Mobile phones at school

Subject: Cross-cutting themes
Summary: The entire class is involved in taking attitude; as everyone has at least one cell phone they may suggest why is it important to each of them having a mobile. Not all are using it in class so they might be disturbed if someone is talking at the cell during the classroom. The aim of the activity is to involve the pupils to choose a “yes” or “no” team and to argue the selection and also to develop the taste of public speech and to encourage them to do that often. Even if their reasons will be too simple perhaps, the fact that they support by arguments their opinion is a plus.
Activity length: 50 min

By the end of this activity, each student will:

  • deliver or participate in the preparation of one speech.
  • be involved in a team work
  • be introduced to using a clear structure to organize ideas
  1. The initial 5 minutes The teacher will describe what role play is to the class, then the necessity to debate how useful are cell phones in the class; the students will present by Brainstorming the necessity of having the cell phone each minute- or not.
  2. 1 minute– being beginners, any speech should last 2- 5 minutes.
  3. The next 5 minutes The teacher  decide that the activity will take place between the 5- 6 groups of pupils. In order to avoid the unpleasant situations ( disorder, noisy etc. ) they will start numbering themselves, in order, from right to left with loud voice starting with “one”, “ two” …five; at the end they all split into groups- all the students who are “one” – gather a group, “two” gather another group and so on.
  4. 3 minutes– I will hand out the description of each group

G1- represent the YES pupils- they must argue why they consider cell phones as a must;

G2 – represent the YES teachers- they are not disturbed by rising cells;

G3- represent the NO students; their arguments must convince the audience that we can live without using mobiles any minute;

G4 – represents NO teachers; they are severe, in a good way; their arguments must be stronger than YES teachers group; they must give reasons why the educational process is disturbed by using cells;

G5 – represent YES parents-their children are allowed to have one or more mobiles at school ( safety- for ex);

G6-  represent parents  NO – from their point of view, mobiles are putting in danger their children; if there are expensive, the risk increases.

  1. 10 minutes – in the beginning all the 6 groups discuss the main idea/ ideas from the perspective of the role.

They all contribute with ideas- Brainstorming but only one student will present the conclusions in the front of the class.  Each student will involve in his own group – but the speaker will decide on his own  how to approach the topic when he will be in the front of the others.

  1. For 5 minutes each group is allowed to prepare their speeches and to design the representative.
  2. 1- 2 minute The teacher invite the student representatives to take their place in the public session and take their role seriously – for this purpose six chairs are arranged in the front of the class.
  1. 10 – 20 minutes the members debate for CELLS IN CLASS are obliged to come to a conclusion. After the preparation time elapsed ( 1 – 2 minutes) the public debate begin.

For a better debate session I preside over the role play, recognize speakers, maintain order. From the beginning we decided that at the end of each speech , the representative members may ask questions    ( question session must last 1 minute) . The teacher  introduce the additional floor speaker.

  1. 6 minutes – Each group will have the chance to give closing remarks ( 1 minute/ group)