A kindergarten teacher has gained popularity online for incorporating a traditional classroom management tool with a modern twist. Sara James, the teacher behind the idea of introducing a ‘tattle phone’ in her classroom, explains that she did not invent the concept herself, but rather discovered it through teacher communities and platforms like Teachers Pay Teachers.
The ‘tattle phone’ is a prop phone placed in the classroom where students can share their concerns or issues with each other or anything that may be bothering them. James took it a step further by choosing a phone that records the messages, allowing her to listen and address her students’ feedback later on.
The idea of using phones in this manner has been adopted by various teachers on social media, with some using video devices or non-recording phones. James found inspiration to implement the idea in her classroom after seeing similar approaches online and decided to purchase a message-recording phone from Amazon.
Upon introducing the ‘tattle phone’ to her kindergarten class, James noticed that the students were immediately interested and eager to use it. She believes that the innovation has been successful in helping her identify and address various issues within the classroom that may go unnoticed amidst the daily activities and interactions with the students.
By having the ‘tattle phone’, James can efficiently manage small incidents or conflicts reported by the children, providing timely resolutions and guidance to prevent reoccurrences. The tool has also proven effective in encouraging shy or hesitant students to communicate their concerns without feeling intimidated.
Despite some negative feedback, particularly regarding encouraging tattling behavior, James remains confident in the value of the ‘tattle phone’ as a tool for creating a safe and open communication environment in her classroom. Sharing her experience and the progress of the tool on TikTok has been a rewarding and enjoyable aspect of her teaching journey.
“It’s more stressful for students because we keep stopping and going,” explains James. However, he notes, “a lot of people really want to hear what the kids have to say.” He describes the experience as rewarding, seeing students express themselves in a new way without the pressure of face-to-face communication. “Some people are just not confrontational, and it starts at a young age. It’s been fun, and some of the things they do say are really so funny,” he adds.
James plans to continue implementing this approach in the classroom as he believes it is beneficial. He observes a significant decrease in negative behavior among students. While they still approach him with problems, they have become more comfortable expressing themselves over the phone. This method allows him to address issues more comprehensively rather than reacting to incidents as they arise throughout the day, which can be overwhelming.
The original article can be found on People.
