Vera Intan Clara
A recent TikTok video, posted by user @celesteriemersma, has rapidly become a focal point of online discussion, accumulating over 629,900 views and 841 comments, by articulating five specific grievances about the contemporary high school experience. The video, presented in a casual "get ready with me" format, tapped into a collective consciousness, revealing that while technology has fundamentally reshaped the student journey, many of the challenges and frustrations inherent to secondary education remain remarkably consistent across generations. This viral moment underscores a broader societal dialogue about the evolving landscape of adolescent life, academic pressures, and the perennial struggle to navigate social dynamics within an institutional setting.
The Catalyst: A Student’s Viral Confession
Celeste Riemersma’s candid breakdown of her high school pet peeves resonated deeply with a diverse audience, prompting a flood of shared experiences and counter-arguments. Her list, though personal, touched upon universal pain points that transcend individual school environments. The grievances she outlined highlight the friction points between traditional educational structures, modern technological integration, and the complex social world of teenagers.
The first item on Celeste’s list targets what she perceives as an inefficiency in homework assignment protocols: "I hate when teachers will assign like, paper homework that’s due the next class and then not post a reminder for it on Google Classroom. Like genuinely, how do you expect me to remember that at like the bottom of a pile of papers in my backpack?" This specific complaint illuminates a generational gap in organizational expectations, where students accustomed to digital reminders and centralized online platforms often struggle with the manual tracking of physical assignments. Google Classroom, along with other learning management systems (LMS) like Canvas and Schoology, has become an indispensable tool for many students, serving as a primary hub for assignments, announcements, and grades. The absence of a digital reminder for a physical task can feel like a significant oversight in an increasingly digitized academic environment.
Her second point addresses classroom phone policies, a contentious issue in schools worldwide. "Another thing is I hate when teachers are like, overly needy about phones. Like, I get that you don’t want us to be on our phones for the whole class. I have teachers that like, whenever I literally just like send a text real quick or check the time, they like make a big deal out of it in front of the entire class. I’m like, can you actually not?" This sentiment reflects a common student perspective that views phone usage as an intermittent, often necessary, part of their daily lives, contrasting with an educator’s focus on minimizing distractions and maintaining an engaged learning environment. The perceived "overly needy" reaction from teachers, particularly when involving public admonishment, often leads to resentment and a feeling of being micromanaged rather than understood.
Celeste then turned her attention to perceived favoritism and boundary issues with younger male teachers: "We could be having like dead silent like in-class work time and the teacher will literally just be like, so guys, how’s the game last weekend? What are the plans for this weekend? What’s going on with the sports? Like, just because you didn’t have friends in high school and you didn’t get onto a sports team that you wanted to be on doesn’t make it less weird for you to try and be besties with your male students." This critique touches on delicate professional boundaries and the challenges teachers face in building rapport with students without appearing to cross lines or show undue favoritism. The perception of a teacher attempting to "be besties" can undermine authority and create an uncomfortable atmosphere, particularly if it appears to target a specific demographic within the classroom.
The fourth frustration articulated by Celeste revolves around perennial social dynamics: groups of friends blocking hallways and cafeteria walkways, and the act of being deliberately ignored by acquaintances. "I hate when I see someone I know and I know for a fact that they see me, and they don’t even try to like, smile or say hi. They just like, walk past cause they think they’re too cool to like, acknowledge someone," she stated. These observations highlight the often-unspoken rules of social hierarchy and the micro-aggressions that contribute to the challenging social landscape of high school. The feeling of being deliberately overlooked or dismissed by peers can be a significant source of emotional distress and insecurity for adolescents navigating complex social circles.
Finally, Celeste’s list concludes with a relatable, almost timeless, gripe: the etiquette of sharing gum. "People that never share their gum or just are weirdly, like, protective about it. If you bring gum into a high school, people are gonna ask you for it. And if you don’t want people to ask you, don’t bring them," she asserted. This seemingly minor issue encapsulates a broader aspect of adolescent social pressure—the expectation of sharing and the subtle power dynamics associated with resources, however small, within a peer group. It’s a frustration that speaks to the shared experience of scarcity and demand within a confined environment.
The Online Dialogue: A Spectrum of Reactions
The comments section of Celeste’s video quickly transformed into a vibrant forum for debate, validation, and counterpoints, reflecting the diverse experiences within the educational system. Many viewers empathized with her frustrations, sharing similar anecdotes from their own high school years. However, a significant portion of the comments also offered alternative perspectives and challenged some of her assertions.
Regarding the complaint about un-posted paper homework reminders, some commenters adopted a more traditional, "tough love" stance, emphasizing preparedness for higher education. One user commented, "If ur planning on going to college the 1st thing she said is like expected of u ur professors r not going to baby u and send u reminders to do urwork[sic]." This viewpoint suggests that part of high school’s role is to cultivate self-reliance and organizational skills necessary for collegiate success, where professors rarely provide individualized reminders for assignments.
The issue of social snubs also elicited varied responses. While many agreed with Celeste’s frustration, another viewer offered a different interpretation of why someone might intentionally avoid acknowledging an acquaintance: "Or maybe for the not saying hi one they just HATE to see people they know bc its awkward for them (speaking from experience)." This highlights the often-unseen social anxieties and introverted tendencies that can influence seemingly aloof behavior, suggesting that perceived coolness might sometimes mask underlying discomfort.
The most intense debate, however, centered on classroom phone policies. While Celeste described her teachers as "overly needy," many commenters shared experiences of far stricter regulations, underscoring the variability of school rules across districts and even individual classrooms. "At our school if you have your phone at all during school hours you get detention and it gets taken away and you have to pay $5 to get it back," one user revealed. Such policies, often implemented to curb distractions, cyberbullying, and promote academic focus, demonstrate a spectrum of approaches ranging from moderate discretion to zero tolerance, with tangible consequences for non-compliance.
Even the seemingly trivial topic of gum sharing sparked discussion, with some agreeing with Celeste’s "don’t bring it if you don’t want to share" philosophy, while others questioned the significance of the issue, highlighting its universal and often humorous nature within the school environment.
Broader Context: Navigating Education in the 21st Century
Celeste’s viral video, while a personal expression, serves as a microcosm for broader discussions surrounding contemporary education. The blend of age-old adolescent grievances with modern technological dilemmas speaks to the complex environment students navigate daily.
The Digital Divide in Education: The complaint about Google Classroom reminders highlights the ongoing integration of technology into education. While platforms like Google Classroom, Canvas, and Microsoft Teams have become standard for many schools, facilitating communication, assignment submission, and resource sharing, the reliance on digital tools is not uniform. Some educators, for various reasons including personal preference, lack of training, or subject matter, may still lean on traditional paper-based methods. This disparity can create organizational challenges for students, particularly those who have grown up with ubiquitous digital information management. According to a 2022 survey by the EdWeek Research Center, 85% of teachers reported using digital tools for assigning and collecting homework, yet 40% still regularly used paper assignments. This hybrid approach, while often necessary, requires clear communication strategies to prevent student oversight.
The Ubiquity of Smartphones and School Policies: The tension around phone usage in classrooms is a global phenomenon. A 2023 UNESCO report, "Global Education Monitoring Report," recommended banning smartphones in schools to improve learning and protect children from cyberbullying. Countries like France have implemented national bans, while others, like the UK, have seen individual schools or districts adopt strict "phone-free" policies. Proponents argue that phones are a significant source of distraction, impacting attention spans and academic performance. Research by the London School of Economics, for instance, found that banning mobile phones in schools led to an increase in student performance equivalent to an extra week of schooling over an academic year. Conversely, students often view their phones as essential tools for safety, communication with family, and a connection to their social world, making outright bans controversial and difficult to enforce. The varied school policies observed in the TikTok comments reflect this ongoing debate, with educators attempting to balance academic focus with student well-being and evolving social norms.
Teacher-Student Dynamics and Professional Boundaries: The critique of younger male teachers initiating casual conversations with male athletes touches upon the critical area of professional boundaries. Educators are tasked with fostering a supportive learning environment while maintaining a professional distance. While building rapport is crucial for effective teaching, any perceived favoritism or attempts to "befriend" students can compromise a teacher’s authority and potentially lead to discomfort or accusations of inappropriate conduct. Professional development for educators often emphasizes the importance of consistent, equitable treatment of all students, regardless of their extracurricular involvement or social standing. This element of Celeste’s video subtly highlights the need for clear guidelines and self-awareness among teaching staff regarding their interactions with students.
Adolescent Social Landscape: The frustrations concerning hallway blockages and social snubs are timeless elements of the high school experience. Adolescence is a period marked by intense social development, the formation of identity, and navigation of complex peer hierarchies. The perceived "coolness" and the desire for social recognition often manifest in behaviors that can feel exclusionary or dismissive to others. Research in developmental psychology consistently points to the heightened sensitivity of adolescents to social cues and peer acceptance. Platforms like TikTok amplify these experiences, allowing students to vocalize frustrations that might once have been confined to private conversations.
Inferred Perspectives from Educational Stakeholders
While Celeste’s video is a student’s perspective, it implicitly invites reflection from various educational stakeholders.
From the Perspective of School Administrators: School leaders would likely acknowledge the dual challenge of adapting to technological advancements while maintaining discipline and academic standards. They might emphasize the importance of clear communication regarding homework, advocating for consistent use of LMS platforms while respecting teacher autonomy. On phone policies, administrators often weigh the benefits of reduced distraction against potential parent concerns about student safety and accessibility. They would likely stress the importance of professional conduct for all staff, ensuring equitable treatment and appropriate boundaries with students.
From the Perspective of Educators: Teachers, particularly those who are digitally native or early adopters, would likely empathize with the desire for digital homework reminders. However, some might also point to the pedagogical value of traditional paper assignments or the varying digital literacy levels among staff. Regarding phone use, many teachers grapple with managing constant digital distraction, often feeling that phones compete directly with their instruction. They would likely express the challenge of finding a balance between strict enforcement and fostering a trusting classroom environment. On the subject of student-teacher rapport, educators aim to connect with students, but are also trained to uphold professional distance, understanding that perceptions of favoritism can be detrimental.
From the Perspective of Parents: Parental reactions would likely be mixed. Some parents might agree with Celeste, advocating for more technologically integrated and student-friendly communication methods from schools. Others might support stricter phone policies, viewing them as necessary to protect their children from distractions and cyberbullying, and to foster a focused learning environment. Concerns about social dynamics, such as hallway blockages or social snubs, resonate with parents who worry about their children’s social well-being and sense of belonging.
Implications for Modern Education
The viral discussion sparked by Celeste Riemersma’s video has several broader implications for the future of education:
- Elevating Student Voice: Social media platforms like TikTok provide an unprecedented avenue for students to articulate their experiences and frustrations, bypassing traditional channels. This amplifies student voice and can serve as an informal feedback mechanism for schools, prompting reflection on existing policies and practices.
- Policy Review and Adaptation: The widespread debate on issues like phone policies and homework communication might encourage schools and districts to review and update their guidelines. As technology evolves, so too must the institutional responses to its integration into daily student life. This could lead to more standardized expectations for digital communication or more nuanced approaches to phone management that consider both academic focus and student well-being.
- Professional Development for Educators: The comments regarding teacher-student interactions and the use of technology highlight ongoing needs for professional development. Training for educators, particularly new teachers, on effective classroom management in a digital age, maintaining professional boundaries, and utilizing learning management systems consistently, becomes increasingly crucial.
- Bridging Generational Gaps: The conversation underscores the persistent generational divide between educators and students. Understanding the digital native’s perspective, their reliance on technology for organization and communication, and their social norms is vital for creating more effective and empathetic learning environments.
- The Enduring Nature of High School: Despite the technological advancements and shifting social landscapes, many core frustrations of high school remain constant. The quest for identity, the navigation of social hierarchies, the challenges of academic rigor, and the subtle power dynamics among peers are timeless elements of adolescent development that schools must continually address.
In conclusion, Celeste Riemersma’s viral TikTok video has done more than just air a teenager’s grievances; it has ignited a significant online dialogue that mirrors broader societal conversations about the intersection of technology, education, and adolescent life. By articulating frustrations that resonate widely, the video serves as a powerful reminder that while the tools and contexts of learning evolve, the fundamental human experiences of navigating social complexities, seeking autonomy, and striving for effective communication within institutional settings remain central to the high school journey. The ongoing online discourse offers valuable insights for educators, policymakers, and parents alike, urging a continuous re-evaluation of how best to support students in an increasingly connected, yet often challenging, world.
