ABSTRACT
If any management strategy is overused and abused, it is time-out. Doled out too frequently, time-out loses its value and purpose of improving behavior. For timeout to be effective, time-in must be more appealing. You, the teacher, set the length of time, not the student. Be sure the time-out spot you designate is highly visible, yet separated enough from activities to help the student refocus and be able to return to the tasks at hand. A student’s return to time-in must be a “nonevent”—a quick welcome without scolding or negativity.
