Cell phones in class used to drive me crazy! Many students have a difficult time regulating the use of these devices. Since cell phones are here to stay, I developed a system in my class that regulates their use and encourages students to use their device for learning. It works pretty good!
Attached you will find an introductory ppt. for the use of technology in class and also a handy rubric that can be placed on the walls in your class. A bonus file is also included!
Here are few guidelines for my class in regards to using cell phones in class:
1. Cell phones may only be used for learning. Students may "Power Up" when I decide an activity can be completed using a cell phone.
P.S. - The phrase "Power-up!" was developed by a teacher from Edmonton and I do not take credit for it.
2. When I am talking or another student present, students may not be on their phone. Laptops must be halfway closed when someone is speaking. I encourage students to imagine this is a business meeting. Would you pull out your phone and go on Instagram in the middle of a meeting right in front of your boss?
3. Attached is a rubric I put on the wall in my classroom. This rubric helps me, the teacher, and the students evaluate whether they are able to use technology effectively for learning or if it is a distraction. Every two weeks I record their level in my markbook (formative).
4. If a student receives a level 1 or 2 (refer to rubric), this communicates to me that this student needs help regulating the use of their device. I will be more proactive in helping this student. If the student continues to use the device inappropriately, the device will be placed in my desk drawer by the student (I do not touch their phone - this is important).
One more free resource (not associated with cell phones)!
In addition, I've included one more rubric for free! This is a self-evaluation rubric.
We often TELL students if they are "getting it or not," but students need to develop skills to evaluate their own level of understanding. I also put this rubric up in my classroom. Frequently, I ask students to evaluate their own learning. When they come to my desk I will ask them what level of understanding they would give themselves for a particular concept or activity. From here WE determine what the students can do to benefit their own learning and what I can do to help. This system has worked very well.
Hope this helps!
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