Never having played sports in school (or ever, really), the phone tree, as I understood it being used by soccer moms, never really entered into my life. I got the concept, but never needed.
When talking to a music teacher a few weeks ago about how he was using technology to care for students, the phone tree became suddenly relevant.
After a marching band gig, the teacher had sent a mass text to all of his musicians thanking them for showing up and performing. A simple act this teacher hadn’t thought much about until I’d worked to underline the importance of the ethic of care in the classroom.
It was a simple act that, after the instruments had been packed away, reminded the students that what they did mattered to other people and that they were valued.
It also got me thinking about a possiblity for phone trees in the classroom. Apps are great and I’m all for welcoming kids to bring tech into school spaces. Oftentimes, this transitions to a mandate or a platform requirement.
Enter, phone ring.
Here’s what I’m thinking:
- At a class’ opening, each student is linked to another. A to B, B to C, C to D, etc. until Z is linked back around to A in the end. (More of a phone ring, I’m realizing.)
- Working on anything – homework, projects, whatever – if C has a question she can’t quite figure out, she gets ahold of D via whatever means necessary. It can be text, IM, e-mail (gasp), phone call (double gasp). D and C work together find an answer.
- If they can’t, that’s cool. The ring continues. D says, “I think we need another brain,” and gets ahold of E. The ring continues.
- Knowing the system is in place, the teacher begins the next class asking if any questions or troubles made it around the ring since their last meeting. It’s a formative assessment gold mine.
Student are practicing social skills, it’s low-threat collaboration, it values the asking of questions. It’s low-cost and allows for the use of mobile technologies without requiring them or the installation of new functionalities.
P.S. In putting together the chain, I’d probably take personalities into consideration and try to build in as much student choice. The easiest way I’ve found is starting with a conversation of what it means to be connected to someone who supports your learning and then asking each student to write down the names of three students they know would support their learning if they were linked and one student who would probably derail their learning. After that, it’s up to teachers’ professional opinion to make matches that foster student growth.