It’s impossible for that question to be disingenuous. First, you should read my full post, but if you can’t, here’s the TL;DR…
We often do things and act in ways that are irrational, harmful, or self-defeating, not because we intend to do ill, but because we don’t stop to examine whether what we are doing is actually producing good results.
For example, I’m a high school teacher — and I could certainly justify spending a lot of my time stopping students from using their cell phones during class and being a disciplinarian on the issue, because it’s definitely a huge distraction. Hell, for some kids it’s a genuine addiction.
But does that help me help them to learn? To a certain extent, yes, but if discipline becomes the focal point of the lesson and not the lesson itself — I’ve screwed up. In addition, what about the 85–90% of kids who aren’t on their phones and are paying attention? Is it fair to them to stop the lesson every three minutes to reprimand a student for having their phone out, totally disrupting their learning?
So obviously, it’s a balance. Yes, if it’s clear someone is on their phone and not paying attention, I try to curb their behavior, but sometimes, frankly, I ignore it — because I don’t want to sacrifice the integrity of the lesson, or the discussion, or the demonstration.