Essay About Communication

Essay About Communication-88
"Sticks and stones may break my bones but words will never hurt me." Growing up we heard versions of this lie all the time. Words are full of emotions and connotations, and they should always be handled with care.Using words prudently is just as important when talking with students as in our scholarly writing.Perhaps we think our students send more because they generally ask questions that are covered in the syllabus or in other handouts.

"Sticks and stones may break my bones but words will never hurt me." Growing up we heard versions of this lie all the time. Words are full of emotions and connotations, and they should always be handled with care.Using words prudently is just as important when talking with students as in our scholarly writing.Perhaps we think our students send more because they generally ask questions that are covered in the syllabus or in other handouts.

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We’ll get through it." If a student asks a question that I know has been addressed in the syllabus, for instance, I will say, "I believe that’s in our syllabus.

Check there and let me know if that helps." In another scenario, students ask almost every semester, “Will we have any graded group projects?

For example, I recently received an e-mail from a student roughly saying, "I don’t understand the readings, what tips do you have, please." (The reading assignment was a transcript from a trial in the 17th century.) I replied: I'm sorry to hear the readings are giving you difficulties. Additionally, I like to end e-mails with a message that conveys that it is O. ” Certainly, our students generally have much to learn about formal online communication.

I remember a few e-mails that were written with so many different abbreviations and slang that my only option was to ask the students to send them again in complete sentences because I could not understand.

One e-mail I sent was a reply to a message this instructor sent out to everyone requesting specific information.

One was an e-mail following the course procedure for mistakes we found in the online chapter quizzes.Timely, clear replies phrased in ways that aim to help students learn and that give students the benefit of the doubt are most effective.College is about learning, and our job is to help guide students through this messy process.In general, however, I think we are being too picky when we insist every message begin “Dear Professor so and so” and conclude with “Sincerely, Your Student, Chemistry MWF 9-10” and too picky when we expect so-called perfect Standard English in e-mails, for example.We need to remember that language is always shifting and adapting to new realities.I have days where I am tempted to delete all my e-mail and not look back because I receive so many -- 50 to 100 every day.For me, the number of e-mails from students has always been small (actually too small) — no more than 10-20 weekly.When I give students advice, I always end by telling them to please let me know if they ever have any follow-up questions or if they need me to deliver my “advice talk” again. Part of being safe is knowing that they can ask questions, even the silly ones, and make mistakes and not be put down.We can also teach students about effective communication by the ways in which we communicate with them.In online or face-to-face communication, I also use “we” as much as possible.If a student says, "I’m struggling with…" or “I don’t understand….,” I reply with statements that begin, "It’ll be alright.

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