Introduction:

Hello, Dương Quảng Hàm English Club,

We are a group from class 11A1, and we’re pleased to have the
opportunity to share our presentation on the topic: The Use of
Mobile Phones in Schools. Our team consists of four members:
Đàm Kim Doan, our presentation designer; Đỗ Khánh Ly, our
presentation preparer; Tố Linh, our slide designer; and our
presenters, Ngọc Linh and Kim Doan. We’ve worked together to
provide insights and thoughtful analysis on this topic.

Through our research, we found that Dương Quảng Hàm students

have some key questions about this issue, such as:

 Why does Dương Quảng Hàm High School not allow students to bring
phones to school? What is the reason?
 Will the school allow phones in the future?

We’ll be addressing these questions and discussing the benefits and

challenges of allowing mobile phones in schools.

To make it easier for the club to follow along, we’ve divided our
presentation into four parts:

1. The current state of phone usage.

2. Benefits of using phones in schools.
3. Disadvantages of using phones in schools.
4. Perspectives from everyone and possible solutions.

As we know, bringing mobile phones to school has long been a

controversial issue in educational settings. Opinions vary widely
among teachers, students, and parents on whether phones should
be allowed in schools and, if so, under what conditions. Some
believe that phones serve as helpful tools for learning, while others
see them as distractions from studies.

In Part 1 of our presentation, we’ll discuss the current state of

student phone usage in schools, including what we observe and
how students feel about these restrictions.

Here, we have included photos and videos were collected by class

11A1, captured by our own classmates. Through these images and
videos displayed on the screen, it’s clear that bringing phones to
school brings about various challenges. For example, diligent
students may use their phones to look up vocabulary or find study
materials, while some less-motivated students bring phones mainly
for gaming or entertainment, which can greatly impact their
learning.

.
From these observations in Part 1, it’s clear that student phone
usage in school has both advantages and disadvantages. While
some students are distracted by phones, others make productive
use of them. This leads us to Part 2, where we’ll explore the
potential benefits of allowing phones in schools.

For certain subjects, like English, which requires thorough

preparation before each lesson to maximize effectiveness, the use
of mobile phones becomes incredibly useful. Students can use their
phones to look up new vocabulary through apps like 4English or the
Cambridge Dictionary, find grammatical structures, and review
upcoming exercises. This kind of access can greatly enhance their
learning experience and help them arrive in class better prepared.

Moreover, during free periods, such as physical education or

national defense classes, students can use their phones to watch
review videos and reinforce what they didn’t understand in class.
For example, there are popular math channels on YouTube, like
Thầy Quang and Thầy Phan Hữu Tiến, which provide excellent
resources for students seeking additional help. This flexibility allows
students to take charge of their learning and ensures that they can
grasp challenging concepts outside the classroom.By utilizing free
periods in this way, students can optimize their study time and
allocate more time to other activities. This approach not only
enhances their understanding of subjects but also allows them to
balance their academic responsibilities with extracurricular
interests. Thus, phones can serve as valuable tools for effective time
management and personal development.

We have some pictures to illustrate the above problem

The next section will be presented by Đào Ngọc Linh, who

will discuss the disadvantages of using phones and share
various perspectives on this issue.

Of course, while there are many advantages to using phones in

schools, it’s important to acknowledge that there are also significant
disadvantages. As we move on to Part 3, we’ll explore the
drawbacks of allowing phones in educational settings.

One significant disadvantage of using phones during school hours is

the increased risk of cyberbullying and online conflicts, which
can lead to physical altercations outside of school. Given the young
age of students, disagreements can arise without effective
resolution, leading some to view violence as a way to address their
issues. This not only disrupts the learning environment but also
poses serious emotional and physical risks to students involved.
Furthermore, using phones during class can hinder
communication between students and teachers. There are
even instances where students sitting next to each other in class
choose to communicate through messaging apps instead of
speaking face-to-face. This reliance on technology can diminish
essential social skills and the ability to engage in conversations,
ultimately affecting the classroom dynamic and learning experience.

We have some pictures to illustrate the above problem

Now, let’s move on to Part 4, where we’ll explore everyone's

opinions about using phones in school. By considering the
perspectives of students, teachers, and parents, we can gain a
comprehensive understanding of this issue and identify potential
solutions.

From the teacher's perspective, opinions on phone use in school

vary. Some teachers view phones as valuable learning tools that can
enhance student engagement and provide access to educational
resources. However, others are concerned that phones can lead to
inappropriate behaviors, such as using social media during lessons
or recording videos without permission. These concerns highlight
the importance of this problem to ensure a productive learning
environment.

Some parents suggest alternative solutions, such as collecting

students' phones and locking them in a cabinet until the end of the
school day. almost all parents express concerns and do not support
allowing phones, believing that they negatively affect students'
learning and focus in the classroom. They worry that the distractions
posed by phones can hinder academic performance and social
interactions among peers.

And that concludes our presentation. Thank you, teachers

and friends, for your attention and support.

 · How well did the presentation cover both the advantages and disadvantages of
using phones in schools?
 The presentation effectively covered both the advantages and disadvantages by
discussing how phones can support learning while also highlighting concerns about
distraction and inappropriate use.
 · What specific examples or evidence did you provide to support your points?
 We used specific examples, such as English-learning apps and YouTube educational
channels, to show how phones can support studying. We also provided images and
videos from our own class to demonstrate real situations.
 · Did the presentation address alternative solutions or perspectives on phone use?
 Yes, we discussed alternatives, like locking phones in a secure cabinet during class and
limiting phone use to certain times.
 · How effectively did you use images and videos to illustrate your points?
 We used images and videos from our own class to illustrate the issues students face with
phones, making the points more relatable and realistic.
 · Was the structure of the presentation clear and easy to follow?
 Yes, we structured the presentation into four parts: current usage, advantages,
disadvantages, and opinions, which made it easy to follow and understand.
 · Did each group member contribute meaningfully to the discussion?
 Yes, each member had a designated role, such as designing slides or presenting specific
parts, which ensured that everyone contributed meaningfully.
 \· How well did you anticipate and respond to potential counterarguments?
 We addressed possible counterarguments, like the idea that phones could distract
students, and suggested solutions like monitored usage during specific times.
 How does this presentation suggest handling the balance between educational use
and the potential distractions of phones in school?
 We suggest implementing clear guidelines that allow phones for educational purposes
while setting strict rules to minimize distractions, such as restricting social media use
during class.
 What impact do students believe phones have on their own academic performance
and social skills?
 Students believe that phones can enhance their academic performance by providing
quick access to information, but they also recognize that excessive use can hinder their
social interactions and focus.
 How well did the group consider the roles of different stakeholders, like teachers,
parents, and students, in addressing phone usage policies?
 The group made sure to include perspectives from teachers, parents, and students,
highlighting the importance of collaboration among all stakeholders to create effective
phone policies.
 How feasible are the solutions proposed in this presentation, such as restricting
phone use to certain times or locking them in secure cabinets?
 The proposed solutions are feasible; for instance, schools can implement designated
phone-free periods and establish secure cabinets for students to store their phones
during class.
 Did the presentation suggest any ways to educate students on responsible phone
usage?
 Yes, we suggested incorporating workshops or classes on digital citizenship to teach
students about responsible phone use, online etiquette, and the importance of balancing
screen time with real-life interactions.
 What are some ways the presentation suggests schools could enforce these phone
policies effectively?
 We suggested regular monitoring of phone use in classrooms, providing training for
teachers to handle phone-related issues, and involving parents in discussions about
acceptable phone policies.
 How did the group address or respond to any potential criticisms of their
viewpoints on phone usage in schools?
 The group acknowledged potential criticisms, such as concerns about distractions, and
provided counterarguments by emphasizing the benefits of structured phone use and
the need for student responsibility.