Time-Out: Early, Often, and for Everyone

At least once a year, one colleague or another comes to me and says, “Gina, something is not right. 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. 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. 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. She knows time-out is important, but as the year goes on, it becomes harder to maintain the habit of using it.
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