Entering the new semester, many universities have demanded that classrooms be phone-free, collecting phones before class and deducting points from daily performance scores for unauthorized use. The School of Aviation at Beihang University is requiring students to place their phones in provided storage bags before class, and several other universities, including Northwest University of Political Science and Law and Anhui Polytechnic University, have previously introduced similar regulations. Creating phone-free classrooms has become an important part of strengthening academic discipline at many universities.

While some people applaud these measures, skeptics argue that collecting phones does not necessarily increase students' "heads-up rate." If students are not fully engaged, a phone ban is merely a painkiller treating symptoms, not the root cause.

Zheng Chi (Guangzhou Daily): On the surface, banning phones in class is a matter of classroom discipline, but it actually touches on a deeper conflict: Should universities continue to supervise students or cultivate their capacity for self-discipline? Supporters argue that collecting phones uniformly provides a safety net for students with weak self-control, helping them focus in class. 

However, university students are mostly adults who should have the ability to manage themselves and the right to make free choices. Continuing to adopt the "forced" and "militarized" management mechanisms prevailing in most high schools may prove counterproductive. Nowadays, phones and computers are no longer merely tools for socializing and entertainment. Many classes require AI software and other aids for literature review and online collaboration. A complete ban is not realistic.

Liang Yong (Rednet.cn): Improving class efficiency requires a comprehensive, multi-pronged approach. Teachers must strive to enhance their teaching skills and quality; students must observe classroom discipline; and universities must strengthen classroom management and supervision. Banning phones in class is only one component. This single measure will not boost students' attention, but it's unfair to deny its practical value simply because it does not address the root cause.

Many argue that the key to increasing attention lies in whether a class is worth listening to, implying that if the class is engaging enough, students will naturally resist the allure of the phones. This judgment is overly optimistic. University learning is systematic and specialized; many courses are highly theoretical and demanding, making it hard for students to remain intensely interested throughout. Some teachers are deeply knowledgeable and have unique insights but are less eloquent. Does that make their classes unworthy of attention? University classrooms should be diverse: Straightforward, lively classes are good, but rigorous, slightly dry ones can also be valuable. A classroom is not a theater; it cannot be judged solely by immediate appeal.

There is broad consensus that phones erode students' concentration. While phones in class serve legitimate purposes like looking up information, they often create more distraction. Not bringing a phone does not guarantee focus, but it does reduce that distraction.

A good classroom is a mutually beneficial space. If teachers prepare carefully but receive no response, they may feel frustrated and reduce their investment over time. Conversely, students' focused attention and positive feedback empower teachers. The value of listening depends partly on teachers' ability and dedication and partly on a classroom atmosphere of mutual respect jointly created by teachers and students.

Yet given the worrying reality of students' attention spans, using external means to guide their focus toward class rather than their phones is a worthwhile measure. BR

Copyedited by G.P. Wilson 

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