Devices Create Distractions in the Classroom

At the Upper Valley Waldorf School, we know that the kind of relationships students have with their teachers and their peers is a determining factor in their success. We put time and effort into building these relationships, weaving traditions like the morning and afternoon handshake into our day. We teach and model relationship building just like any other lesson or skill we hope to impart to the children. Holistic education is a term that is often misunderstood. At our school, holistic education means we recognize that children are more than just academic vessels, and we put as much intention and planning into nurturing their physical bodies and spirit as we do into delivering high quality math or reading instruction. Our ability to be a community capable of delivering this experience begins with building strong relationships.

We also know that, while technology and technological advances are a critical part of the growth of humanity, having phones in our hands inhibits the growth of personal connections. This is less about the negative distractions of devices (although we acknowledge that too!) and more about the positive intention behind building meaningful relationships. This practice has always been in place at UVWS because it supports an educational model which fosters real connections.

This is apparent when you visit our school. You won’t see groups of students gathered on their phones. You won’t see phones anywhere in our school. You won’t hear teachers asking students again and again to put their phones away. What you will see are students genuinely engaged in class. You will see, and more noticeably hear, the calm and quiet environment that has been purposefully created for optimum learning. During downtime, you will see students playing with each other, talking, laughing, running, climbing, and building. This is possible because the ongoing distraction caused by phones has been removed. While other schools and organizations are creating phone policies due to negative feedback and research, UVWS has not only been practicing this for years, but we have also done it as a proactive part of our pedagogy rather than a reaction to an emerging crisis.