Schools across the nation are tightening student access to digital devices, but we often hesitate to discuss the subtle ways our own devices distract us in the classroom. In an informal survey of colleagues at my New Jersey high school, 37 percent reported being “somewhat” or “very” distracted by their laptop or phone while teaching. In my own world history classroom, I usually stay off my phone, but I still get sidetracked mid-lesson by work emails on my laptop.
Part of the problem is how technology has become interwoven into the daily fabric of teaching. We can’t fully de-tech our classrooms even if we want to. We rely on our devices to enter attendance and behavior data, post assignments and grades, and project slides and timers. And whenever we turn to a screen, we are a click away from even more distracting social media and group chats.
The Moments We Miss
Given everything on our plate, it is tempting to use any spare moment in class to send one more email or post one more assignment. But looking away from our students comes at a significant cost.
When we prioritize our screens, we send students the implicit message that we find our tech more interesting than them.
For example, if we’re checking emails as students enter our classroom, we miss vital opportunities to build relationships with students and to notice and support those who might be struggling emotionally. By staying off-screen, we can ask students about their weekend, sports game, or recent absence. Perhaps we even hear a silly comment that turns into an inside joke that sparks joy all semester.
These moments help students feel seen and valued. Conversely, when we prioritize our screens, we send students the implicit message that we find our tech more interesting than them.
Simple Steps to Avoid Our Screens
So what can we do to avoid being pulled into our screens? Apps can be a good starting point. For example, I use one sec on my phone to interrupt my scrolling and SurfPal on my laptop to block certain sites and set time limits.
But there are classroom-specific moves that don’t require any software at all. For example, I try to keep my laptop most of the way closed while teaching. I aim to leave it open just enough to access the keyboard to advance a slide or start a timer but not enough for me to see the screen. I also sometimes put my smartphone upside down on a corner of the keyboard so I can circulate without a device.
Some of my teacher friends use similar moves. One uses a wireless slide clicker to untether himself from his laptop. Another uses his screen’s “mirror” function rather than “extend display” to project notes. That way, he can’t check his email without blocking his projection—and revealing to the whole class what he’s doing.
More days than not, I am finding moments to reset my breathing, model reading, and build tighter relationships with my students.
How to Use Downtime
Arguably the greatest temptation to peek at a screen occurs when we have downtime mid-lesson, such as during independent or paired work when we have already circulated a few times and our students are productively struggling on their own. During these moments, I've found the key is to identify go-to substitutes for screen use. Here are a few of my favorites:
- Mindful breathing: I often take a moment for box breathing or 4-7-8 breathing. Sometimes I breathe in with a few thoughts of gratitude—like how grateful I am to be able to work with these wonderful young people. This helps me reset and be more calm, patient, and present.
- Reader role-modeling: Taking out a book, newspaper, or magazine shows students that I am a reader, and their curiosity about my reading material frequently leads to academic and relationship-building conversations.
- Whisper check-ins: I sometimes pull one student at a time to the back of the class to chat privately. At times, it is a student I am worried about, but I also like to surprise students with precise praise about how I have seen them growing in their skills. Students love feeling noticed and consequently double-down on their work.
I wish I could say these strategies have completely solved my screen addiction. I would give myself a passing grade for the most part, but not an honors one. I still catch myself checking email (and even news headlines) more than I’d like to admit. But more days than not, I am finding moments to reset my breathing, model reading, and build tighter relationships with my students. And in doing so, I hope that I am also modeling how rich and meaningful life beyond screens can be.
