Media Mentor Month ’24

“Hey, are you still doing Media Mentor Month this year?” The DMs started to come in around early January, causing me to smile. I love that Media Mentor Month has struck a chord with teachers (and parents) around the world, and I’m thrilled that people still want ideas for talking with students about these important topics.

This year we assembled a brains trust of thought leaders in EdTech, and started spitballing ideas. I knew it was time for some new prompts and loved the idea of a mason jar full of questions, but where to start? That is where Doug Taylor stepped in. He kindly set up a ChatGPT Bot using all the previous examples of prompts we had created, along with information about the intention of the initiative.

From there, we generated prompts and adapted what we found to best suit our international audience. We colour-coded the themes and added icons, but it was Alex McMillan who first suggested the idea of a printed set of cards. I am a long-term lover of unique card decks – in fact, my Secret Santa last year even gifted me some decks to add to my collection – so this was an idea I absolutely had to get behind!

Alex & I tried a range of formats, sought feedback from students and finally settled on a design. Each card has a front and a back that is designed differently to help you select questions that are best suited to your child or student.

Cards with a solid background are geared towards Primary or Middle School students.
Cards with a white background are aimed at older students from Middle to High School.

The cards are organised into different colours according to each of the following themes:

We have versions available that you can print yourself and cut out accordingly, or you might prefer to view them on a device. We hope that however you interact with them, they spark conversation and dialogue in a constructive and positive way.

Media Mentor Prompts in English

All – Media Mentor Month 2024 by Keri-Lee Beasley & Alex McMillan

Media Mentor Prompts 2024 – Printable A3 version

Of course, it wouldn’t be Media Mentor Month without providing you options in different languages! Thanks to a team of talented educators, friends and students we have translations available in different languages (see below). If you don’t see a language you speak represented, we would love to expand!
Simply click on this link to access the template, and translate away!
Please do share the translated link back to us so we can include it below.
Pro Tip: Canva translates automatically, so if you prefer, do an auto-translate and then edit for meaning.

Chinese A3 Printable
Chinese Digital
Translation by Luna Wang & Susan Su

French A3 Printable
French Digital
Translation by Ludivine Kennedy

German A3 Printable
German Digital
Translation by Rachel Smith

Hindi A3 Printable
Hindi Digital
Translation by Sabrina Mukadam

Japanese A3 Printable
Japanese Digital
Translation by Junichi Nakamura & Mariano Zuk

Korean A3 Printable
Korean Digital
Translation by Sophia H

Russian A3 Printable
Russian Digital
Translation by Evgenia Barinova & Matthew Payne

Spanish A3 Printable
Spanish Digital
Translation by Tim Evans

Vietnamese A3 Printable
Vietnamese Digital
Translation by Nguyễn Ngọc Vũ

We hope you will join us for #MediaMentorMonth to have meaningful conversations and cultivate media literacy alongside the young people in your lives

Media Mentor Month 2022-23

March is just around the corner and you know what that means…!

Media Mentor Month is a global education initiative designed to help parents/teachers develop a supportive relationship with their children/students around digital technologies. It provides prompts to celebrate positive uses of technology, explore creative pursuits, and encourage us to take time for important conversations about how we best use our devices.

The pandemic has reinforced the importance of maintaining and developing these positive relationships with young people. Globally, many students have had to work through extended periods of hybrid learning and/or online learning, bringing with it many challenges.

Photo by cottonbro from Pexels

With this in mind, I invite you to join me once again to participate in Media Mentor Month, where, in addition to the Monopoly-style game board for Elementary students/parents, we now have a Middle/High school edition! For these older students, we developed some conversation starters around a series of weekly themes:

• 🗣 Communication
• 🗓 Organization
• 🧘🏽 Well-Being
• 📱 Social Media
• 🧠 Learning

We know students benefit from sharing with their peers. They have often developed sophisticated strategies and approaches that others could learn from, e.g. how they manage distractions, or their use of extensions or apps to stay productive. We adults can learn many great tips just by listening once we have offered a prompt.

Parents might choose to find a topic of interest and drop some of the suggestions into conversations. Teachers might select one a day to focus on with a whole class, or use a prompt in a 1:1 mentoring conversation. However you choose to use them, you can find them embedded below, or view them via the link here.

MS/HS Media Mentor Month Prompts

Below you can find the Elementary Game Board (we recommend printing A3 size)

Click here to access the A3 Board Game in English

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Click here to access the A3 Board Game in Chinese

For individual versions of the gameboard prompts, please see below:

We hope you will join us in completing some of the activities and look forward to seeing your tweets using the hashtag #MediaMentorMonth!

For further reading relating to Media Mentor Month, please see the links below:
Media Mentors, Not Media Police – blog post explaining the background to our first MMM, including research findings and book recommendations.
Managing Distractions with Mario – blog post containing strategies for creating the conditions for successful learning
More Digital Parenting Conversation Ideas – myths about screen time and some healthy habits to foster.
Speaking to G12 about Digital Wellness – a video of my talk with WAB senior students earlier this year, highlighting potential positives and negatives of technology for their consideration.
Media Mentor 2021 – Our fourth iteration of Media Mentor Month.
Media Mentor 2020 – Our third iteration of Media Mentor Month.
Media Mentor 2019 – The second Media Mentor Month.
Media Mentor 2018 – Our inaugural Media Mentor Month!

Managing Distractions with Mario

In terms of relevant life skills to foster in all students, managing distractions has to be high on the list. Our aim is to have students who can successfully focus on tasks and manage their time effectively. So how exactly do we go about helping our students achieve that?

We know “Knowledge is Power,” so providing background information and suggestions for how to maintain focus on tasks, is essential.

The following suggestions are taken from a presentation I will deliver to Grade 9 & 10 students here at the Western Academy of Beijing, organised around 4 key ideas:
1. Prep for it
2. Track it
3. Block it
​4. Sort it

Just like choosing the right vehicle for the race, you need to set yourself up for success. Here are some tips for a positive start to your work:

Find a quiet space to work. If this is a challenge, consider noise-canceling headphones, which will allow you to concentrate more easily.

Many people like to listen to music while they work. I recommend people reconsider the use of music – particularly any music with lyrics – while they work. Evidence that music helps you study has not been proven. The famous “Mozart effect” has been discredited many times, so even classical music may not offer any advantages.

The Chrome/Edge extension Tab Snooze lets you ‘put tabs to sleep’ and wake them up at a later time. This is an option if you don’t want to lose those tabs.

Otherwise, close any tabs that don’t have any direct benefit to the work you are currently focusing on. Simple.

Turn off Notifications on your computer and your phone. Having a phone nearby can distract you, regardless of whether you have it on silent mode – so put your phone out of sight while studying.

Enable Night Shift on your devices so that you are more ready for sleep once you have finished your work

Enable Do Not Disturb on your Mac and iPhone/iPad so you are not distracted by friends/family wanting to chat.

On a Mac, use Reader View on Safari to remove advertising and other distracting elements when researching. This works only on articles where the 4 lines (shown in the magnifying glass) appear on the left of the address bar. 

Reader Mode works just the same way, and can be added as a Chrome Extension or an Edge Browser Extension.

Don’t have any rotating backgrounds on your desktop. Visual movement (such as a gif, moving advertisement or background) attracts our attention. According to brain researcher John Medina, this is likely due to evolutionary causes, where visual movement indicated either potential threats or food sources. If we have moving objects in our periphery, we are likely to be more distracted.

Chrome extensions can often distract, but Momentum is a great choice of an extension that helps keep you on track. Each new tab prompts a beautiful image, an inspirational quote for the day, and the question: What is your main focus for today? There is also a To Do section, where you can add tasks, and have that satisfying feeling as you check each one off.

Consider the use of Pomodoro Timers. The Pomodoro Technique is a time management approach that breaks work periods into chunks (usually 25 mins), with rest periods (5 mins) in between. There are many websites/apps with timers you can use to chunk work into ‘pomodoros’, e.g. marinaratimer.com

If you hate the idea of studying alone, then Study With Me videos on YouTube could be just what you’re after! These videos are usually broken into Pomodoro style chunks of 20-25 mins with 5 min breaks built-in, and can last for as long as you need to study.

Perhaps you’re not entirely sure where your time goes when you’re trying to study? Maybe you’re adamant YouTube isn’t the problem? Either way, if you track it, you’ll know about it.

Screen time is available on a Mac now, along with iOS devices. You can see your usage statistics by app, and see your usage over a week or a day. This can help identify trends you may not be aware of, such as total pick-ups of your phone per day. 

Using devices such as the Apple Watch or the Mi Band, you can track your sleep. People your age should be getting around 8-10 hours sleep a night. Adults should get about 7-8 hours a night. Sleep has a profound effect on your ability to concentrate. A recent study from the University of California, found (and other studies have confirmed) that to your brain, one sleepless night (being awake for over 19 hours) is the cognitive equivalent of being legally drunk.

Likewise, tracking your exercise or steps, using a phone, Apple Watch or exercise band will help you notice your physical activity (or inactivity). Studies such as Chang and Etnier (2009) have shown that moderate-intensity exercise is related to increased performance in working memory and cognitive flexibility, whereas high-intensity exercise improves the speed of information processing.

Ok, so you have tried prepping and tracking but you need to try something more proactive. Time to get some help by blocking some of the websites/apps that tend to lead you astray.

If you’re finding it a challenge to stay focused, you may choose to set downtime or app limits for entertainment apps, to help you be more productive.

Another possibility for Mac users is Self Control. You can download this and use it to temporarily block access to distracting websites.

Check out this cross-platform alternative: Chrome Extension StayFocusd. This option is highly configurable, and can allow you to spend a certain time period on certain websites, then restrict access. ​

Another Chrome/Edge extension is Forest. Whenever you want to stay focused, plant a tree. Your tree will grow while you focus on your work. Leaving the app halfway will cause your tree to die. You can grow your own garden!

Block colour: It is incredible the impact color has on your brain. Here is an image of my iPhone home page, with a number of notifications showing up. I did an experiment where I turned the color filter on to greyscale for 24 hours. It was horrifying! And yet, it worked. I just didn’t enjoy going on my phone as much as I usually did. It really curbed my usage. If you’re having trouble putting your phone away, try this! 

If you get organised and plan for your work in advance, you can make life so much easier. Here are some tips to help you level up with your organisation.

My Study Life is a great website and app that helps you get organised. It’s designed especially for the needs of HS and University students. The good news is it also works well for flexible timetables like our 9-day rotating timetable. Available on all platforms, it can integrate with your school Microsoft/Google Account to provide you with reminders for whatever you need.

To Do is Microsoft’s organizational tool. You have access to this with your school Microsoft account. You can break tasks down into simple steps, add due dates, and set reminders for your daily checklist to keep you on track. You can also create shared lists if you have group projects to complete.

Available on all platforms, Evernote works across multiple devices and can even search your handwriting. Evernote has a list or to-do feature to help organize your life.

So there you go! I hope you have a few more tools at your disposal to help manage distractions. Below you will find a list of helpful resources (many of the ones mentioned above, and more). The more practice you have at managing your time effectively, the easier you will find it when those deadlines increase. All the best!

Media Mentor Month 2020

March Media Mentor Month is BACK! This year seems more relevant than ever as we have so many families involved in distance learning online due to school closures as a result of the #COVID-19 outbreak.

Click here to access via Google Drive, or click here to access via Dropbox.

Click here to access via Dropbox, or click here to access via Google Drive

(The PDF above is also available in Korean via Dropbox here, or Google Drive here)

In my household, we are now onto week 4 of online-only learning. It has been a huge learning curve for our family, highlighting our complete reliance on our devices as learning tools (and entertainment powerhouses!), but also the value of spending time together – both on and offline.

I hope that Media Mentor Month 2020 provides an opportunity to engage in experiences that celebrate positive uses of technology, explore some creative pursuits, and encourage you to take time for important conversations about how we best use our devices. Let us be the media mentors our children need us to be.

For link to .ppt file in Chinese (above), click here.

For link to the Google Slides file in Korean, click here, or .ppt file in OneDrive here

For further reading on how Media Mentor Month came about, please see the links below:
Media Mentors, Not Media Police – blog post explaining the background to our first MMM, including research findings and book recommendations.
More Digital Parenting Conversation Ideas – myths about screen time and some healthy habits to foster.
Speaking to G12 about Digital Wellness – a video of my talk with WAB senior students earlier this year, highlighting potential positives and negatives of technology for their consideration.
Media Mentor 2019 – The second Media Mentor Month.
Media Mentor 2018 – Our inaugural Media Mentor Month!

Parenting in the Digital Age – 2019 edition

My colleague Daniel Johnston and I spoke to parents last week on the subject of Parenting in the Digital Age – a topic close to both of our hearts. We reminded those in attendance that we are personally invested in this topic and learning alongside them, as we are parents, as well as teachers.

For this presentation, we based a lot of our information on content available from the following sources:
Amy Blankson – an author and speaker, focusing on “Leveraging technology to help us be more productive, keep our sanity, and boost our happiness.”
Dave & Blake – presenters and speakers for My Life Online which aims to “teach kids to be
safe, smart & kind online.”

We encourage you to explore these sources, as they are full of great ideas to support students and parents.

Below is our presentation to parents. Please click on the cog below the presentation to access the speaker notes.

We also collated some resources on a Padlet, which you can see below, or access via tinyurl.com/gwas2019. We hope you find them useful!

More Digital Parenting Conversation Ideas

As part of #MediaMentorMonth, my colleague Daniel Johnston and I have put together some conversation starters for parents. We are always on the lookout for more great resources, so I am excited to share the following with you.

Dave and Blake are two presenters of My Life Online a series of workshops for schools around keeping kids safe and positive in their online interactions. The pair have recently released a 3-part video series aimed at parents, incorporating strategies that aim to improve conversations with kids and present information in a calm, non-sensational manner.

First up, is a video entitled “The 3 Habits Every Kid Needs to be Safe & Responsible Online.” In this video, they focus on helping kids make safe and good choices, on increasing empathy and on considering their online legacy. You will appreciate the easy to remember strategies to pass on to your children, and the fact that it is realistic advice, not the “Guess the right answer” type of advice that has kids cringing on the inside.

The second video in the series focuses on the 4 Myths about Screen Time and How it Affects Your Child. It addresses the myths that:

1. Social Media is a “Bad Thing”
2. Kids are addicted to their phones
3. Kids are losing their ability to socialise in person, and
4. Kids need online monitoring

Again, what I appreciate about their approach, is they are not demonising social media (which is not helpful in our digital world), but instead are giving parents approaches to improve communication and foster positive relationships with their child(ren).

Lastly, the third video centres around 3 Crucial Conversations To Have With Your Kids About Using Social Media.

One of the most practical tips they share in this video, is considering online posts on the following continuum: Helpful to Hurtful; Self to Others. This can be a great way of encouraging kids to see the impact of their posts may have.

Each video is about 15 minutes long, and well worth the time. I hope you find them useful!

Media Mentor Month 2019

Click image above to access A3 PDF

What is it?
Media Mentor Month is an initiative to help parents develop a positive relationship with their children around digital technologies. Just as we want to be mentors for our children in reading or having a healthy lifestyle, we also want to mentor them in their digital world too (see more details about being a Media Mentor here). The trouble is, sometimes we don’t know exactly how to go about that. Media Mentor Month provides parents with some ideas and strategies to help foster and develop that relationship.

Click here to access the A3 version of the Calendar.

Who is it for?
Anyone, really, but probably best suited to parents who are looking for direction to connect with their children around technology. Especially the ones who feel they only ever battle with their kids about being on screens too much (see more about that here).

When is it happening?
Ideally, March, so we’re all on the same page. Realistically? Any time that fits in to your family schedule.

What do I need to do?
You can participate as much or as little as you like. Personally, I would love to see you share some photos of your family engaging in the challenges. Make sure to add the hashtag #MediaMentorMonth so we can follow your progress!

Talking to Your Kids about Sex and Pornography

One of the biggest challenges parents face is how to approach potentially sensitive topics with their children. What age should they be? What should I say? How much detail do I go into?

As we know with parenting, there are so many different approaches to choose from. But before you go down that track, it might be best to examine your own experiences, beliefs and values, so you know where you’re starting, at least.

Here are some results of questions we asked parents at our recent workshop:

Here are some questions for you to ponder:
How did you learn about sex?
Where did you get your information from?
Did you feel well-prepared?
What do you wish you had known?

Furthermore:
Did your sex education focus on mechanics and how to avoid pregnancy?
Did it include aspects such as touching, pleasure, consent, emotions and feelings?
Did your sex education include sexuality education?
Did it include information about gender identity, sexual orientation and relationships?

Director of Wellbeing Daniel Johnston and I have teamed up again to put together some resources for parents about How to Talk to Your Kids about Sex and Pornography.

Our presentation to parents is below. Please view our slide notes (via the settings cog directly under the presentation) to see the points we try to raise throughout.

We also collated a fairly comprehensive set of resources for parents about common discussion points, which we encourage you to explore.

Regardless of the content, we encourage you to keep lines of communication open and make the most of those teachable moments that crop up, e.g. when watching TV. If your children don’t feel comfortable coming to you, then they will seek answers to their questions from elsewhere.

Have lots of small conversations, rather than one big “sex talk”. Let’s also make sure we have appropriate, reliable resources for them (books, websites, videos) so they have access to quality information if and when they choose to explore further.

Media Mentors, Not Media Police

It is a tricky thing to look at one’s own biases: it can make us feel somewhat vulnerable. In the case of screen time however, it is essential that we do so.

Professor Andy Przybylski (University of Oxford) opened the one-day event on Screen Time I had the good fortune to attend, by commenting on the very existence of the phrase “screen time”. Is there similar examination of “book time” or “food time” for example? There is an unfair rhetoric of analogue time being wholesome, good and entirely helpful, whereas screen time is seen as inherently bad, distracting, unhealthy and leading to nothing of value.

This ‘displacement hypothesis’ is such that every digital minute is seen as taking away from an analogue minute, with the insinuation that digital minutes are taking you further away from you being your best, most successful self.

Professor Przybylski argued that the evidence simply doesn’t back up this theory. Any correlational findings (remember, correlation does not equal causation) are so statistically insignificant they don’t justify focusing on – less than 1% variability in terms of correlational findings around sleep, health, functioning and behaviour.

So what does this mean for parents?

Simply put, there is an over-emphasis on limits and not enough focus on thinking critically about how we use screens, particularly how we use screens with our children.

Alexandra Samuel, using data from surveys of 10,000+ North American Parents*, found three main parenting approaches to technology: Limiters, Enablers and Mentors.

Limiters focus on minimizing access to technology.

Enablers put few restrictions on access to technology.

Mentors actively guide their children in the use of technology.

What is especially interesting about these approaches, is that for school-aged students, the children of Limiters were twice as likely to access porn, or post rude/hostile comments online. They were also three times as likely to impersonate a classmate, peer or adult (see Samuel’s article in the Atlantic for more information).

Likening the Limiter approach to abstinence-only sex education, Samuel argues, “Shielding kids from the Internet may work for a time, but once they do get online, limiters’ kids often lack the skills and habits that make for consistent, safe, and successful online interactions.”

Mentors typically make up a third of  parents overall, but Mentors are equally represented in each age range, suggesting that this might be an approach that works effectively throughout your child’s life.

What we like best about these findings is that they reinforce the idea that establishing and maintaining positive relationships with your children around technology is beneficial to everyone. We want our child(ren) to come to us if they encounter problems, knowing we won’t freak out or overreact. For this to happen, we have to show that we care about and value their digital world in the same way we show that we value their other activities, e.g. reading and sports.

Devorah Heitner, author of Screenwise, suggests, “Take an interest in what your kids do in their digital lives. Learn together with your kids. Play Minecraft with them or share photos on Instagram with them. Show them what you are doing online and ask them for advice about your Facebook posts or LinkedIn Profile. Your goal is not to become an expert in technology but to get a window into how your kids think about, and interact with, technology.“

With an awareness and understanding that no parent is all-Mentor all of the time, how can we engage in more Mentor-like behaviour with our children? How can we move from being Media Police, to being Media Mentors?

My colleague Daniel Johnston and I came up with a few suggestions, which we have organised into a March Media Mentor Month Calendar (see below).

Click image to access A3 PDF

We know as busy parents, it is unlikely you will get to all of these ideas (especially not only in March!), but we hope this provides a resource for you to explore and find ideas of activities to help you develop a positive digital relationship with your family.

Click to access a larger A3 PDF version

Please feel free to share your ideas with us in the comments below, or add the hashtag #mediamentormonth on social media posts.

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* “About the data: All the charts in this article are drawn from a series of surveys conducted on Springboard America and the Angus Reid Forum between March 2014 and February 2016. More than 11,000 surveys were completed by parents of children under 18; each individual survey sampled between 500 and 1000 North American parents.” Please note this data has not been made publicly available and is not peer reviewed.

Learning How to Focus

Take a look at the photo below. What does it tell you? What do you notice?

It tells me that with close to 60 tabs open, this student was so distracted by the extension that he/she wasted a significant amount of time being off task. The worrying thing is that if this student continues these patterns of behaviour, he/she will find it increasingly hard to focus on learning. Let’s face it – learning is our business!

 

But how much direct teaching goes into helping students learn how to focus? I’m willing to wager not enough. We need to be fair to our students: we can’t expect them to pick it up through osmosis. As teachers, part of our role is to teach into how to focus, not merely that one should focus.

Telling students to delete distracting elements such as non-educational chrome extensions is not enough; students need to understand the reasons behind the request – why is it unsuitable for learning?

After all, they’re not doing this maliciously – they have a genuine curiosity and love making their devices feel like their own. The trouble is, many of their choices have a negative impact on their ability to stay on track and focused.

Helping students to identify what helps their learning and what hinders their learning is a great place to start.

 

Chrome Extensions

Recently, we had a number of students install a Chrome Extension called Tabby Cat. It’s a cute, harmless-looking extension that shows a different cat every time you open a new tab. You can interact with it, and sometimes you will get little gifts to play with. Sounds ok, right?

 

I asked the class to tell me what they liked about this Tabby Cat. Predictably, the responses were as follows:

“It’s cute!”

“It’s fun because you get toys to play with if you keep opening new tabs.”

“Every new tab is different.”

“I want to see what is going to happen next and if I will get any gifts”

 

Helping students understand that each new picture of a cat is essentially rewarding distracting behaviour, can help them make better choices.One recommendation is to replace Tabby Cat with the Chrome Extension Momentum, which gives one new picture a day, together with the question: What is your main focus for today? This personal reminder prompts students that they have a task to complete, with a beautiful photo that doesn’t change every tab.

Vision and Movement

“Vision trumps all other senses,”  according to John Medina, author of Brain Rules. Approximately half of the brain’s resources are dedicated to processing visuals. Our brains are attuned to noticing colour and movement, so moving backgrounds, animated gifs and scrolling advertisements draw our attention.

In a G3 class recently, we did an audit of our visual noise. Common things we saw were:

• Animated snow falling on Gmail backgrounds (or similar)
• Desktop backgrounds where the picture changes every 5 seconds
• Highly pixelated images used as desktop backgrounds

In pairs, students helped each other make good decisions to remove distracting movement – that was the easy part. The hard part was making good decisions about their desktop backgrounds. Saying goodbye to their favourite sports star or cartoon character was more of a challenge for some.

 

We discussed quality resolution of images being more pleasing to the eye. We also introduced the idea of colour association. Green is a calming colour (think, Green Rooms backstage in theatres) and blue can help with productivity. Encouraging students to choose a green/blue-based image that is high quality helped them see they still had some choice and the option of personalisation, but not at the expense of their focus.

 

Number of Desktops

Students using school laptops that don’t go home, really have no need for multiple desktops. Deleting extra desktops will help to remove the temptation to swipe between apps.

Reader View (Safari) or Readability (Chrome Extension)
When looking at websites, particularly those which have articles, using Reader View in Safari or  the Chrome Extension Readability can help strip away those annoying advertisements and other extraneous and distracting material, allowing us to focus primarily on the text and images in the article. Check out the tutorial below:

Effective Digital Reading using Safari Reader View from UWC South East Asia on Vimeo.

Tidying your “Room” 

When in a rush, it’s easy to leave your desktop background as a cluttered disaster, always thinking, “I’ll clean it up later.” Many of our student’s desktops look like this (not unlike my teenage bedroom):

 

 

A secondary-click (right-click, or 2-finger tap) > Clean up by > Kind, helps organise files into groups of the same type. See below:

 

Once organised by kind, it’s easy to trash all the screenshots and/or arrange files into folders.

 

We recommend moving files/folders to Google Drive or Documents on a Mac (depending on file type) rather than keep things on the desktop, so as to make startup as smooth as possible. Aesthetically, it’s also more pleasing!

 

These suggestions are aimed at helping empower our younger students to make better choices by being well informed about distracting elements on their laptop. If you are interested in specific apps and Chrome Extensions to take managing distractions one step further (blocking specific sites etc), you may wish to check out my recent post on Parenting in the Digital Age.

 

Do you have any other great tips for managing distractions in primary? We welcome your ideas!

[Cross-Posted at GreaTechxpectations]