Blog Entry: Helping Time-Out Work for Kids This week, I delved into the process of time-out and found out it is not about punishment; it is about reaching students and giving them time to reset themselves. Time-out can be used as a good method of teaching self-regulation when it is brief, calm, and predictable (Kimonis et al., 2025). I never really understood the meaning of time-out and thought that the application of time-out was just about sending children away, but it is clear that time-out should be applied consistently with clear directives. By collaborating with other teachers, we are finding ways of doing things so that our students do not feel isolated but rather assisted. The parents and teachers can find it useful to view time-out as a method of learning as opposed to control. By teaching and not punishing, everyone benefits. Reference Kimonis, E. R., Cooper, F., Neo, B., Fleming, G. E., Chan, M. E., McDonogh, C., & Bressel, P. J. R. D. (2025). Affective and Behavioral Re...
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Being a student means more than just having discipline; it takes understanding, compassion, and personal attentiveness. This week, I have understood the importance of personalizing behavioral intervention plans to meet the needs of a particular child. As an example, Camille required explicit teaching of social skills, Jeff responded to a positive reinforcement schedule, and Jessie was highly responsive to the group contingency model. Such strategies can be used effectively only when selected on the basis of behavior and context. Teachers and parents should not forget that behavior is one of the types of communication, and appropriate intervention can support students in thriving both academically and in their social lives (Imran et al., 2023). References Imran, M., Ahmad, N., Al-Harthy, A. A. Q., & Jat, Z. G. (2023). Early identification and intervention: Amplifying the voice of slow learners. AITU Scientific Research Journal , 2 (2). https://ojs.aitusrj.org/files/article/view...