It is our goal to have children internalize good behavior, not just respond to an adult. To do this we again are focused on respect, responsibility and resourcefulness. But students do not come to us with all of these qualities in place. When a student behaves in a manner that is unacceptable he is held accountable with a logical consequence, one that is related to the misbehavior.
For example, if a student chooses a particular material and is using it incorrectly, perhaps even damaging it, he will at first be redirected to use it appropriately. If this does not remedy the problem the student will be told to put the material away and may not be able to use it again for several days.
We do not use time outs. If a student is consistently running in the class endangering himself and others, he might be asked to stay with the teacher or to stay seated at a table. But this problem was related to movement, thus the consequence is the restriction of movement. This is not the same as the notion of a time out. The premise that guides teachers in working with students is that they are each afforded the amount of freedom that allows them to be successful. When they are not successful, that freedom is narrowed. But the goal is always to have the student regain that freedom because it is the best preparation for adult life.