BY JOELLEN COLLINS
When I read of California Governor Gavin Newsom’s issuance of a state legislative bill directing all public school districts to “place limits on student smartphone use on campus during school hours, unless approved by teachers or administrators for academic, emergency, or other purposes,” I was at first surprised that this measure was initiated, and then I pictured the difficulties ahead for classroom teachers and other staff to fulfill this difficult though healthy change.
As a former public and independent schoolteacher, I am aware of the relatively recent preponderance of smartphone presence in school. Even many years ago it was difficult to ask students to open their laptops only for schoolwork. It was a challenging use of teacher effort and time to ask students to develop a discipline where they would not be sneaking private messages or looking up things on their devices. However, I did learn that this could be implemented, especially in the newer methodology of more student participation rather than teacher lectures. I understand the difficulties involved in accepting any edict applying to all students.
Many comments from legislators and pundits reflect the need for exceptions to a complete elimination of phones, probably impossible to impose. There will be exceptions for emergency use of a phone in a critical situation. Staff and administrators will find ways to assure access in a true emergency or a desperate need or illness of a child, or threatening objects outside of classroom or an environmental problem.
I have always enjoyed teaching in a classroom that is cooperative enough that all students, while they can express themselves, are aware that others also need to learn. Thus, excessive talking, passing notes, sneaking something around the room or making fun of another student, and now use of smartphones, are situations that distract from the essence of a teacher’s purpose. A student can always contribute orally in turn and work in small groups. I imagine limiting this new temptation may be a difficult process and one I worry about as a concerned teacher and parent and grandparent.
Many scholars, teachers, and doctors have warned of the frightful possibilities of the overuse of smartphones especially by children and an increased problem existing in many varieties of class discipline and behaviors. I have known very strict teachers who tightly control their classrooms and observed some pupils struggle with such rigid environments. However, many of those students often later recall an amazing learning experience with those teachers. Other classrooms may have looser environments, which encourage more student participation, individual paces of learning, and even moments of relaxation. There is no perfect model.
I am excited that the overuse of this method of communication can be altered to assure a healthier environment, and that the emotional and learning growth of our young people will not be damaged by the omnipresent mobile. I prefer face-to-face connections, gestures and surroundings. I pray this new attempt works, but I admit that it is another stress for teachers who must deal with a tough new cultural pattern. Good luck, all!
