Helping Students Put Down Their Phones and Connect With One Another

Starting the day with compelling questions is one way to encourage students to interact with their classmates rather than screens.

By Kristen Moore Cove

Edutopia

September 5, 2024

Kristen Moore Cove’s article "Helping Students Put Down Their Phones and Connect With One Another" addresses a growing concern in classrooms: students' overreliance on their phones, leading to social disconnection and distraction. Cove describes her personal experience with students engrossed in their devices and her determination to foster interaction and connection in the classroom. She introduces a solution she calls “super starters,” a set of engaging activities aimed at encouraging students to interact with each other rather than focusing on their screens.

The Problem: Phone Dependency

Cove begins by recounting a moment in her classroom where students were unusually quiet, each absorbed in their phones. This lack of interaction concerned her, as research has shown that excessive phone use among young people correlates with negative outcomes like social isolation and reduced communication skills. Cove longed for the vibrant, in-person discussions she remembered from her school days and recognized the need for a change​.

The Solution: Super Starters

Cove developed a strategy called “super starters” to address this issue. These are short, interactive activities designed to kickstart the class with energy and collaboration while requiring students to put their phones away. Super starters consist of three questions or activities designed to promote conversation, critical thinking, and fun. These questions not only engage students but also build a positive classroom environment where students feel seen, heard, and valued.

Question 1: Building Connections

The first question in a super starter focuses on fostering personal connections between students. Questions like “What did you do this weekend?” or “How is your day going?” allow students to check in with one another and feel cared for. Cove emphasizes the importance of modeling these questions and showing genuine concern, creating an atmosphere of mutual respect and empathy.

Question 2: Encouraging Opinions

The second question in a super starter asks for students’ opinions on a current event or topic relevant to their lives, such as “What do you think about the eclipse?” or “What classes are you excited about taking next year?” These questions allow students to voice their thoughts, build confidence in expressing themselves, and think critically about the world around them. By sharing their opinions, students begin to own their perspectives and engage in meaningful dialogue​.

Question 3: Interactive Activity

The final component of a super starter is an activity designed to get students moving or collaborating in a fun way. Activities might include solving a riddle, discussing a thought-provoking clip, or engaging in a brain-teasing task. This part of the super starter encourages active participation and often ends with laughter, setting a positive tone for the rest of the class.

Impact and Student Feedback

Cove notes that her super starters have been a hit with students, who now ask for them if she doesn’t have one prepared. Students appreciate the social and emotional connection these activities foster, and the exercises help set a productive tone for the day. The super starters also reinforce the expectation that phones should remain put away during class time, allowing students to focus on learning and connecting with one another.

In summary, Cove’s “super starters” serve as an effective tool for helping students put away their phones and engage more deeply with their peers and classroom content. By fostering connection, encouraging thought, and promoting active learning, these activities help cultivate a more vibrant and interactive learning environment​.

Original Article

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Prepared with the assistance of AI software

OpenAI. (2024). ChatGPT (4) [Large language model]. https://chat.openai.com