Eleanor,
A separate phone just for students is an interesting idea. Reminders about time zone issues is essential. Good point.
Thanks!
I offer several methods of communication: email, texting, instant message, and phone call. I have a separate phone just for student contact so that when this phone has a message, I know it is student related. Most students text me rather than call.
I also gently remind students of my time zone and that they should always think about the someone's time zone before contacting them. It is a global industry for almost every field and it is good practice to give consideration to where the person lives before contacting them, whether an instructor or a colleague. If it is 8:00 am for you, it might be 5:00 am for the other person.
Rafael,
Excellent. Keep being that professional role model for your students and you'll see them being professional too. Sounds like you are helping students become better communicators. Nice job.
I'm an advocate of the discussion board as the best place to model good communication. Giving students positive feedback and probing for more questions shows the class how to respond to writing prompts and to each other.
Aside from the discussion board, I believe live chats also inspire good communication. Specifically, I have found many students are too shy to utilize their microphones. Their questions posed to me during lecture must be specific and brief. They learn quickly how to communicate with me and each other within the LMS.
John,
I have a funny story about a student wanting to be called by a nickname. I had the class log in for synchronous classes and I took attendance at these classes. The students logged in with their names and I had each turn their camera on and introduce themselves and this one young man logged in as "Squirrel" and also introduced himself as "Squirrel" as he said that's what everyone called him. I private messaged him in the meeting and told him I didn't have a "Squirrel" on my roster, so if he wanted to be counted present, I need a "real" name. We laughed and he told me his name. It's funny what students want some times. Thanks!
John,
You are doing everything to set the stage so that students know what to expect from the course and you. I like the idea of inspirational quotes as well. Thanks!
Donald,
Have you ever had a situation in which a student requested that you call them by a nickname or other name? I also choose to begin my classes by showing respect. However, I had a class in which the student REALLY wanted me to call him by his first name because he was in the process of changing his last name for some reason. Based on the response I received, I chose not to inquire about the situation and honored his request.
John
I place my phone number, live chat and e-mail address in the syllabus and announcement for the beginning of class. Along with that, I provide an expected response time for all forms of contact with me. I let the students know my office hours and ensure them that if they are not able to reach me during the office hours for any reason, they can e-mail me and we can set up a special time to ensure their concerns are addressed. I also provide inspirational quotes for the class to help them along the way.
Leigh,
When you provide so many options, then do you feel overwhelmed and like a 24/7 instructor?
Thanks!
Like others, there are many ways that students can contact me: Instant messaging, office hours (through instant messaging), email, discussion boards, and voicemail. I encourage students to use IM when I am shown as available, not only when I am hosting formal office hours. Otherwise, I ask them to email me.
Because students have many options I find that most of them feel comfortable reaching out to me. Most students use email effectively, however, they do not use the subject line effectively, and they fail to include previous responses in their email "chain". This can make ongoing discussion of a topic more difficult.
I also post a dicussion board where students can contact each other and ask questions which they may be able to answer for each other. I make it clear that my involvement in that DB is minimal, and if they want to contact me they may.
Jane,
These planned responses I'm sure save you a lot of time. And, when you are consistent between students' request - excellent. Thanks!
Just as was discussed in this module, I am always courteous, check spelling and grammar, and offer emails and DB posts that meet the same criteria that are expected for student communications.
To help manage time, I save all of these messages. For example, at the end of a course I get a number of requests for late submissions. I have already crafted and honed a courteous, encouraging, and explanatory response, but can then save a little time by customizing this standard response for each student. In this way, not only do I save time, but my response is tried and tested as well as consistent from one student to the next.
Wayne ,
Tone is important from the beginning of the course. Publishing the communication guidelines, sticking with them and serving as that good role model are all key components. Thanks!
Deborah,
Serving as a good role model is essential. We forget many times how much we serve as a role model in all we do. Thanks for the reminder.
Precise information delivered in a proper tone of encouragement goes a long way toward modeling good communication. In addition to published guidelines for good communication provide reference points for directing students when communication is less than acceptable.
I provide emails that model good communicating starting before the class begins. In each email throughout the class I always have a statement such as “I want you to be successful and I will work with you, never hesitate to contact me if you have a question or concern…â€
It seems silly to repeat this message over and over but this seems to make some students feel more comfortable with reaching out with questions.
Each week, I send an email that starts with a motivational quote on time management, success, or goal setting and then point out what we will be covering each week and steps to get started with assignments. Many people in this thread have mentioned keeping messages simple and concise and I agree.
Further, it helps with individual emails and calls for me to use the student’s name and to customize the message for the student. I try my best to check student understanding to ensure I am communicating.
Thomas,
Yes, emergencies may be different than general communication, but we have to be clear, as you stated, about how students can and should communicate with us.
By giving students multiple options for communicating with me, but make it clear which ones are for "emergencies" or complex issues that require calling me on the phone or for less urgent issues that could be addressed via texting, emails or the discussion thread for questions. I find students, given a little guidance, will use the appropriate communication media based on how fast they need a response.
Phyllis,
We have to be good role models. Without some type of example and role model, students may not know how or when to communicate. Keep up the good work.
I model good communication by writing to students during the first week that I am available for them and I am interested in each of them having a rewarding experience. Then, I ask students to contact me by email, phone, or Instant Messaging (IM) during office hours. I write follow up letters in the middle of the week to assure students that I am concerned with their progress. I also post announcements with information that answers questions that may have been raised in live chats or discussion boards. I have found these methods to be effective in students feeling that am available and that I am interested in their progress.
