Teaching Positive Time Out Helps Students Learn Tools for Self-Regulation

Where did we ever get the crazy idea that in order to make children do better, first we have to make them feel worse? —Jane Nelsen

Research shows that punitive time-out is ineffective because forced separation from the class denies the student’s basic need for inclusion and belonging.  As far back as 2004 the National Association for the Education of Young Children (NAEYC) has recommended replacing punitive time-out as well as all discipline techniques that pose pain and suffering. Instead it is recommended that teachers focus on providing guidance, teaching democratic life skills, and using encouragement in the classroom. Positive Time-Out and other Positive Discipline Tools provide these NAEYC recommended practices.

It is important to take time to train students so that they understand how Positive Time-Out can help. Students can work together to create a Positive Time-Out space. Brainstorm with the entire class to define what the Positive Time-Out space might look like. If your students need help, provide examples. For younger students the Positive Time-Out area might have cushions, books, stuffed animals, and an iPod for listening to soft music (no interactive screens), or a notebook with models of relaxation exercises for calming down. Older students may create something as elaborate as a Hawaii-themed corner with beach chairs and umbrella, a mural, and other decorative details, or something as simple as a beanbag beside a shelf with magazines and paperback books. Jared’s Cool-Out Space is a great resource to read to the class to teach the process and benefits of Positive Time-Out.