Conducting Conduct

"The Classroom Management Program
for Today's Teachers"

by
Douglas H. Sorensen
MAXIMIZES TEACHING
MINIMIZES DISCIPLINING
Copyright 1998 Douglas H. Sorensen

9409 N. Harborview Dr., Gig Harbor, WA 98332
All rights reserved. Reproduction of these materials by an individual teacher for use
in the classroom is permissible. The reproduction of these materials for an entire
school or school system is strictly prohibited. No part of this publication may be
stored in a retrieval system, or transmitted, in any form or by any means, electronic,
mechanical, recording or otherwise, without the written permission of the copyright
owners.
Printed in the United States of America
First printing January 1998
Second printing November 1998
Third printing April 2000
Fourth printing April 2001
Fifth printing April 2002
Sixth printing November 2011

All rights reserved.
CONTENTS
FORWARD ............................................................................................. 5
INTRODUCTION ...................................................................................... 6
CHAPTER I.
GESTURE METHOD:
COMMUNICATING COOPERATION .............................. 10
CHAPTER II.
TIME-OUT PROCESS:
MAINTAINING ACCOUNTABILITY ................................ 16
CHAPTER III.
CONFLICT RESOLUTION PLAN:

RESOLVING REPEATED MISBEHAVIOR ........................ 23
CHAPTER IV.
STUDENT-MANAGED TIME-OUTS:
DELEGATING RESPONSIBILITY .................................. 28
CHAPTER V.
LEARNING AND TEACHING CONDUCTING CONDUCT ............. 32
CHAPTER VI.
ADAPTING CONDUCTING CONDUCT TO THE MUSIC CLASS .... 39
CHAPTER VII. FREQUENTLY ASKED QUESTIONS ....................................... 43

APPENDIX A. GESTURE METHOD MATERIALS .......................................... 44
GUIDE TO CONDUCTING CLASS CONDUCT
GUIDE TO CONDUCTING MUSIC CLASS CONDUCT
READINESS QUIZ: THE HAND SIGNALING METHOD
STOP POSTER
ATTENTION POSTER
1ST WARNING POSTER
2ND WARNING POSTER

TIME-OUT POSTER
READY POSTER
REST POSTER
APPENDIX B. TIME-OUT PROCESS MATERIALS ........................................ 55
TIME-OUT PROCESS FLOWCHART
READINESS QUIZ: THE TIME-OUT PROCESS
TIME-OUT MANAGER: JOB DESCRIPTION AND AGREEMENT
FIVE-MINUTE TIME-OUT SLIP (FRONT)
FIVE-MINUTE TIME-OUT SLIP (BACK)
TIME-OUT LIST
APPENDIX C. CONFLICT RESOLUTION PLAN MATERIALS ........................... 59
CONFLICT RESOLUTION PLAN SUMMARY
READINESS QUIZ: THE CONFLICT RESOLUTION PLAN
STUDENT BEHAVIOR PLAN
STUDENT SUCCESS AGREEMENT
STUDENT REMOVAL REQUEST
INTRODUCTION LETTER

FORWARD
Being a teacher in an urban school system for many years can test the
skills of any professional. Even in the rare school where teachers were
respected and admired, I had conflict in my work world. The occasional
parent would call the school and complain that his son or daughter was in
some way being picked on. Reluctantly, I would march down to the
administrator's office to explain myself and my actions. On all occasions
each individual walked away from the conflict hurt and diminished by its
occurrence. Conflict is neither harmless nor without its own losses.
Teachers lose and so do kids and parents.
Over the course of my teaching career, the conflicts have become more
hurtful and a means to reduced conflict seemed more critical. Thought and
work, failed attempts and false starts simply led to increased frustration.
By sheer luck, I met Doug Sorensen and learned about Conducting
Conduct.
Doug's method of classroom management has been tested in a number of
classrooms including my own. The progress has been both swift and
amazing. From Inclusion classrooms with multiple behavior difficulties to
music classrooms with as many as 150 students, all have found
Conducting Conduct to be successful.
Teaching holds marvelous rewards for both the students and the teacher
when the environment is such that teaching can occur. My wish for each
owner of this book is more time teaching and less time managing a
classroom. Conducting Conduct provides a route to that end.
Amy Rolleri
Tacoma, Washington
CLICK for OVERVIEW of CONDUCTING CONDUCT YOUTUBE VIDEO

INTRODUCTION
Quiet, please! Stop talking! Attention up front! Such commands are
heard repeatedly within classrooms everywhere. These are the most
frequently used commands by teachers. They are also the most frequently
ignored by students. When ignored, teachers resort to scoldings, lectures,
and threats. Some teachers try to ignore the disrupters, hoping they will
stop. Others march into battle to gain control. Whatever the method used,
the misbehaviors return despite yesterday's efforts.
After twenty-five years of teaching, I realized that adolescent behavior was
here to stay. During this time, I continued to search for the method that
would allow me to concentrate on teaching and not on disciplining. I
attended the usual workshops and presentations by experts on how to
improve classroom discipline. The information was interesting, but
provided little relief. One expert encouraged us to be assertive while
another taught us tricks to disrupt the disrupting students. The workshops
were entertaining, but the results were varied and temporary.
Most classroom management systems require teachers to give verbal
warnings, reprimands, and scoldings. Yet relying upon verbal responses
and lectures frequently produces negative results. Vocal commands add
more noise to student noise. Lecturing and scolding agitate and irritate.
Worst of all, they take time away from teaching.
When a teacher reprimands a student or a classroom, the common
response is denial, defensiveness, and charges of unfairness. The teacher
responds with explanations and his own defense, and teaching is
sidetracked. Minor incidents and simple nuisances escalate.
Even though it was never my intention to offend or embarrass the off-task
or disruptive student, it happened. I would charge a student with
inappropriate behavior. A battle of words would ensue as the class stopped
to witness the event. The student was told to leave the room. The class
looked on in amusement as the student left in disgust. What I intended
simply as a reminder to improve behavior far too often devolved into
humiliation for a child, and resulted, for me, my students, and my
intended lesson, in a waste of time and loss of focus. The effect of my
unintentionally embarrassing and offensive comments was a child's
diminished dignity.
I wanted more from teaching than mere time in the classroom. I hungered
for less stress, more student growth. I did not relish the almost daily
battle of wills, the lectures, the reprimands, the loss of teaching time. I
wanted a way to deal unobtrusively, effectively, and justly with the
natural, inevitable, occasional off-task or disruptive behavior. I wanted to
stop talking (about behavior) and start teaching.
I began experimenting with a new system of classroom management that I
now call Conducting Conduct. It was a system that banned verbal
warnings, reprimands, and scolding for correcting misbehavior. I used the
Conducting Conduct nonverbal system with two of my classes for two
months. I compared the Conducting Conduct system's results with my
three other classes which employed the traditional system of verbal
intervention. The results were amazing. My teaching and the students'
learning time had dramatically increased. The Conducting Conduct students
were more attentive and on task; embarrassment and humiliation were
eliminated. Instead of feeling tired and stressed, I was full of energy and
ready to teach my next class.
I was excited with how well my students accepted this new system of
behavior management. They did not question nor react negatively to my
nonverbal request for attentive behavior. I was encouraged with how
quickly they learned the system and how easy it was to administer.
Unlike some systems, I did not need or use manipulation or coercion to
make students behave. I was able to gain their attention and cooperation
without the use of any words. My vocabulary was void of negative words
and sarcasm. I had no reason to single out or treat students harshly. The
students responded positively upon seeing rather than hearing my request
for attentiveness.
Among other results of this new system, students who had previously
seldom spoken with me felt comfortable talking and sharing their
accomplishments and hardships. I realized that I had created more than a
cooperative classroom. I had developed a community which embraced the
qualities of trust and respect. My room had become a place for learning
and sharing, absent of fear and anger.

Though the Conducting Conduct system proved to be effective, I was

occasionally preoccupied and interrupted with clerical and management
duties necessary for disciplining uncooperative students. I was spending
valuable teaching time managing and processing penalties for misbehavior.
After years of writing, issuing, and documenting detention slips and passes
to the office, I decided to make the Conducting Conduct system studentcentered and student-managed. The clerical and management
responsibilities were delegated to students. They not only enjoyed this new
responsibility, but exceeded my expectations for accuracy and
dependability. I was no longer distracted or interrupted with the disciplining
process. My focus remained on teaching at all times, even while issuing a
behavioral reprimand.
I designed Conducting Conduct to maximize teaching and minimize
disciplining. The teacher incorporates simple, consistent gestures rather
than verbal commands to communicate behavioral expectations and
requests. Students learn to respond to those gestures just as musicians
learn to respond to the conductor's gestures.
I discovered hand gestures to be easy to learn and effective. Only two are
needed to gain and maintain attention. I found myself conducting
classroom conduct smoothly and unobtrusively. However, misbehavior will
creep into even the most effective system. Sanctions are needed when
problems persist, but the same principles need to applyretain student
dignity, and do not add to the disruption. I added judicious consequences
that were signaled not by my verbal demands, but by three other simple
hand gestures that escalated from a simple warning to a request that a
student take a five-minute TimeOut outside the classroom. For the rare
instance when a Time-Out did not curtail disruption or achieve selfdiscipline, I moved to a graduated series of consequences.
Conducting Conduct, then, is a classroom management system that has
three components. The first is unobtrusive gestures rather than verbal
commands to manage behavior. The second is a brief Time-Out when
inattentiveness or disruption continues. Its brevity maximizes time in class
while providing a consistent sanction against problem behavior. The third
is a consistent, judicious behavioral plan for persistent misbehavior.
Since instituting Conducting Conduct, I have come to enjoy teaching as
never before. More importantly, my students have enjoyed their time in my

classes more and have learned more. Colleagues who have tried my
system report less stressful, more enjoyable classrooms and renewed
commitment to teaching. Go to my website at www.conductingconduct.com
to learn how Conducting Conduct compares with traditional classroom
management systems.
In the following pages, I will explain more fully how Conducting Conduct
works and share suggestions and advice from my years of teaching and
perfecting the system.
CLICK for GETTING STARTED YOUTUBE VIDEO

CHAPTER I.
GESTURE METHOD: COMMUNICATING
COOPERATION
As the conductor raises his baton, the musicians instinctively bring their
instruments to a ready position. Every eye anticipates the conductor's next
move. The players watch and listen carefully to each other as the music
progresses. They communicate with each other through their eyes and the
motion of their instruments. Other musicians wait quietly for the moment
they too will join in. No words are exchanged between the musicians and
the conductor, yet they are attentive, cooperative, and responsive to every
gesture.
Musicians are trained to communicate with each other through gestures
and signals in order not to disrupt the performance. Much time is spent
during rehearsals watching the conductor gesture with his hands to cue
entrances, changes in meter, tempo, and style. Each gesture takes on a
specific purpose and meaning, thus allowing the conductor not to need to
stop and explain his intentions or directions. Verbal commands are never
used nor expected while performing music.
To achieve cooperative artistry, musicians learn specific behavioral skills.
They spend much time practicing appropriate posture, movement,
attention, and responses. All of their acquired skills are orchestrated
through the conductor's silent gestures, whose meanings and appropriate
responses are acquired through careful teaching.
In order for classroom teachers to gain and maintain the attentive
behavior that musical groups achieve, we need to understand how they
achieve it. First, music teachers and conductors realize that all skills, even
skills in appropriate behavior, must be taught and practiced, not merely
expected and punished when absent. Telling or expecting students to
behave is not the same as teaching them how.
Second, musicians learn to respond precisely and invariably to a few
simple gestures. Conductors do not conduct music; they orchestrate
musicians, whose joint disciplined efforts, responding to the conductor's
gestures, result in art. Thus, here is a key to Conducting Conduct: using a
few silent gestures, classroom teachers can orchestrate the behavioral

10
skills they are teaching. The results, as I can demonstrate from years of
teaching my own classes and years of teaching others to use this method,
is effective classroom control, increased teaching time, increased
cooperation, and the real fruit of our art, increased learning.
Five gestures are all that are required for the effective conducting of
conduct. These gestures are intended to call forth the skills in appropriate
behavior necessary for effective learning. The first gesture gains students'
attention, call for skill in becoming attentive to the teacher and assisting
others to become attentive. The second holds or maintains attention,
activating skills in attentive listening, watching and preparation for
focused, cooperative action. The final three gestures enforce attentive
behavior. They rely upon skills in self-monitoring, and, when those skills
fail, silently and effectively impose a consequence. Note to music teachers:
see Chapter VI for two additional gestures.
GAINING ATTENTION
To gain classroom attention or order, use the common
hand signal that universally means stop. Raise the
hand, palm outward, above the head, as if signaling a
car to halt. The Stop gesture tells the students to
immediately quit whatever they are doing, face the
teacher, raise one hand above their heads, alert
inattentive neighbors, and wait for the teacher's
directions. I regularly used the gesture to
begin the class and to reorganize the class after an
activity. When all students have responded, give
directions with one hand remaining in the Stop position
or go on to the Attention gesture. For students not yet
attentive, use the Warning gestures and, if necessary, signal a Time-Out
(see Appendix A for graphical illustrations of the gestures and their
meanings).
Sharing with and caring about each other are important attributes of the
Conducting Conduct system. The students learn to use cooperative skills
to alert and help others to follow the gestures. During the Stop gesture,
the students raise one hand to visibly alert those nearby who are not
aware of the signal. The students keep their hands in this position until
11
the teacher proceeds to the Attention gesture. The Attention gesture,

which always follows the Stop gesture, signals to the students to remain
attentive. Students alert others by briefly turning toward them and
politely saying their first names. Students learn never to touch, to speak
loudly to, nor to stare at their neighbors to alert them. Such actions
simply contribute to disruption, lost time, and off-task behaviors.
CLICK for STOP GESTURE METHOD YOUTUBE VIDEO
MAINTAINING ATTENTION
The second gesture is the Attention gesture. The
teacher's hand is lowered from the Stop position to
shoulder height or slightly lower. In the Attention
position, the students put their hands down, remain in
a formal sitting posture with their feet on the floor,
and face the teacher. When the Attention gesture is
used without the Stop gesture, the students politely
alert others nearby without raising their hands. When
all the students have responded, give directions with
one hand remaining in the Attention position. If some
students are not responsive, signal the Warning gestures, and, if
necessary, signal a Time-Out.
The Attention gesture is the most frequently used. Where the Stop gesture
immediately halts the entire class, the Attention gesture regains and
maintains the attentiveness of those whose attention occasionally
wanders. When some students are not focused on the lesson, alert the
class by raising your hand to the Stop position. When the students become
attentive lower your hand to the Attention gesture. You should continue
the lesson during this gesturing process.
Because of the familiarity of the Attention gesture, students view it as a
universal sign for being attentive and quiet. Some teachers have been able
to successfully use it without any explanation of its meaning. I encourage
teachers first to try the Attention gesture without clarification and see how
their students respond. It is an important step in preparing the students
and the teacher for the gesture system.
CLICK for ATTENTION GESTURE METHOD YOUTUBE VIDEO
12
ENFORCING ATTENTIVE BEHAVIOR

The last three gestures1st Warning, 2nd Warning,
and Time-Outare to enforce the two attention
gestures: Stop and Attention. Upon seeing the Warning
gestures, the students are to first check and correct
their own behavior, then alert others nearby to be
attentive. Students learn that the three-fingered hand
sign means three seconds before the next Warning.
The teacher's 2nd Warning, shown with the twofingered peace sign, indicates the last Warning before
a five-minute Time-Out.
The teacher issues Warning and Time-Out gestures
with the hand opposite the one signaling the attention
gestures. Using both hands helps to reinforce the
attention commands and the urgency to respond more
quickly. I found it unnecessary to use both attention
and enforcement gestures together once the class or
the individual was aware of my request. Signal
Warning gestures to the area where the misbehavior
is occurring. Students know when they see a Warning
gesture that something about their behavior or their
neighbor's behavior is unacceptable. They know that
the next gesture after the 2nd Warning is a Time-Out.
CLICK for WARNING GESTURE METHOD YOUTUBE VIDEO
I found my students less defensive if I used the signals
without direct eye contact. It is the signal I want them
to respond to, not my eyes. I continued with the
lesson while I signaled the Warnings to the area that
was disorderly. Eye contact is helpful for reinforcing a
Warning or issuing a Time-Out, but should be used
with discretion. Looking in the direction of the
disruption can cause the shifting of the class's
attention and a potential disruption. When students
learn to respond to the hand signals, no other form of
communication is necessary for maintaining and enforcing attention.

13
The 1st Warning is directed toward the general area where disruption or
inattentive behavior is occurring and is held for three seconds, relatively
unobtrusively, while instruction continues uninterrupted. Shift directly from
the 1st Warning gesture (three fingers held up) to the 2nd Warning
gesture (two fingers pointed toward the misbehaving student) if the
problem persists. However, be more specific with the 2nd Warning by
pointing directly at the uncooperative student. If the student is not
watching, point at an attentive neighbor and then again at the
misbehaving student. Pointing and signaling the Warning gesture tells the
nearby student to once more alert his inattentive neighbor. Students learn
to be courteous and polite when saying the first names of their unaware
neighbors. It is important that students know they have received at least
two Warnings before receiving a Time-Out.
I wanted students to feel they had been treated fairly during the
enforcement procedure. I sometimes issued additional 2nd Warnings to
guarantee that I had provided the students with adequate notice before
signaling a Time-Out. The additional Warnings allowed me to focus my
attention on teaching rather than keeping score of who had how many
Warnings.
CLICK for TIME-OUT GESTURE METHOD YOUTUBE VIDEO
I found in my teaching that the more I used the gestures the better the
system worked. The students and I knew exactly what behavior was being
signaled for change. The message was clear and the response was quick.
The students were accustomed to hearing my voice for teaching my lesson
and to watching my hands for correcting their behavior. There were no
negative or disruptive words used to gain and maintain classroom conduct.
I was excited about the results and how well the students accepted the use
of gesturing for correcting their behavior.
Without the use of negative words and the usual responses from defensive
students, there were no longer calls from irate parents accusing me of
picking on their child, or notes from my principal wanting to discuss my inclass behavior. Confrontations with students, parents, and administrators
were eliminated.
The students seemed to respond more quickly to my signals than they ever
did to my verbal warnings and scoldings. A caring and wholesome
atmosphere developed within the class. Even though the students were
14
required to help and alert each other to be attentive, they seemed to

accept it without resistance. The students appeared to look forward, as I
did, to each new day. My attitude toward teaching changed. It was actually
fun. There was no longer the stress from disciplining students. They were
able to retain their dignity, and I was able to maintain their attention. We
were all winners. It was a new experience I wanted to share with others.
I believe most students want to have an orderly environment. They enjoy
knowing teachers treat them with fairness and respect, regardless of their
occasional misbehavior. The gesture system not only promotes the above
ideals and attitudes but allows the teacher freedom from the repercussions
that frequently exist with other classroom management systems that use
verbal intervention methods. Best of all, my teaching time increased and
the time spent disciplining decreased.

15
CHAPTER II.
TIME-OUT PROCESS: MAINTAINING
ACCOUNTABILITY
I had developed an effective tool for communicating behavioral commands
without the use of disruptive words and loss of valuable teaching time. But
something was missing. I needed an effective system to hold the students
accountable for their misbehavior. They knew from experience that
Warnings were normally followed by reprimands. I knew from my
experience that verbal reprimands and scoldings were ineffective and
repercussive. In order to maximize my teaching time and eliminate the
problem, I chose a removal method to hold students accountable for their
misbehavior. The Time-Out Process proved to be the best system for both
the students and me.
After two Warnings for uncooperative or inattentive behavior, the teacher
issues a five-minute Time-Out. It is an immediate and brief removal from
class during which the student can reflect upon his or her behavior. During
the Time-Out, the student writes on the back side of the Time-Out Slip
either a brief apology for the incident or writes a request for a meeting
with the teacher to discuss the circumstances. Before five minutes has
expired, the student returns to class and resumes participation without
comment or disruption.
Use a small clipboard and attach a spot clock to facilitate the Time-Out
Process. To help students remember the Time-Out Process, write on the
clipboard the four "R" reminders: Report to Time-Out, Reflect on Behavior,
Respond to Choices, and Return in Five Minutes. The spot clock lets
students know the time they reported to and are to return from the TimeOut. Clipboards are available at office supply stores and spot clocks are
available at automotive supply stores.
The five-minute Time-Out has several advantages over other disciplining
systems. Because it is only five minutes long, the student is back in class
without completely missing the lesson and falling behind. I didn't want my
disciplinary process to be the reason that a student failed to achieve. I was
there to teach.
The Time-Out, unlike detention, is immediate and doesn't require a
twenty-four hour notice to the parents. Students do not need to be
16
reminded when to report and what the Time-Out is for. No one is late for
after-school activities, dentist appointments, or the bus ride home.
Students no longer exclaim: Why did I get this?, I don't remember
doing that., Thats not fair! or Can I do my detention another time,
since today I have to .... After instituting the Time-Out Process, I was able
to use my after-school time helping students instead of supervising
detentions.
By using Time-Outs only for inappropriate behavior, students become
accustomed to the Process and respond promptly without question. Only
issue Time-Outs with students who display inattentive or uncooperative
behavior. Use other penalties for students who forget their materials, are
tardy to class, fail to turn in assignments, or commit similar rule violations.
By not applying the Time-Outs to other rule infractions, students respond
without confusion. The often heard question, What will happen if I ...? is
eliminated. Students know and respond appropriately when they see
Warnings and TimeOut signals.
The TimeOut Process is applied judiciously without prejudice. The
students understand that it is their misbehavior that is being penalized,
not their character. I want the students to be able to retain their dignity
and self-respect during the disciplining process. If students are to trust
teachers and to learn to make the correct behavioral choices, teachers
must demonstrate that they care about students regardless of their
misbehavior.
THE TIME-OUT PROCESS

The Time-Out Process begins after a student receives two Warnings for
inappropriate behavior (see Time-Out Process Flowchart). Following the
two Warning signals, the teacher points and signals the TimeOut gesture.
The teacher gestures with five fingers spread apart and the palm facing
and extended toward the uncooperative student. The five fingers represent
five minutes of removal from class. Being alerted to the TimeOut, the
student puts away his materials and receives a Time-Out Slip. The front
side of the Slip collects clerical information and the back side of the Slip
provides students with behavioral choices. The student's name and date are
written on the TimeOut List for later reference. Conducting Conduct
provides an easy-to-use TimeOut List that helps to maintain an accurate
accounting of the issued Time-Outs (see Appendix B for materials used
with the TimeOut Process).
17
CLICK for TIME-OUT PROCESS YOUTUBE VIDEO

In accordance with Conducting Conduct's philosophy of student
management, the TimeOut Process assigns all clerical responsibilities to
student volunteers (see Student-Managed Time-Outs). During the Process,
the teacher conducts the class's behavior with gestures while the students
manage the clerical details of the Process.
Only one student receives a TimeOut at a time. The student who is the
last to become attentive after two Warnings receives the TimeOut. Since
the TimeOut is only five minutes long, the teacher has the choice either
to wait for one student to return before issuing another TimeOut, or to
issue Penalty Time-Out Marks that don't require the students to leave the
room (see Penalty Time-Out Marks). With only one student at a time in
the TimeOut area, there is less chance that the student will not
cooperate. The TimeOut supervisor is able to supervise one student
without spending much effort or time.
The TimeOut location depends on what area is available and who will
supervise. Locate the TimeOut in an area that is removed from the class
or classroom and can easily be supervised. I chose to use the
administrative office area for the TimeOut and the office coordinator
volunteered to supervise. Since the expectations and consequences for the
student's behavior during the TimeOut were well understood, there was
seldom a problem. With the student already in the administrative office
area, the supervisor could call upon an administrator for assistance if
needed.
With some classes, it is possible to use a TimeOut area within the
classroom. The TimeOut area needs to be in a quiet place away from the
rest of the class, yet open to the teacher's view. Teachers or volunteers
must supervise the TimeOut to guarantee the student's safety. Sharing
supervision with another teacher is also a choice. Since the five minute
TimeOut represents the total time removed, including passing time, the
supervisor seldom spends more than two or three minutes with a student.
The clipboard with the spot clock provides an easy-to-use tool for processing
Time-Outs. Locate the clipboard with the inserted Time-Out Slip on a desk or
wall that is easily accessible. With the clipboard's four "R" reminders and the
Time-Out Slip's directions, no verbal communication is necessary.
18
After the student manager inserts the appropriate information on the TimeOut Slip, the clipboard is handed with the attached Slip to the student
without comment. The student reports to the Time-Out area where the
Time-Out supervisor signs the Slip as proof of arrival. During the Time-Out,
the student follows the directions on the Slip. The spot clock aids the student
in knowing when to return to class in order not to receive a Penalty TimeOut Mark for lateness. Within five minutes from when the Time-Out was
issued, the student is back in class. He places the clipboard with the Slip on
the desk and resumes participation. The teacher ignores the returning
student and focuses on teaching. Later the teacher reviews the Slip and the
student manager files it.
The five-minute Time-Out's effectiveness is a result of its brevity and ease in
use. Five minutes is enough time for the student to complete the required
penalty and not totally miss out on class instruction. The brevity lessens the
time required for supervision. The ease in administering reduces the loss of
teaching time. It is quick, efficient, and simple to use.
PENALTY TIME-OUT MARKS

As discussed above, only one student should be sent to the Time-Out area at
a time and should return before another five-minute Time-Out is issued.
Occasionally, however, a second student will persist in inappropriate
behavior to the point that another Time-Out is necessary. In such cases, the
teacher may issue a Penalty Time-Out Mark. Penalty Time-Out Marks count
the same as removal Time-Outs in determining a student's Behavior Level
(see Chapter III for information regarding Behavior Levels).
The teacher may also use Penalty Time-Out Marks for students who are
resistant during the issuance of a Time-Out or who misbehave in the TimeOut area. Student assistants record the date of the Time-Outs for removal
and the Penalty Time-Out Marks on the Time-Out List. Assistants write a
small PM for a Penalty Time-Out Mark next to the date issued without any
further action. Recording a date for each five-minute Time-Out and Penalty
Time-Out Mark allows the teacher to have documentation of when and what
type of Time-Out was assigned.
Teachers use the same signaling method for issuing a Penalty Time-Out
Mark as a five-minute removal Time-Out with one exceptionwhen signaling
the Penalty Time-Out Mark, the teacher's hand is immediately closed into a
19
fist after the five-fingered TimeOut gesture. The closed fist is held
momentarily to help the uncooperative student and the student assistant to
recognize it as a Penalty Time-Out Mark and not as a five-minute removal.
STUDENT EQUITY
Teachers must be sensitive to whom they issue Time-Outs. The rule is to
never signal a Time-Out unless you actually see the misbehavior. The
teacher may signal Warnings without focusing on the students, but TimeOuts must be issued with awareness and equity. If more than one student is
involved, you may either assign Penalty Time-Out Marks to the others or
continue to signal Warnings until the student returns from the five-minute
Time-Out. If the misbehavior should occur again with the same students,
issue a different student the Time-Out. Students must know you are not
singling them out because of their gender, race, or past behavior.
SYSTEM OF CHOICES
The Conducting Conduct Time-Out Process includes a system of student
choices. Students learn the consequences for each choice before the system
is implemented. Conducting Conduct teaches the lesson of being responsible
and accountable for one's behavior and choices. The offered choices and
their related consequences are complete, fair, and easy for students to
understand and remember.
Upon receiving a Time-Out, students consider four choices: 1. reporting
cooperatively to the Time-Out, 2. reporting after some resistance, 3.
remaining in class and being cooperative, or 4. remaining in class while
continuing to misbehave. The consequence for each choice becomes more
severe as the level of cooperation decreases.
Students learn to select the first choice of reporting cooperatively to the

Time-Out. During the Time-Out, the student writes a brief apology or
writes a message asking to meet with the teacher after class to explain
his or her side of the story. He or she returns within five minutes and
resumes participating without comment or additional reprimand. Most
students will make this choice since it is the least punitive and allows
them to continue without further intervention.
In some cases, the student who reports for the Time-Out chooses neither
to apologize nor to meet with the teacher. He may choose to do nothing
20
or to misbehave during the Time-Out. Students who choose not to

apologize or to meet with the teacher return and resume participation but
are issued a Penalty Time-Out Mark for their uncooperative behavior.
Students seldom choose this option since the additional Time-Out could
move them to a higher Behavior Level.
The student who chooses to misbehave during the Time-Out is detained
by the Time-Out supervisor or building administrator for disciplining. He
or she is not allowed to return to class until receiving administrative
approval. Upon returning, he or she receives a Penalty Time-Out Mark for
misbehaving during the Time-Out.
The second choice is for the student to elect to engage in some type of
resistant behavior while receiving a Time-Out. A resisting student who
chooses to question or respond uncooperatively before reporting for the
Time-Out follows the same procedure as the cooperative student,
except he is issued a Penalty Time-Out Mark for responding
uncooperatively. I found that students do not resist when given
adequate Warnings and know the consequences for their
behavioral choices.
The student who opts for the third choice to remain in class and
cooperate receives a Penalty Time-Out Mark for not following directions.
Few students choose the second and third option, since the Penalty TimeOut Mark could move them into a higher Behavior Level with more severe
consequences.
Students rarely choose the fourth and last option of electing to stay and
continue to misbehave. They understand the severity of the
consequence for this choice. An administrator or designated staff
member removes the uncooperative student while the teacher
continues to teach and maintain the class. The person issuing the
disciplinary action determines when or if the student will return to class.
Without comment, the teacher issues a Penalty Time-Out Mark when
the student d o e s returns from the administrative removal. Because the
student knows the procedure and what will happen with each choice,
there is no need to explain further.
Students learn quickly to make appropriate behavioral choices when they

fully understand the ramifications beforehand. The Time-Out consequences
are not harsh, yet they provide a means of accountability. It is the
21
persistency and consistency of the discipline process and not the severity
that promotes a change in students' behavior. We only provide a process to
encourage appropriate behavior. The students make the choices.
CLICK for SYSTEM OF CHOICES YOUTUBE VIDEO
The Time-Out Process is effective for teaching accountability. Students
prefer the student-centered Time-Out Process where they, not the teacher,
make the choices that will determine their future in the class. By assigning a
specific consequence to each of the four behavioral choices, students view
the process as fair and teachers find it easy to administer. The goal is to
create a classroom environment in which every student wants to belong.
Being removed from a class where one wants to be is a more effective
punishment than being subjected to ridicule and embarrassment. Teachers
need to focus on teaching and creating a positive atmosphere that enhances
learning. Step back and let the students learn from their choices.

22
CHAPTER III.
CONFLICT RESOLUTION PLAN: RESOLVING
REPEATED MISBEHAVIOR
In my experience, students respond well to a program of silent gestures and
a consistent, fair penalty system like the Time-Out Process. I have seen
teachers gain valuable teaching time and decreased classroom disruption.
Still, there are inevitably some students who chronically misbehave
adolescent behavior is not magically transformed by any disciplinary regime.
I found it necessary to develop a plan to deal judiciously with students who
do not respond appropriately despite careful teaching and reminders.
My search for a plan to deal with repeated discipline problems was guided by
certain principles. First, like other parts of Conducting Conduct, the discipline
plan should not disrupt my teaching or students' learning. Second, it should
continue to respect the dignity of individuals, even when their behavior is
undignified. Third, it should allow all students the same opportunities for
changing their behavior. Fourth, it should give maximum responsibility for
maintaining good behavior to the students. And fifth, it should remove
disrupters from the learning communitytemporarily if possible, and
permanently if the student will not bring his or her behavior into conformity
with the norms of the learning community.
At heart, behavioral problems represent a conflict between the behavior of
an individual or group and the educational needs of the larger group. Thus,
conflict resolution is required with chronic behavioral problems. The Conflict
Resolution Plan outlined here has proven over time to meet my objectives
and to complement other aspects of Conducting Conduct.

23
FOUR LEVELS OF BEHAVIOR

The Conflict Resolution Plan is the third component to the Conducting
Conduct system. The Plan has four Behavior Levels. Repeated misbehavior
results in a student moving progressively through four levels of escalating
seriousness. At the fourth level, reached only after successive and intensive
interventions, the Plan requires the student's removal from the class. Too
many Time-Outs within a week moves a student to the next Behavior Level.
At Levels II and III, the student receives new opportunities to improve his or
her behavior. Level I is the norm, and most students never move to more
serious levels. Importantly, it is the students' behavior alone that determines
their Level in the Plan.
Conducting Conduct determines a student's Behavior Level by adding the
number of Time-Outs and Penalty Marks issued in a week. The levels
become more restrictive as they ascend toward Level IV. After Level I, the
Plan reduces the acceptable number of Time-Outs per week to only one. At
the end of class, I reminded the student who had received the Time-Out of
the status of his or her Behavior Level. Knowing where one was in the Plan
helped to remove the element of surprise that makes disciplining appear
unfair. Students' awareness of their Behavior Level generates a greater
concern for improving their behavior.
The Plan's objective is to encourage students to become productive and
cooperative members of the class. A series of levels combined with a
number of choices and chances guarantees the students' rights are
protected. Repeated misbehavior is subject to the Plan's rules and
consequences. By following the Plan's guidelines, students who occasionally
misbehave can still retain their position in class. Once the policies and
procedures are set, the teacher only uses gestures to implement the Plan.
(See Appendix C for the Conflict Resolution Plan Summary and materials to
assist in its implementation.)

24
BEHAVIOR LEVEL I
The cooperative and attentive students with two or fewer Time-Outs per
week maintain the Behavior Level I position. These students may
occasionally receive a Time-Out without further reprimand. Most students at
this level never receive a Time-Out. Students receiving a third Time-Out
within a week move to Behavior Level II.
BEHAVIOR LEVEL II
If a student receives a third Time-Out in a week, he or she meets with the
teacher after class to review the accumulated Time-Out Slips and to receive
the Student Behavior Plan (refer to Student Behavior Plan in MS Word Forms
folder to personalize). The Student Behavior Plan helps the student to
recognize which behaviors he or she needs to change or improve. The
student is responsible for developing an acceptable plan for changing his
behavior. He completes and signs the Student Behavior Plan. The teacher
signs and sends the Plan home for the parents to review, sign, and return.
After contacting the parents to explain the process and encourage their
support, the teacher files the Plan for future reference. Conducting Conduct
recognizes that students will occasionally make poor choices regarding their
behavior and, therefore, allows one Time-Out per week for students on Level
II. Students know they will be held accountable for their behavior and that
all students are subject to the same expectations, choices, and
consequences. The Student Behavior Plan makes students participants in the
articulation of behavioral goals.
BEHAVIOR LEVEL III

If a Behavior Level II student receives two Time-Outs within a week, he or
she moves to Level III. The student receives the Time-Out and reports to
the teacher after class to review his or her behavioral file. The teacher
completes and issues a Student Success Agreement, a student behavioral
contract (refer to Student Success Agreement in MS Word Forms folder to
personalize). The Agreement offers the student a final opportunity to be a
cooperative and productive member of the class. The Student Success
Agreement is a teacher-written contract that lists specific behaviors the
student must change. The student, his or her parents, and the teacher sign
the Agreement before filing for future reference. Receiving no more than one
Time-Out per week allows the student to stay on Behavior Level III.
25
Behavior Level III is a more restrictive level than Level II. Instead of the
student developing his or her own plan for correcting misbehavior, the
teacher develops a plan in the form of a binding contract. During Level II,
the teacher explains to both the student and the parents the seriousness of
Behavior Level III and what will happen if the behavior does not improve.
Level III generates a higher degree of concern since it is the last chance to
become a cooperative member of the class. As a result, most students make
the choice to cooperate.
BEHAVIOR LEVEL IV
A Behavior Level III student who receives a second Time-Out within a week
moves to Level IV. This is the final Time-Out and final Level. The student has
used all his or her options and has demonstrated cause for removal. He or
she remains in the Time-Out area for the remainder of class and then meets
with the teacher. The teacher shares with the student all the behavioral
documentation previously filed: the Time-Out Slips, the Student Behavior
Plan, and the Student Success Agreement. Finally, the teacher delivers the
file to the administrator along with the Student Removal Request (refer to
Student Removal Request in MS Word Forms folder to personalize). The
Student Removal Request petitions the administration to temporarily or
permanently remove the student from class or requests some other
acceptable plan. Teachers seldom use Behavior Level IV; the interventions
available at the earlier levels are nearly always sufficient to elicit the desired
changes in behavior. However, when troublesome behavior has not
moderated, the system has provided full due process rights to the student
before he or she is removed.
CLICK for CONFLICT RESOLUTION PLAN YOUTUBE VIDEO
SUMMARY
Conducting Conduct maintains fairness throughout the Conflict Resolution
Plan. The use of choices and consequences for resolution of misbehavior
diminishes the negative responses from students. Students trust and respect
teachers who do not accuse or scold them in front of their peers. Conducting
Conduct removes the anger and frustration associated with disciplining by
placing the responsibility on the students to make the behavioral choices
that will determine their future in class. Learning to accept responsibility for
26
one's actions begins with trusting students to make the right decision while
allowing them to learn from their mistakes.
The Conflict Resolution Plan teaches students the importance of being
cooperative during class time without the need for verbal intervention.
Students who receive a TimeOut or move to a higher Behavior Level seldom
deny their actions or blame others. Treating students without intimidation or
fear reduces negative repercussions.
I recall a former student who escalated to Behavior Level IV. He was not
angry with me, only disappointed that I would not allow him to continue in
my class. He accepted the fact that he made the choices that resulted in his
removal and knew that it was not my desire to see him gone. He
occasionally spoke with me in passing and related how much he enjoyed my
class. Conducting Conduct helped remove the anger and negative feelings
associated with disciplining by providing a well-defined Conflict Resolution
Plan that is student-centered.

27
CHAPTER IV.
STUDENT-MANAGED TIME-OUTS:
DELEGATING RESPONSIBILITY
The Conducting Conduct system emphasizes the importance of studentcentered classroom management. Students help each other to be attentive;
they choose their own course of resolution, and they develop their own
behavioral improvement plans. With Conducting Conduct, the students
assume much of the clerical responsibilities in order to allow the teacher to
teach without interruption.
The Time-Out Slip procedure requires class time to complete and process. In
my experience, whenever I stopped to issue a Time-Out, the class's
attention followed me. I wasted instructional time and embarrassed the
recipient with everyone watching. The class became impatient and noisy as I
wrote, delivered, and recorded the Slip. More teaching time was lost. When
the student returned, I again stopped the class to collect, review, and file
the Slip.
After several weeks of using the Conducting Conduct system, I decided to
experiment to see if I could make the system completely student-centered
by eliminating my position as Manager of Time-Outs. I began by assigning
two student volunteers from each class to assume several duties. One
Manager wrote, recorded, and delivered the Time-Out Slips. The other
collected, reviewed, and filed the returned Slips. It worked. The students
were more efficient and less disruptive during the Time-Out Process. They
took pride in performing their duties. The class viewed the Managers
position with admiration and respect. The students convinced me that a
student-centered approach was the answer. (See in Appendix B the
materials to assist in implementing the student-managed Time-Outs.)

28
JOB DESCRIPTION AND AGREEMENT

Time-Out Managers need a job description. It must include the following
terms and conditions. The Time-Out Managers participate fully in class while
performing their management duties. They complete their duties during
class time without interrupting the teacher or lesson. During the Time-Out
Process, they are not to speak with students receiving Time-Outs. They
report to the teacher any questions or concerns from students. Most
importantly, they treat their classmates and teacher with courtesy and
respect. Remind the students that failure to follow the terms and conditions
of the Agreement could result in being removed as Managers.
The Time-Out Managers Job Description and Agreement, and the Time-Out
List provide the duties to be shared equally between the assigned students:
1.
Watch teacher carefully for the Time-Out gestures.
2.
Write students names, dates, and times on the Time-Out Slips.
3.
Record students names and dates on the Time-Out List.
4.
Circle students third Time-Outs issued within the week on List.
5.
Deliver Time-Out Slips to the students.
6.
Tell students the number of Time-Outs they received within the week.
7.
Collect and write times on the returning students Time-Out Slips.
8.
File Time-Out Slips after they have been reviewed by the teacher.
9.
Assist substitute teacher with implementing Conducting Conduct.
10. Perform the duties assigned to an absent Manager.

Upon seeing the teacher's gesture for a Time-Out, one Manager goes to the
teacher's desk, completes a Time-Out Slip, and records the student's name
and date on the TimeOut List. The Manager circles the date if it is a third
Time-Out within a week. After the student puts away his or her materials,
the Manager hands the completed Time-Out Slip to the departing student
and tells the student the total number of Time-Outs he or she has received
that week. The class remains focused on the lesson throughout the Process.
Upon completion of the above duties, the Manager returns to participate with
the class. No teaching time is lost.

29
The other Manager, upon seeing the student return from the five-minute
Time-Out, retrieves the Slip and records the time. The Manager later files
the Slip after the teacher reviews it. The class stays focused on the teacher
and the Manager resumes participation with the class.
Managers may perform other duties associated with the Time-Out Process. If
a behavioral incident occurs, the manager witnesses the situation and
provides information if requested. When the teacher is absent, Managers
assist the substitute teacher with understanding and implementing the
Conducting Conduct system. When a Manager is absent, the other Manager
or an alternate performs his or her duties.
With the Agreement and responsibilities outlined, I was ready to select from
a list of students who volunteered to be Managers. To my surprise, almost
everyone volunteered.
CLICK for STUDENT-MANAGED TIME-OUTS YOUTUBE VIDEO
SELECTING MANAGERS
I enjoyed the job of selecting students to manage the Time-Outs. It was an
opportunity to reward students for being cooperative and attentive in class. I
read the Time-Out Manager's Job Description and Agreement to the class
and addressed questions and concerns. After much consideration, I selected
two students in each class to share equally the tasks. I selected a third
student to be an alternate Manager. With three students trained to do the
job, I seldom needed to manage the Process myself. I limited the position to
nine weeks to allow more students the opportunity to manage and reduce
the amount of time missed while managing the Time-Outs.
I found it helpful to meet with the Managers and alternates after school to
explain and teach further the duties of a Time-Out Manager. I used several
Time-Out scenarios and had the managers tell me how they would respond.
The answers were usually the same-follow the job description and don't talk
with students during the Time-Out Process. The chosen Managers took the
Job Description and Agreement home for their parents to approve.
The Managers were anxious to start. During the first five minutes of class for
several days, the Managers practiced the Time-Out Process with the class.
After the Managers and the class understood and were comfortable with the
Process, I authorized the Managers to take charge of the Time-Outs. The
30
class understood the Managers' role to be the messenger and not the
disciplinarian. I warned the class about talking to the Managers and that
violators would receive a Penalty Time-Out Mark.
I was amazed how quickly the class accepted the student-managed TimeOuts. I retained my position as conductor of conduct and gladly surrendered
my position as Manager of Time-Outs. The students not only enjoyed the
leadership position of being managers, but everyone appreciated my not
having to stop the class each time to process a Time-Out. I no longer
embarrassed the recipients of the Time-Outs, and the class maintained its
focus on my lessons.

31
CHAPTER V.
LEARNING AND TEACHING
CONDUCTING CONDUCT
Conducting Conduct offers today's teachers a new and easy approach to
managing inattentive and disruptive behaviors. Since Conducting Conduct
requires skills that are not usually associated with disciplining, preparation is
necessary before using it with students. The technique for using gestures
instead of words to communicate behavioral expectations requires training
for both the teachers and students. Practicing the gestures helps develop
self-confidence to look and feel natural in front of the class. With a few easy
exercises, teachers will gain the self-assurance and understanding necessary
to effectively teach without the need to talk about behavior.
LEARNING SYSTEM
I found that practicing the gestures in front of a mirror is most helpful.
Learning to use one hand for signaling the management gestures while using
the other for pointing, turning pages, or holding an object takes some
coordination, especially when you are concentrating on the lesson and not
on the behavior.
With only five basic gestures to learn, it will take little time to gain
proficiency in signaling. The gestures need to send clear, concise messages.
Watch to see if your signaling indicates an expectation for the appropriate
response. A colleague who used the system, found it awkward at first to
move his fingers from 1st Warning to 2nd Warning. He accidently flippedoff his class. Practice until you feel comfortable with the hand signs.
Make the gestures as impersonal and non-threatening as possible. Use direct
eye contact for issuing 2nd Warnings and Time-Outs; otherwise, avoid it.
Glaring and staring can cause unnecessary repercussions and escalate into
confrontations. Feelings of frustration and anger are normal but are not the
messages we want to send to or receive from students.
I found it helpful to point briefly at the student before showing the 2nd
Warning or Time-Out sign. I continued with the lesson as if nothing
happened. Few students saw me signal the Warning to the misbehaving
student. They were either listening to me or working at their seat. It was
quick, easy, and unobtrusive.
32
Knowing when and to whom to issue a Time-Out is important. Signaling

should be done without singling out students because of their gender, race,
or reputation for misbehavior. If there is doubt to how many Warnings were
issued or who was misbehaving, wait until you are sure. Focus on gaining
respect, maintaining order, and, most importantly, increasing student
learning.
TEACHING STUDENTS
Conducting Conduct is more than a classroom management strategy to
encourage students to follow basic rules and expectations. It is a system
that teaches and engages students to manage and maintain their own
classroom conduct. Students enjoy learning Conducting Conduct because
they are actively involved in its operation and success. Conducting Conduct
is not about punishing students; it is about teaching students how to
cooperatively learn and interact within a classroom environment. Students
need to see the system as a process that treats them fairly and allows them
to learn through their mistakes.
Teach the system as an essential part of the class curriculum and not as
another disciplining plan with an assortment of rules and consequences. Like
other subjects within the school curriculum, Conducting Conduct requires a
place and time to be taught. Learning the skills and concepts necessary for
implementing the system takes only minutes each day. With five minutes of
instruction at the beginning and end of each class day, students learn the
necessary skills and concepts to become familiar with the system. After
students thoroughly learn the system, the teacher integrates it into his or
her classroom teaching.

33
INTRODUCING CONDUCTING CONDUCT

I began by introducing the system to my class through the use of anecdotes
and stories about my experiences as an occasionally mischievous student. I
told them about the time my seventh grade history teacher caught me
shooting a spitball. They appreciated knowing that I was not infallible or
beyond misbehaving from time to time. I explained the penalties I received
for my misbehavior and how I felt at the time. They asked questions and
related some of their own experiences. I wanted the students to realize that
to err is human, but with errors there are consequences. I wanted them to
understand that behavior is a choice.
I asked my class to share what they disliked most about the way some
teachers correct students for misbehavior. Students mostly said that the
teachers picked on them, gave boring lectures on classroom behavior, acted
mean, or were unfair. I asked them if they would be willing to try something
new if I would guarantee to never scold them, lecture them about their
behavior, or make any negative comments regarding their misbehavior
during class; in fact, I would reward the entire class if I should ever use my
voice for anything other than teaching, encouraging, or answering questions.
Their reaction was obvious. It sounded too good to be true. I had everyone's
attention and was ready to begin my lesson on Conducting Conduct.
Though the system is easy and simple to use, it does require patience,
persistence, and practicing. I was able to teach the system using a minimum
amount of class time while maintaining a high level of interest. I did not
want the system to turn into a boring lecture on classroom behavior. Since
my students already knew my rules and expectations for appropriate
behavior, they were ready to learn the system.
I taught Conducting Conduct by dividing the lessons into the system's three
components and their supporting elements: Gestures, Time-Outs, and
Conflict Resolution. With brief lessons at the beginning and end of each class
and exercises to increase their understanding, I was able to teach the
system in only a few days.

34
TEACHING GESTURES
Use the graphic illustrations and the guides to Conducting Conduct in
Appendix A to assist in teaching the gestures. The system is simple and
logical; you will find that students learn the gestures and their meanings
quickly. Make a game of teaching the system. For example, my students and
I practiced the gestures in light-hearted drills. I flashed a gesture and they
told me the gesture's name. Then, I said the gesture's name and they would
show me the corresponding hand sign. Next, I asked individuals to recite the
condensed meanings of the signs as I signaled the gestures to them. I made
the exercises into games requiring quick recall. The students didn't realize
they were actually learning a lesson which would dramatically change how
they learned and behaved in my class. In time the system would make them
all winners.
Introduce the element of students' helping each other to be attentive.
Students need to know that this is their system and requires their direct
participation. Explain the process for alerting others nearby when seeing the
gestures and how their cooperation will improve the class's quickness for
being orderly and attentive. Prior to developing Conducting Conduct, I
followed the common teacher wisdom of telling students to take care of their
own behavior and ignore those around them. I realized, however, that if the
learners were to become a true community managing its own behavior, that
admonition was contradictory. Conducting Conduct therefore requires
students to alert others nearby whenever they see my gestures. Since
talking, touching, or any form of disruption is prohibited, students must
whisper or say politely their neighbor's first name. Some students wanted to
use the shushing sound, but I reminded them that it is also disruptive.
The graphic illustrations of the gestures with their meanings in Appendix A
provide the students with visual reminders of the teacher's signals. You may
want to enlarge these posters.
While learning, teaching, and using Conducting Conduct, teachers refer to
the quick references: Guide to Conducting Class Conduct and the Guide to
Conducting Music Class Conduct which teaches how and when to deliver the
signals and how the students are to respond to the gestures. To help
reinforce the understanding of the hand signals and to evaluate the
students' progress, use the Readiness Quiz: The Hand Signaling Method.

35
Teaching the gestures was enjoyable and rewarding as my students quickly

learned the new signs. By now, we had practiced them until they were
automatic. We were ready to move to the second component of the
Conducting Conduct system.
TEACHING THE TIME-OUT PROCESS

When my students heard me begin to talk about a Time-Out penalty for not
following or obeying the gestures, they thought that I had tricked them.
They visualized my delivering a verbal reprimand and some form of
detention. They were relieved when I clarified the following differences: 1. I
would not speak to them about their behavior. 2. I would not keep them
before or after school. 3. They would know beforehand and decide upon the
severity of their punishment. I used the Time-Out Process Flowchart to
explain their choices and the related consequences. They learned that every
choice has some outcome, some more pleasing than others.
To achieve greatest efficacy with this system, teachers need to introduce it
carefully. Students need the assurance that they will be treated with respect,
that they will be valued, and that they will be encouraged and expected to
do their best. To help students know you care about their learning, explain
how the Time-Outs are only a tool for helping to maintain attentive and
cooperative behavior and do not represent your personal feelings toward
them.
Over the next few days randomly signal practice Time-Outs to your
students. After presenting a scenario using one of the four choices, have the
students explain the consequence according to the Time-Out Process
Flowchart. Emphasize the importance of students alerting each other to be
attentive and how you expect them to learn and work together. Explain how
you penalize students for being uncooperative in helping others in the same
manner as any other form of uncooperative behavior.
Encourage students to speak with you after class anytime they feel they are
treated unfairly. Remind them that you make mistakes and appreciate
knowing your errors so you can apologize and remove their names from the
Time-Out List. It is essential that students know we can be trusted to treat
them fairly and equitably. Use the Readiness Quiz: The Time-Out Process to
teach and test students on their understanding before moving on to the last
component of the system.
36
TEACHING THE CONFLICT RESOLUTION PLAN

It is unrealistic to think that students will never receive more than one TimeOut. On the other hand, I wanted my students to know that I would not
accept repeated misbehavior to continue forever. I described the four Levels
of Behavior and how the number of Time-Outs would determine the assigned
Behavior Level. I used the Conflict Resolution Plan Summary to help explain
the four Levels.
I referred to myself as an example of a Behavior Level I student, since I
occasionally misbehaved in school. Under this system my teacher would
have issued me only TimeOuts, I told them. I further explained that Level I
is the norm and that it includes students who never misbehave as well as
those who only occasionally receive TimeOuts. I assured them that few
students in our class would ever move to the next Level. They were curious
to know what would happen if they did.
I explained that Level II was only for students that exceeded the limit of two
TimeOuts in a week. These are the students, I told them, who often need
more restrictive disciplining. With the assistance of the Conflict Resolution
Plan Summary, I read to them the disciplinary actions taken when assigned
Level II. The class was interested in knowing what I would say to their
parents and why they needed to take the Student Behavior Plan home to be
signed. I told them that when teachers and students are unable
to resolve the conflict, parents need to become involved. From their
reaction, I knew that most students would not enter Behavior Level II. I
read the Student Behavior Plan and gave an example of how I might have
completed the Plan as a misbehaving student in the seventh grade. They
were amused, but understood the seriousness of being assigned to Behavior
Level Two.
What is Level Three? a student asked. Do we get kicked out? Rather than
answer the question immediately, I reminded the class that it was not my
choice to kick anyone out, but rather it would be their behavioral choices
that ultimately determined whether they remained in class. I explained that
I want all my students to be able to stay and participate and that is why
they are given another chance through Behavior Level III.

37
Level III, I told my students, is only for those who receive a second TimeOut in a week while being assigned to Level II. They were surprised when I
told them that they could never return to the previous Behavior Level, but
were pleased when they heard that one Time-Out in a week was still
permissible. I read the Student Success Agreement and explained that it is a
binding contract between the teacher and the student. They asked if I would
be contacting their parents again. I replied that I would inform their parents
by having them take the Student Success Agreement home and returning it
signed by their parents. I told them that I would not call their parents, but
they may want to call me after signing the Agreement.
I spend little time explaining Behavior Level IV, since it is the removal
process and self-explanatory. I explained how a second Time-Out in a week
that is issued to a Level III student results in his or her receiving a Student
Removal Request for a temporary or permanent removal from the class. The
student will leave immediately just as he or she had with all prior Time-Outs
but would not return after five minutes. No one made a comment about
fairness. They understood that a Level IV student had exhausted his or her
choices and proved to be incapable of working or learning with others in my
class. I explained to my students that I am disappointed anytime a student
is removed from my class because of his poor choices of behavior. My
intentions, I told them, are to encourage students to use appropriate
behavior that will allow everyone to excel in learning and enjoy participating
in the class.
READY TO BEGIN
The students have learned and practiced the system. You have trained the
student TimeOut Managers and located an acceptable Time-Out area with
supervision. You informed your administrator and parents with an
Introduction Letter about the new system of managing classroom conduct
(refer to Introduction Letter in MS Word Forms folder to personalize). You
are ready to begin!
CLICK for READY TO BEGIN YOUTUBE VIDEO

38
CHAPTER VI.
ADAPTING CONDUCTING CONDUCT TO THE MUSIC
CLASS
The music performance class is an activity-centered environment where
students learn and participate together. Unlike the regular classroom where
students can work independently at their seats, music students work
collectively with their attention focused on the teacher. Performing
independently in a band, orchestra, or vocal music class is seldom
an option, and it is disruptive when it occurs. Music teachers must educate
students to understand the importance of being attentive and focused on the
teacher while both learning and performing.
Music teachers use gestures for orchestrating uniformity during a
performance. While rehearsing and performing, they use silent hand cues to
assist the musicians with entrances, releases, changes in tempo, meter, as
well as other musical elements. The students rely on the silent gestures for
guidance in performing as they progress through the exercises and musical
selections. Together they maintain their attention on the teacher while the
music continues. Unfortunately, when the teacher signals to stop the music,
the attention stops also. Students view the downward hand motion as a cue
to stop and visit. The meaning, although not taught, is well understood
through repeated use. They know the teacher will do one or all of the
following: click his or her baton, clap his or her hands, shout for silence, or
simply wait in disgust until it is quiet. When the behavior does not change
quickly enough, the teacher, they expect, will scold, reprimand, or lecture
them on their misbehavior. Music teachers have used this routine for years
with the same results: frustration, confrontation, and loss of teaching time.
Conducting Conduct teaches students to listen, learn, and act uniformly
when they are not performing. In addition to the Stop and Attention
gestures for gaining and maintaining attention, the music teachers use two
additional gestures to ready students to perform and to signal them to rest.
The Ready and Rest gestures are familiar to music teachers, but they seldom
use them to maintain orderliness and uniformity during the time when
students are not performing.

39
READY GESTURE
The Ready gesture calls students to attention, similar to
the Stop and Attention gestures. The music students
move to their traditional sitting or standing posture in
preparation to begin performing. Instrumentalists bring
their instruments to the playing position and choir
members stand or sit tall while silently facing the music
teacher. The musicians focus their eyes and minds on
the music teacher in anticipation of the cue to begin.
Students seldom misunderstand the meaning of the
Ready signal, but teachers often fail to use it to maintain
attention while giving directions during the rehearsal. Moving the hands
downward after stopping the music signals the students to visit. Students
view the hands-down gesture as free time, not instructional time. Instead,
maintain the hands in the Ready position when there is a need to provide
additional information to the students. Extend halfway one or both arms
toward the performers. Center hands in front of neck area and hold them
motionless while speaking to students. Their attention will remain as they
listen and anticipate continuing with the next gesture. (See Guide To
Conducting Music Class Conduct for graphic illustrations and information on
how to use the music gestures.)
I use the Ready gesture during a rehearsal when I notice a musical mistake.
With both hands extended, I cue the cut-off or stop with one hand, and then
hold both hands still in the Ready position as the students remain quiet and
ready to listen. I do not move, speak, or look away. My attention is on the
group as I prepare to respond to correcting the musical mistake. The
students interpret the Ready gesture to mean that I will continue soon and
need their attention now. While in the Ready position, students do not talk
or move. I give brief and specific directions. If students begin to visit or
cause a commotion, I signal a Warning while holding one hand in the Ready
position and continue with the instructions. I use Warnings and Time-Outs
when necessary to maintain cooperation.
When students have comments and questions that I need to address, I
continue to hold the Ready position or move to the Attention position. When
ready to continue performing, I momentarily hold the Ready gesture and
then cue to begin. I continue to maintain cooperation during the class
discussions by signaling Warnings and Time-Outs with my other hand.
40
While performing in concert, the Ready gesture maintains musicians'

attention. At the end of the selection, continue to hold the Ready gesture
with eyes on the students. The audience will be less apt to applaud with the
hands held still in the Ready position. Next, move the hands deliberately to
the Attention position to signal the students to remain quiet and attentive.
This motion signals the audience to applaud, but signals the students to stay
focused. During this time, the music teacher can give further directions or
proceed to the Rest gesture.
REST GESTURE
Teach students to respond to gestures for maintaining
appropriate behavior while resting. The Rest gesture
communicates to students the appropriate time and
behavior expected for relaxing before continuing. The
rest gesture consists of simply folding the hands together
in front of the body in a relaxed, lowered position. The
gesture indicates to students that they may move to a
more comfortable sitting posture and may visit quietly
with those nearby. Students remain seated.
Instrumentalists hold their instruments in the upright
position for protection against damage. After much time
is spent rehearsing or performing, musicians need time
to re-energize and reorganize before continuing.
Rewarding students with an occasional break is important in maintaining a
positive classroom atmosphere.
Knowing when and how to rest appropriately helps to develop a cooperative
and attentive spirit among the students. Upon receiving the Rest gesture,
students know with certainty that they have the teacher's permission to
relax, but they understand the limitations on their behavior. Rest time is a
necessary part of the performers' daily lesson and the responsibility of the
music teacher to teach and maintain. Teaching expectations and guidelines
for acceptable behavior during the rest time provides students with the
security of knowing the teacher is concerned about their safety and wellbeing. It is not free time; it is rest time. Use the Warnings and Time-Outs
when appropriate.

41
The rest time also provides the teacher with an opportunity to get ready for
the next exercise or musical selection. I liked moving around the class and
talking individually with students. It is a good time to develop a better
understanding of students and their needs. I encouraged students who
needed extra help or have questions to come forward during the rest time.
When ready to continue, the teacher moves back to the teaching station or
podium. Using the same area to instruct and to conduct conditions students
to become quiet and attentive in anticipation of what follows. Proceed to the
Attention, or if noisy, to the Stop gesture to regain the class's attention.
CLICK for MUSIC CLASS GESTURES YOUTUBE VIDEO

42
CHAPTER VII.
FREQUENTLY ASKED QUESTIONS
Question:
Some of my students ignore the gestures. They don't seem

to care. What do I do?
Answer:
Stay with the plan. Issue Warnings and Time-Outs as

necessary. The system becomes more effective with time.
Speak individually with these students to determine if more
information or training is necessary.
Question:
If a new student enters in the middle of the quarter. Do I

need to take the student aside and teach him or her system?
Answer:
Students learn quickly from watching and talking to others.

Student Managers can teach the system to individuals. Allow
the system to be student-centered and student-managed.
Question:
I had several students misbehaving at the same time. Whom

do I choose for the Time-Out?
Answer:
After a 2nd Warning, carefully select one uncooperative

student to receive the five-minute Time-Out and either
ignore or issue a Penalty Time-Out Mark to the others.
Selecting the last student to become cooperative after
sufficient Warnings is the general rule. Students must know
that race, gender, and past behavior should not be a reason
for selecting students for Time-Outs.
Question:
Sometimes students don't see my gestures. What can I do?
Answer:
Signal gestures from the teaching area where students

expect you to be when giving directions. Review the
procedure for alerting others.
Question:
What do I do if I don't know who is causing the disruption?
Answer:
Signal Warnings to the area where the disruption is

occurring. Let the nearby students alert the disrupters.
Remember, Conducting Conduct is a cooperative system.
43
Your Warnings apply to all students who are disrupting or are

not alerting others to be attentive.
Question:
Am I supposed to signal Warnings to students who are

inattentive but not disruptive?
Answer:
Yes. Students must be attentive to learn, but don't assume

students are inattentive by looks alone. Be more concerned
about the disruption that causes inattentiveness.
Question:
What if I can't remember how many Warnings I gave or to

whom I gave them?
Answer:
Before issuing a Time-Out, signal at least two Warnings or

more if you are uncertain how many you issued. Direct at
least one 2nd Warning at the individual to receive the TimeOut.
Question:
What do I do when students make comments or insist they

didn't do anything wrong when issued a Time-Out?
Answer:
Ignore comments and continue with your lesson. Issue a

Penalty TimeOut Mark for resistant behavior in addition to
the Time-Out. Overt reactions from students may indicate
that they need more instruction in how to respond
appropriately to the Time-Outs.

44
APPENDIX A.
GESTURE METHOD MATERIALS

45
GUIDE TO CONDUCTING CLASS CONDUCT

GESTURES
STOP
ATTENTION
1ST
WARNING
2ND
WARNING
TIME-OUT
SIGNS
STUDENTS BEHAVIORAL RESPONSES
WHEN AND HOW TO USE
Students immediately stop and raise one hand above their

heads. They alert others nearby who are unaware of the
teacher's signal by politely saying the person's first name.
Without further communication, students focus their attention
on the teacher and wait for directions.
Signal Stop to gain attention when students are

disorderly. Use to begin class and reorganize after an
activity. When all students have responded, give directions
with one hand remaining in Stop or change to an Attention
gesture. If all are not attentive, use Warning and Time-Out
gestures.
Signal Attention to maintain attention as required. After
all students have responded, give directions with one hand
remaining at Attention. If all are not attentive, use
Warning and Time-Out gestures.
Unlike a Stop gesture, students stop without raising their

hand, move to their assigned listening posture, and politely
alert others nearby who are unaware. Without further
communication, students maintain their attention on the
teacher.
Upon seeing a 1st Warning, more students become attentive.
If necessary, they politely warn those nearby who are still
inattentive. Students cooperate without further
communication.
Knowing this is the last Warning before a Time-Out, most

students become attentive. Students politely warn anyone
nearby who has not received two warnings. Students
cooperate without further communication.
The student puts away his or her materials, receives a fiveminute Time-Out Slip, and reports to the Time-Out area.
While sitting quietly, the student writes a brief apology for
inappropriate behavior or chooses to speak with the teacher
after class. Within five-minutes from leaving the classroom
and reporting to the Time-Out, the student reenters his or her
class. The student places the Time-Out Slip on the desk and
proceeds to participate without comment.
Signal a 1st Warning to warn students that a Time-Out

will be imposed if misbehavior continues. For a class
warning, scan students with a three-fingered 1st Warning
gesture. For individuals who are slow to respond, point at
them while showing a 1st Warning gesture or, if necessary,
say their first names. If the misbehavior does not improve,
signal a 2nd Warning.
Signal a 2nd Warning to warn again students to cooperate
or expect a Time-Out. For a class 2nd Warning, scan
students with a two-fingered peace sign. For individuals
who are slow to respond, point at them while showing a
2nd Warning gesture or, if necessary, say again their first
names. After sufficient warnings, issue an uncooperative
student a Time-Out.
After a minimum of two warnings, signal a Time-Out to
enforce Stop and Attention gestures. Select only one
uncooperative student per incident to receive a Time-Out.
Use sparingly for maximum effectiveness. Move
deliberately from a 2nd Warning to a five-fingered TimeOut gesture. Never discuss the behavioral situations during
class. Ignore the incident, continue to teach, and trust the
process to work.
GUIDE TO CONDUCTING MUSIC CLASS CONDUCT

GESTURES
READY
REST
SIGNS
STUDENTS BEHAVIORAL RESPONSES

Music students move to their performing position and focus on
the music teacher without use of tapping, clapping, or
shouting.
WHEN AND HOW TO USE
To ready or prompt music students for performing, signal

Ready. Hold this position momentarily before beginning
and after ending a musical selection. While rehearsing, hold
Ready to deliver instruction. At the end of a musical
selection in a concert, move from Ready to Attention to
wait for an applause. Use Warning and Time-Out gestures,
if necessary. When appropriate, signal to rest.
Music students move to a more comfortable sitting posture, but To allow students to rest, relax, and visit, signal Rest. After
instrumentalists hold their instruments in their safe, upright
spending much time on a musical selection or activity,
position. Students quietly sit and may visit from their assigned students need time to re-energize and reorganize. Use Rest
seats. They watch for signals to be cooperative or attentive.
to reward for doing well and working hard or changing
from one activity to another. Proceed to the Attention or
Stop when ready to continue. Use Warnings and Time-Outs
to maintain appropriate behavior.

Readiness Quiz: The Hand Signaling

Method
Directions: After thoroughly teaching your students the Hand Signaling Method, test
them using the following questions to determine their understanding and readiness to
proceed.
1. Question: What does the STOP hand signal mean to do?
Answer: [Refer to the STOP POSTER.]
a. Stop Immediately
b. Raise Hand
c. Alert Others
d. Attention on Teacher
2. Question: What does the ATTENTION hand signal mean to do?
Answer: [Refer to the ATTENTION POSTER.]
a. Alert Others
b. Attention on Teacher
3. Question: What does the 1ST WARNING hand signal mean to do?
Answer: [Refer to the 1ST WARNING POSTER.]
a. Stop Now
b. Warn Others
4. Question: What does the 2ND WARNING hand signal mean to do?
Answer: [Refer to the 2ND WARNING POSTER.]
a. Stop Now, Last Chance
b. Warn Others
5. Question: What does the TIME-OUT hand signal mean to do?
Answer: [Refer to the TIME-OUT POSTER.]
a. Report to Time-Out
b. Reflect on Behavior
c. Respond to Choices
d. Return in Five Minutes
6. Question: How do students alert each other to the teacher's hand signals?
Answer: Students whisper quietly to the unaware student nearby his or her first
name without comment or staring.
7. Question: What does the "zipper-on-the-lipper rule" mean?
Answer: The teacher must never use his or her voice to reprimand, scold, or lecture
students on their behavior.

STOP IMMEDIATELY
RAISE HAND
ALERT OTHERS
ATTENTION ON TEACHER
ALERT OTHERS
ATTENTION ON TEACHER

STOP NOW
WARN OTHERS

STOP NOW, LAST CHANCE

WARN OTHERS

REPORT TO TIME-OUT
REFLECT ON BEHAVIOR
RESPOND TO CHOICES
RETURN IN 5 MINUTES
STOP NOW, LAST CHANCE

WARN OTHERS
RELAX
ENERGIZE
STAYED SEATED
TALK QUIETLY
APPENDIX B.
TIME-OUT PROCESS MATERIALS

55
TIME-OUT PROCESS
Flowchart
Behave
inappropriately
Receive
warnings
Receive
time-out
Student
Choices
Report to t-o
cooperatively
Report to t-o
uncooperatively
Refuse time-out,
stay, behave
Refuse time-out,
stay, misbehave
Student
Choices
Receive
penalty t-o mark
Receive
penalty t-o mark
Receive removal
from class
Apologize to
the teacher
Meet with
the teacher
Return and
participate
Refuse to apologize or meet
Misbehave
during time-out
Receive
penalty t-o mark

Receive
disciplinary action
Readiness Quiz: The Time-Out

Process
Directions: After thoroughly teaching your students the Time-Out Process, test them
using the following questions to determine their understanding and readiness to
proceed.
1. Question: What is the most important classroom rule?
Answer: Follow the teacher's directions or signals the first time given. [Make this
your first classroom rule.]
2. Question: What does the "three-strike rule" mean?
Answer: Three strikes, youre out! [Remind students that after two warnings, the
third infraction within a class period is a five-minute Time-Out.]
3. Question: What are Penalty Time-Out Marks?
Answer: Instead of the student reporting for a five-minute Time-Out, the teacher
signals the student a Time-Out without a removal. A Time-Out Mark is recorded on
the Time-Out List with the other Time-Outs. [Refer to Penalty Time-Out Marks, TimeOut List, and Conflict Resolution Plan Summary.]
4. Question: When serving a Time-Out, students have four choices. What are the two
choices that allow students to return and participate without receiving a Penalty TimeOut Mark?
Answer: Write an apology or request to speak with the teacher. [Refer to the TimeOut Process Flowchart.]
5. Question: If a student is uncooperative or talks during the Time-Out Process, what
will he or she receive in addition to the five-minute Time-Out?
Answer: A Penalty Time-Out Mark. [Refer to Penalty Time-Out Marks and Time-Out
Process Flowchart.]
6. Question: If several students are misbehaving at the same time, how many students
receive a five-minute Time-Out?
Answer: One. The student who continued to misbehave after receiving a direct 2nd
Warning receives the five-minute Time-Out. [Teach students that the other
misbehaving students may receive a Penalty Time-out Mark.]
7. Question: If a student refused to go to the five-minute Time-Out, but chose instead to
stay in class and behave, how many Time-Out Marks would the student receive?
Answer: Two. One Mark for the original infraction and one for refusing to go to the
five-minute Time-Out. [Refer to your classroom rules and the Time-Out Process
Flowchart.]

8. Question: If a student was administratively removed from class for disciplinary action
because he or she refused to report to the Time-Out and continued to misbehave in
class, how many Time-Out Marks would the student receive before returning to
participate?
Answer: Two. One Mark for the original infraction and one Mark for receiving a
disciplinary action involving an administrator. [Refer to the Time-Out Process
Flowchart.]
9. Question: If a student refused to apologize or to speak with the teacher after
returning from the Time-Out, what would be the consequence?
Answer: A Penalty Time-out Mark. [Refer to the Penalty Time-Out Marks and TimeOut Process Flowchart.]
10.Question: If a student received a Time-Out and felt it was unfair, what two things
should the student do?
Answer: Report to the Time-Out and write a request to speak with the teacher.
[Encourage students to speak with you when they feel unfairly treated.]

TIME-OUT MANAGER
JOB DESCRIPTION AND AGREEMENT
I agree to the following terms and conditions of this Agreement. As a Time-Out Manager, I will participate fully
in class; complete my assigned tasks during class time without interrupting the teacher or the lesson; not speak
with classmates receiving Time-Outs; report to the teacher classmates questions or concerns; and treat all
classmates and the teacher with courtesy and respect.
The Time-Out Managers are responsible for and share equally the following duties:
1.
Watch teacher carefully for the Time-Out gestures.
2.
Write students names, dates, and times on the Time-Out Slips.
3.
Record students names and dates on the Time-Out List.
4.
Circle students third Time-Outs within a week on the Time-Out List.
5.
Deliver Time-Out Slips to the students.
6.
Tell teacher and the students the number of Time-Outs they received within the week.
7.
Collect returned Time-Out Slips and write time received.
8.
File Time-Out Slips after they have been reviewed by the teacher.
9.
Assist substitute teacher with implementing Conducting Conduct.
10. Perform duties assigned to an absent Manager.
Failure to follow the above terms, conditions, and duties of the Agreement will result in being removed from the
Time-Out Manager position.
Students signature
Date
Teachers signature

Date
FIVE-MINUTE
TIME-OUT SLIP
FIVE-MINUTE
TIME-OUT SLIP
COMPLETE BOTH SIDES
COMPLETE BOTH SIDES
1. My name is
1. My name is
first
last
first
2. Todays date is
last
2. Todays date is
month/day/year
3. The time right now is
month/day/year

(time)
4. I will return to participate at
(time)

(time)
5. This is my (check one):
(time)
1st time-out this week in class
2nd time-out this week in class
3rd time-out this week in class
FIVE-MINUTE
TIME-OUT SLIP
FIVE-MINUTE
TIME-OUT SLIP
COMPLETE BOTH SIDES
COMPLETE BOTH SIDES
1. My name is
1. My name is
first
last
first
2. Todays date is
last
2. Todays date is
month/day/year
month/day/year

(time)
(time)

(time)
(time)
In class, we know how and are expected to

correct our own behavior. I was unable to
change my behavior after two signaled
warnings. During my time-out, I will think
about what I did and do the following:

I will [check your choice(s)]

write an apology on the lines below.
talk with the teacher after class.
refuse to cooperate and receive a
consequence.

consequence.
I apologize for
I apologize for
.
Next time I will
.
Next time I will



consequence.

consequence.
I apologize for
I apologize for
.
Next time I will
.
Next time I will
TIME-OUT LIST
TIME-OUT MANAGER:
1. Write students names, dates, and times on the Time-Out Slip and deliver.
2. Record students names and dates on the Time-Out List.
3. Circle students third Time-Outs issued within 7 days and notify the teacher.
4. Collect and write times on Time-Out Slips, then file.
PRINT FULL NAME

John Doe
DATE
9/6
9/13 9/16 9/19

APPENDIX C.
CONFLICT RESOLUTION PLAN MATERIALS

63
CONFLICT RESOLUTION PLAN

Summary
BEHAVIOR
LEVEL
TIME-OUTS
PERMITTED
Level I
Two per
Week
Time-Outs
Level I is the norm and includes all students with two or fewer TimeOuts per week. After sufficient warnings for misbehavior, issue a fiveminute Time-Out. During the Time-Out, a student chooses to write a
brief apology for inappropriate behavior or to meet with the teacher
after class to explain his or her actions. Refer to the Time-Out Process
Flowchart for other student choices and consequences.
Level II
One per
Week
Time-Outs
Student Behavior Plan
Parent Contact
When a student receives a third Time-Out in a week, assign him or her

to Level II. Issue a five-minute Time-Out and a Student Behavior Plan.
Discuss the Student Behavior Plan with the student. Contact the
parents to explain the behavior and the Conflict Resolution Plan. File
the signed Student Behavior Plan for future reference. A student may
receive one Time-Out per week, but cannot return to Level I.
Level III
One per
Week
Level IV
N/A
CONSEQUENCES
Time-Outs
Student Success Agreement
Final Time-Out
Student Removal Request
RESOLUTION PLAN
A student receiving two Time-Outs in a week moves to Level III. Issue

a five-minute Time-Out and a Student Success Agreement. The
student, teacher, and parent sign the Student Success Agreement. File
the Student Success Agreement with the Student Behavior Plan.
Remind the student that this is the last chance to become a
cooperative member of the class. A student may receive one Time-Out
per week while assigned to Level III.
Assign Level IV when a student on Level III receives a second TimeOut in a week. Issue a Time-Out for the remainder of a class. Submit
the completed Student Removal Request to the administration with all
the behavioral documentation: the Time-Out Slips, the Student
Behavior Plan, and the Student Success Agreement.

Readiness Quiz: The Conflict Resolution

Plan
Directions: After thoroughly teaching your students the Conflict Resolution Plan, test
them using the following questions to determine their understanding and readiness to
proceed.
1. Question: How many Time-Outs are permitted per week on Behavior Level I?
Answer: Two. [Refer to the Conflict Resolution Plan Summary.]
2. Question: How many Time-Outs are permitted per week on Behavior Level II and
III?
Answer: One. [Refer to the Conflict Resolution Plan Summary.]
3. Question: If a student moved to Behavior Level II, what consequences would be
assigned besides a Time-Out?
Answer: A Student Behavior Plan and a parent contact. [Refer to the Student
Behavior Plan and the Conflict Resolution Plan Summary.]
4. Question: If a student moved to Behavior Level III, what consequence would be
assigned besides a Time-Out?
Answer: A Student Success Agreement. [Refer to the Student Success Agreement
and the Conflict Resolution Plan summary.]
5. Question: If a student moved to Behavior Level IV, what consequence would be
assigned besides a final Time-Out?
Answer: A Student Removal Request. [Refer to the Student Removal Request and the
Conflict Resolution Plan Summary.]

SCHOOL NAME
Student Behavior Plan

SCHOOL NAME
Street
City, State, Zip
Phone #
Date
Dear (Parent/Guardians name):

Today, I received my third time-out this week for inappropriate behavior. My teacher allows us two
five-minute time-outs per week. During the time-out, we can choose either to write an apology for our behavior
or to meet and talk with our teacher. However, after receiving a third time-out in a week, we move up to
Behavior Level II, which allows only one time-out per week and requires that we write a behavior plan.
My third time-out this week was for
My behavior plan for the future is to
You may contact my teacher to receive more information about my behavior and to learn what will
happen if my behavior does not improve.
I must return this letter to my teacher the next time I have class. If you received this letter by mail, it
means that I either failed to deliver it to you or I did not return it promptly to my teacher. In either case, please
sign and mail it to my teacher at school.
Sincerely,
Students signature
Date
Parent/Guardians signature
Date
Teachers signature

Date
Student Success Agreement

SCHOOL NAME
Street
City, State, Zip
Phone #
Date
Dear Parent/ Guardian of (Students name)
Students move to Behavior Level III when they fail to follow their Behavior Plan and exceed the limit of
one time-out per week. Behavior Level III is the last opportunity for students to correct their own behavior
before they receive an administrative referral.
Today, I issued your child a second time-out this week for
The following is a Student Success Agreement that your child and I developed together. Your child
agrees to
Please contact me if you would like more information about your childs behavior and to learn what will
happen if the behavior does not improve.
After signing this agreement, please have your child return it to me the next school day. If you received
this letter by mail, it means that your child either failed to deliver it to you or to return it promptly to me. In
either case, please sign and mail it to me at school.
Sincerely,
Teachers signature
Date
Parent/ Guardians signature
Date
Students signature

Date
Student Removal Request

SCHOOL NAME
Street
City, State, Zip
Phone #
Date
Dear (Administrators name):

Today (Students name),
, who was on Behavior Level III of
my classroom disciplinary plan, received a second Time-Out this week for misbehavior.
Students, who have progressed to Behavior Level III and exceed one Time-Out per week, receive an
administrative referral for chronic misbehavior. Before issuing an administrative referral, I offer students
numerous chances to correct their own behavior. I provide parents with the opportunity to help their children
and encourage them to schedule a conference with me during the disciplinary process.
Based on the number of time-outs and the attached documentation, I recommend the student receive
an administrative conference.
an administrative conference with student and parent.
an administrative conference with student, parent, and teacher.
an in-house suspension for the rest of the day.
a one-day suspension.
a two-day suspension.
a permanent removal from class.
other:
Students that receive permission to return to my class will begin on Behavior Level III with a maximum
of one Time-Out permitted per week. Exceeding one Time-Out per week will result in another administrative
referral. Please feel free to share this information with the student and parents.
Sincerely,
Teachers signature
Date

Introduction Letter
SCHOOL NAME
Street
City, State, Zip
Phone #
Date
Dear (Administrator, Parent, or Guardians name):
I have discovered a new system for classroom management that I would like to share with you. The system
helps teachers to maximize teaching and minimize disciplining. Instead of using words to maintain classroom
order, the teacher uses simple hand signals. Along with learning how to respond appropriately to the signals,
students learn to be accountable for their choices of behavior through a brief penalty process. In order to
maximize time in class, the system employs a five-minute time-out for a student who fails to cooperate. During
the time-out, a student chooses either to write a brief apology or to meet with the teacher later to explain his or
her actions.
The system uses a conflict resolution plan for a student with repeated time-outs. A student moves through three
levels of behavior before he or she reaches the fourth levela removal from class. The number of time-outs a
student receives in a week determines his or her behavior level. Most students remain on the first level with few
or no time-outs.
A student that moves to the second level must develop a plan for changing his or her behavior. The teacher
contacts the students parents to explain the students behavior and the procedure that follows if the behavior
does not improve. After signing the plan, the student takes it home for his or her parents to sign and then returns
it the following day.
If a student with repeated misbehavior reaches the third behavior level, the teacher will issue a behavioral
contract that binds him or her to follow specific behavior rules. If the student should break this contract and
receive more than one time-out in a week, the teacher will refer him or her for an administrative removal from
class. The Conducting Conduct classroom management program provides the teacher with the documentation
and due process required for requesting student removal from class. Very seldom do students ever reach this
stage of discipline.
In addition to being easy to learn, the system is easy to use. Student volunteers manage the time-out process in
order that the teacher may continue to focus on teaching and not on disciplining. To help assure that students
see my gestures, they learn how to appropriately alert those nearby. The system is both student-managed and
student-centered in order to produce a feeling of community and trust within the classroom.
Please feel free to share your questions and comments.
Sincerely,
Teachers Signature

Conducting Conduct

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Conducting Conduct

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"The Classroom Management Program

for Today's Teachers"

Copyright 1998 Douglas H. Sorensen

Copyright 1998 Douglas H. Sorensen

CONFLICT RESOLUTION PLAN:

LEARNING AND TEACHING CONDUCTING CONDUCT ............. 32

ADAPTING CONDUCTING CONDUCT TO THE MUSIC CLASS .... 39

CHAPTER VII. FREQUENTLY ASKED QUESTIONS ....................................... 43

Copyright 1998 Douglas H. Sorensen

Copyright 1998 Douglas H. Sorensen

Copyright 1998 Douglas H. Sorensen

Copyright 1998 Douglas H. Sorensen

Though the Conducting Conduct system proved to be effective, I was

Copyright 1998 Douglas H. Sorensen

Copyright 1998 Douglas H. Sorensen

Copyright 1998 Douglas H. Sorensen

the teacher proceeds to the Attention gesture. The Attention gesture,

ENFORCING ATTENTIVE BEHAVIOR

Copyright 1998 Douglas H. Sorensen

required to help and alert each other to be attentive, they seemed to

Copyright 1998 Douglas H. Sorensen

THE TIME-OUT PROCESS

CLICK for TIME-OUT PROCESS YOUTUBE VIDEO

PENALTY TIME-OUT MARKS

Students learn to select the first choice of reporting cooperatively to the

or to misbehave during the Time-Out. Students who choose not to

Students learn quickly to make appropriate behavioral choices when they

Copyright 1998 Douglas H. Sorensen

Copyright 1998 Douglas H. Sorensen

FOUR LEVELS OF BEHAVIOR

Copyright 1998 Douglas H. Sorensen

BEHAVIOR LEVEL III

Copyright 1998 Douglas H. Sorensen

Copyright 1998 Douglas H. Sorensen

JOB DESCRIPTION AND AGREEMENT

Watch teacher carefully for the Time-Out gestures.

Write students names, dates, and times on the Time-Out Slips.

Record students names and dates on the Time-Out List.

Circle students third Time-Outs issued within the week on List.

Deliver Time-Out Slips to the students.

Collect and write times on the returning students Time-Out Slips.

Assist substitute teacher with implementing Conducting Conduct.

10. Perform the duties assigned to an absent Manager.

Copyright 1998 Douglas H. Sorensen

Copyright 1998 Douglas H. Sorensen

Knowing when and to whom to issue a Time-Out is important. Signaling

Copyright 1998 Douglas H. Sorensen

INTRODUCING CONDUCTING CONDUCT

Copyright 1998 Douglas H. Sorensen

Copyright 1998 Douglas H. Sorensen

Teaching the gestures was enjoyable and rewarding as my students quickly

TEACHING THE TIME-OUT PROCESS

TEACHING THE CONFLICT RESOLUTION PLAN

Copyright 1998 Douglas H. Sorensen

Copyright 1998 Douglas H. Sorensen

Copyright 1998 Douglas H. Sorensen

While performing in concert, the Ready gesture maintains musicians'

Copyright 1998 Douglas H. Sorensen

Copyright 1998 Douglas H. Sorensen

Some of my students ignore the gestures. They don't seem

Stay with the plan. Issue Warnings and Time-Outs as

If a new student enters in the middle of the quarter. Do I

Students learn quickly from watching and talking to others.

I had several students misbehaving at the same time. Whom