Should There Be Social Rules About Cell Phone Use in Schools or the Workplace?

Many a time cell phone use in schools or the workplace become the source of annoyance and inconvenience for others. So there props up the question whether we need to have social rules in these places. Let’s discuss the issue. Read on to find out.

Imposing social rules at times becomes rather hard while majority of the time some general rules can be applicable. For instance, there can be some general social rules that the usage of the phones is prohibited in school and workplace premises. But then we need to hire manpower to keep track of such misuse of phones. Of course, they can be captured in electronic scanners but then hunting out the right person in such large schools or workplaces may become a challenge.

On the other hand, if there is a general restriction of mobile phone use in the institution premises, there can be more peace and quiet as well as harmony and balance. Especially inside classrooms, if peace and quiet can be maintained among students with the phones switched off completely, the teacher is better able to communicate with the class with the least interruption of ringtones and calls from phones.

Besides, it is more difficult to impose restriction of phone use in the workplace. But there can be general social rules on the limited usage of such gadgets. For instance, it is difficult to trace every employee’s office and find out if they are actually using cell phones and calling others in their work hours. But then the workplace wouldn’t have to bother so much because there are usually work deadlines and if they are not met and the employees spend time talking on phones, naturally they will be in trouble.

On the contrary, if the workplace is divided into cubicles, it’s all open and everyone can be seen what they are doing so that unless it is really urgent, mobile phone calls will rarely be incoming or outgoing on personal use.

Sometimes in the workplace, salesmen and receptionists need to use cell phones constantly. So these people can be relaxed from the limited usage of these phones. Then it becomes difficult to impose total restriction of phone calls on cell phones for all others. So some general social rule should be passed on regarding the matter.

Therefore, I conclude that in schools, the cell phones should be switched off completely inside classrooms while in workplaces, there should be a general rule on the restriction of cell phone use.

Your Guide to Using Your School’s Sports Premium

There are many publicised ways in which funding is being cut for certain elements for schools within the UK. However, there are pockets of funding that are specially created for those who are well-informed in relation to the requirements and funding process.

Therefore, the following guide has been put together in order to better understand Sports Premium, its best uses and advice on getting started. All of which will leave you well-informed and in the best position to gain valuable and likely much-needed funding support for your school.

It was recently announced by the UK Department for Education that all primary schools will receive an increase to the Primary PE & Sports Premium. Further information detailed that the additional funding essentially doubles individual pupil funding allocations. Why? The intention was that every primary school will be able to improve its PE and Sport provision. This confirms their commitment to our children’s physical education services.

The plan was made effective as of the 2017/2018 academic year. Furthermore, the Government has pledged a commitment to continue this funding until at least 2020.

This leads us onto outline what your school may actually get. Schools with sixteen or fewer eligible pupils will receive £1000 per pupil. However, schools with seventeen or more eligible pupils will receive £16,000 plus an additional payment of £10 per pupil. Additional information regarding payment mechanisms were made available in October 2017 and are available upon request.

The following information discusses the funding facts to ensure that you are in the best position to meet the criteria restrictions and requirements. There are essentially three key areas that you need to consider. These include introducing new sports or activities for children, creating more extra-curricular activities and enabling teachers to improve their skill set.

Ideas that meet the Government’s requirements include offering teacher training, hiring qualified sports coaches to work with teachers, the improvement of resources to help teach PE and sport more effectively and the introduction of new sports or activities that encourage more children to partake in sports activities. Further ideas include the extension of after school sports clubs for the children in your school classed as the least active, staged sports competitions and the organisation of inter-school sports activities. This shows the depths to which the funding can be used.

However, there are elements of the funding that are not allowed and will not be supported. This includes the employment of coaches to cover planning preparation or assessment arrangements, teaching the minimum requirements of the national curriculum or, in the case of academies and free schools, teaching your existing PE curriculum.

In summary, to be eligible your school must implement ‘sustainable improvements to the provision of physical education and sport’. While there are restrictions in relation to the way in which the funding can be used, the truth is that it has been carefully considered so that it is used to improve both sort-term and long-term sporting programmes.

What Else Can Cultural Organisations Contribute to Learning in Schools?

There are many cultural organisations and schemes in the United Kingdom. Some examples are the Royal Shakespeare Company, National Youth Dance Company and TATE network. Others are the British Film Institute, Heritage England and Museums and Schools programme. Poetry By Heart, Music Education hubs, In Harmony, National Youth Music Organisations and the Sorrell Foundation’s National Art and Design Saturday’s clubs. These received monies from the £292 million spent by the government on cultural education. These monies allow them to continue contributing to students and teachers’ learning in schools.

Contributions to learning in schools are via two modes. One, learning opportunities are available to students in schools. This is via bespoke workshops, online, other media and in printed material. Two, students visit various facilities to engage in learning opportunities. These activities are essential and help pupils to feel included, valued and develop creativity. They help pupils develop cultural understanding and to excel in other areas of learning (Sharp & Le Métais 2000).

Here are some examples of contributions to students and teachers’ learning made by these organisations. Free schools broadcasts which bring performances into the classroom. Online resources, videos, image galleries and interactive learning resources. Pre-show insight sessions and bespoke student workshops and conferences. Associate schools programmes for young people who have limited access to cultural provision. Teacher professional development workshops and toolkits for teachers. Workshops for students and teachers in art galleries where students can encounter artwork alongside their teachers and artists. School events, study days and in-service education and trainings for primary, secondary and A Level students and teachers. Courses for teachers such as Masters’ degree in cultural subjects. Local heritage education managers working with schools to co-ordinate training, offer curriculum support and broker partnerships with local heritage providers. Schools nominating a lead teacher who is trained to embed local heritage in their school’s curriculum.

There is yet the opportunity for cultural organisations and schemes to do the following.

  1. Contribute to learning in schools by offering inclusive learning opportunities. This is happening, but more can be done. Only a small number of cultural organisations and schemes accommodate students with special needs. This requires further collaboration between specialists (cultural organisation and those in special educational needs). This in my view, should be an area of high priority.
  1. Contribute to learning in schools by offering learning opportunities for schools’ management teams, on managing cultural subjects in schools via bespoke workshops and/or online or other media. An examination of the websites of cultural organisations and schemes reveal no mention of this happening. The training of schools management teams is important because–given upcoming government initiatives–they will become increasingly involvement in managing various aspects of cultural education in schools.
  1. Contribute to learning in schools by ensuring that programmes support the school curriculum. This can done through partnerships with schools.

Reference

The Arts, Creativity and Cultural Education: An International Perspective. Caroline Sharp and Joanna Le Métais December 2000