occurs when they dont get what they want. Parent contact does not work in these situations, though they are provided with current behavior updates.

    Reply
    • Hi Carie,

      This is a big question, which we don’t have the time or space to address here. I’ll be sure to put it on the list of future topics. In the meantime, please read through the Difficult Students category of the archive.

      Michael

      Reply
  12. My principal told me we are not allowed to do “Time Outs” anymore because of the new Massachusetts general law that went into effect January 2016. Here is a link to the law http://www.doe.mass.edu/lawsregs/603cmr46.html?section=all
    and here is a link to a summary that says Time Out can only be used for calming not punishment. http://www.masslegalservices.org/system/files/library/Summary%20of%202014%20Changes%20to%20DESE%20and%20EEC%20Regulations%20on%20Restraint.pdf
    What do you suggest for a second consequence after the warning in light of this?

    Reply

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