Time Out – Time In

Maybe it’s just me, but it seems as though “timeout” is getting a bad rap.  While I am definitely NOT in favor of creating a fast track to removing students from classrooms, there are times when removing a student from a situation is an effective way of intervening. Even if only for a few minutes, sometimes a little distance between the teacher/environment and the student is the most effective way to defuse the situation. Sometimes, it is important to intervene and/or discuss an issue with a student privately rather than confronting it in front of the entire class.

Time out works.  My issue is more with the misuse of time out by thinking it always works; it doesn’t. Here are a few guidelines that may help you determine whether time out is or is not an effective way to intervene and how you might go about maximizing its effective use.

1. There must be a desirable ‘time-in’ environment. Removing a student from an environment they do not want to be in will never be an effective way of reducing the likelihood that a challenging behavior will occur again.  It’s as silly as suspending a student out-of-school for skipping. This will only serve to reinforce the negative behavior and increase the likelihood that the behavior will occur again – only sooner and with more intensity.  This is why two students can/will have very different responses to the same intervention (time out). The student for whom the environment is desirable will respond positively; the other, not so much.

2. Keep it brief – no more than 5 or 10 minutes MAX. If you need to appropriately remove a student because you are in the middle of something that’s okay.  However, the idea that a student sit in the hallway for 30-45 minutes is, for me, unacceptable.  If, as part of a Behavior Improvement Plan, a student needs to be removed for an extended period of time, then another location should be part of the plan so the student can continue their learning.

3. Keep it business-like. This is much easier said than done, especially if the T.O. is the result of the student telling you to F.O. The bottom-line in any teacher-student relationship is getting emotionally caught up in any discipline issue never goes well for the adults involved. Remember, this is not a judgment of the student as a person; this is about their behavior and, as such, we need to remain as objective as possible.  Taking things personally usually leads to ineffective interactions.

4. Teach ‘how’, ‘when’, and ‘where’ to take the timeout. This is especially true for students for whom timeout is a part of their behavior improvement plan. Not only will this reinforce the objectivity of the intervention, it will give the student a clear picture of how the timeout is supposed to occur.  Then, if the student follows through on what they’ve been ‘taught’ there is an opportunity for positive feedback on how respectfully they moved to the hallway without disrupting the other students. Students with severe behavioral challenges may never fully change, however, we can teach them prosocial ways to handle their inevitable emotions of anger and frustration by self-regulating how they respond to what you are asking them to do.

5. Review the ‘context’ of timeout use if it’s frequent. This means two things.  First, if you find that you are consistently needing to use timeout on certain days or during certain periods, analyze what you are typically asking the students to do during that time.  As well, it could be that the students arrive to your class immediately after P.E. and the exercise and/or competitiveness hasn’t quite transitioned out.  Second, if a specific student is given a timeout consistently during a certain time/period/day, then examine their specific situation to plan  for ways of preventing escalations and creating an optimum environment.

As I wrote on March 16, 2011, behavior interventions are neutral.  How students respond determines an interventions effectiveness. Timeout is not inherently wrong; however, the misuse of timeout can be counter-productive and only increase the intensity, severity, and duration of the presenting challenging behavior.  In the end, our goal should always be to create a positive teaching and learning environment where timeout is unnecessary.

Who do I choose to be?

This past week was brutal.  The transmission on my truck has to be completely re-built…here are the details.

I drive a 2006 Ford F-150 (purchased in 2008). All you Chevy owners will, of course, tell me that was my first mistake!! When I bought the truck I purchased the extended warranty which I have been able to utilize on a couple of occasions.  Here’s the timeline from the last week-and-a-half.

  • WED. APRIL 27 – Truck is absolutely fine…no issues.
  • THURS. APRIL 28 – I notice a little hesitation as I press the accelerator.
  • FRI. APRIL 29 – Noticeable hesitation in reverse and accelerating.  There is definitely a problem.  I’m going to take my truck in tomorrow.
  • SAT. APRIL 30 – “Transmission Malfunction” light comes on as a drive to FORD.  I pull over, call BCAA, and have the tow my truck the rest of the way.
  • MON. MAY 2 – I find out my transmission needs to be completely rebuilt.

Here’s the best part!? I took my truck in on April 30, 2011….my extended warranty expired April 23, 2011…7 days earlier.  The repair on my truck will be somewhere in the $4500 range!

Now, it’s at this point that I have a choice to make; who do I choose to be?

On the one hand, my warranty had expired and while it had only been a week, it had been a week.  Try telling the insurance company after a car accident that your car insurance has only been expired for a week…I think we all know how that would turn out.  However, my truck has been well maintained and my warranty had only been expired for a week – we’ve all heard the stories about things going wrong after the warranty expires…now I am one of those stories!

While I was obviously not thrilled with the prospect of paying for the repair, I kept my perspective on what was happening.  Was there anything I could do to change the circumstances? No. Would getting upset, ranting, or pouting change anything about my truck? No. Would all of this matter a year from now? No. Would the way I treat people during this process matter? You bet! 

I made a conscious decision almost immediately that I wasn’t going to damage any relationships or my self-respect during this process. It is easy to treat people well when you feel good; much more difficult during a time of stress.  Being aware of how I was feeling made it a lot easier to be mindful of my emotions.  This situation could either get the best of me or I could keep it in its proper place. Don’t get me wrong, I don’t have an extra $4500 lying around waiting to be spent, but it’s only money, there is nothing I can do to change the situation, and I was convinced that something was going to be done in my favor.

 The local Ford dealer was sympathetic and “made my case” to the warranty dept. at Ford Canada.  After a couple of days of silence I heard back on Friday; Ford is prepared to cover 50% of the repair.  I thought that was fair.  They didn’t have to do anything to help me out, but they did I was grateful for it.  Could I have got a better deal? Maybe. Would Ford have eventually covered the entire cost of the repair? It’s possible. Could I have pushed it? Probably.

However, to do all of that I would have had to choose to be someone else, and in the end, I wasn’t prepared to be the kind of person I don’t want to be.  Adversity, I once read, introduces you to yourself. I continue to learn about perspective and what truly matters in life.  Five years ago I think I would have handled this situation much differently; far worse from where I sit now. I don’t think there is ever a time where it’s okay to compromise who you are.  That doesn’t mean there aren’t issues (much bigger than a transmission) that aren’t worth fighting for.  I think that while we are fighting we still have a choice.  You can never take a timeout from being you – there is no fee pass. I was happy with the way things turned out and, through it all, more happy with the person I was during the entire process.