Some schools have restricted the use of mobile phones. Is this a positive development or a negative development?
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Mobile phones have always been a very crucial part of academic learning in schools. While the mobile phones provide the students with ample of resources to keep up with the school work, some schools have restricted their use on campus to avoid the deleterious effect that using phones on campus offers. In my view, this is a positive development leading to more focused attention and physical as well as mental well being while learning in schools.
Restricting phone use in the classroom itself can improve learning. It helps the students focus on the task at hand as they are not easily distracted and this increases the attention time span as well as their concentration. For instance, when in a classroom, a student having a mobile phones will tend to feel an urge to check out his/her phone as soon as it buzzes or would get off his mind from the lesson being taught by scrolling through social media as it activates his dopamine reward system more than learning in the class. This leads to a disturbed environment in the classroom which is not productive and focused towards learning with the students practicing distraction with their mobile phones, thus affecting their attention spans and resulting in harmful effects in future academic learning. Restricting the use of mobile phones in classroom therefore becomes a very significant development in order to enhance learning outcomes in schools.
Restricted phone use results in more social interaction and development of social skills that play a major part in development as a student. It makes the student, be more involved with his/her surroundings rather than being isolated and scrolling through the phones. It helps in the development of social skills where the student can learn interacting and communicating in person instead of using messaging as a way of communication. For example, during breaks between the lessons, if students have their phones in hand, they tend to forget the surrounding and would not indulge in any social interaction and physical activity. This hinders the overall development of the student apart from academics. The students becomes less driven towards social interactions and this develops in them a feeling of being isolated from the environment that they are physically present in, leading to mental health issues later in life. All of this further proves the restricted mobile phone use in classroom as a positive development.
Mobile phones have both demerits and merits in learning phase of a student, but keeping in mind the harmful effects that it poses, restricting the use is a major and positive development as this leads to enhanced learning, developed social abilities, effective communication skills in person and a focused and concentrated mind, thus helping in good academics and a healthy mind.
Grammar and spelling errors:
Line 5, column 341, Rule ID: AFFORD_VBG[1]
Message: This verb is used with infinitive: 'to interact'.
Suggestion: to interact
...cial skills where the student can learn interacting and communicating in person instead of ...
^^^^^^^^^^^
Line 5, column 716, Rule ID: AGREEMENT_SENT_START[1]
Message: You should probably use 'become'.
Suggestion: become
...dent apart from academics. The students becomes less driven towards social interactions...
^^^^^^^
Line 7, column 57, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to phase'
Suggestion: to phase
...ve both demerits and merits in learning phase of a student, but keeping in mind the h...
^^^^^
Transition Words or Phrases used:
but, if, so, therefore, thus, well, while, apart from, for example, for instance, as well as, in my view
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 13.1623246493 84% => OK
Auxiliary verbs: 5.0 7.85571142285 64% => OK
Conjunction : 17.0 10.4138276553 163% => OK
Relative clauses : 7.0 7.30460921844 96% => OK
Pronoun: 34.0 24.0651302605 141% => Less pronouns wanted
Preposition: 67.0 41.998997996 160% => OK
Nominalization: 21.0 8.3376753507 252% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2361.0 1615.20841683 146% => OK
No of words: 456.0 315.596192385 144% => Less content wanted.
Chars per words: 5.17763157895 5.12529762239 101% => OK
Fourth root words length: 4.62105577807 4.20363070211 110% => OK
Word Length SD: 2.81465432522 2.80592935109 100% => OK
Unique words: 211.0 176.041082164 120% => OK
Unique words percentage: 0.462719298246 0.561755894193 82% => More unique words wanted or less content wanted.
syllable_count: 722.7 506.74238477 143% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 5.43587174349 129% => OK
Article: 2.0 2.52805611222 79% => OK
Subordination: 3.0 2.10420841683 143% => OK
Conjunction: 1.0 0.809619238477 124% => OK
Preposition: 2.0 4.76152304609 42% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 16.0 16.0721442886 100% => OK
Sentence length: 28.0 20.2975951904 138% => The Avg. Sentence Length is relatively long.
Sentence length SD: 84.6830257121 49.4020404114 171% => OK
Chars per sentence: 147.5625 106.682146367 138% => OK
Words per sentence: 28.5 20.7667163134 137% => OK
Discourse Markers: 6.5 7.06120827912 92% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 3.0 5.01903807615 60% => OK
Sentences with positive sentiment : 8.0 8.67935871743 92% => OK
Sentences with negative sentiment : 6.0 3.9879759519 150% => OK
Sentences with neutral sentiment: 2.0 3.4128256513 59% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.257957074595 0.244688304435 105% => OK
Sentence topic coherence: 0.108254803762 0.084324248473 128% => OK
Sentence topic coherence SD: 0.0596180177031 0.0667982634062 89% => OK
Paragraph topic coherence: 0.185180220882 0.151304729494 122% => OK
Paragraph topic coherence SD: 0.0288971588105 0.056905535591 51% => OK
Essay readability:
automated_readability_index: 17.2 13.0946893788 131% => OK
flesch_reading_ease: 43.06 50.2224549098 86% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 14.2 11.3001002004 126% => OK
coleman_liau_index: 13.06 12.4159519038 105% => OK
dale_chall_readability_score: 8.56 8.58950901804 100% => OK
difficult_words: 102.0 78.4519038076 130% => OK
linsear_write_formula: 10.5 9.78957915832 107% => OK
gunning_fog: 13.2 10.1190380762 130% => OK
text_standard: 11.0 10.7795591182 102% => OK
What are above readability scores?
---------------------
Rates: 73.0337078652 out of 100
Scores by essay e-grader: 6.5 Out of 9
---------------------
Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.