Monotasking

Back in February, we described how we invite and respond to student perspectives with respect to curriculum design. Incorporating student interests and concerns into curriculum makes it more likely students will feel connected to what they do in school, more engaged by the teaching and learning process.

We know we want students to have a garden experience that will be phone-free.

We know students are troubled by the social pressures and conficts generated and worsened by social media, which they access on their cell phones.

We know that all of us have a hard time setting boundaries with our cell phones.

We know that practicing mindfulness and monotasking can help students navigate challenging situations in or out of school.

Given all this, we described our approach to cell-phone management in that earlier blog post.

So now here we are, almost two months later. With Val’s support, students have been exploring the relationship between monotasking, classroom engagement, and creating time and space away from cell phones. In short, we’re been piloting the curriculum that emerges from a student-centered process of curriculum design. If you’re curious, feel free to read what our students are reading and try these exercises at home!

Val writes:

As we have been practicing monotasking — specifically away from and not distracted by our phones — I’ve observed and learned that more attention and engagement happens when we are doing something that’s both hands-on and engages creativity of some sort. Today we used painting as our hands-on monotasking activity. For some students who were having a hard time deciding what to paint, I suggested that maybe a focal point -- such as some of the plants we have around the classroom -- could be good muses. 

Before we started painting, we practiced our Feelings exercise of self-awareness. This was right after spring break, and most students felt tired, irritated, and cold because they wanted to be home and not at school. Other students said they were happy, hopeful, and peaceful because they were simply having a good day. 

Before we began, we reviewed what monotasking was, and how that will benefit us and the garden once it's planted. Monotasking will allow our minds to slow down and focus intentionally. Respectfully, I ask students to leave our room and return to their class if they are not able to meet the expectations of being off of their phones while we are together. (Only one student was asked to leave this day!)

I quietly put on some upbeat jazz music and had some chocolates and pretzels as snacks for them while they painted. It was so amazing to see how focused and creative they got. I mean most students were just so engulfed with it, we ended up painting for about 40 minutes. Afterwards, they requested that we have another paint day so that they can finish their projects or start another one. The teachers and I all praised their focus and the skills they're shaping as we practice monotasking. 

One student in the afternoon decided to let me hold on to her phone while we were together. That was pretty cool too, to see students setting themselves up for success by limiting the things that get in the way of that. It was a pretty great day!

Peaceful time and space with neither screens nor phones. Photo by Valaree Logan.