An object that is rarely farther than a few feet away from students is becoming more frequently stripped from their hands and placed in a phone caddy for 50 minutes at a time. Not only is this becoming a frequent practice at LHS, but the role of phones in the classroom is becoming debated nationwide, with the novel, “The Anxious Generation,” and the surgeon general’s warning of the dangers of phone usage in the classroom and social media’s negative impact on youth spurring the movement. Both events have led to parents, teachers, students and legislators questioning the role of phones in the classroom.
Indiana was the first state to ban phones in all schools statewide. Although the state legislation passed the bill, it left schools with the decision on how to enforce the law, while maintaining the safety of students. For instance, one idea was internet blocking software; however, in the event of an emergency, it hinders students from contacting authorities or guardians. Despite the difficulties of deciding on how to ban phones, the legislation believes it will allow teachers to have the authority to confiscate phones, decrease social media time and refocus students’ learning.
“While we cannot control the amount of time students spend on social media outside school hours, we can provide reprieve during the seven hours per day that should be focused on learning,” said [Indiana Rep. Julie McGuire] according to NPR.
The Sioux Falls School Department is also working to find solutions regarding phone usage in the classroom. They have assembled a small group of parents, teachers and students to find solutions, both in and out of the classroom.
“The idea isn’t that they come to the board with a recommendation, but it’s more of a ‘Let’s all try to understand each other and how can we make this better,’” said Carly Reiter [SFSD School Board President], according to KELO.
Despite no change in policy at LHS, many teachers are becoming stricter on phone usage in the classroom to regain students’ focus. Rebecca Grev, an accelerated chemistry teacher at LHS, has enacted a phone policy of keeping phones in the backpacks for her class. As a long-term sub at LHS, she was frustrated with the amount of phone use she saw, leading her to enact this phone policy as a full-time teacher this year and start a group: Low Tech Families of Sioux Falls.
“A couple parents and I got together, and we formed a group that’s called Low Tech Families of Sioux Falls. So, we work a lot on having parents delay giving their kids smartphones, delay social media use and then to not have phones in schools and to look into Chromebook and iPad use in schools. I think there are advantages to having a phone. I don’t think we should not own phones at all, but I think overall they are a bigger distraction than they are a help and that they should be used sparingly,” said Grev.
Since enacting this policy, Grev has already noticed a difference in her class’ attentiveness and willingness to learn. Although some students continue to try to find ways around her policy, especially during downtime and group work, for the most part, students are receptive to it. She hopes to see its benefits more as the year ensures, sparking a willingness to learn and socialize for students.
“…it’s easier to put them away in a caddy or in a pouch or something and then you can focus on your class and your friends around you,” said Grev.
Sharing similar beliefs to Grev, Rebecca Mager, a 9th-grade English teacher at LHS, also has a phone policy. Mager’s policy is slightly stricter than Grev’s with her requiring students to put their phones in a phone caddy for the entirety of the class, as her more lenient policies in years prior led to too much gray area and misunderstanding with the students. Since enacting this policy, she has noticed a positive difference in behavior in her students compared to years prior.
“…the lack of access to cell phones means my students don’t look at their phones, don’t check their notifications and they aren’t combative when redirected because I’m not having to look for suspicious behavior all the time. They are engaged in what we’re doing during class, less distracted, more social (in a good way) and they do not seem to miss their phones as they know my expectations and realize that 50 minutes goes by quite fast,” said Mager.
Mager’s beliefs stem from scientific research and studies that warn of the dangers of technology on young people. Even as an adult, Mager is weary of the effects technology has on her, so her phone policy is mutually beneficial for her students and herself, as it provides an escape from the constant stimulation of phones, allowing students to learn to the best of their abilities each day.
“I still believe that students need to find a balance, but I think their brains are not developed enough to be able to find the balance yet. It’s not their fault; it’s science. The fact that technology can wire their brains and change the way they think and behave means that, as adults, we have to continue guiding them to make good choices. For example, the classroom is not the appropriate place for a cell phone just like it’s not the appropriate place for a gaming system,” said Mager.
Each teacher has their own policies regarding phones in the classroom that are tailored to their individual students’ needs. Dr. Laura Raeder, the principal of LHS, supports each teacher’s policy on cell phone use, aiming to lead the school to become a place of distraction-free learning.
“I don’t know if there is a best solution [to cell phone use in classrooms]; we’ve got to try all types of different things. What works for one kid might not work for another kid…It’s just communicating on when is an appropriate time,” said Raeder.
Ultimately, as a result of new research, teachers are becoming stricter on cell phone policies, in hopes of engaging students to learn and socialize better by removing the distraction of the cell phone.
