Time-out is an important part of any effective classroom management plan.
But how is it best enforced?
There is much confusion over where time-out should take place, how long it should last, and what students should be doing while they’re there.
It’s a rare week I don’t get an email asking one of these questions.
Here are ten steps that will ensure you’re using time-out as effectively as possible
Step 1: Have a time-out desk.
Time-out should take place at a desk separated from classmates. It’s best to have one or two strictly for this purpose. Try to keep them as far from the rest of the students as your classroom allows.
Step 2: Follow your classroom management plan.
Only send students to time-out if their behavior triggers such a consequence (as is stated in your classroom management plan). Time-out should never be a choice you make. Students choose to break rules knowing full well what the consequences are.
Step 3: Send them immediately.
As soon as a student breaks a rule that calls for time-out, send him or her immediately. If the rule is broken at an assembly or outside of class, then send the student as soon as you return to class.
Step 4: Tell them why.
Most of the time, it’s obvious. The student knows why he or she must go to time-out. But if you’re not sure they know why, tell them. But be quick and direct. And never add a lecture, a scolding, or your two cents worth. Let time-out be the only consequence.
Step 5: They do whatever the class does.
Students in time-out are responsible for the same work as everyone else. Only, they will not be allowed to participate like a regular member of the class. This means no working in groups and no sharing thoughts or answers.
Step 6: Move on quickly.
Don’t escort students to time-out. Simply inform them and then move on with whatever you were doing. Time-out should never be an interruption. Otherwise, some students will try to go to time-out just to get under your skin.
Step 7: Ignore them.
Students placed in time-out are no longer part of the class, and they need to feel excluded. Not as a punishment per se, but as a message that anyone who interferes with learning is not welcome. In a class that students love being part of, this is a devastatingly effective consequence.
Step 8: Approach after fifteen minutes.
If a student in time-out is attentive to your lesson, working as he or she should be, and/or taking notes as expected, walk over and say, “Let me know when you’re ready to be part of the class again.” Then walk away.
Step 9: Release only when contrite.
When a student in time-out decides they’re ready to follow rules and be part of the class again, they must raise their hand and wait for you. When it’s convenient for you, walk over and listen to what they have to say. If satisfied with their level of contrition, let them return. If not, let them marinate a while longer.
Step 10: Welcome them back.
When a student is ready to return from time-out, welcome them back. A simple “Good to have you back” will do. Never hold a grudge, give a cold shoulder, or be short with them. They did their time. They were held accountable. Now they deserve to be back in your good graces.
Teach Time-Out
You can’t just jump in and start following these steps straightaway. Like all classroom management procedures, time-out must be taught thoroughly.
Before implementation, your students must know the whys and hows of each step–which are best taught through detailed modeling, role-play, and practice, practice, practice.
Note: Smart Classroom Management will be taking one week off for the holidays and will resume with a rockin’ new article on January 1st.
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So, what do you do when a kid refuses to move to the timeout desk? I generally ask them to do it and move on so it doesn’t become a setup for additional friction. However, I do teach some hard core kids who refuse to move.
What if they are disruptive when they get there (causing other kids to not focus)? Do they go out of the room?
Thanks for all of your great posts!
Hi Teachermom,
If you’re creating leverage in your classroom, this won’t happen. Students only behave that way when they’re unhappy, bored, resentful of you, etc. However, if it does happen, you go to the next consequence on your classroom management plan. The student may also be a candidate for extended time-out (read How To Turn Around Difficult Students). If the student is disruptive while in time-out, he or she stays there and you enforce the next consequence.
Classroom management will never be effective if your students don’t like you or don’t enjoy being part of your classroom–just the way it is. A student who likes and and trusts you will not purposely disrupt your class while you’re trying to teach (which is what is happening in the examples you cite).
Michael
At my school, during time-outs (which we call ‘Reflection Time’), students are to write what rule they broke. What do you think about this?
Hi SC,
Unless it improves behavior, it’s not worth doing–which I think is the case. I recommend not giving students anything to do in time-out other than paying attention and doing the independent work everyone else is required to do. To read more about this and why, please check out the Time-Out category of the archive.
Michael
I have read your book, very quickly, I might add – and loved it!! Thank you for writing that – I’ve also purchased several copies to spread around our elem – hoping we can change some situations in our school.
There are only 2 second grades and I teach Math, Sci. and Social Studies. I have one group of students in the morning (my homeroom), and the other after lunch. I have a couple of questions about timeout. Can you tell me about your ideal timeout place? Do you recommend a solitary desk as far away from other students as possible? Or a desk upfront close to the teacher and board, but one with sides on it so that the students can’t see anything but the teacher and the board?
Another question about timeout: What if a student breaks a rule on the way to p.e. or the cafeteria, art, etc? Our school practices timeout (time on the wall during afternoon recess) if they break a rule in the classroom. One problem with that – it doesn’t work ! (I have read what you said about timeout on the playground, but several teachers are out there and that’s when we/they talk, discuss our day)But it’s been done for so long, and nobody have found anything else that works with our setup. Do you have any other suggestions for consequences for misbehavior?
I know I’ve asked a lot, but I am SO determined to change my classroom and hopefully change our school environment !
Thanks so much !
Hi Rhonda,
The ideal place for time-out is anywhere separated from classmates. It doesn’t have to be as far as possible and it doesn’t need to be near the teacher. Remember, time-out is a symbolic separation from the classroom they enjoy being a part of. If a student breaks a rule away from the classroom, simply enforce it as soon as is feasible. The consequences I recommend can be found in the Classroom Management Plan category of the archive. I only recommend recess time-out if you are doing the supervising for your own students–which, if is the case, can be effective.
Michael
I have a few concerns about using time out:
1) Some students really dislike being “punished” publicly. It hurts their pride and they try to “get even”, act up during time out, and are resentful.
2) I am getting a class with many children with behavioral issues, and am anticipating -at least at the beginning of the year – to have quite a few boys in time out. If there are 3 or more, will it not become somewhat of a joke?
3) If regular lessons are happening, interesting and engaging but nothing too fun, why is the time out effective? Why does the child care if he’s in timeout? He’s really part of the class, just sitting a little apart?
Thanks!
Hi Mendy,
The topic I’m writing about this week should clear up your concerns. Also, be sure and read through all of the articles in the Rules & Consequences, Time-Out, and Classroom Management Plan categories of the archive. Your concerns are addressed there as well.
:)Michael
I’ve Been Reading Through Several Of Your Post Regarding Timeout Tonight As Well As Some Of The Comments. I Find That Some Of Your Responses To The Teachers Who Deal With StudentS With Behavior Disorder are Dismissive At Best. I Teach A Class That Is For Students With Behavior Disorders. SomeAreCaused By Mental Health Issues. SomeAre Caused By Brain Injuries And ToSuggest ToSome Of These Other Teachers That IfThere Classroom Was More Engaging Or There Students Liked Them More Time OuT Would Be More Effective Is Demeaning And Untrue. There Is No One Classroom Management Plan That Works In Every Situation. While I Appreciate Your Website AndHave Found Many Useful Things Here be Mindful Of Your Comments. Dealing WithStudents Who Have Behavio Disorders Is A Daily Struggle To Find What Works. It Takes Knowing Your StudentsAnd TrialAnd Error. NoTwo Students Are Alike. Don’t Be Discouraging To People Who Have Taken On The Task Of Teaching Them. It DoesNot Discredit You To Say Your Tactics Don’t Work In Every Situation But It Does Make You Appear Uninformed To Pretend That They Do. I Apologize For The Capital Letters My Phone Is Not Cooperating.
As I teacher with experience in several title 1 schools, I agree with Dani.
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I feel like your approaches fit my personality and philosophies perfectly. Thank you! I am a new teacher. I’ve read a lot of CM styles and nothing sit right with me, until you!!!…there seemed with others too much weight on rewards and consequences, devices, methods, process. Yours is simple and truthful…getting to intrinsic motivation, which is my goal. ONE problem I am running into though: We’re in the hall. We’re headed back to the room to get ready for end of day; five-minute trip. Warning occurs. Okay. Then a Second offense occurs, same student. I can’t do a TimeOut in the hall, walking to the room, and I can’t detain the student when in 5 min. they need to leave. I thought of revising Conseq#2 and calling it a TimeOut or Warning #2. THEN, I can warn again; they know the next conseq is the NoteHome. AND if they do, I can do the NoteHome easily before they are dismissed. Your thoughts? There seem to be other times of our day when a TimeOut isn’t realistic due to the many transitions and locations my students go throughout the day, out of my hands into someone else’s.
Hi Rob,
I think you’ll find your scenario to be a rare occurrence. However, if it does happen, you can place the student in time-out for just the last minute of the day and dismiss him/her after the rest of the students have left–if only 30-60 seconds extra. There are other ways to handle this situation without changing your classroom management plan, as well as reasons why the above method can be effective. Alas, they’ll have to wait until a future article.
Michael
100% of my students have criminal records and have spent years not caring about their classroom, teachers, or school work. Giving a time out to these students is silly and does nothing. Sending a note home is pointless – many of these kids don’t have a home or parents to send notes to. Many of them go back to detention centers or another institution after school. Motivation is a difficult concept here – these kids know they aren’t going to college and they don’t dream about careers. They have pregnant girlfriends, one or two kids, and pending drug charges to think about. Anything I COULD use to motivate them isn’t considered okay by the school (for instance, I can’t buy a student a pair of sneakers he wants more than anything if has a perfect attendance record; I can’t bring bring in healthy snacks for my class of twenty five young men whose brains are starving for nutrition and nourishment while the school provides them with soda and candy bars; etc.). I guess what I’m saying is that I agree with your approach, but not for my kids. When a student threatens to kill me or another student in the hallway, the school really won’t do anything – this is just not “shocking” enough coming from these kids. So, I am unsupported and can really do nothing. Nothing I do is enforced by my administration. So then what CAN I do? Do you have any ideas? I know that my situation isn’t the norm, but it isn’t exactly rare either.
Hi Jackie,
You can always build relationships. Trusting rapport is the key to influencing difficult students and the only way you’re likely to make real progress. This should be your primary focus.
Michael
These articles are great – thank you so much.
My situation is slightly different, I am a teacher at a stage school and many of the children obviously pay to be there. Nevertheless, a CMP should be implemented; as we still prepare for exams and performances as a group. My only concern is that children will respond with ‘ I pay to be here’ or simply not come back.
Any advice would be greatly appreciated. Vikki
Hi Vikki,
I think you’ll find the opposite is true. The strategies on this website free students to love school and learning and building relationships. Just be sure you include the entirety of the philosophy and not just the classroom management plan.
:)Michael
I resent this new trend that the little darlings are not allowed to be bored in school. And, if the angels are bored and misbehave, then it is the teacher’s fault – of course. Can’t blame the kid, can’t blame the parent – so blame the teacher.
My teachers never cared if I was bored. I behaved properly anyway – because it was the right thing to do, mind you, not because I was afraid of punishment.
And, no, I didn’t like all of my teachers, either. But I still behaved properly.
Hello–what if I have a very small classroom? Would you recommend putting a student in the hall for a time-out?
Thank you!
Hi Rita,
I don’t recommend time-out in the hallway because there may not be supervision and for reasons I’ll cover in the next article.
Michael
A student breaks a rule. Student gets a warning. The next step is time out Is time out used if they break the same rule that they were warned for or is it when they break any rule?
Hi Janet,
Any rule.
Michael
Hi,
Recently I have been putting children in time out just before the lesson ends. They haven’t had more than about 5 minutes when the bell goes for break/lunch. What do I do with the child? Do I keep them inside until their time is up or do I let them go out?
Hi Naomi,
You put them back in time-out when you return.
Michael
Hi Michael,
I teach a language class. Often my lessons involve group work (creating dialogues and practicing them) to enable students to practice using the target language. What should students in timeout do while others are doing this? You said that students in time-out should be required to complete all class work, but not be allowed to participate in class activities/group work – what if these activities/group work are an essential part of the learning taking place?
Thanks,
Jessica
Hi Jessica,
They listen, glean as much as they can, but otherwise lose credit. If you’re a high school teacher, then I don’t recommend time-out. I’ll have an ebook out soon (hopefully in the fall) explaining how to do this.
Michael
Hello- implementing your series of consequences, and a couple of questions (preemptively) came to mind…
1. If the warning and subsequent time out occur at a transitional time (lining up to leave for lunch or a related arts class for instance), how is the time out to be implemented?
2. What is the ‘expiration time’ for a warning? Can it vary according to the infraction? Examples: a student who calls out a few moments after being issued a warning vs. a student who throws their snack garbage toward the garbage can, receives a warning, and proceeds to do the same thing the following day while disposing of snack.
Hi Lindsay,
1. When you return.
2. At the end of each day.
Michael
Hi Michael,
At the middle of this past school year, I tried something like this. So many students were breaking the rules that I did not have enough time out desks–I placed 4 along the wall, but I ended up having students stand in the hallway and using my desk space also–I ended up giving up on time outs due to this. Students WANTED to be in time out because the time out desks were somewhat near each other (but away from the whole group) due to space constrictions. What is the most important thing I can do this year to avoid this dynamic for next year–and if I have more kids misbehaving than I have time out desks, what do I do?
Thanks!
Hi Shantel,
The situation you describe is a clear sign that you didn’t have any leverage. In other words, your classroom management plan didn’t matter to students. It had no meaning. To create that meaning and leverage, I highly recommend the book The Classroom Management Secret
Michael
Hi Michael, I have enjoyed your articles so much since I started reading them months ago.
However, I would like to know if you have experience with younger children (kindergarten or younger) and whether you believe your CM plan and other strategies would apply for this age range.
Thank you for your answer.
Hi Angel,
I taught four kindergarten and/or early kindergarten classes per week for many years as an elementary PE specialist, and yes, with small, mostly obvious modifications, I believe they apply.
Michael
Students “play around” in time out: on cell phones, screaming out comments to students and teacher, and putting feet on other chairs, getting up to throw trash without permission. I went over the rules a few times and role played a few of the major infractions. Most kids just laugh and make fun of my putting them in time out for middle school.