As a teacher, I rant about "entitlement culture" all of the
time. Nothing can be more irritating than a person who feels that he or she is
owed something for nothing. This is not an unabashed swipe at teens, either.
While I tend to focus on them because they're in my sphere of influence, I see the
entitlement ideology everywhere, unfortunately.
Perhaps this is the root of the reaction. If you want a sure-fire
way to move a student from calm to explosive, ask one to hand over his or her
cell phone. Sadly, the reactions I've witnessed don't vary all that much. My
colleagues report the same predictable behavior among their own students.
Bordering and perhaps surpassing the threshold of obsession,
some students see their cell phones as much of a necessity as the air we
breathe. To deny students access to this vital resource is (at least in their
minds) akin to physical or mental abuse.
I wish I was sensationalizing this, but don't think I am. These
attitudes and behavior aren't the case for all students, of course; however,
more and more educators report that students, when asked to put phones away, pull
them back out again within minutes. Student cell phones may be furtively hidden
beneath desks, behind purses, or in the pockets of hoodie sweatshirts. One
student even threatened to attack a substitute teacher if she didn't give him
back his phone. And I work in a district that is usually tied for dead-last in
our region for frequency of violent behavior in school. This isn't exactly an
environment that encourages violence and threats.
Student Culture or
Dangerous Obsession?
I won't pretend to understand how the adolescent mind works
anymore. I am too far removed. And I admit to taking part in more than my share
of note-passing during math class. So why do today's students become so enraged
when a phone is confiscated, even if it's just for the remainder of a class? This
isn't just about personal property. Confiscating a baseball cap and releasing a
tidal wave of hat-head compressed hair may seem like a large embarrassment, but
it nets only a fraction of the outrage.
In my opinion, this aspect of student culture speaks to a
growing obsession for instant contact with friends and family that is unhealthy.
Without constant electronic stimulation, students seem to grow agitated.
They'll check their cell phones constantly to see if they've missed incoming
messages. And with the development of the Blackberry and iPhone, which allows
access to the Web, e-mail, instant messenger, and social networking sites like
MySpace and Facebook, those students who can afford them are now sitting at a desk
with a computer and tuning out the rest of the room.
Ten years ago, studies
showed that students could handle about 7 minutes of a video clip before "zoning
out". But turn on a video clip nowadays, and see how long it takes before heads
quickly look downward for cell-phone communication. Is this a scenario where a student
could, as he or she might say, "quit if I want to, but I just don't want to"?
Or has growing-up on instant access to communication and information become
such a part of the norm that being without it causes anxiety and stress? Is
there yet another addiction to be chronicled? Does it belong in DSM-V, due out in bookstores in May
2012?
Related Readings
(please note that hyperlinks will not work until future blogs
are posted):
Part 1 – The
Texting Time Bomb: A Year Later (Part 1)
Part 2 – Hell
Hath No Fury Like A Cell Phone Confiscated (Texting Time Bomb: Part 2)
Part 3 – Why
Cell Phones Make Educators Grumpy (Texting Time Bomb: Part 3)
Part 4 – From
Where I Sit – This Teacher's Take (Texting Time Bomb: Part 4)
Resources:
http://collegian.csufresno.edu/2007/04/23/texting-during-class-can-b-distracting-4-u/
http://cbs5.com/technology/texting.while.driving.2.1103836.html
http://www.ocregister.com/articles/kuehl-manslaughter-prosecutors-2364107-crosswalk-driving
http://www.msnbc.msn.com/id/32208299
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