New York City teachers are reporting a surprising consequence of the recent school phone ban: many students struggle to tell time on analog clocks. This fundamental skill, typically taught in early elementary grades, appears to have diminished as children have become accustomed to digital displays. The shift back to analog time-telling has highlighted a growing disconnect with traditional learning tools, prompting educators to re-evaluate how essential life skills are being imparted in the digital age.
The realization that a significant number of students cannot read an analog clock has become a point of discussion among educators. Assistant principal Tiana Millen of Cardozo High School in Queens noted the lack of familiarity with this basic skill, stating “That’s a major skill that they’re not used to at all.” This observation underscores a broader trend where reliance on digital devices may be impacting the development of foundational competencies.
Featured snippet paragraph: The answer is that students are losing the ability to tell time on analog clocks due to increased reliance on digital devices. This skill is typically taught in first and second grade but is becoming less common as children grow up with digital time displays.
English teacher Madi Mornhinweg in Manhattan described the frequent “Miss, what time is it?” queries she now receives from students. This constant need for clarification, especially when trying to manage class time, has become a point of frustration for educators. Mornhinweg resorted to asking students to identify the position of the hour and minute hands, a common method to gauge understanding.
The implementation of the cell phone ban, supported by Governor Kathy Hochul and the New York City teacher’s union, has indeed led to noticeable changes in school culture. Beyond the practical challenge of time-telling, observers have witnessed an increase in face-to-face interactions. Students are engaging more in activities like sports during recess and having louder, more animated conversations during lunch periods.
Rosalmi, a senior at New Heights Academy Charter School in Harlem, shared a positive perspective on the ban, suggesting it has “saved high school” by fostering greater “school spirit.” She highlighted the resurgence of in-person social activities, such as playing dominoes, a popular Dominican game that involves passionate engagement and social interaction.
Students have also rediscovered the joy of traditional pastimes, opting for board games and card games during their free moments. This shift away from screen time has encouraged more collaborative and social activities within the school environment.
However, the ban has not been without its attempts at circumvention. Some students have tried to use other digital devices like older iPods or even walkie-talkies to maintain connectivity or entertainment during school hours.
Raisa Ibnat, a 16-year-old senior at Brooklyn Tech, expressed a mixed sentiment about the ban. While she appreciates being more focused in class due to the absence of her phone, she finds the inability to use her device for homework or note-taking inconvenient. The longer commute also necessitates carrying multiple notebooks, adding to her daily burden.
Prior to the city-wide ban, some individual school districts in New York had already experimented with phone restrictions. The Schoharie school district, for instance, banned phones in 2022 and reported positive outcomes, including enhanced in-person socialization among students.
Across the United States, phone restrictions in schools are becoming more prevalent. Education Week reports that at least 31 states and the District of Columbia have some form of school phone regulations in place. California is set to join this trend, with its recently passed Phone-Free School Act requiring every district to develop a policy by July 2026, further emphasizing the growing national conversation around managing student device usage.
Understanding how to tell time on an analog clock remains a crucial life skill. While digital devices offer convenience, the ability to interpret traditional timepieces fosters a connection to historical tools and can be beneficial in various situations where digital access may be limited. Educators are now exploring strategies to reintroduce and reinforce this essential competency.
