December 4, 2024 • 24 mins
Every teacher needs a cell phone policy. Addressing phones can be challenging, but a plan that is enforced consistently helps to reduce distractions caused by cell phones. In this episode, I share with you a plan that I believe can be very effective.
Check out the full article: https://t.ly/fC60S
Check out the full article: https://t.ly/fC60S
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Episode Transcript
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Speaker 1 (00:00):
Today, we're talking cell phones. Gotta love those cell phones,
ladies and gentlemen. Right, we as teachers, we've all seen
the effects that cell phones can have on students in
the classroom. They can be distracting, and they can also
cause problems during the school day and outside of school
(00:21):
as well. And it's just really interesting as an administrator.
A student can be on their phone on a Sunday
afternoon and they can be making decisions that are going
to cause problems that I'm going to have to deal
with during the week. It's just really fascinating. These phonesh
these phones nice to have the technology, but they can
cause problems. And I personally believe that it is up
(00:46):
to the superintendents around the country. It's up to the
superintendents to set the tone and set the policy. And
I believe when a superintendent steps in and says, you
know what, we've seen all this research, all this data
that says that the cell phones, they.
Speaker 2 (01:04):
Are a distraction.
Speaker 1 (01:06):
They're they're they're costing us. Uh, they're costing us time,
energy and effort when we're doing other things. Well, we
could be focused on learning. So what we're gonna do
in this school district we're not. Students are not to
have their cell phones. They can bring them, we will
store them somewhere, but they're not to have their cell phones.
And what this does when a superintendent steps up and
(01:27):
does this, they give the parents a person that they
can go to locally and let their let their concerns
be known. I think it's important that parents have that
opportunity to let their concerns be known because the times
that we're living in, the things that we've seen in
terms of safety and security at schools. As a parent,
(01:49):
what parent wouldn't want to be able to quickly get
a hold of their child if they perceive.
Speaker 2 (01:54):
That something bad is happening at the school.
Speaker 1 (01:57):
But I truly believe that we and it may even
be safer if if students didn't readily have their devices
available so that they can listen to the direction of
the teacher and administrators in the event of a crisis.
And just uh, I hate that we even have to
(02:19):
think and talk like that, but that's that's where we are.
So it's important that that parents be heard on that
and that it's a it's definitely a valid concern, but
we've got we have a mission to accomplish in the classroom.
And and like I said, we know from just we
(02:43):
we know from research and we know just from experience
that cell phones are an issue. And I'm glad to
see that state legislatures they're they're they're talking about it
and they're trying to they're discussing what what they could
possibly do. Governors are doing it as well, So there
(03:05):
there is discussion, there is awareness that these cell phones
and the things that kids are doing on the cell phones,
they can be they can be detrimental to their development,
and the just the presence of the cell phones can
be distracting as well. So I remember I had a
mentor who told me that before I became an administrator,
(03:25):
that he told me that nothing should interfere with the
learning that's taking place in the classroom.
Speaker 2 (03:30):
Absolutely nothing.
Speaker 1 (03:32):
And as a result, it's it's just because of that,
and that applies to you as teachers as well, like
nothing should interfere because you're a leader, you're you're the
architect of your environment. When students enter your classroom, they
are on a journey, they're on a mission, they're on
a mission there they're seeking knowledge to answer an essential
(03:55):
question or questions they're there there. Their mission is to
produce something something to show that they've learned. Their mission
is to create something new based on what they have learned.
That's that that and to achieve that mission that takes
(04:19):
a high level of focus. And so you need a
cell phone plan. You need a cell phone policy for
your classroom. And I'm sure that most of you do
have one. But if you don't have one, or you're
trying to figure it out, here we are. This is
(04:40):
this episode is for you. Now, those of you who
have a cell phone policy that seems to work for you,
I'm glad that you're here as well, because this is
a place where we all we can learn from each other.
I don't know everything, So if you have a plan
that's working for you, I encourage you please leave a
comment in the comments section and let us know what's
(05:02):
what's working for you so that we can we can
all learn. But today, what I'm going to use is
I found a nice article on Egeitopia. I'm going to
use this plan that was submitted by a Miss Rebecca Peterson,
and I like the plan. It's it's it's solid, and
(05:23):
I think it I think it's I think it's effective
as well. The title of the article she wroad is
an effective cell phone policy for high school classrooms. So
we're talking about high schools and I think definitely it
can apply to middle.
Speaker 2 (05:37):
School as well. So we're going to go through her plan.
Speaker 1 (05:40):
I'm going to add some things, give you, give you
some additional additional tips and thoughts, and let you see
things through through an admin's eye as well as we
go through these. So before we get into her plan,
what I want to do is I want to tell
you this. There's just some things that are just that
(06:01):
are that are just foundational. Number one, you don't take
the phones. Do not take the phone. And what I
mean by that I should I should have used the
word confiscate, so you don't want to be don't be
punitive with their phone.
Speaker 2 (06:21):
Okay, you don't.
Speaker 1 (06:23):
There there once was a time where that was that
was acceptable, but now it's just it's it's not worth it.
There once was a time where you could say I'm gonna,
I'm gonna, I'm gonna confiscate your phone and you can
come get it at the end of the day, or
you could you have a parent to come up and
(06:44):
get it. There once was a time where when that
was acceptable, but just times are different, and you know,
some students, they may they may roll with that. They
may say, Okay, here's my phone. Can I get it
back at the end of the day. Okay, cool, I can.
I can deal with that. But and that may work
for the most part, but then you may have that one.
Speaker 2 (07:06):
You may have that.
Speaker 1 (07:07):
One that just really really throws a fit and just
makes a big scene and you just you just you
just don't know what can come of that power struggle
if if that is a policy that you choose to adopt.
So it's it's my I I'm I'm telling you it's
(07:29):
it's not worth it. Do not do not confiscate the
student's phones. Don't don't don't take a punitive approach with
with with taking with taking their phones. Just don't do it.
It's just not worth it, all right.
Speaker 2 (07:46):
So let's get into Rebecca's plan here. Number one. She
says you need.
Speaker 1 (07:50):
To get administrative support. And I fully agree with this.
It's uh, it may seem, it may seem to you
to be a necessary it's your classroom. You're establishing a
policy so that you can you can teach students without
without any distractions. But you don't want to. You don't
(08:13):
want to surprise your your assistant principal, okay, or your principal.
You just you don't want to surprise administrators. Administrators, they
don't don't like surprises because worst case scenario, uh, there
is a there's a conflict in your classroom regarding your
new policy. And this the parent or the teacher decides
(08:36):
to the parent or the student decides to jump over
the teacher's head and.
Speaker 2 (08:40):
Go to you.
Speaker 1 (08:42):
Well, you want to you the principal wants to be
in a position where that they can they can freely
speak about the policy. So they can if a parent
calls them, they can say, oh, yes, so you're you're
you're talking about missus Smith's new cell phone policy. Yes,
I'm I'm familiar with that. Yes, how may I help you?
So you want them to be in a position of
(09:06):
in a position to be able to discuss that and
back you up.
Speaker 2 (09:10):
If it's if.
Speaker 1 (09:11):
It's a reasonable policy you've ranted by your administrative administrator
supports it.
Speaker 2 (09:16):
Then you've got you've got support.
Speaker 1 (09:18):
If the student or the parent decides to go to
the administrator about it, now that doesn't have to be
anything formally, you get.
Speaker 2 (09:24):
To shoot them a quick email let them know. I
mean they they they'll see it.
Speaker 1 (09:29):
They might not immediately get back to you, or maybe
they'll just give a quick okay, just to let you
know that they saw it. But that's all you need,
nothing too formal. So yes, definitely let your administrator know
what's going on, because what you what you don't want
to happen is you you don't want this to you
(09:51):
don't want this to escalate to the administrator, and the
administrator doesn't have seems not to have your back because
because the policy that you have is something that they're
not in agreement with. So that's that's something you don't
want to be in that situation because then in the
eyes of the students, you know, you had to backtrack
(10:13):
and they won, and that's just that's not good, all right.
Number two, Number two, you want to let the parents
and guardians know your expectations. That's again very simple stuff.
This isn't this isn't groundbreaking. Yeah, you know, so again
with the parents.
Speaker 2 (10:31):
You don't want any you don't want any.
Speaker 1 (10:34):
Surprises, You don't want the parents to be surprised, and definitely,
you know, you tell them about.
Speaker 2 (10:39):
The why this is, this is why we're doing it.
Speaker 1 (10:43):
Show very you know, be be careful and show a
lot of empathy because definitely you will possibly have those
parents who are concerned about safety and security, and so,
you know, be prepared to speak on that. Be be
prepared to be prepared to address those concerns. And I
(11:08):
believe that you know you, you being a teacher, you
being a professional, you have a way with words, and
you can do that. You can make that happen. That's
what we do, right, all right, let's keep going. Number three.
Then this is something that I missed out on when
I was a teacher, But I think this is interesting
and I've seen this a lot. Number three, I have
(11:28):
a cell phone holder in your classroom. Now, I've seen
the shoe caddy.
Speaker 2 (11:36):
Over the door.
Speaker 1 (11:37):
I've seen I've seen that a lot, and i've seen there,
I've seen these, uh a little bit more expensive, but
I've seen these little slots, these numbered slots that students
put their their phone in. And there's just a number
of ways. I'm sure you can put on your creative
(11:58):
hat and come up with something. Come up with something
that that fits this need a place where students can
can put their phone while they're while the instruction is
taking place, while they're in their classroom. Now understand this,
because I know what a lot of people are thinking
(12:19):
when they hear this is there, there is there is
room for theft here. There is room for theft here,
and so there it's important that you keep your eye
on it. This is just something that you're you're going
to have to do. And I know it's just, you know,
like we need one more thing to do, but I
really do believe that it's worth doing to really send
(12:42):
that message that in this classroom we do not allow
ourselves to be distracted by cell phones. We are on
a mission and as a result, we are removing ourselves proactively.
We're removing ourselves from this distracting distraction and so that
we can do it. Because here's the thing, even this,
(13:05):
even with students doing this putting their phone somewhere else,
that there is still there is there's still the phones
are still distracting the students. Believe it or not, check
this out. This is some research here, and again I'll
link this into the description section and share it with
(13:27):
you so that you can read the whole thing.
Speaker 2 (13:29):
If if that's what you want to do.
Speaker 1 (13:31):
Or if you may have a little bit trouble sleeping
at night, So you can read that. So check it
out here. It is this part is highlighted, Party says.
Other researchers have positude or stated that simply the presence
of a cell phone may have a detrimental effect on
learning and memory as well. Researchers have shown that a
(13:53):
mobile phone left next to the participant while completing a
task is a powerful, powerful distract or even when not
in use. So catch that even when you know the
students they put their phone up, it's it's by it's
by the teacher's desk, they could still see it, and
you could just imagine just out of habit, like you're
(14:16):
just they're they're thinking like ooh, I wonder what's going
on on Instagram? Ooh I wonder wonder how many Snapchat
notifications I got. It's like, oh, I wonder what's going
on with my text? I wonder I wonder if so
and so texted me back. So this is put it.
By putting the phone in another location away from the students,
(14:38):
this is the least that we can do in order
to make sure and in order to just kind of
at the very least, limit the amount of distraction that
students are getting because of these phones. Next up, Next up,
number four. You need to check that every student puts
(15:01):
their phone in the holder every period daily. Now, as
as a leader, leaders, we inspect what we expect. Again,
we inspect what we expect and we have to do
this every day because students are looking at us. They're
they're looking at us to see is there any wiggle room?
Can I get away with this? Can I can I
(15:23):
get away without putting my phone up there? So I
could keep my phone with me and it and it
really is that serious.
Speaker 2 (15:30):
I used to work.
Speaker 1 (15:31):
At a school where students came through uh they came
through a metal detector, and we checked their bags every day.
Speaker 2 (15:38):
And at this.
Speaker 1 (15:39):
School, what we did was we pouch their phones. We
use the Yonder pouch and so at the at the front,
we made sure all pouches were locked, all phones were
locked in the pouch. And believe it or not, ladies
and gentlemen, I saw some crazy things. I saw students.
They would have a book and they would like cut
out the pages to make room to put in a burner,
(16:03):
to put in another phone, and they will put their
burner phone in the pouch. It's just it's it's that serious,
it's that deep. That's the hold that these cell phones
have really on on on all of it young people
and adults. It's just really really something to think about.
So you know, check inspect what you inspect, what you expect,
(16:24):
and then also don't make a big deal of it
if you know, just assume, oh you must have forgot. Hey, hey, Johnny,
can can you get that? Can you get your phone
back into the uh into the pouch for me?
Speaker 2 (16:38):
Please? Thanks, I really appreciate it. Let's not make a
big deal.
Speaker 1 (16:43):
Don't get try not to try not to show your frustration,
even if you are frustrated, because you just you don't
want to get into a power struggle over the phone.
And it is these it's in these cases what we're
doing is we're using the equity that we've built up
with these relationships with students were we're just withdrawing a
(17:06):
little bit of that equity because you want the student
to you want the student to think in their mind
that I know, doctor Bird, I know I know he
cares about me, and I know he wants the best
for me, and he's always treated me right, So I'm
gonna go ahead and do this. I don't like it,
but I'm gonna go ahead. I'm gonna go ahead and
(17:27):
put my phone up. That's that's what you want students thinking.
All right, Next up, you need to have a set
time for when students can pack up and get their
phones now.
Speaker 2 (17:43):
I I will say this.
Speaker 1 (17:45):
You know, as a as a former administrator, you know,
ninety minutes is a long time.
Speaker 2 (17:52):
It's just it's it's a very long time.
Speaker 1 (17:55):
And you know, as a teacher, I would have administrators
say you need to go bell to bell like that's.
Speaker 2 (18:02):
I'll go ahead and say it. That's crazy. That's crazy.
If students are.
Speaker 1 (18:08):
Doing what they're need to doing what they need to do,
they're meeting expectations, there's nothing wrong with rewarding them with
a break, allowing them that one on one time with
their phone that means so much to them. What you're doing,
what you're doing is is you're you're you're building up
even more equity with them. You're you're acknowledging that, hey,
(18:29):
I understand that.
Speaker 2 (18:31):
You know you you.
Speaker 1 (18:32):
Want to look at your phone. It's been twenty minutes
since you looked.
Speaker 2 (18:36):
At the phone at your phone. I I know that.
Speaker 1 (18:38):
Okay, hey, you give me you give me a good
thirty minutes here, Okay, you give me good thirty minutes here,
you give me good effort.
Speaker 2 (18:46):
You show me that you're working hard. And we're gonna
we're gonna take a five minute phone break. Okay.
Speaker 1 (18:52):
You know there's there's nothing wrong with that, absolutely nothing
wrong with that. So and and then because of that,
what you're able to do is you're you're able to
control a little bit more what happens at the end
of the class. You know, when they start, well, you
got like whoa wait a second, I got I got
(19:12):
ten more minutes left in class?
Speaker 2 (19:14):
At teach, what are you doing? What's hear? All that
paper rufling?
Speaker 1 (19:19):
And then book bags zep to get ready to go.
I want to stand right next to the door. I
want to be right next to the door when the
bell rings. No, no, no, no, no, this is this
is what we're gonna do. Remember I gave you two
cell phone breaks. Come on, guys, let let me, as
your teacher, be the one to let you know this
is at this time, this is when we pack up
(19:41):
and get ready to leave. And you know what it's
okay to do that a little bit early, to get
build in another cell phone break at the end of
the class. If they're doing what they need to do,
you need to show them that you care, you that
it meant a lot to you. Reward them, give them
another cell phone break. There's absolutely nothing wrong with that,
ladies and gentlemen.
Speaker 2 (20:00):
All right. Number six, this is the last part of
the plan. And I like this. I like this because.
Speaker 1 (20:10):
Here we believe that teachers are leaders, and as leaders,
leaders should never ask those they are serving to do
something that they are not willing to do themselves. So
number six is you know what, teacher, you should put
your phone away too.
Speaker 2 (20:25):
Now.
Speaker 1 (20:26):
I one of the things I had to remind students
a lot that hey, we're not on the same level.
Speaker 2 (20:31):
So well, you don't have to Why don't you have to?
Do you have your phone?
Speaker 1 (20:36):
It's like, well, wait a second, we're not on the
same level. That's that's just that's number one. We're not
on the same level. But I think that as a teacher,
as a leader, if you were to make it, just
make it known and make a show of letting of
(20:59):
just saying, hey.
Speaker 2 (21:00):
I get it. We all love our cell phones. I like.
Speaker 1 (21:04):
I enjoy mine too. I enjoy TikTok every now and
then just like the next person. And sometimes when my
phone's sitting there, it's calling me. It's saying, come on,
pick me up, come on, check the news, check the weather, Instagram, Snapchat, Facebook, whatever.
Speaker 2 (21:20):
I get it.
Speaker 1 (21:21):
But what I'm gonna do, because you are so important
to me and I have a job, I need to
serve you and give you the best that I got.
What I'm gonna do is I'm gonna put my phone
right in this pouch case with your phones. That's what
I'm gonna do. So we're all in this together. And again,
(21:42):
what that does for people who are working with a
working with a leader, it just it really inspires them
and it really makes an impact.
Speaker 2 (21:53):
And again, you're.
Speaker 1 (21:54):
You're building up, You're you're you're building that relationship, you're
building even you're increasing your equity because they understand it's like, hmm,
this guy, this person, they mean what they say and
and they're willing to sacrifice and be in this with
me as well. To be without their phone. That's a
huge sacrifice. So I I uh like this teacher. I
(22:18):
think I think this is one of my this is
one of my favorite teacher, and I think I could
I can rock with this teacher. You want them thinking
that based off of the things that you do and
how you respond to this as well. So that's the plan.
Speaker 2 (22:33):
I like that plan.
Speaker 1 (22:35):
You've got a lot of good fundamentals there. But definitely
those of you who have a have a plan that
works for you and that's a little bit different.
Speaker 2 (22:43):
Please share with us one.
Speaker 1 (22:46):
A couple of other things I just want to make
sure is I want to emphasize that you know, have
good intentions, assume good intentions. Don't let the phone be
something that.
Speaker 2 (23:00):
Don't be.
Speaker 1 (23:01):
Don't be don't let the phone be something that causes
a lot of tension and frustration in the classroom because
the phones are not going anywhere. So you gotta you
gotta do your best, do your best to to level
yourself out and and and don't get frustrated by the phones. Also,
(23:22):
it's it's your responsibility to to check that that phone
holder or wherever. If you do adopt this plan, you
got to check it. Please check it, check it, check it,
check it. And I think what what this does also
is you know, once the students they see that you're
checking consistently, it's going to increase their confidence, and they're
(23:45):
not going to have a problem with complying with the policy.
Speaker 2 (23:48):
Those are just two.
Speaker 1 (23:49):
Things I just really really really want you to to
keep in mind as you as you maybe implement this
plan or come up with something on your own that
may be similar.
Speaker 2 (24:00):
So that is it for the day. I thank you
all so much
Speaker 1 (24:04):
For tuning in, and until we meet again, please don't
forget that teachers are leaders.
Today, we're talking cell phones. Gotta love those cell phones,
ladies and gentlemen. Right, we as teachers, we've all seen
the effects that cell phones can have on students in
the classroom. They can be distracting, and they can also
cause problems during the school day and outside of school
(00:21):
as well. And it's just really interesting as an administrator.
A student can be on their phone on a Sunday
afternoon and they can be making decisions that are going
to cause problems that I'm going to have to deal
with during the week. It's just really fascinating. These phonesh
these phones nice to have the technology, but they can
cause problems. And I personally believe that it is up
(00:46):
to the superintendents around the country. It's up to the
superintendents to set the tone and set the policy. And
I believe when a superintendent steps in and says, you
know what, we've seen all this research, all this data
that says that the cell phones, they.
Speaker 2 (01:04):
Are a distraction.
Speaker 1 (01:06):
They're they're they're costing us. Uh, they're costing us time,
energy and effort when we're doing other things. Well, we
could be focused on learning. So what we're gonna do
in this school district we're not. Students are not to
have their cell phones. They can bring them, we will
store them somewhere, but they're not to have their cell phones.
And what this does when a superintendent steps up and
(01:27):
does this, they give the parents a person that they
can go to locally and let their let their concerns
be known. I think it's important that parents have that
opportunity to let their concerns be known because the times
that we're living in, the things that we've seen in
terms of safety and security at schools. As a parent,
(01:49):
what parent wouldn't want to be able to quickly get
a hold of their child if they perceive.
Speaker 2 (01:54):
That something bad is happening at the school.
Speaker 1 (01:57):
But I truly believe that we and it may even
be safer if if students didn't readily have their devices
available so that they can listen to the direction of
the teacher and administrators in the event of a crisis.
And just uh, I hate that we even have to
(02:19):
think and talk like that, but that's that's where we are.
So it's important that that parents be heard on that
and that it's a it's definitely a valid concern, but
we've got we have a mission to accomplish in the classroom.
And and like I said, we know from just we
(02:43):
we know from research and we know just from experience
that cell phones are an issue. And I'm glad to
see that state legislatures they're they're they're talking about it
and they're trying to they're discussing what what they could
possibly do. Governors are doing it as well, So there
(03:05):
there is discussion, there is awareness that these cell phones
and the things that kids are doing on the cell phones,
they can be they can be detrimental to their development,
and the just the presence of the cell phones can
be distracting as well. So I remember I had a
mentor who told me that before I became an administrator,
(03:25):
that he told me that nothing should interfere with the
learning that's taking place in the classroom.
Speaker 2 (03:30):
Absolutely nothing.
Speaker 1 (03:32):
And as a result, it's it's just because of that,
and that applies to you as teachers as well, like
nothing should interfere because you're a leader, you're you're the
architect of your environment. When students enter your classroom, they
are on a journey, they're on a mission, they're on
a mission there they're seeking knowledge to answer an essential
(03:55):
question or questions they're there there. Their mission is to
produce something something to show that they've learned. Their mission
is to create something new based on what they have learned.
That's that that and to achieve that mission that takes
(04:19):
a high level of focus. And so you need a
cell phone plan. You need a cell phone policy for
your classroom. And I'm sure that most of you do
have one. But if you don't have one, or you're
trying to figure it out, here we are. This is
(04:40):
this episode is for you. Now, those of you who
have a cell phone policy that seems to work for you,
I'm glad that you're here as well, because this is
a place where we all we can learn from each other.
I don't know everything, So if you have a plan
that's working for you, I encourage you please leave a
comment in the comments section and let us know what's
(05:02):
what's working for you so that we can we can
all learn. But today, what I'm going to use is
I found a nice article on Egeitopia. I'm going to
use this plan that was submitted by a Miss Rebecca Peterson,
and I like the plan. It's it's it's solid, and
(05:23):
I think it I think it's I think it's effective
as well. The title of the article she wroad is
an effective cell phone policy for high school classrooms. So
we're talking about high schools and I think definitely it
can apply to middle.
Speaker 2 (05:37):
School as well. So we're going to go through her plan.
Speaker 1 (05:40):
I'm going to add some things, give you, give you
some additional additional tips and thoughts, and let you see
things through through an admin's eye as well as we
go through these. So before we get into her plan,
what I want to do is I want to tell
you this. There's just some things that are just that
(06:01):
are that are just foundational. Number one, you don't take
the phones. Do not take the phone. And what I
mean by that I should I should have used the
word confiscate, so you don't want to be don't be
punitive with their phone.
Speaker 2 (06:21):
Okay, you don't.
Speaker 1 (06:23):
There there once was a time where that was that
was acceptable, but now it's just it's it's not worth it.
There once was a time where you could say I'm gonna,
I'm gonna, I'm gonna confiscate your phone and you can
come get it at the end of the day, or
you could you have a parent to come up and
(06:44):
get it. There once was a time where when that
was acceptable, but just times are different, and you know,
some students, they may they may roll with that. They
may say, Okay, here's my phone. Can I get it
back at the end of the day. Okay, cool, I can.
I can deal with that. But and that may work
for the most part, but then you may have that one.
Speaker 2 (07:06):
You may have that.
Speaker 1 (07:07):
One that just really really throws a fit and just
makes a big scene and you just you just you
just don't know what can come of that power struggle
if if that is a policy that you choose to adopt.
So it's it's my I I'm I'm telling you it's
(07:29):
it's not worth it. Do not do not confiscate the
student's phones. Don't don't don't take a punitive approach with
with with taking with taking their phones. Just don't do it.
It's just not worth it, all right.
Speaker 2 (07:46):
So let's get into Rebecca's plan here. Number one. She
says you need.
Speaker 1 (07:50):
To get administrative support. And I fully agree with this.
It's uh, it may seem, it may seem to you
to be a necessary it's your classroom. You're establishing a
policy so that you can you can teach students without
without any distractions. But you don't want to. You don't
(08:13):
want to surprise your your assistant principal, okay, or your principal.
You just you don't want to surprise administrators. Administrators, they
don't don't like surprises because worst case scenario, uh, there
is a there's a conflict in your classroom regarding your
new policy. And this the parent or the teacher decides
(08:36):
to the parent or the student decides to jump over
the teacher's head and.
Speaker 2 (08:40):
Go to you.
Speaker 1 (08:42):
Well, you want to you the principal wants to be
in a position where that they can they can freely
speak about the policy. So they can if a parent
calls them, they can say, oh, yes, so you're you're
you're talking about missus Smith's new cell phone policy. Yes,
I'm I'm familiar with that. Yes, how may I help you?
So you want them to be in a position of
(09:06):
in a position to be able to discuss that and
back you up.
Speaker 2 (09:10):
If it's if.
Speaker 1 (09:11):
It's a reasonable policy you've ranted by your administrative administrator
supports it.
Speaker 2 (09:16):
Then you've got you've got support.
Speaker 1 (09:18):
If the student or the parent decides to go to
the administrator about it, now that doesn't have to be
anything formally, you get.
Speaker 2 (09:24):
To shoot them a quick email let them know. I
mean they they they'll see it.
Speaker 1 (09:29):
They might not immediately get back to you, or maybe
they'll just give a quick okay, just to let you
know that they saw it. But that's all you need,
nothing too formal. So yes, definitely let your administrator know
what's going on, because what you what you don't want
to happen is you you don't want this to you
(09:51):
don't want this to escalate to the administrator, and the
administrator doesn't have seems not to have your back because
because the policy that you have is something that they're
not in agreement with. So that's that's something you don't
want to be in that situation because then in the
eyes of the students, you know, you had to backtrack
(10:13):
and they won, and that's just that's not good, all right.
Number two, Number two, you want to let the parents
and guardians know your expectations. That's again very simple stuff.
This isn't this isn't groundbreaking. Yeah, you know, so again
with the parents.
Speaker 2 (10:31):
You don't want any you don't want any.
Speaker 1 (10:34):
Surprises, You don't want the parents to be surprised, and definitely,
you know, you tell them about.
Speaker 2 (10:39):
The why this is, this is why we're doing it.
Speaker 1 (10:43):
Show very you know, be be careful and show a
lot of empathy because definitely you will possibly have those
parents who are concerned about safety and security, and so,
you know, be prepared to speak on that. Be be
prepared to be prepared to address those concerns. And I
(11:08):
believe that you know you, you being a teacher, you
being a professional, you have a way with words, and
you can do that. You can make that happen. That's
what we do, right, all right, let's keep going. Number three.
Then this is something that I missed out on when
I was a teacher, But I think this is interesting
and I've seen this a lot. Number three, I have
(11:28):
a cell phone holder in your classroom. Now, I've seen
the shoe caddy.
Speaker 2 (11:36):
Over the door.
Speaker 1 (11:37):
I've seen I've seen that a lot, and i've seen there,
I've seen these, uh a little bit more expensive, but
I've seen these little slots, these numbered slots that students
put their their phone in. And there's just a number
of ways. I'm sure you can put on your creative
(11:58):
hat and come up with something. Come up with something
that that fits this need a place where students can
can put their phone while they're while the instruction is
taking place, while they're in their classroom. Now understand this,
because I know what a lot of people are thinking
(12:19):
when they hear this is there, there is there is
room for theft here. There is room for theft here,
and so there it's important that you keep your eye
on it. This is just something that you're you're going
to have to do. And I know it's just, you know,
like we need one more thing to do, but I
really do believe that it's worth doing to really send
(12:42):
that message that in this classroom we do not allow
ourselves to be distracted by cell phones. We are on
a mission and as a result, we are removing ourselves proactively.
We're removing ourselves from this distracting distraction and so that
we can do it. Because here's the thing, even this,
(13:05):
even with students doing this putting their phone somewhere else,
that there is still there is there's still the phones
are still distracting the students. Believe it or not, check
this out. This is some research here, and again I'll
link this into the description section and share it with
(13:27):
you so that you can read the whole thing.
Speaker 2 (13:29):
If if that's what you want to do.
Speaker 1 (13:31):
Or if you may have a little bit trouble sleeping
at night, So you can read that. So check it
out here. It is this part is highlighted, Party says.
Other researchers have positude or stated that simply the presence
of a cell phone may have a detrimental effect on
learning and memory as well. Researchers have shown that a
(13:53):
mobile phone left next to the participant while completing a
task is a powerful, powerful distract or even when not
in use. So catch that even when you know the
students they put their phone up, it's it's by it's
by the teacher's desk, they could still see it, and
you could just imagine just out of habit, like you're
(14:16):
just they're they're thinking like ooh, I wonder what's going
on on Instagram? Ooh I wonder wonder how many Snapchat
notifications I got. It's like, oh, I wonder what's going
on with my text? I wonder I wonder if so
and so texted me back. So this is put it.
By putting the phone in another location away from the students,
(14:38):
this is the least that we can do in order
to make sure and in order to just kind of
at the very least, limit the amount of distraction that
students are getting because of these phones. Next up, Next up,
number four. You need to check that every student puts
(15:01):
their phone in the holder every period daily. Now, as
as a leader, leaders, we inspect what we expect. Again,
we inspect what we expect and we have to do
this every day because students are looking at us. They're
they're looking at us to see is there any wiggle room?
Can I get away with this? Can I can I
(15:23):
get away without putting my phone up there? So I
could keep my phone with me and it and it
really is that serious.
Speaker 2 (15:30):
I used to work.
Speaker 1 (15:31):
At a school where students came through uh they came
through a metal detector, and we checked their bags every day.
Speaker 2 (15:38):
And at this.
Speaker 1 (15:39):
School, what we did was we pouch their phones. We
use the Yonder pouch and so at the at the front,
we made sure all pouches were locked, all phones were
locked in the pouch. And believe it or not, ladies
and gentlemen, I saw some crazy things. I saw students.
They would have a book and they would like cut
out the pages to make room to put in a burner,
(16:03):
to put in another phone, and they will put their
burner phone in the pouch. It's just it's it's that serious,
it's that deep. That's the hold that these cell phones
have really on on on all of it young people
and adults. It's just really really something to think about.
So you know, check inspect what you inspect, what you expect,
(16:24):
and then also don't make a big deal of it
if you know, just assume, oh you must have forgot. Hey, hey, Johnny,
can can you get that? Can you get your phone
back into the uh into the pouch for me?
Speaker 2 (16:38):
Please? Thanks, I really appreciate it. Let's not make a
big deal.
Speaker 1 (16:43):
Don't get try not to try not to show your frustration,
even if you are frustrated, because you just you don't
want to get into a power struggle over the phone.
And it is these it's in these cases what we're
doing is we're using the equity that we've built up
with these relationships with students were we're just withdrawing a
(17:06):
little bit of that equity because you want the student
to you want the student to think in their mind
that I know, doctor Bird, I know I know he
cares about me, and I know he wants the best
for me, and he's always treated me right, So I'm
gonna go ahead and do this. I don't like it,
but I'm gonna go ahead. I'm gonna go ahead and
(17:27):
put my phone up. That's that's what you want students thinking.
All right, Next up, you need to have a set
time for when students can pack up and get their
phones now.
Speaker 2 (17:43):
I I will say this.
Speaker 1 (17:45):
You know, as a as a former administrator, you know,
ninety minutes is a long time.
Speaker 2 (17:52):
It's just it's it's a very long time.
Speaker 1 (17:55):
And you know, as a teacher, I would have administrators
say you need to go bell to bell like that's.
Speaker 2 (18:02):
I'll go ahead and say it. That's crazy. That's crazy.
If students are.
Speaker 1 (18:08):
Doing what they're need to doing what they need to do,
they're meeting expectations, there's nothing wrong with rewarding them with
a break, allowing them that one on one time with
their phone that means so much to them. What you're doing,
what you're doing is is you're you're you're building up
even more equity with them. You're you're acknowledging that, hey,
(18:29):
I understand that.
Speaker 2 (18:31):
You know you you.
Speaker 1 (18:32):
Want to look at your phone. It's been twenty minutes
since you looked.
Speaker 2 (18:36):
At the phone at your phone. I I know that.
Speaker 1 (18:38):
Okay, hey, you give me you give me a good
thirty minutes here, Okay, you give me good thirty minutes here,
you give me good effort.
Speaker 2 (18:46):
You show me that you're working hard. And we're gonna
we're gonna take a five minute phone break. Okay.
Speaker 1 (18:52):
You know there's there's nothing wrong with that, absolutely nothing
wrong with that. So and and then because of that,
what you're able to do is you're you're able to
control a little bit more what happens at the end
of the class. You know, when they start, well, you
got like whoa wait a second, I got I got
(19:12):
ten more minutes left in class?
Speaker 2 (19:14):
At teach, what are you doing? What's hear? All that
paper rufling?
Speaker 1 (19:19):
And then book bags zep to get ready to go.
I want to stand right next to the door. I
want to be right next to the door when the
bell rings. No, no, no, no, no, this is this
is what we're gonna do. Remember I gave you two
cell phone breaks. Come on, guys, let let me, as
your teacher, be the one to let you know this
is at this time, this is when we pack up
(19:41):
and get ready to leave. And you know what it's
okay to do that a little bit early, to get
build in another cell phone break at the end of
the class. If they're doing what they need to do,
you need to show them that you care, you that
it meant a lot to you. Reward them, give them
another cell phone break. There's absolutely nothing wrong with that,
ladies and gentlemen.
Speaker 2 (20:00):
All right. Number six, this is the last part of
the plan. And I like this. I like this because.
Speaker 1 (20:10):
Here we believe that teachers are leaders, and as leaders,
leaders should never ask those they are serving to do
something that they are not willing to do themselves. So
number six is you know what, teacher, you should put
your phone away too.
Speaker 2 (20:25):
Now.
Speaker 1 (20:26):
I one of the things I had to remind students
a lot that hey, we're not on the same level.
Speaker 2 (20:31):
So well, you don't have to Why don't you have to?
Do you have your phone?
Speaker 1 (20:36):
It's like, well, wait a second, we're not on the
same level. That's that's just that's number one. We're not
on the same level. But I think that as a teacher,
as a leader, if you were to make it, just
make it known and make a show of letting of
(20:59):
just saying, hey.
Speaker 2 (21:00):
I get it. We all love our cell phones. I like.
Speaker 1 (21:04):
I enjoy mine too. I enjoy TikTok every now and
then just like the next person. And sometimes when my
phone's sitting there, it's calling me. It's saying, come on,
pick me up, come on, check the news, check the weather, Instagram, Snapchat, Facebook, whatever.
Speaker 2 (21:20):
I get it.
Speaker 1 (21:21):
But what I'm gonna do, because you are so important
to me and I have a job, I need to
serve you and give you the best that I got.
What I'm gonna do is I'm gonna put my phone
right in this pouch case with your phones. That's what
I'm gonna do. So we're all in this together. And again,
(21:42):
what that does for people who are working with a
working with a leader, it just it really inspires them
and it really makes an impact.
Speaker 2 (21:53):
And again, you're.
Speaker 1 (21:54):
You're building up, You're you're you're building that relationship, you're
building even you're increasing your equity because they understand it's like, hmm,
this guy, this person, they mean what they say and
and they're willing to sacrifice and be in this with
me as well. To be without their phone. That's a
huge sacrifice. So I I uh like this teacher. I
(22:18):
think I think this is one of my this is
one of my favorite teacher, and I think I could
I can rock with this teacher. You want them thinking
that based off of the things that you do and
how you respond to this as well. So that's the plan.
Speaker 2 (22:33):
I like that plan.
Speaker 1 (22:35):
You've got a lot of good fundamentals there. But definitely
those of you who have a have a plan that
works for you and that's a little bit different.
Speaker 2 (22:43):
Please share with us one.
Speaker 1 (22:46):
A couple of other things I just want to make
sure is I want to emphasize that you know, have
good intentions, assume good intentions. Don't let the phone be
something that.
Speaker 2 (23:00):
Don't be.
Speaker 1 (23:01):
Don't be don't let the phone be something that causes
a lot of tension and frustration in the classroom because
the phones are not going anywhere. So you gotta you
gotta do your best, do your best to to level
yourself out and and and don't get frustrated by the phones. Also,
(23:22):
it's it's your responsibility to to check that that phone
holder or wherever. If you do adopt this plan, you
got to check it. Please check it, check it, check it,
check it. And I think what what this does also
is you know, once the students they see that you're
checking consistently, it's going to increase their confidence, and they're
(23:45):
not going to have a problem with complying with the policy.
Speaker 2 (23:48):
Those are just two.
Speaker 1 (23:49):
Things I just really really really want you to to
keep in mind as you as you maybe implement this
plan or come up with something on your own that
may be similar.
Speaker 2 (24:00):
So that is it for the day. I thank you
all so much
Speaker 1 (24:04):
For tuning in, and until we meet again, please don't
forget that teachers are leaders.
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