Consistent enforcement from all = key,”
I worked in a district where not everyone had consistent enforcement, and it often fell through the cracks.
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there is no difference between young people and adults, andsecond, that there is no difference between the people whorun a school—and therefore are responsible to stakeholdersfor outcomes—and the young people who attend the school
When reading this, I think about how teachers, doctors, nurses, fast food workers, and restaurant employees are not using their phones while they are working and would likely get written up or fired for using them during times when they should be working. Thus, teaching it that way, such as not allowing them in the classroom and having them stored in the office or classroom basket, similar to a lounge or locker at a job, seems like a suitable response.
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“it’s an infringement on youngpeople’s freedom” and “the role of schools is to teach youngpeople to make better choices. We should talk to them aboutcell phones, not restrict them.”
This takes away the much-needed time for teaching. If teachers have to consistently police phones and teach them to properly use them, they must stop their English, science, math, etc., and teach rules on phones. Whats more important here?
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school leaders filled a common area with gamesthat are easy to join. They added chess boards, card tableswith decks of cards, and even a ping pong table to createopportunities for engaging, positive social interaction inbetween classe
I love this idea! I currently have study halls and I incorporate a few games and card games to get students communicating and engaging with each other when there is no homework to be done.
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Rewiring Classroomsfor Connectedness
This section is essential in creating an environment similar to the times when phones were not allowed in classrooms.
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The socioemotional distress students are experiencing is as much a productof the cellphone epidemic as it is a product of the Covid-19 pandemic.
Wow! I love all of this.
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The problem with cellphones is that young people usingthem switch tasks every few seconds. Better put, youngpeople practice switching tasks every few seconds, so theybecome more accustomed to states of half-attention, wherethey are ever more expectant of a new stimulus every fewseconds. When students encounter a sentence or an ideathat requires slow, focused analysis, their minds are alreadyglancing around for something new and more entertaining.
The problem with phones in general but especially in school. Students can not focus their attention long enough to make it through a class period of listening to a teacher. Thus, losing information and teaching time.
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The socioemotional distress students are experiencingis as much a product of the cellphone epidemic as it is a productof the Covid-19 pandemic.
The amount of stress and negative self image that comes with social media and cell phones seems to be increasing significantly. Students are worried about who posted a picture with whom, what they look like in their "selfie", who liked or commented on their post, and how devastating it would be if that one person didn't. These are all things children never worried about before, but now is constantly on their minds. Especially when cell phones are allowed in schools and classrooms.
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reshaped the fabric of young people’s lives
Many children do not know how to interact or "play" anymore. Imagination seems to be diminishing, and even the simplest things, such as a lunch conversation, are too much now.
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Parents are raising a generationthat is both more connected and more disconnected thanany before.
A very important point to the article.
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We wanted to limit social media as much as possible. Butwhen friends plan where to meet up via Instagram messen-ger or some other platform, and when the key informationfor every soccer game—where, when, which uniform—iscommunicated via group chat, there is no choice but to join.
Yes! I do not want my children on social media for as long as I possibly can. However, many coaches and extra curriculars use apps and social media to communicate. There is then minimal choices in keeping them away from it.
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The students who came back to us had spent long periods away frompeers, activities, and social interactions.
Many were filled with anxiety and struggled to adapt back to the "new" normal.
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The media was suddenly full of storiesof discipline problems, chronic disruptionsdue to student distractibility, lack of interest,and misbehavior in the classroom, and historiclevels of student absences.
To this day, it is still crazy to see the increased problems within schools following COVID.
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