Time-Out From The Students’ Perspectives

Readdick and Chapman (2000) decided to do an observation and interview research study to discover what preschoolers think about time-out. The researchers wrote anecdotal notes about the events leading up to a child being sent to time-out and then interviewed the children when they were released from time-out. When asked about their feelings towards time-out, “Many said they felt sad and scared while in time-out” (Readdick and Chapman, 2000). When I interviewed second and third grade children about their feelings when sent to the safe seat, the students told me they felt, “sad,” “mad and sad,” “happy because I am not doing work,” and, “better because I’m away from everyone” (Interviews, October 3 & 5, 2017). One of the students that responded with sad said she felt that way because, “it wasn’t my fault because people are talking to me but Mrs. Z thought that it was me” (Interview, October 5, 2017). One student felt mad and sad and that being sent to the safe seat was undeserved. Another felt happy to be removed from his school work. Only one student responded with the intended feeling for the safe seat: better because he was removed and able to calm down.

As part of the post-time-out interview, Readdick and Chapman (2000) also asked the children why they were sent to time-out. The found many children were unable to recall accurately why. Readdick and Chapman (2000) write, “The inability of many children to tell why they were in time out or to recall an adult telling them why they were in time out makes it less likely that the specific time out event will be effective in inhibiting future occurrences of the same aggressive or noncompliant behavior. Punishment is more effective when accompanied by a rationale that is understood.” If teachers are going to send students to a time-out in the safe seat due to misbehavior, teachers need to ensure that students know what it is they did that caused them to be sent to the safe seat. Otherwise, students will not know what inappropriate behavior they are doing, and it may continue.