First Person

Ask an Expert: Should a fourth-grader have a cell phone?

Q. Is it wise to buy a cell phone for a fourth-grader for Christmas?

A. It’s the 21st century and I know that our kids be able to handle social media (including our feature-rich phones). When any kid is ready for a phone depends on a wide variety of circumstances.  I like to approach any decision with questions.

Key questions to ask yourself

Here are a few ideas but you’ll come up with questions that fit your circumstances.

  1. What are my child’s needs? e.g. I need to be able to text where to pick them up from practice and a cell phone would solve many of those issues.
  2. Who would be using the cell phone that I want my child in touch with, e.g. what other kids in his/her class have phones?
  3. Would my kiddo be willing to assess phone use at the end of each month and see how it’s going and what modifications need to be made since this is new for all of us?
  4. Under the category of assessing cell phone use would be what kind of phone would be purchased.  The questions then have to be raised about buying apps and possible  guidelines there.

I was sitting with my 9-year-old granddaughter hunting for a song on my iPad.  We were using a free music/radio app called Pandora. Her choice was random, she knew “Pitbull” and sang occasionally with J.Lo so she chose a track by that performer.

I heard about five words and turned it off.  I do believe the kids need to learn to do their own censoring. I explained to her he was singing about a vulgar term for sexual intercourse and it was inappropriate.  Social media (and I include cell phones with all the expanded features) can expose our children to concepts without education and support .

Early maps had pictures of dragons around the edges of the flat earth. Often as we seek to give our kids roots and wings we still have to say “not yet  There Be Dragons There!”

– Suzanne Lustie, former high school English teacher and department chair and active grandma

Why does the fourth-grader say he/she needs a phone?

If the fourth-grader can provide a thoughtful explanation for why s/he needs one, then it might be a wonderful opportunity for him/her to demonstrate responsibility. This is one of those tough choices that have presented itself as a result of modern technology.

Let’s face it, as adults it’s nice to be able to have access to our children 24/7 if we need to. We can set check-in times, and surprise them with random calls to verify they are where they say they are. We can alert them of emergencies, and they, too, can call us if they are in a jam. It is, without a doubt, a modern convenience.

On the flip side, it’s another electronic distraction that can disconnect us from what’s happening in real time, like a math lesson, or lunch recess. Without a purpose, it’s an accessory that can easily create more problems than it is likely to solve for such a  young child.

There are plans that can eliminate some of the worries that may come with a cellular phone, like limited or no texting options. And certainly, no fourth grader needs a data plan.

The most important issue on the table here is the ‘why’ of it. If there is a compelling reason for a fourth grade child to have a cell phone, from either the adult perspective or the child’s perspective, and it can be well articulated, then it’s a smart choice. Otherwise, let them wait until they’re older and can possibly contribute to the cost.  Potentially, the acquisition of a cell phone is something to look forward to and could even symbolize a right of passage.

– Kerry Lord, former K-12 teacher and administrator who now serves as a consultant for the National Organization, Educators for Social Responsibility.

Editor’s note: In October, a parent had basically the same question. Get more advice from two other EdNews Parent experts in this post.

First Person

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

PHOTO: Marta W. Aldrich
Grace Tatter covers a press conference at the Tennessee State Capitol in 2015.

For three years, I covered the Statehouse for Chalkbeat Tennessee, reporting on how policies from Nashville trickled down into more than 1,800 public schools across the state.

Now I’m starting back to school myself, pursuing graduate studies aimed at helping me to become a better education journalist. I’m taking with me six things I learned on the job about public education in Tennessee.

1. Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.

I heard from hundreds of parents, educators, and students who were passionate about what’s happening — good and bad — inside of schools. I covered crowded school board meetings and regularly scrambled for an open seat at legislative hearings where parents had filled the room after driving since dawn to beat the opening gavel. Not incidentally, those parents usually came from communities with the “worst” schools and the lowest test scores. While many disagreements exist about the best way to run schools, there is no shortage of people, particularly parents and educators, who care.

2. Tennessee has one of the most fascinating education stories in America.

I’ve had a front-row seat to massive changes in K-12 education under reforms ushered in by Race to the Top — an overhaul being tracked closely well beyond the state’s borders. But the national interest and import doesn’t end with changes stemming from the $500 million federal award. Tennessee is home to some of the nation’s premier education researchers, making its classrooms laboratories for new ideas about pre-K, school turnaround, and literacy instruction, just to name a few. And at the legislature, more lobbyists are devoted to education than to most any other cause. A lot of eyes are on Tennessee schools.

3. The education community is not as divided as it looks.

During the course of just a few years, I watched state lawmakers change their positions on accountability and school vouchers. I witnessed “anti-charter” activists praise charter leaders for their work. I chronicled task force meetings where state leaders who were committed to standardized testing found middle ground with classroom educators concerned that it’s gone too far. In short, a lot of people listened to each other and changed their minds. Watching such consensus-building reminded me that, while there are no simple debates about education, there is a widespread commitment to making it better.

4. Money matters.

Even when stories don’t seem to be about money, they usually are. How much money is being spent on testing, teacher salaries, school discipline reform? How much should be available for wraparound services? Why do some schools have more money than others? Is there enough to go around? Tennessee leaders have steadily upped public education spending, but the state still invests less than most other states, and the disparities among districts are gaping. That’s why more than a handful of school districts are battling with the state in court. Conversations about money are inextricable from conversations about improving schools.

5. Race is a significant education issue, but few leaders are willing to have that conversation.

More than 60 years after Brown v. Board of Education, Tennessee’s schools are largely racially segregated. Yet most policymakers tread lightly, if ever, into conversations about achieving real racial integration. And in many cases — such as a 2011 law enabling mostly white suburban Shelby County towns to secede from the mostly black Memphis district — they’ve actually gone backwards. Then there’s the achievement data. The annual release of test scores unleashes a flurry of conversation around the racial achievement gap. But the other 11 months of the year, I heard little about whether state and local policies are closing those gaps — or contributing to them — or the historical reasons why the gaps exist in the first place. To be sure, state leadership is trying to address some of Tennessee’s shortcomings. For example, the State Department of Education has launched modestly funded initiatives to recruit more teachers of color. But often, race and racism are the elephants in the room.

6. Still, there’s lots to celebrate.

If there were unlimited hours in the day, I could have written thousands of stories about what’s going right in public education. Every day, I received story ideas about collaborations with NASA in Oak Ridge, high school trips to Europe from Memphis, gourmet school lunches in Tullahoma, and learning partnerships with the Nashville Zoo. Even in schools with the steepest challenges, they were stories that inspire happiness and hope. They certainly inspired me.

Grace Tatter graduated from public schools in Winston-Salem, N.C., and received her bachelor’s degree in history from the University of North Carolina. She’s now pursuing a master’s degree in specialized studies at the Harvard Graduate School of Education.

First Person

I’m a Houston geography teacher. This is my plan for our first day back — as soon as it arrives

PHOTO: Creative Commons / Texas Military Department
Texas National Guard soldiers arrive in Houston, Texas to aid citizens in heavily flooded areas from the storms of Hurricane Harvey.

Hurricane Harvey has upended so many things here in Houston, where I am starting my third year as a teacher. One of them is the lesson I am planning for the first day of school — as soon as it arrives.

This upheaval is nothing compared to what people across the city have faced, including my students, who have been sending me photos of evacuation boats going past their houses.

But it is fundamental to the task of being a teacher at a time of crisis. As an A.P. Human Geography teacher, my job is to help students make connections between the geography concepts we are learning in class and their real lives: Does Houston look like the models of urban development we study? Does their family history include a migration?

Before the storm, my thinking went like this: I am white and was born in England and most of my students are Hispanic, many with parents who were born in other countries. I was excited for us to share and compare our different stories. My students last year were shocked and fascinated when they discovered that my white, middle-aged father who is a university professor was applying for a green card, just as many of their family members were.

Now, Hurricane Harvey has underlined for me the importance of those real-world connections. As I looked at the photos from my students, I was struck by how geography concepts can affect us in very real — even life-threatening — ways.

I had planned to teach a lesson at the end of the year about how urbanization affects the environment. The lesson looks at how urbanization can exacerbate flooding: for example, how paving over grassy areas can increase the speed with which rain reaches the bayous, causing the water levels to rise faster. I would then have students evaluate different policies cities can adopt to mitigate that risk, such as encouraging the building on brownfield rather than greenfield sites and passing laws to protect farmland — options that have significant benefits but also significant costs.

I have decided to move this lesson up in the curriculum and teach it when we have school again. School is scheduled to start again on Tuesday, though at this stage everything is provisional, as each hour we find out about more families that have had their homes destroyed by the rising waters. It is still unclear how all our staff, let alone students, will get to school.

I am worried that the lesson could re-traumatize students who have experienced so much trauma in the past few days. I know I will need to make an active effort to make students feel comfortable stepping into the hall if they are feeling overwhelmed. However, my experiences with the recent presidential election make me think that this lesson is exactly what some students might need.

After the election, many students were genuinely confused about what had happened. One question in particular was on their minds: How you can you win the popular vote but not the election? We talked through the Electoral College together, and having clarity about what had happened and why it happened seemed to give them a firmer foundation to build on as they processed their emotions. I am hopeful that teaching about flooding will help ground them in a similar way.

This lesson about flooding was once simply another lesson in the curriculum, but now it has taken on a new urgency. In moments of disaster, it is easy to feel powerless; I certainly could not help the people I saw posting on Facebook that they were been on hold with 911 for hours while standing on their roofs.

Yet teachers have a unique power — the power to shape the minds of future generations to solve the problems that we face. Houston’s location means that it will always be susceptible to flooding. But by teaching about the flood I hope I can play a small role in helping our city avoid repeating some of the tragic scenes I witnessed this week.

Alex McNaughton teaches history and geography at YES Prep Southeast in Houston.

Looking to help? YES Prep is collecting donations to support its students and their families. Houston ISD and KIPP Houston are also soliciting donations for their students.