A number of schools and districts are outlawing time-out.
The thinking is that it’s too punitive. That it’s associated with sitting in a corner and wearing a dunce cap.
Setting aside for now that the way we teach it here at SCM is wholly dignified and in the student’s best interest, there is an alternative.
I call it “observation mode” (OM). And it can be used in two different ways.
The first is a simple name change. As long as you use time-out the way we recommend in the elementary guide, you just start calling it by its new name. For most teachers feeling pressure from administration, this is all you need to do.
Calling it OM changes it’s associated definition. Not only that but it also better represents the experience a student goes through when they break a second rule.
In other words, they observe first and foremost.
Although I still believe there is nothing wrong with using the term time-out, I heartily recommend the change, even if you aren’t getting any pushback.
The second way OM can be used is when your administrator forbids students being moved from their assigned seat. One reason is the concern over the spread of Covid.
The other reason is absurd but nonetheless a reality for a small few teachers.
For the first time since we started SCM back in 2009, we’re hearing reports of administrators not wanting any accountability. This, of course, is a train wreck. The stories we’re getting from teachers are demoralizing.
Severe bullying.
Little to no learning.
Wandering the room.
Phones out, earbuds in.
Noise, chaos, disrespect.
You get the picture. In this case, and to avoid the behaviors above, you can do a form of accountability wherein the student stays where they are but is placed in temporary OM.
Meaning, they’re no longer allowed to participate in discussions, group work, learning games, etc. but are still responsible for all listening and independent work. Essentially, it’s time-out in their own seat.
Yes, it’s less effective because physically having to stand and walk to another location is an act of taking responsibility.
It’s a way of conceding guilt and being prompted—by no longer being an active member of a class they like and enjoy being part of—to reflect on their misbehavior and resolve not to make the same mistake again. All of their own volition.
However, there is a key reason why it still can work to a considerable degree. You see, there is no magic in any consequence. The magic is in your follow through.
As long as you’re consistent, and as long as you enforce your consequences in the referee-like way we recommend, and work to create a classroom your students enjoy, then it can still be very effective.
In either case, if you’re feeling the heat to change the name or get rid of time-out altogether, observation mode is a good way to go.
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Great article, and very helpful in maintaining structure while avoiding admin issues.
I have been following you for years at my old school account and have happily resubscribed at my new school account. The best award I received at my old school was a certificate for “Best Tough Love” from my students. With your help I was able to show them how much I cared while holding them accountable for their own success.
Keep doing what you do. Your are a blessing to so many teachers and students.
Thank you for this post! It’s very timely as our district shifts to restorative practices. While I don’t think restorative practices preclude time outs, I do think that administrators are becoming more sensitive to accountability measures that may be perceived as punitive. This is a great way to think about what time out really offers students.
Very informative and timely article.
I love that last part: “there is no magic in any consequence. The magic is in your follow through.”
I’ve been implementing your plan this year and have seen an incredible transformation. And it’s totally because I’ve been clear about the process and have stuck to it very well. (A student actually thanked me for my ability to manage the class the other day. 😳)
I like changing the name for time-out not so much for my administration but for defiant students that shut down. Taking a break sounds less negative but will still have the student have some accountability for making wrong choices.
I’ve always used “Take a break” instead of “Time out”. I have a table in the back of the classroom that has a “Take a break” sign on it.
I’m pushing a cart into rooms. It’s been hard for students to stay “in their pods” and some get up and wander around the room. I understand that it’s hard for them but that’s what recess is for. The wandering is bad news because we’ve sent so many students home for close contacts. I only have a 1/2 hour with them so I expect them to follow my directions and do the lesson in that short time and stay in their pods. I’ve been able to place a student (one at a time) into the hallway with their work until they are ready to rejoin. Now I will call it observation mode as they can still peer in through the doorway!
The problem with this idea, is the kid in middle school is neither quiet, or willing to sit and admit his guilt. I do act calmly, but a lot of time, they just need a place to get away from the audience of the classroom of their peers. A place to calm down, we call it a sister classroom. We leave admin out of it for the most part.
Most of the time, the child calms down, and can come back into the class with no more problems. Not all of the time, and if a second spell occurs, then that is the office and documentation.
We have found this works better that ISS, where often times you get a collection of kids that are out of control.
I personally think that the above administrations response to these behaviors is causing more burnout than money or hours.
I have to say this, I went with the phone shoe hanger, and the paper bag idea, and that stopped my phone issues entirely.
I still use time-out, but have them take their own chair to the designated time out area to avoid the covid issues (and sanitizing any shared table if used)
What do you do with the kids who refuse to (or can’t because of hyperactivity) stay in the time away area?
This is my question also. Last week I had a child who refused to move, wouldn’t talk with me, and continued to chant even louder. Children next to him began to cry and I moved them to another table. At the same time, he began to wail what he wanted and I simply could not get him to tell me what the issue was. The principal came in and he finally talked to him – then the principal went to get what he wanted. At this point we were done with class. It was terribly stressful for everyone. Now my question is, since he got what he wanted, will he continue this method every time he’s not happy (which is often)? I understand that now he is jumping on tables and defying the classroom teacher by shaking his bottom in her face, saying that she can’t touch him (which she can’t)….I understand he had a rant a few days ago that everyone could hear, and kicked the person who had restraint training multiple times. How do I avoid these situations when he comes to my class one day a week and how do I avoid being ‘kid-handled’, as my old bones will probably snap! lol I’ve been teaching for 39 years, but this group of students is a REAL challenge.
This child needs more help than a teacher can be expected to provide. Have they had any assessments? Is a psychologist involved? The way forward is to find the cause of the behaviours and implement suitable adaptions (which could even mean a different school).
Hmmm, how old is this particular student?
I call mine. “Think time”
Thank you for this article. I am finding a need to incorporate a similar procedure where students can work independently and get instruction while not fully being able to participate in group dynamics as their behavior/conduct doesn’t show responsibility on their part on classroom behavior and expectations. I think I will be having a conversation about how this observation mode will work and maybe do a follow-up conversation about their observations of students working. Thanks!
I’m curious about how to make this work in a self-contained EBD setting. It would seem that for OM to work, the other students would also have to ignore the student in OM. Also, these students tend to become increasingly belligerent when they do not receive the attention they are attempting to acquire. We do a lot of “planned ignoring” as the main method of avoiding escalation.
I use a quiet workspace as a ‘time out’ and indicate to the student that since they’re struggling to participate as a responsible, respectful member of the class, they can work at the quiet workstation distraction free until they show that they are ready to work in the required manner. The shift away from consequences baffles me. There are consequences for everything we do and don’t do. And society has been and will continue to reap the destructive consequences for this lack of accountability.
How do you track 5 students in various phases of 5-minute in-seat time-outs while teaching? I lose track of who needs to sit for how much longer. Do you have an extra timeout timer, or many?
I like in-seat time-outs.
I needed this today. After teaching SCM to my middle schoolers, I implemented Warning, Staying After Class, and going to the Office as my three consequences. I have found, however, that after the second consequence, I needed a third in-house consequence. Some students feel the weight of “stay after class” and immediately sober up, causing no more trouble the rest of class. A couple, however, don’t quite feel this and try one more time to do their own thing rather than following directions. Sending to the office in our district always results in either a detention or missing out on the day’s extracurriculars (even ballgames), or both. I don’t necessarily want that to be my third consequence because I’m trying to teach better manners / respect to the teacher and just sending students to the Office seems to undermine the teaching aspect and instead has come across as more punitive. I can make a small area of my classroom into an Observation Mode place. OM is now officially my third consequence, and I am looking forward to teaching it to my students first thing next week. Question for the Group here: Would it be better for me to have OM as second consequence and staying after class the third? I’m not sure.