Teachers Book Club Learns About Effects Of Screen Time On Gen Z

Every Monday, a group of middle and high school teachers meet in Room 203 to discuss a book called “The Anxious Generation” by Jonathan Haidt, about young people of recent generations and social networks. In small groups, they discuss what they learned.

“The Book Club is an opportunity for CHAH teachers to read and discuss a pedagogical or pedagogically-related book together as a form of professional development and community-building. It is run by Ms. Murphy, who is the UFT Teachers Center coach. She creates fun, engaging professional development experiences for us to become better teachers,” said Emily Doscher, an ENL/ELA teacher.

“Something interestw was that children need to interact and play a lot with other children without adults present, and that way they can learn how to resolve conflicts and how they will do it when they become adults,” said Yesenia Morel, an ENL teacher. 

The book compares children’s brains before and after phones and can motivate teachers to use its teachings in their teaching methods at school to create a more friendly environment for everyone.

“What I do is have [students] not use cell phones, have them look me in the face when they speak, and create more direct communication,” said Ana Toaspern, a paraprofessional teacher. “Let’s talk face to face and keep it as simple as possible so everyone understands.”

In addition to helping teachers better understand the problems facing young people because of technology, it also addresses the consequences that early social media use can have.

“The book is about how technology, cell phones, Facebook, and all types of technology affect young children, creating anxiety and other negative effects,” said Morel. 

The new generations have changed the way they educate teenagers due to the influences of social networks and how addictive they can be.

“My favorite part of any professional development is getting to talk to other teachers– to share strategies and ideas and learn from each other,” Doscher said. “The book we’re reading…has made me think about how to adapt my classroom culture, routines, and instruction to better support students.”