Mrs. Hawkins uses time out as a consequence in her class, particularly when students are grumpy or argumentative. As you observe in Mrs. Hawkins's classroom over the span of a week, you notice that Ruby is sent to time out more than other students. In fact, she's sent there two or three times a day, especially when she is supposed to be working in groups, and she doesn't seem to mind. When Mrs. Hawkins says, Ruby, that's a time out, the student moves back to the time out desk and sits quietly, sometimes humming to herself. What is the most pressing concern about this situation?
a. Time out is apparently not much of a deterrent to Ruby.
b. The other students lose Ruby's participation in their group.
c. Mrs. Hawkins is inconsistent in her use of consequences.
d. Ruby needs to spend longer periods of time in time out so she gets the message and changes her behavior.
Question 2
Ms. Cahill's students are working on informational posters that will be displayed in the hallway. Ms. Cahill has made lots of decorative materials available to students and once their poster's content has been approved, they are encouraged to decorate their poster using markers, glitter, sequins, magazine photos, and yarn. Ellie, who is working with the art materials, sprinkles glitter into Cash's hair. In addition to asking Ellie to clean up and apologize to Cash, a logical consequence in this case would be to
a. tear Ellie's poster up to make a point.
b. tell Ellie that she has lost the privilege of decorating her poster and send her back to her seat.
c. let Cash put glitter into Ellie's hair, then make her write a letter of apology.
d. send both students to the office.
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