Commentary
In Canada, Newfoundland and Labrador often does things last even though the sun rises there first. In 1949, for example, it was the last province to join Confederation. And last week, it was the last province to
enact province-wide restrictions on smartphones in schools.
And it’s about time. According to early
reports from other provinces that have restricted the use of smartphones and other devices, students are less likely to be distracted in class. Instead of constantly checking their phones for messages, they’re more likely to engage with the teacher and their peers. In fact, the latest
report from the Programme for International Student Assessment (PISA)
noted a “strong association” between smartphone distraction and student performance.
But since research shows that students learn more when they are not distracted by smartphones, all provinces should look for ways to reduce other distractions in classrooms.
Firstly, stop violence in schools. According to a recent
survey of 6,500 teachers and staff who work in Ontario’s K-12 public schools, 75 per cent said “incidents of violence” have increased since they began working in the province’s public school system, 43 per cent have “witnessed an attempt of physical force against another staff person” and 31 per cent have “personally had physical force used against them.” Other provinces have experienced similar
spikes.
Obviously, not much learning takes place when students and teachers feel unsafe. Students who threaten the wellbeing of others should be suspended from school, and the most serious cases permanently expelled. To ensure this happens, each provincial government must send a clear message that it will fully back local school administrators who suspend violent students.
Secondly, provinces should crack down on the
excessive use of school-issued devices, particularly in younger grades. Getting students off their personal smartphones is a good first step but this accomplishes little if students simply transfer their attention to electronic devices (e.g. laptops and tablets) given to them by the school. Not only would going back to a “paper and pen” approach benefit student learning, it would also likely save money.
Third, any province serious about reducing distractions should encourage schools and teachers to seat students in traditional rows as much as possible. Students are more likely to pay attention if they face the teacher during class. In contrast, putting students in groups where they face each other is a sure-fire recipe for distraction.
Finally, there’s overwhelming
evidence that most students learn best when instruction is teacher-led rather than student-led. It’s time to retire, once and for all, the idea that a teacher should be a “guide on the side” rather than a “sage on the stage.”
Teachers are paid to be instructional leaders—not to passively follow students—and the primary source of knowledge in the classroom. Some education advocates claim that the internet has made memorization obsolete, but in reality, knowledge acquisition is more important than ever. Research
shows that background knowledge about the topic of a book or article significantly increases the ability of students to comprehend what they read. Simply put, discard so-called “discovery learning” or inquiry learning and resurrect teaching methods that are best for students.
Smartphones distract students—that’s obvious, and policymakers in every province and territory should remain vigilant to ensure that restrictions in the classroom are strong enough and effective. But there are other troubling trends in our schools, and we must do more to reduce classroom distractions.
Michael Zwaagstra is a public high school teacher and a senior fellow at the Fraser Institute.
Views expressed in this article are opinions of the author and do not necessarily reflect the views of The Epoch Times.
