Anyone else’s phone suddenly popping up with a weekly screen-time report? This neat and highly convicting feature has me thinking deeply about my technology addiction. And, it’s the new year, so… resolutions. I am hoping to decrease my screen time and increase face-to-face time this year. My conscience is tugging at me — less scrolling and clicking and more of the basics like chatting and listening.
As adults, we can easily reflect and resolve to look at our phones less, purge social media, etc., but what about our students, I wonder?
The lives of most adolescents, pre-teen or teen, are totally consumed with screen time. Students brains are inundated with social media happenings, what to stream, and when to clear out all Instagram pictures and start anew with more beautiful, captivating photos and cheeky, clever captions. All of this is taking quite a toll on our kiddos, and many have no clue that it’s affecting them socially.
According The American College of Pediatrics, “A study from UCLA demonstrated the impact of media via cell phones ... The displacement of in-person social interaction by screen interaction seems to be reducing social skills.”
I think the way to combat this is simple (but not quick or easy): regular, non-negotiable face-to-face time. Speaking and listening skills are an enormous part of being a literate and social human. However, incorporating consistent interpersonal interaction in the classroom is a great-in-theory idea that in reality seems impractical. I know from experience that it takes intentionality — especially at the secondary level where class periods fly by and students are aplenty. Nevertheless, here are few ideas for your consideration:
Build in student-meeting time where you pull kids one at a time to chat in the back of your room for 3-4 minutes. Ask questions like: How are you doing? How can I support you? What is going well?
If your curriculum guide holds you to a super tight schedule, make the student-meeting a formative assessment, as well. Jot down notes to questions related to the content or skills you’re teaching, and use that to adjust your instruction or reteach as needed.
If your class is mature enough, build in short, 15 minute discussion sessions. Put kids in small groups and pose grade-level appropriate, thought-provoking questions. Sit in as the groups chat and listen, affirming their input.
Something about the New Year beckons us to return to the basics. Intentional, good old fashioned face-to-face interaction seems like an excellent place to start.
Happy 2019, everyone!
Lindsay