Mobile Phones—A Critical Battlefield

Schools either love them and want to use them in lessons or hate them and want to ban them. Jory Debenham knows which side she is on

The world of technology and education in the UK is fraught with contradictions and assumptions that both demonise and exploit young people. On the one side, the DfE school standards minister Nick Gibb is claiming that ‘schools should ban their pupils from bringing smartphones into school or the classroom’, implying that teens are unable to regulate their behaviour and should therefore be punished. From another side, the DfE is taking advantage of the reach of social media, using Snapchat to advertise undersubscribed GCSEs to teens.

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      string(5590) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.BELOW THE RADAR: LOW-LEVEL DISRUPTIONIN THE COUNTRY’S CLASSROOMSKeywordsLow-LevelDisruption,teachers,classrooms,pupils, teachers,parents, carers,behaviour,standards,safety, risk  SummaryThis Ofsted report shows that teachers, parents and carers are rightly concerned aboutthe frequent loss of learning time through low-level but persistent disruptive behaviour.This report demonstrates that, in too many schools, teachers are frustrated by this sort ofbehaviour and are critical of colleagues, particularly those in leadership positions, who are notdoing enough to ensure high standards of pupil behaviour.The findings set out in this report are deeply worrying. This is not because pupils’ safety is at riskwhere low-level disruption is prevalent, but because this type of behaviour has a detrimental impacton the life chances of too many pupils. It can also drive away hard-working teachers from theprofession.Some school leaders are failing to identify or tackle low-level disruptive behaviour at an early stage.Some teachers surveyed said that senior leaders do not understand what behaviour is really like inthe classroom. This supports the findings of the recent international survey from the Programme forInternational Student Assessment (PISA), which found that there were marked differences betweenheadteachers’ and pupils’ views of behaviour. This showed, for example, that twice the proportion ofpupils compared with headteachers said that disruption hindered their learning in mathematics.Typical features of this sort of behaviour include pupils: talking unnecessarily or chatting calling out without permission being slow to start work or follow instructions showing a lack of respect for each other and staff not bringing the right equipment using mobile devices inappropriately.The findings draw on evidence from nearly 3,000 inspections of maintained schools and academiesconducted this year, together with findings from two specially-commissioned YouGov surveys ofparents and teachers and 28 unannounced inspections targeted at schools where there wereconcerns about poor behaviour.Main Findings: ■ Pupils are potentially losing up to an hour of learning each day in English schools because of low-Week Commencing 6th October 2014http://www.ofsted.gov.uk/sites/default/files/documents/surveys-and-good-practice/b/Below%20the%20radar%20-%20low-level%20disruption%20in%20the%20country%E2%80%99s%20classrooms.pdfhttp://www.ofsted.gov.uk/sites/default/files/documents/surveys-and-good-practice/b/Below%20the%20radar%20-%20low-level%20disruption%20in%20the%20country%E2%80%99s%20classrooms.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359483/DFE-RR286_-_Are_free_schools_using_innovative_approaches.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.level disruption in the classroom – the equivalent of 38 days of teaching lost per year. ■ Two thirds of teachers questioned for the survey complained that school leaders are failing toassert their authority when dealing with poor discipline and pupils flouting the school rules. ■ Typical examples of the sort of behaviour identified in the survey of teachers include pupils makingsilly comments to get attention, swinging on chairs, passing notes around, quietly humming andusing mobile phones. ■ Secondary school teachers identified a greater impact on learning from low-level disruption thanthose in primary schools. Over two thirds of those surveyed said that it was a major problem,having medium or high impact on learning. Parents agreed, with over two fifths of those surveyedagreeing that their child’s learning was adversely affected by the behaviour of others. ■ The report also confirms that the inconsistent application of school behaviour policies in someschools is a source of annoyance to teachers, pupils and parents. Only a quarter of secondaryteachers agreed that the behaviour policy in their school was applied consistently. Of parentswho took part in the survey, just under two thirds said that the headteacher should make sure allstaff applied the behaviour policy as a way of improving the learning culture. ■ The report concludes that in the best schools, creating a positive climate for learning is aresponsibility shared by leaders, teachers, parents and pupils. Leaders in these schools areuncompromising in their expectations and do not settle for low standards of behaviour. Theydo not shy away from challenging teachers, parents or pupils, where this is necessary. Theseleaders:1. are visible in classrooms, school corridors and grounds2. know if – and where – low-level disruption occurs and ensure that all staff deal with it3. have high expectations of behaviour and are consistent in dealing with disruptive pupils4. explain and enforce their expectations successfully to staff, pupils and parents.WEB LINKBelow The Radar: Low-Level Disruption In The Country’s Classroomshttp://www.ofsted.gov.uk/sites/default/files/documents/surveys-and-good-practice/b/Below%20the%20radar%20-%20low-level%20disruption%20in%20the%20country%E2%80%99s%20classrooms.pdf"
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Leadership

Below The Radar: Low-Level Disruption In The Country’s Classrooms

1 Oct 2014

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      string(5625) "justify the position in which they place their picture and be prepared to changetheir minds as they listen to the reasons given by their peers. Emphasise that there are no right or wronganswers, but they must be able to support their views with reasons.ThinkingSkills66Volume5.1nCreativeTeaching&LearningActivity 4: MatchingPurpose: To consider some current research on the position of young people today.Resources: Set of cards with research findings printed on (see below). Use one bullet point for eachcard.Procedure:Young people work in groups of two or three. Give each group a set of research information and askthem to decide on which pictures to place the information. Do they all put the same cards on the samepictures? (There are no right answers). They should justify where they have put the pictures.Having placed the research information with the pictures, ask the young people to work in groups of fouror five and pick one picture and the research information to look at. 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Pair up the rest of theyoung people and ask them to discuss their choice of picture and say why they want to generate morequestions about the picture. Ask them to choose just one picture between them. (They could decide touse a different picture if they wish).Stage 2: Join pairs together to form groups of four. Ask them to discuss their chosen pictures and againdecide on one picture they would like to spend time discussing.Allow each group to collect their picture (be prepared that some groups may have chosen the samepicture and you may need a second copy). They should write a title for the picture in the middle of theirsheet. Ask them to brainstorm as many questions as they can around the picture.Stage 3: Classification of questions. Pass the pictures and sets of questions on to the next group in aclockwise direction. Ask the new group to look at the picture and questions generated and classify thequestions. Are they:Closed questions – with one right answer that can be researched.Open questions – which could have a range of answers.Thinking questions – questions which are about concepts (e.g. justice – for example, Is it fair for … to…? )or a moral issue (Should…?)Ask them to put a tick by closed questions, a smiley face by open questions, and a smiley face with aquestion mark above next to thinking questions.Discuss the questions. Ask the groups to report on the thinking questions (assuming they have some).What makes these thinking questions?Stage 4: Concentric circles. To test out the quality of the ‘thinking questions’, ask students to form twocircles – an inner circle and an outer circle. Ask the inner circle to turn round to face someone in the outercircle (if numbers aren’t even,"
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Creative Teaching & Learning

Violence and prejudice - Giving young people the skills to think independently

10 Aug 2014

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New measures build on progress protecting childhood
Aberdeen Council draws up radical plans to buy mobile phones for pupils
New multi-site schools ICT contracts awarded to Capita"
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      string(353) "cost effective and valuable way in which to achieve this.”Angela Moore,  AST Co-ordinator, Danum Academy, Doncasterhttp://www.teachingtimes.comThis month’s NEWSdrawing up radical plans to buymobile phones for pupils whoseparents cannot afford to purchase adevice.The aim is to allow both primaryand secondary pupils to use theirhandsets ..."
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New multi-site schools ICT contracts awarded to Capita"
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      string(5632) "cost effective and valuable way in which to achieve this.”Angela Moore,  AST Co-ordinator, Danum Academy, Doncasterhttp://www.teachingtimes.comThis month’s NEWSdrawing up radical plans to buymobile phones for pupils whoseparents cannot afford to purchase adevice.The aim is to allow both primaryand secondary pupils to use theirhandsets in class, utilising newWiFi systems which will enableschoolchildren to connect theirphones to the internet for classroomresearch.A mobile device managementsystem will filter which sites pupilscan use and they will not be allowedto use their handsets to make anyphone calls.The scheme will cost £30,000 toput in place at each of the council’s12 secondary schools and £10,000at each of the 50 Aberdeenprimaries. It could be rolled out ona school-by-school basis after thesummer break.Opposition councillors, angryparents and members of the publicyesterday united in condemning theproposals.However, David Leng, thecouncil’s headof schools,defendedthe scheme,saying it wastime schoolsstopped tryingto preventpupils usingtheir phonesand insteadembracedtheir potentialas a tool forlearning.Aberdeen Councildraws up radical plansto buy mobile phonesfor pupilsA Scottish council which is currentlyconsulting on a series of controversialschool closures sparked outrage byannouncing proposals to spend anestimated £860,000 to ensure everypupil has access to a smartphone in theclassroom, according to the New Scotsman.Education chiefs at Aberdeen City Council are http://www.teachingtimes.comThis month’s NEWSCommunity College, The LancasterSchool, Keyham Lodge School,Millgate School, Moat CommunityCollege, St Paul’s School, EnglishMartyrs’ School, HamiltonCommunity College, West GateSchool and Nether Hall School.Schools will have extensivewireless networks and access toboth locally hosted and cloud-basedservices, including Microsoft’s Office365 for email and collaborationand Capita’s MY-SCHOOL portal tosupport extending access to learningresources outside the school.While each school will have veryspecific ICT requirements, there area number of commonalities.  Eachsolution will promote a fully integratedICT service designed to improveeducational outcomes.  New hardwareand software will be supported byupgraded networks and broadband.In addition, cloud technologywill be designed to promote theschool’s mobile learning strategiesand to encourage greater studentlearning and teacher interactions.Schools can also choose to deploydigital signage and video walls, IPTVNew multi-site schoolsICT contracts awardedto CapitaCapita Managed IT Solutions has announces the award ofa new multi-site schools information and communicationtechnology (ICT) contracts worth £11.6m.Working in partnership with the Leicester Miller Education Company(LMEC) and Leicester City Council, Capita will design and implement anew ICT infrastructure which will enable learning from a range of mobiledevices including laptops and tablets and support the use of both locallyhosted and cloud based services for schools.The schools that will benefit from this investment are New College,Babington Community College, Ellesmere College, Sir Jonathan North http://www.teachingtimes.comThis month’s NEWS(Internet Protocol Television) andVoIP (voice over Internet Protocol),cashless catering, managed printand interactive projectors.Commenting on the new schoolprojects, Councillor Vi Dempster,assistant city mayor, said: “This greatachievement means that we aredelivering Leicester’s biggest everinvestment in our schools. Becauseof this, our young people will havean exceptional learning environmentand be inspired by new learningexperiences now and into the future.“With ICT playing such a pivotalrole in a child’s education, it is of theupmost importance that we ensureour schools have the capabilitiesand infrastructures to promoteactive learning environments and toimprove educational outcomes inrelation to teaching standards andstudent attainments.“The technologies that will beinstalled are innovative and hi-tech indesign. They will offer our teachingstaff an array of delivery tools and willdo much to enthuse and encouragestudents to excel in their studies.”Thinking HatsBy Anna ForsythAll books priced at £17.99 eachThinking Hats – Book 1 Ages 5-7Thinking Hats – Book 2 Ages 7-9Thinking Hats – Book 3 Ages 9-11Creativity is the wealth of tomorrow. Developing laterality in approachto issues is exciting, challenging and critical learning. World-renownedEdward de Bono’s  concept of ‘Thinking Hats’ has proven itself to be anexcellent way to ensure that students consider problems and issues fromdifferent perspectives; ‘actively thinking’.This series of three books teaches the use of Edward de Bono’s sixthinking hats; white for facts and information, yellow for optimism,green for creativity, blue for the overall picture, black for negative, redfor emotions.A series of 40 lessons in each book spans almost all the curriculum areasso that students practice using thinking hats in many contexts.Thinking Hats conceptThis series is based on Edward de Bono’sOrder Now: Tel: 0121 224 7599  Fax: 0121 224 7598or Email: enquiries@imaginativeminds.co.ukThinking Hats half.indd   1 9/2/12   10:46:22http://www.teachingtimes.comThis month’s NEWSA major new bookgiving a child’s eyeview of the holocaust“A death march, survival in hiding, liberation and anew life in Israel underline the force of the will to livethat illuminates this courageous story.”Rt. Hon. Sir Martin Gilbert – HistorianIntroduction to"
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Digital Learning

News Update: Issue 38

3 Jul 2013

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      string(319) "... walls separate each compartment, and full-height doors separate the compartment from the common handwashing area. For additional privacy and to prevent issues such as mobile phones being slid into the stall, it’s a good idea to reduce the undercut of the doors to 1/4” open area under ..."
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      string(5626) "their gender-segregated counterparts. All-inclusive restrooms simply look and feel different than their gendered counterparts. Key design differences include: Location, Visibility, and Openness Full-Height Walls, Doors, and Hardware Mechanical, Electrical, and Plumbing Cost Perhaps the most obvious difference between all-inclusive and gender-segregated restrooms is visibility and openness. The location of all-inclusive restrooms within the school should be purposeful and located on as many circulation paths as possible to allow for passive security. The rationale is that bullying or discouraging behaviour will less likely occur, as many eyes will monitor activity. Additionally, since the restrooms are open to the hallway, security cameras can be located for additional monitoring. Another important consideration for effective space is to locate as much visibility through the restrooms, including visibility above the sink area. In order to provide some sense of privacy while maintaining visibility, full-height glazing can be placed to one side of the restroom as it faces the corridor. This also provides a safe area for doors to open and close without risk of hitting passers-by in the adjacent hallway. To increase safety, false columns with mirrors on two sides increase visibility and prevent pedestrian accidents around the open corners.Because the all-inclusive restrooms are designed to be open and visible to passers-by, it is important to maintain a sense of privacy at the toilet compartment itself. With this model, full-height acoustic walls separate each compartment, and full-height doors separate the compartment from the common handwashing area. For additional privacy and to prevent issues such as mobile phones being slid into the stall, it’s a good idea to reduce the undercut of the doors to 1/4” open area under the door, as opposed to typical doors that allow for 3/4” of undercut. Hardware is also another important consideration for unisex washrooms. One option is to have the door closer set to keep the door open 10 degrees when not in use and have an occupancy indicator on both sides of the door. Together, these two items make it easy for students and staff alike to know whether a compartment is occupied and secured or open and available for use.This all-inclusive washroom model was implemented at Humboldt High School in the US and a survey of 794 students was conducted to learn how they feel about the all-inclusive model in terms of feeling safe. While most of the responses were neutral in relation to most of the key design components, there is a clear preference for the all-inclusive model. For those students who experienced both the gender segregated and all-inclusive model, 43% were in favour of the all-inclusive model, while an additional 40% didn’t mind either way. One clear design component that contributed to the students’ feelings of safety and security is knowing the doors are locked from the inside of the stall: 59% of both males and females felt that this component was most critical to their feelings of safety and security.In addition to the ability to see that the doors are locked from the inside of the stall, the top three design components that should be considered in the design of all-inclusive restrooms, as validated by these survey results are: Being able to see if the doors are locked from the inside Full-height walls Openness to the hallway The additional comments offered on the survey expressed their need for privacy during the day and the design of these restrooms fulfils that need.  Students also mentioned that this restroom model alleviated previous behaviour such as fighting, or fear of photos taken of them under the open stalls of the gender-segregated restrooms.There are several key design components that separate all-inclusive restrooms from gender-segregated restrooms, including their location within school facilities, visibility, openness to the hallway, full-height walls and doors, as well as mechanical, electrical, and plumbing differences. The one downside is that all of these translate into a cost-premium for this model. According to the Cunningham Group report, the assessed cost for this translates to approximately US$12,500 more per compartment than typical restrooms. However, Cunningham Group argue that the flexibility that this model affords in terms of location and square footage savings, not to mention the reduced stress afforded by individuals on the gender spectrum and the reduction in opportunities for bullying or anti-social behaviour, more than make up for the increased cost.Rethinking Washrooms for everyoneSome schools that have implemented gender-neutral facilities have experienced a strong backlash from parents, with many of them citing objections based on concerns of a lack of privacy, especially for girls, and concerns that it will promote sexual behaviour or contribute to gender confusion in adolescents. The research does not support these views, but rather supports the opposite perspectives – the fully enclosed stalls increase privacy, the improved visibility and openness reduces opportunities for unwanted behaviour, and the removal of gender-segregations mean that students are not continually faced with the question of their gender identity every time they need to use the toilet.Although some critics have suggested that the current focus on gender fluidity is simply a passing fad and that it’s not worth investing money in, the advantages of"
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ECO Friendly Design

Washrooms For All

3 Oct 2018

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      string(5621) "components that separate all-inclusive restrooms from their gender-segregated counterparts. All-inclusive restrooms simply look and feel different than their gendered counterparts. Key design differences include: Location, Visibility and Openness Full-Height Walls, Doors and Hardware Mechanical, Electrical and Plumbing Cost Perhaps the most obvious difference between all-inclusive and gender-segregated restrooms is visibility and openness. The location of all-inclusive restrooms within the school should be purposeful and located on as many circulation paths as possible to allow for passive security. The rationale is that bullying or anti-social behaviour will be less likely to occur, as many eyes will monitor activity. Additionally, since the restrooms are open to the hallway, security cameras can be located for additional monitoring. Another important consideration for effective space is to locate as much visibility through the restrooms, including visibility above the sink area. In order to provide some sense of privacy while maintaining visibility, full-height glazing can be placed to one side of the restroom as it faces the corridor. This also provides a safe area for doors to open and close without risk of hitting passersby in the adjacent hallway. To increase safety, false columns with mirrors on two sides increase visibility and prevent pedestrian accidents around the open corners.Because the all-inclusive restrooms are designed to be open and visible to people passing by, it is important to maintain a sense of privacy at the toilet compartment itself. With this model, full-height acoustic walls separate each compartment, and full-height doors separate the compartment from the common handwashing area. For additional privacy and to prevent issues such as mobile phones being slid into the stall, it’s a good idea to reduce the undercut of the doors to 1/4” open area under the door, as opposed to typical doors that allow for 3/4” of undercut. Hardware is also another important consideration for unisex washrooms. One option is to have the door closer set to keep the door open 10 degrees when not in use and have an occupancy indicator on both sides of the door. Together, these two items make it easy for students and staff alike to know whether a compartment is occupied and secured, or open and available for use.This all-inclusive washroom model was implemented at Humboldt High School in the US and a survey of 794 students was conducted to learn how they feel about the all-inclusive model in terms of feeling safe. While most of the responses were neutral in relation to most of the key design components, there is a clear preference for the all-inclusive model. For those students who experienced both the gender segregated and all-inclusive model, 43 per cent were in favour of the all-inclusive model, while an additional 40 per cent didn’t mind either way. One clear design component that contributed to the students’ feelings of safety and security is knowing the doors are locked from the inside of the stall: 59 per cent of both males and females felt that this component was most critical to their feelings of safety and security.In addition to the ability to see that the doors are locked from the inside of the stall, the top three design components that should be considered in the design of all-inclusive restrooms, as validated by these survey results are: Being able to see if the doors are locked from the inside Full-height walls Openness to the hallway The additional comments offered on the survey expressed their need for privacy during the day and the design of these restrooms fulfils that need.  Students also mentioned that this restroom model alleviated previous behaviour such as fighting, or fear of photos taken of them under the open stalls of the gender-segregated restrooms.There are several key design components that separate all-inclusive restrooms from gender-segregated restrooms, including their location within school facilities, visibility, openness to the hallway, full-height walls and doors, as well as mechanical, electrical, and plumbing differences. 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The research does not support these views, but rather supports the opposite perspectives -– the fully enclosed stalls increase privacy, the improved visibility and openness reduces opportunities for unwanted behaviour, and the removal of gender-segregation means that students are not continually faced with the question of their gender identity every time they need to use the toilet.Although some critics have suggested that the current focus on"
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Leadership

Toilets For All Genders

13 Sep 2018