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Thank you for sharing! I like how it asks to consider the worst possible outcome of a difficult conversation. In the moment, I think we often feel something horrible is at stake. Even in the most intense and critical conversations, really is there an immediate crisis of life, death, or serious injury to someone. Therefore, it is good to remember that a lot more good could come even if it feels threatening.
I think this whole model is very difficult to implement outside of an academic setting, however, the general concept, of becoming more conscious of our own growth and needs, retelling the story and listening twice to another person’s story are key traits of someone who might have great and beneficial influence.
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Hi Farha. As you said, the course structure and the design play a role in how using technology would be acceptable. I also agree that creating an ‘engaging’ environment is one of the best ways to confront the negative aspects of using personal devices in the classroom, but definitely creating an engaging setting requires novel solutions and there is no one size fit all instruction for this. Thanks for sharing your perspective!
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Exactly, there are so many ways to get distracted. So, strict rules on avoiding using devices will not necessarily result to be more focused in the class. But on the other hand, I must also say that web surfing or checking news or social media can be considered as a catalyst among all the ways to get distracted. Thanks for sharing your thought, Savannah!
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I love this so much! I think it could be really helpful for important conversations but I also think it’s useful for personal reflection before the conversation starts (and to determine if it even needs to happen). Thanks for sharing!
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Yes, Cherice, I agree with you. Instead of having strict rules, providing clear expectations by the instructor at the beginning of the semester and elaborating on how ‘fair’ usage of using personal devices is more professional and respectful is along the same lines what I’ve been thinking of. Thanks for sharing your thoughts!
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I think for many graduate students, they give a lot of priority to research tasks (or teaching responsibilities). For me, it’s happening several times in the class in which I spend time responding email to my advisor or giving a prompt reply to a student for a class I’m TA’ing at, which can further distract me of my presence in the class. Thanks a lot for sharing your thought on this!
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Thanks for sharing your thought, Ishi! I agree with your point on how powerpoint style lectures (which is getting more and more common) can get boring. Especially, it can result in the same conventional classroom setting that the instructor bombards students with materials if the instructor does not think about new directions to make interactive discussions.
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Thank you both of you! In addition to the blog, I like your comment as well. But I think this policy might be only effective for grad students as they’re more mature and have self-awareness. I’m not sure how we could deal with the undergrad students? Should we use the strict policy?
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That response was me, not sure why is listed it as “anonymous”
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