Teacher Initiated Break

Why should I do it:

• To provide students with time to calm down, "reset" and return to a task fresh

• To allow students time away from a stressful or potentially stressful situation

• It might help you to avoid a power struggle between you and the student

• Helps break up long or non-preferred tasks, assignments, activities, etc

• Provides a class system for teachers to address students indirectly without having to stop instruction to speak with a student at that moment

When should I do it:

Adult Considerations

When I have reflected on the following questions and have modified my own behavior/expectations when needed:

• Is the behavior that I'm seeing developmentally appropriate, even if misaligned with the expectations?

• Were our classroom expectations created in community? Do they reflect the values of the students and their families?

• Is my personal bias impacting the way that I view this behavior?

• Am I regulated and able to respond to the student in a calm, supportive manner?

Student Considerations

• When a student begins to exhibit off-task behaviors that may be mildly disruptive but not problematic

• If student is beginning to be argumentative or confrontational

  • When students would benefit from additional structure and/or support

• When student shows signs of frustration or agitation with the task at hand

  • If a student is disengaged with the task at hand

• When a student would benefit from deescalation

How do I do it:

• Identify a break space in your classroom.

• Determine a procedure for how you will indicate that a student should take a break. Ideally, it should be the least disruptive to your lesson and draw minimal attention from other students. A few considerations:

  • • • Create a nonverbal signal that indicates you'd like a student to take a break:

        • Ex: double finger tap on a desk and point to break space

        • Make a laminated card with the word "BREAK" on it and place it on the corner of a student's desk when you'd like them to take a break.

      • Explicitly teach the entry procedure and model it for all students. Have students practice the procedure in a neutral time so that you can maintain high expectations in emotional moments.

• Create a procedure for how students use the break space. Some questions to consider:

  • • • What activities can they do there? You might include visuals that encourage the use of calming strategies to deescalate. Or, you might want students to silently reflect using a series of questions.

      • How long should students stay in the break space? Consider providing a hand-held timer for the break space. Part of your procedure should include setting the timer for no longer than five minutes or flipping an egg timer. Consider using a visual timer.

      • Explicitly teach the procedure of how the break space can be properly used. Model positive behaviors for all students. Have students practice the behaviors in a neutral time so that you can maintain high expectations in emotional moments.

• Determine a procedure for how the student will return to the classroom activity when the timer is up.

  • • Explicitly teach the procedure and model it for students. Students should also practice the procedure in neutral moments.

• Give specific positive praise for students who follow the procedure and use the break space with minimal disruption to your activity.

Alternative Methods:

• Teacher-directed breaks could incorporate the other ideas listed under "Breaks" on this site, depending on the needs of your students; a movement break, sending a student on an errand or snack break.

Footnote:

The content from this page originated on PBISWorld.org. It has been modified and added to by our team to more align with PPS' asset-based, culturally responsive practices.