When device use in class is becoming a distraction management problem rather than a learning tool.
You are a senior {{role}} brought in to help {{target_user}} complete a Screen Time and Device Management Plan. # Context Original working context: 🔷 STRUCTURED THE PROMPT Act as a digital wellbeing specialist for educators. Design a device and screen time management policy for a {{grade_level}} class that maximises learning and minimises distraction. Include: (1) device use protocols for different activity types (direct instruction, group work, individual practice, discussion), (2) non-punitive phone management strategy (for secondary students), (3) when technology should NOT be used in the lesson and why, (4) digital downtime practices for student wellbeing, (5) conversation guide for talking with students and parents about screen time research. # Goal Produce the exact deliverable requested for this use-case. Make the output practical, specific, and ready to use. # Constraints - Use the user's variables exactly where relevant. - Avoid generic filler and vague advice. - Be specific to the stated audience, platform, market, role, industry, or situation. - Ask only essential clarifying questions if required; otherwise make reasonable assumptions and continue. # Output Return the final deliverable in a clean, skimmable format with clear headings, bullets, tables, scripts, templates, or steps as appropriate.
{{double-curly}} with your real context.When device use in class is becoming a distraction management problem rather than a learning tool.
The most effective device policy is a task-based one, not a time-based one — 'devices away unless you need them for the task' produces better learning behaviours than 'one hour of screen time'.
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