Classroom Cell Phone Use Is Fraught. It Doesn’t Have to Be
Pre-pandemic, student cellphone use wasn’t a significant issue in my classes. I’d typically see only a few students use their phones for non-academic purposes. If someone checked their phone obsessively, a single warning often did the trick. I also created an open channel where students could let me know if they were expecting a call – family or work-related. If that was the case, they could step outside to take it.
However, things changed when we returned from distance learning. Although about 85% of my students still keep their phone use in check, I’ve noticed some seriously intense phone habits among others. It’s like they can’t help but check their screens. This obsession seems to echo what my colleagues are experiencing as well.
I’m no mental health expert, but I think the pandemic made our reliance on screens even stronger. During lockdown, students leaned heavily on their phones for human interaction beyond their immediate families. Now, breaking free from that habit is tough for some.
Most days, I find myself asking for at least one phone from a student who already received a warning. Luckily, I have great relationships with my students, so even if they look a bit moody or grumble, they usually hand over their phones without much fuss. I always return them at the end of class.
Reading this, you might think the cellphone issue is just a small bump in the giant road of educational challenges today. But let’s take a closer look. These seemingly minor problems often reveal deeper issues affecting overall class and school culture. Instead of just throwing up “phone jails” or strict bans, I believe we can flip the script with a simple three-point strategy to change the culture around phone use in schools.
Step 1: Check Your Assumptions About Cellphone Usage
It’s easy to jump to conclusions that all non-academic cellphone use comes from a lack of interest in schoolwork. But take a moment to consider that some students might have heavier responsibilities outside of school than others
For example, some of our kids take care of younger siblings or work after school to help their families. When they check their phones, they may be dealing with family matters or communicating with their bosses. If we constantly reprimand or punish these kids, we might just add to their existing stress. Instead of punishing them, have a private chat. This way, you can work together to create a plan and provide extra support to help them manage their busy lives.
Step 2: Reflect on Your Instruction
If you keep seeing cellphone use as a big issue, or if your initial inquiry reveals that students just aren’t that invested in class content, take a step back. Ask yourself, “Are my lessons engaging enough to grab their attention?” We’ve all sat through boring faculty meetings, lost in our phones instead of paying attention. Chances are students are feeling the same way during your lessons. Think about it!
When phones interfere with instructional time, that’s the perfect moment to appreciate how engaging—and maybe not so engaging—your curriculum is. Ask your students for their honest feedback. Create a space for them to share what works for them and what doesn’t. This conversation could boost their investment and engagement, making them feel like their opinions really matter in your teaching approach.
Step 3: Reframe “Nonacademic” Phone Use as an Asset to Your Instruction
Building on the previous point, why not lean into that natural phone attraction? Use it to your advantage! Educational platforms like Nearpod and Kahoot are fantastic for making lessons interactive. These allow students to use their phones for engaging educational activities. You can incorporate apps where students create TikTok videos, Instagram Reels, or even a social media page for a character from a book. Get creative with it!
Let’s face it: we must prepare our students for a tech-savvy world, especially as many careers demand technological skills and creative thinking. So, when assessing cellphone usage in your classroom, ask yourself, “What world am I gearing my students up for?” This question will inspire you to rethink your approach.
Just remember, there’s no one-size-fits-all solution. Take the ideas that resonate with you and adapt them to fit your unique school environment!
Insights from Fellow Educators
Jennifer Casa-Todd, a teacher-librarian, has noticed significant growth in students using their phones for non-academic activities. She suggests that this stems from their remote learning experience, where distractions were easier to indulge without consequences. Adolescents are very peer-driven, and constant access to their phones keeps them connected to their friends.
Jennifer believes that if phone usage interferes with learning, then it’s important to address the issue. Research shows multitasking can drop productivity because our brains take time to refocus. She explicitly shares this information with her students.
One strategy she uses is maintaining a note next to students’ desks to track notifications they receive during class. At the end of a period, they can discuss how distractions affect learning. They also brainstorm ways to stay focused. Sharing strategies like the Pomodoro technique has been a success!
Another strategy is a traffic light system. Red means keep phones away, yellow suggests using good judgment about distractions, and green means it’s okay to use phones for music or breaks. Setting clear expectations helps everyone stay on the same page.
Veteran educator and instructional coach July Hill-Wilkinson shares that post-pandemic, cell phone use is rampant. To combat this issue, she suggests empowering students to take responsibility for their phone usage and fostering peer accountability.
To help students recognize that constant phone checks hinder their learning, she involves them in discussions about studying and attention. She finds that creating a physical space for phones during classes helps students see it as a positive tool—definitely not a punishment. Using easy-to-hide “phone boxes” keeps phones out of sight, promoting focus.
Lastly, using competition can motivate students to keep phones away. July emphasizes not identifying students who get caught using their phones right away. Instead, she creates a scoreboard to track “sightings” and encourages students to keep each other accountable. The winning class gets small rewards, which helps foster collective responsibility.
In the end, a proactive approach uses cellphones for learning as well. Planning activities requiring phones for research or games can deepen student engagement while mitigating distractions. Tools like Kahoot! and Flipgrid can turn potential distractions into powerful learning aids.
In conclusion, navigating classroom cell phone use doesn’t have to be a headache. By understanding the needs of students, reflecting on your teaching style, and being creative with technology, you can foster a more engaged and productive learning environment. Now is the perfect time to rethink how we approach cell phones in the classroom and make them part of the learning experience!