Prioritising Websites Over Social Media

In an era where technology dominates almost every aspect of life, education cannot afford to lag. Schools are integrating smart classrooms, online learning tools, and digital resources to enhance student engagement. 

However, recent policies restricting the use of social media for homework assignments raise a critical question: how can schools provide structured digital learning environments without proper platforms? 

One practical solution lies in schools doing the simplest step available to them: creating their own websites. 

While this may not significantly reduce students’ screen time, it can transform screen use into a more purposeful and structured academic experience.

 

Nowadays, a school having their own website is no longer a luxury. A school website can function as a central hub for communication, academic resources, and academic management (e.g., homework, assessments), providing a structured and distraction-free learning environment. 

However, many of our schools heavily rely on social media platforms (e.g., Facebook, WhatsApp, or Telegram) to share information, which is often associated with significant drawbacks. 

Why Our Schools Need Websites?  

Although these reasons are not exhaustive, having a dedicated school website instead of a social media page offers the following advantages:

 

A Centralised Portal

A school website is more than just a digital presence. It can be more than a centralised hub for communication, academic management, and resource sharing. 

In the context of homework, a well-maintained school website can solve many of the issues faced by teachers, students, and parents.

 

For example, a dedicated homework portal within a school’s website would serve as an organised and reliable platform for both teachers and students. This will enable teachers to systematically post homework, assignments, and academic materials, ensuring that students have a single go-to place for their tasks.

 

Unlike social media platforms that are bombarded with non-academic distractions, a school website would provide a focused academic space. Assignments can be categorised based on subjects, deadlines, and importance, making it easier for students to manage their workload efficiently. Students can access learning materials at any time, reducing confusion about missed assignments and submission deadlines.

 

Way for a Structured Communication 

Most of the social media platforms used by the schools to communicate with parents or students are not designed for structured communication. A proper school website can do this by enabling parents to track their children’s assignments, school events, and academic updates in real-time without wading through unrelated content. 

 

Schools can post announcements, circulars, and timetables in their website where they remain accessible and well-organised. Unlike social media pages, which require constant moderation, a website provides a more controlled and professional platform for school communication.

 

Distraction-Free Platform 

I acknowledge that social media platforms also offer educational content, but as their name suggests, they are primarily designed for social purposes, that are mainly driven by entertainment and social networking intent.

 

This means, when schools rely on social media pages, the end users (mostly students and parents), are exposed to irrelevant advertisements or videos that can divert attention. As we are aware, social media algorithms are designed in such a way that it keeps users engaged for as long as possible, leading one to endless scrolling and non-educational engagement.

 

Resource Repository

A school website can also act as a structured digital library, offering students a wealth of educational resources without social media distractions. Schools can upload e-books, past papers, tutorial videos, and interactive lessons tailored to support learning beyond the classroom. 

In this way, a website can be a digital gateway to structured content focused on academic growth. Subject-specific pages can be created where students can explore extra reading materials relevant to their curriculum. Recorded lectures, online discussion forums, and expert guest talks can also be archived for future reference.

 

School Information Board

A school website can ensure all official updates to be found in one place. Having everything in one controlled and structured place can enhance consistency and reliability in information quality and communication. A website can also enhance easily accessibility of important notices, policies, and academic materials thereby promoting schools’ commitment to academic excellence through organised communication. 

 

Promoting A Hybrid Learning 

I believe that a school website can also integrate both digital and offline learning methods. For example, teachers can post digital versions of assignments alongside printable worksheets, ensuring inclusivity for students with limited internet access. Schools can provide downloadable resources that students can access offline, reducing excessive screen exposure. Interactive quizzes and self-assessment tools can be embedded, making learning more engaging and allowing students to track their own progress. 

 

A contemporary learning approaches (e.g., flip classroom, blended learning) can be encouraged, where students engage with online content but also complete tasks that require handwritten submissions.

 

Showcasing School Events

Using website, schools can highlight student achievements, academic success stories, and extracurricular activities, fostering pride and motivation among students. Success stories and alumni testimonials can be featured, inspiring current students to aim higher. Digital newsletters and updates can keep students and parents engaged with the school community.

 

Protecting Privacy

School websites can significantly help in addressing privacy concerns by providing a secure and controlled environment for school-related discussions and information sharing. 

In contrast to social media platforms, school websites allow administrators to control access, restrict user permissions, and safeguard sensitive academic information. For example, as the administrator of my blog, I can delete any unusual comments or spam messages before they become visible to others.

 

Websites can be customised to ensure that only authorised individuals such as students, parents, and staff can access important resources through password-protected portals or login-based systems. In this way, schools can minimise data vulnerability and protect student privacy. This controlled and structured approach not only enhances data security but also fosters a more focused and professional academic environment.

 

Should Schools Stop Using Social Media Completely?  

Absolutely not. My argument is not about it either. Social media is undeniably inevitable and necessary in today’s world. However, it should serve as a complementary or supplementary tool rather than a replacement for a structured digital platform like school websites. Schools can take a noble approach in integrating the use of social media with school websites. 

 

For example, instead of posting full updates on social media, schools can share website links on social media pages. This will ensure redirecting users to the school’s official page for structured information. Social media can be used for a quick and short notifications, but the full details can be provided on the school website.

 

Cost-Effective Ways to Build Websites  

Schools that are unable to afford website hosting or domain registration or website maintenance can try using free website platforms like Blogger, WordPress.com, Google Sites, and Wix (free plan) that offer excellent alternatives. 

 

These platforms provide free hosting and can facilitate schools to create a structured digital space for announcements, assignments, and resources without worrying about recurring expenses. Instead of paying for a custom domain, they can use the default subdomains these platforms provide (e.g., schoolname.blogspot.com). This way, schools can establish an official online presence without financial strain while ensuring students and parents have access to essential information.

 

For example, I have been using Blogger since 2012. Thirteen whopping years and still running without spending anything on website maintenance. Every teacher in our schools has attended the Chiphen Rigphel project. Thanks to this project that I was able to create my own blog without any technical expertise.

 

 

Way Forward

In the light of recent controversy over assigning homework using the social media platforms, I argue that a school website can potentially transform screen time from passive engagement to purposeful learning, ensuring that technology serves its intended educational purpose. 

Investing in structured digital platforms is not just a step forward, but it is an essential evolution in modern education. Schools must embrace technology wisely, and having a dedicated website is a critical step towards organised, inclusive, and future-ready education.

Stoning the Dead

Humans have that inherent tendency to criticise or blame those who have already suffered consequences. That is basically like kicking a man who is already down, throwing stones at someone who has already been punished, or condemning a mistake that cannot be undone. But what is the use of injuring the one who is already dead, either physically or emotionally?

We see this behaviour everywhere. A convicted criminal gets imprisoned, yet people continue to outcast them. A person is exposed for a mistake made decades ago and their story is used as permanent examples in every discussion. A student dropping the school due to behavioural issue is ridiculed and mocked as an example instead of supported. A drug mule is arrested, but instead of tracing the root causes of engaging into such business, we condemn them as irredeemable.

The idea of stoning the dead is not just about harming those who have passed away. It also symbolises the relentless criticism of those who have already fallen, suffered, or been punished. 

In today’s digital world, social media has become the public square where people gather to throw stones. What we fail to understand is that, by engaging in this habit, we are simply indulging in a cycle of blame, anger, and dominance. 

 

Social Media: The Modern Day Execution Square?  

Social media has amplified the culture of stoning the dead to extreme levels. In the past, judgment was local. It was limited to just one’s village, community, or simply a family. Today, with the power of the internet, someone’s mistake can become global news in minutes. 

Perhaps, it is an era of digital outrage and mob mentality. We must know that the internet never forgets. A single tweet, post, or comment can be unearthed years later, used to shame someone forever. 

Social media facilitates viral humiliation. Stories, news, or videos of personal failures go viral, and people take pleasure in ridiculing others without considering the emotional impact of the person or their families and relatives. 

It is highly likely that online outrage such as in social media is often mistaken for delivering justice. But does shaming someone for a mistake truly lead to positive change? May be or may not be. Does it merely create a culture of fear and silence? 

Research indicates that the victims of online harassment suffer severe mental health consequences, and some even take their own lives. This is alarming and reminder for us to realise whether public outrage is always justified, or does it sometimes turn into an uncontrolled act of collective brutality?

 

Why People Stone the Dead?  

People are so quick to throw stones at others. These reasons may be related to several psychological and social factors.

Perhaps, people like to express moral superiority. People feel good when they point out others’ mistakes. It creates an illusion of being better, wiser, or more ethical. 

The other reason could be an illusion of justice. Society believes it is delivering justice by condemning wrongdoers, even when legal or natural consequences have already taken place. 

Herd mentality is the next. When a group attacks, individuals feel less guilty for their actions. The crowd gives them a sense of security and justification. 

Consequences of Stoning the Dead 

The habit of stoning the dead may create harmful long-term effects, not just for individuals but for the person’s family or society.

The first thing that none could disagree is an emotional and psychological toll. Those who have already suffered consequences are pushed further into despair, unable to rebuild their lives.

Then there will be a fear of growth and learning. If every mistake is punished forever, people stop taking risks, speaking openly, or attempting to change.

Instead of creating opportunities for correction and progress, people focus on tearing others down. When the entire community engage into this ritual, we may end up building blame-focused, not solutions-focused society. 

Accountability Without Punishment?  

Does this mean people should never be held accountable? Of course not. But accountability should lead to correction, not eternal condemnation. 

True justice corrects and rehabilitates. Our community should allow people to learn from mistakes, make amends, and re-enter life with dignity.

Our society should entrust the responsibility of dispensing justice to those who practice law in the judiciary system. The outcomes of their judgments in the court should be sufficient for us to understand that someone has committed a wrongdoing, rather than us, making impractical judgments. 

A true measure of a good society is not how it punishes the wrong but how it fosters the right. Perhaps it is time we learn to put the stones down.

Ume Lam: The Middle Way   

Life is rarely black and white. While it is important to acknowledge mistakes, it is equally crucial to avoid extreme reactions, either in condemning someone forever or excusing every wrongdoing.

One beauty of our religion Buddhism is that it introduces the value of Ume Lam, or the Middle Way, which advocates for balance in all aspects of life. Applying this concept to social judgment means understanding that people are neither entirely righteous nor entirely wicked; they are shaped by circumstances, decisions, and learning experiences.

Instead of mercilessly attacking those who have already suffered the consequences of their actions, Ume Lam may encourage a thoughtful approach.

I firmly believe that, just as success and failure are a result of causes and conditions (natively known as tendrel), redemption and change also depend on circumstances. Instead of defining people by their past, should we not evaluate them based on their present and potential?

Practising Ume Lam in our social interactions may allow us to foster a culture where learning, change, and progress are valued over endless condemnation. It teache us that justice and compassion must coexist if we wish to build a healthier society.

 

Rethinking Homework in the Digital Age

In a surprising move, the Ministry of Education and Skills Development (MoESD) has issued a directive restricting teachers to use social media for assigning homework – all in the name of reducing students’ screen time. However, this decision has sparked widespread criticism among the society. 

 

Having previously used social media platforms to assign tasks to students in my role as a teacher, I have always recognised that applications like WeChat, Telegram, and WhatsApp are not just convenient but they are in fact, the only practical tools accessible to our teachers.Unlike other countries that have invested in Learning Management Systems (LMS) or dedicated educational apps, our teachers have no official alternatives.

 

Instead of providing proper platforms, the ministry has simply imposed restrictions, leaving teachers stranded. The Ministry should have introduced proper alternatives before enforcing such a policy. Otherwise, this move is not a solution. It is a crisis in the making.

 

This contradiction is also baffling. On one hand, we are pushing schools for smart classrooms, digital literacy, and tech-driven learning. On the other, teachers are now being directed to limit homework on social media to reduce student screen time. If social media is not the right tool, then what is?

 

What a paradox! While the world embraces technology as the future of education, we still seem to be treating technology as a threat.

 

Does Limiting Homework on Social Media Really Cut Student Screen Time?

Will the policy enforced by the Ministry really achieve this goal? 

Is learning without screens even realistic in today’s technological era?

There are so many questions need to be answered.

 

The truth is that students will scroll social media anyway. It is inevitable for students to use online research and learning resources. This means, students need Google, Wikipedia, or YouTube for learning or assignments, ultimately requiring screen time. 

 

This policy may limit teachers but may not limit student screen time.

 

We live in a technology-driven world. Avoiding screens in education is almost impossible. Even limiting to its use is a challenge. These days screens are essential for learning. For example, in some universities, college and schools, learning materials including the textbooks are now increasingly made available online after the COVID-19 pandemic. Likewise, in this era of coding and AI, students need digital skills that can be obtained only by having access to screen.

 

We cannot eliminate screen-based learning in a tech-driven world – but we can guide students on using screens wisely. Thus, the debate should not be about screens. It should be about how screens are used. For example, passive screen time (social media scrolling) maybe harmful, while active screen time (learning, coding, researching) could be more beneficial.

 

A Balanced Approach?

Instead of limiting homework through social media, we could invest in developing dedicated educational platforms such as official websites or apps for managing assignments. Given the evolution of our education system and the value we place on learning, it is high time we established such a system.

 

Where possible, our education system should introduce hybrid learning that encourages digital as well as offline assignments. We can also reinforce our approach and strategies in educating students on healthy screen habits instead of assuming screens are bad.

 

The least we can do is teach metacognition or self-regulation, so students learn to balance screen use. Simply put, metacognition is being aware of how we think or learn, understand what we know or do not know, and use that understanding to plan, monitor, and evaluate one’s learning. On the other hand, self-regulation is like managing ourselves by controlling the emotions, actions, and thoughts to achieve goals (learning). 

 

A Need for a Better Homework System?

 

Absolutely. The issue of teachers assigning homework using social media is happening because they have no structured platform. As a result, teachers struggle to assign and track homeworks. 

 

If it is not communicated through social media, parents often remain uninformed (or perhaps ignorant) about their children’s tasks. 

 

There are some Learning Management System LMS) that does not require subscriptions. Our schools can use these platforms for providing assignments, tracking, and grading purposes. 

 

For example, using Google Classroom, teachers can assign tasks, provide feedback, and organise student work. It can help reduce social media dependence while keeping organised. 

 

The other tools that maybe worth exploring are Google Docs & Google Drive , Padlet, and Wakelet. Students can access the assigned tasks without needing social media accounts.

 

If affordable for schools, the use of advanced platforms such as Seesaw and Showbie are highly advisable. These apps act as virtual diaries, where students and parents can track assigned tasks.

 

If development of such apps are still costly and lacks technological experts, the Ministry may subscribe to other affordable apps. Rather than banning social media-based homework outright, it is wiser to focus on providing alternatives. Teachers need support, not restrictions. At least not academic restrictions, please. 

 

Otherwise, we may have to force our schools go back to the traditional approach of learning using printed worksheets or written homework logs. Sadly, most of the time, our schools lack a functional printing facility, enough stationaries, or budget to get one. ☹️

The circular from the Minister

Critiqued But Not Guided

A few weeks ago, a friend who had recently been appointed as the Head of the Science Department (HoD) reached out to me. 

He was already feeling the weight of his new responsibilities, especially when it came to classroom observations. The principal of the school had instructed all HoDs in his school to ensure that their feedback was valuable and contributed to improving teaching quality.

Knowing that I had served as a HoD before, he asked for my advice.

“How do I give feedback that actually improve one's teaching?” he asked.

His concern was genuine. He did not want to fall into the trap of offering vague or meaningless feedback. This conversation took me back to my own experience of being observed as a teacher and receiving comments that were anything but useful. 

Meaningful Feedback

Classroom observations done by school leadership staff (e.g., HoDs, or Academic Vice Principals) are meant to serve as a tool for professional growth. It must help teachers refine their methods, identify areas for improvement, and reinforce what they are doing well. 

For this to happen, feedback must be constructive, relevant, and actionable. 

A meaningful feedback should: 

Be specific

Providing clear, detailed and precise information 

E.g. Some students appeared disengaged during the group activity. You could try using a short interactive activity or a discussion break to engage those students.  

Be relevant

Providing comments related to topic, teaching methods, student engagement, or lesson effectiveness

E.g., Your questioning technique encouraged students to think critically but consider giving more wait time after asking questions so that all students have a chance to process and respond.  

Offer practical or constructive suggestions, not criticism 

Providing comments to improve and not finding mistakes 

E.g., Some students seemed confused about the task. Before starting the activity, you could given an example or ask a student to repeat the instructions to ensure clarity. 

Unfortunately, not all observations meet these standards. Too often, teachers receive feedback that is either superficial or irrelevant, leaving them confused or demotivated rather than empowered. 

Sharing My Experience

I vividly remember one classroom observation where a senior lady teacher came to assess my lesson. I had put in a great deal of effort into preparing an engaging class, ensuring that my students were actively participating. 

However, when I received my feedback, I was stunned. Instead of comments on my lesson delivery, student engagement, or instructional strategies, I was given remarks such as: 

"Teacher was not aware of students’ mood". 

"Need to rearrange the table" (See image below)

I was baffled. The first comment was too vague. What exactly was meant by students’ mood? Was there something specific I had overlooked? Really? How can I be aware of students' mood? More importantly, how was I supposed to act on such an ambiguous statement?

The other comment was even more frustrating. While classroom arrangement can have an impact on learning, I expected feedback on my lesson structure, teaching techniques, or student engagement not on furniture arrangement. Moreover, the classroom arrangements are done and monitored by the specific class teacher which I was not responsible for it at all.  

I walked away from that observation with no clear understanding of what I was doing well or how I could improve. This experience made me realise how unhelpful and demoralising poorly delivered feedback could be.

What Good Classroom Observation Feedback Should Look Like 

While the list is not exhaustive, here is what effective feedback should look like:

Specificity

Vague remarks do not help teachers improve. Instead of saying, Teacher not aware of students’ mood, the observer could have provided a clearer statement like:

Consider using quick check-in strategies, such as asking students to rate their understanding with a thumbs-up or exit tickets, to gauge their engagement during the lesson.

Relevance

Feedback should focus on teaching strategies, not minor details unrelated to learning. Instead of commenting on table arrangements, a better comment would be:

Rearranging the seating into small groups could encourage peer discussions and make collaborative learning more effective.

Constructiveness

Feedback should offer actionable steps. Instead of simply pointing out what is wrong, it should provide clear ways to improve.  

The lesson had a strong introduction, but students seemed disengaged midway. Perhaps incorporating a hands-on activity or a real-world example could maintain their attention.

By providing specific, relevant, and constructive feedback, observers can ensure that their comments are useful to teachers.

Suggestions I Proposed to My Friend 

I shared a few key things that I had learned from both good and bad observations:

Observe with a focus on student learning

Instead of looking at minor details like classroom arrangements or cleanliness, focus on how students are engaging with the lesson. 

Offer specific and actionable suggestions

Avoid vague comments; instead, highlight what is working well and suggest ways to improve. 

Encourage reflection

Instead of just giving feedback, ask the teacher questions like, “What do you think worked well in this lesson?” or “Is there anything you’d like to improve?”

Balance positive reinforcement with constructive criticism.

Pointing out strengths is just as important as highlighting areas for improvement. 

Make feedback a dialogue, not a judgment. 

A good observation should feel like a professional discussion, not a one-sided critique.

The Need for Change

Reflecting on my own experience and the conversation with my friend, I realised how critical it is to rethink how classroom observations are conducted. 

Teachers do not benefit from empty criticism or irrelevant remarks. Instead, they need meaningful, well-structured feedback that helps them grow in their profession.

If the goal of teacher observations is to improve classroom instruction, then those conducting them must ensure that their feedback is practical, insightful, and genuinely aimed at helping teachers refine their craft.

Anything less is just a missed opportunity.