During an English lesson, I noticed one of my students, Tal, using her cellphone while I was explaining an important concept. I paused the lesson and asked her to put the phone away, reminding her of the no-cellphone policy in class. Tal responded that she was looking up a word related to the lesson and wasn’t trying to be disruptive. However, I pointed out that this wasn’t the first time she had been on her phone during class, and her behavior was distracting to others. This led to a tense exchange , with Tal insisting she was using the phone for academic purposes and feeling unfairly reprimanded.

After the class, I invited Tal to stay behind to discuss the issue privately . Tal shared that she found the dictionary apps on her phone quicker and more accessible than the physical dictionaries in the classroom. She explained that she didn’t want to interrupt the lesson by asking questions, which is why she quietly used her phone. I acknowledged her perspective but explained that frequent cellphone use during class can appear disrespectful and make it challenging to maintain focus and order.

We reached a mutual agreement after a thoughtful mediation : Tal could use her phone for academic purposes during class if she informed me beforehand. I also promised to make resources like dictionaries and other tools more accessible and encouraged students to ask questions without hesitation. This solution balanced Tal’s need for quick information with my responsibility to maintain a focused learning environment, fostering mutual understanding and respect.