- Describe additional benefits for interacting with your instructor beyond the value for that particular course.
- List guidelines for successfully communicating individually with an instructor, such as doing so during office hours.
- Write e-mail messages to instructors and others that are polite, professional, and effective.
- Know how to graciously resolve a problem, such as a grade dispute, with an instructor.
- Explain what is needed to succeed in an online course and how to interact with an online instructor.
So far we’ve been looking at class participation and general interaction with both instructors and other students in class. In addition to this, students gain very specific benefits from communicating directly with their instructors. Learn best practices for communicating with your instructors during office hours and through e-mail.
Additional Benefits of Talking with Your Instructors
College students are sometimes surprised to discover that instructors like students and enjoy getting to know them. After all, they want to feel they’re doing something more meaningful than talking to an empty room. The human dimension of college really matters, and as a student you are an important part of your instructor’s world. Most instructors are happy to see you during their office hours or to talk a few minutes after class.
This chapter has repeatedly emphasized how active participation in learning is a key to student success. In addition, talking with your instructors often leads to benefits beyond simply doing well in that class.
- Talking with instructors helps you feel more comfortable in college and more connected to the campus. Students who talk to their instructors are less likely to become disillusioned and drop out.
- Talking with instructors is a valuable way to learn about an academic field or a career. Don’t know for sure what you want to major in, or what people with a degree in your chosen major actually do after college? Most instructors will share information and insights with you.
- You may need a reference or letter of recommendation for a job or internship application. Getting to know some of your instructors puts you in an ideal position to ask for a letter of recommendation or a reference in the future when you need one.
- Because instructors are often well connected within their field, they may know of a job, internship, or research possibility you otherwise may not learn about. An instructor who knows you is a valuable part of your network. Networking is very important for future job searches and other opportunities. In fact, most jobs are found through networking, not through classified ads or online job postings.
- Think about what it truly means to be “educated”: how one thinks, understands society and the world, and responds to problems and new situations. Much of this learning occurs outside the classroom. Talking with your highly educated instructors can be among your most meaningful experiences in college.
Guidelines for Communicating with Instructors
Getting along with instructors and communicating well begins with attitude. As experts in their field, they deserve your respect. Remember that a college education is a collaborative process that works best when students and instructors communicate freely in an exchange of ideas, information, and perspectives. So while you should respect your instructors, you shouldn’t fear them. As you get to know them better, you’ll learn their personalities and find appropriate ways to communicate. Here are some guidelines for getting along with and communicating with your instructors:
Figure 6.4 – Your instructor can often help explain course topics.
[Source: Texas Tech University Rights: All Rights Reserved.]
- Prepare before going to the instructor’s office. Go over your notes on readings and lectures and write down your specific questions. You’ll feel more comfortable, and the instructor will appreciate your being organized.
- Don’t forget to introduce yourself. Especially near the beginning of the term, don’t assume your instructor has learned everyone’s names yet and don’t make him or her have to ask you. Unless the instructor has already asked you to address him or her as “Dr. ____,” “Ms. _____” or Mr. _______,” or something similar, it’s appropriate to say “Professor _______.”
- Respect the instructor’s time. In addition to teaching, college instructors sit on committees, do research and other professional work, and have personal lives. Don’t show up two minutes before the end of an office hour and expect the instructor to stay late to talk with you.
- Realize that the instructor will recognize you from class—even in a large lecture hall. If you spent a lecture class joking around with friends in the back row, don’t think you can show up during office hours to find out what you missed while you weren’t paying attention.
- Don’t try to fool an instructor. Insincere praise or making excuses for not doing an assignment won’t make it in college. Nor is it a good idea to show you’re “too cool” to take all this seriously—another attitude sure to turn off an instructor. To earn your instructor’s respect, come to class prepared, do the work, participate genuinely in class, and show respect—and the instructor will be happy to see you when you come to office hours or need some extra help.
- Try to see things from the instructor’s point of view. Imagine that you spent a couple hours making PowerPoint slides and preparing a class lecture on something you find very stimulating and exciting. Standing in front of a full room, you are gratified to see faces smiling and heads nodding as people understand what you’re saying—they really get it! And then a student after class asks, “Is this going to be on the test?” How would you feel?
- Be professional when talking to an instructor. You can be cordial and friendly, but keep it professional and on an adult level. Come to office hours prepared with your questions—not just to chat or joke around. (Don’t wear sunglasses or earphones in the office or check your cell phone for messages.) Be prepared to accept criticism in a professional way, without taking it personally or complaining.
- Use your best communication skills.
E-mail Best Practices
Just as e-mail has become a primary form of communication in business and society, e-mail has a growing role in education and has become an important and valuable means of communicating with instructors. Virtually all younger college students have grown up using e-mail and have a computer or computer access in college, although some have developed poor habits from using e-mail principally with friends in the past. Especially when it is difficult to see an instructor in person during office hours, e-mail can be an effective form of communication and interaction with instructors. E-mail is also an increasingly effective way to collaborate with other students on group projects or while studying with other students.
If your instructor gives you his or her e-mail addresses, use e-mail rather than the telephone for nonurgent matters. Using e-mail respects other people’s time, allowing them to answer at a time of their choosing, rather than being interrupted by a telephone call.
But e-mail is a written form of communication that is different from telephone voice messages and text messages. Students who text with friends have often adopted shortcuts, such as not spelling out full words, ignoring capitalization and punctuation, and not bothering with grammar or full sentence constructions. This is inappropriate in an e-mail message to an instructor, who expects a more professional quality of writing. Most instructors expect your communications to be in full sentences with correctly spelled words and reasonable grammar. Follow these guidelines:
- Use a professional e-mail name. If you have a funny name you use with friends, create a different account with a professional name you use with instructors, work supervisors, and others.
- Use the subject line to label your message effectively at a glance. “May I make an appointment?” says something; “In your office?” doesn’t.
- Address e-mail messages as you do a letter, beginning “Dear Professor ____.” Include your full name if it’s not easily recognizable in your e-mail account.
- Get to your point quickly and concisely. Don’t make the reader scroll down a long e-mail to see what it is you want to say.
- Because e-mail is a written communication, it does not express emotion the way a voice message does. Don’t attempt to be funny, ironic, or sarcastic. Write as you would in a paper for class. In a large lecture class or an online course, your e-mail voice may be the primary way your instructor knows you, and emotionally charged messages can be confusing or give a poor impression.
- Don’t use capital letters to emphasize. All caps look like SHOUTING.
- Avoid abbreviations, nonstandard spelling, slang, and emoticons like smiley faces. These do not convey a professional tone.
- Don’t make demands or state expectations such as “I’ll expect to hear from you soon” or “If I haven’t heard by 4 p.m., I’ll assume you’ll accept my paper late.”
- When you reply to a message, leave the original message within yours. Your reader may need to recall what he or she said in the original message.
- Be polite. End the message with a “Thank you” or something similar.
- Proofread your message before sending it.
- With any important message to a work supervisor or instructor, it’s a good idea to wait and review the message later before sending it. You may have expressed an emotion or thought that you will think better about later. Many problems have resulted when people sent messages too quickly without thinking.
Resolving a Problem with an Instructor
The most common issue students feel with an instructor involves receiving a grade lower than they think they deserve—especially new students not yet used to the higher standards of college. It’s depressing to get a low grade, but it’s not the end of the world. Don’t be too hard on yourself—or on the instructor. Take a good look at what happened on the test or paper and make sure you know what to do better next time. Review the earlier chapters on studying habits, time management, and taking tests.
If you genuinely believe you deserved a higher grade, you can talk with your instructor. How you communicate in that conversation, however, is very important. Instructors are used to hearing students complain about grades and patiently explaining their standards for grading. Most instructors seldom change grades. Yet it can still be worthwhile to talk with the instructor because of what you will learn from the experience.
Follow these guidelines to talk about a grade or resolve any other problem or disagreement with an instructor:
- First go over the requirements for the paper or test and the instructor’s comments. Be sure you actually have a reason for discussing the grade—not just that you didn’t do well. Be prepared with specific points you want to go over.
- Make an appointment with your instructor during office hours or another time. Don’t try to talk about this before or after class or with e-mail or the telephone.
- Begin by politely explaining that you thought you did better on the assignment or test (not simply that you think you deserve a better grade) and that you’d like to go over it to better understand the result.
- Allow the instructor to explain his or her comments on the assignment or grading of the test. Don’t complain or whine; instead, show your appreciation for the explanation. Raise any specific questions or make comments at this time.
- Use good listening skills. Whatever you do, don’t argue!
- Ask what you can do to improve grade, if possible. Can you rewrite the paper or do any extra-credit work to help make up for a test score? While you are showing that you would like to earn a higher grade in the course, also make it clear that you’re willing to put in the effort and that you want to learn more, not just get the higher grade.
- If there is no opportunity to improve on this specific project, ask the instructor for advice on what you might do on the next assignment or when preparing for the next test. You may be offered some individual help or receive good study advice, and your instructor will respect your willingness to make the effort as long as it’s clear that you’re more interested in learning than simply getting the grade.
Tips for Success: Talking with Instructors
- When you have a question, ask it sooner rather than later.
- Be prepared and plan your questions and comments in advance.
- Be respectful but personable and communicate professionally.
- Be open minded and ready to learn. Avoid whining and complaining.
- There is no such thing as a “stupid question.”
Relating to an Instructor of an Online Course
Online courses have grown tremendously in recent years, and most colleges now have at least some online courses. While online learning once focused on students at a distance from campus, now many students enrolled in regular classes also take some courses online. Online courses have a number of practical benefits but also pose special issues, primarily related to how students interact with other students and the instructor.
Some online courses do involve “face time” or live audio connections with the instructor and other students, via Webcasts or Webinars, but many are self-paced and asynchronous, meaning that you experience the course on your own time and communicate with others via messages back and forth rather than communicating in real time. All online courses include opportunities for interacting with the instructor, typically through e-mail or a bulletin board where you may see comments and questions from other students as well.
Figure 6.5 – Online courses let you study when you want, where you want.
[Source: Lean Forward via Flickr Rights: CC-BY-SA]
Many educators argue that online courses can involve more interaction between students and the instructor than in a large lecture class, not less. But two important differences affect how that interaction occurs and how successful it is for engaging students in learning. Most communication is written, with no or limited opportunity to ask questions face to face or during office hours, and students must take the initiative to interact beyond the requirements of online assignments.
Many students enjoy online courses, in part for the practical benefit of scheduling your own time. Some students who are reluctant to speak in class communicate more easily in writing. But other students may have less confidence in their writing skills or may never initiate interaction at all and end up feeling lost. Depending on your learning style, an online course may feel natural to you (if you learn well independently and through language skills) or more difficult (if you are a more visual or kinesthetic learner). Online courses have higher drop-out and failure rates due to some students feeling isolated and unmotivated.
Success in an online course requires commitment and motivation. Follow these guidelines:
- Make sure you have the technology. If you’re not comfortable reading and writing on a computer, don’t rush into an online course. If you have limited access to a computer or high-speed Internet connection, or have to arrange your schedule to use a computer elsewhere, you may have difficulty with the course.
- Accept that you’ll have to motivate yourself and take responsibility for your learning. It’s actually harder for some people to sit down at the computer on their own than to show up at a set time. Be sure you have enough time in your week for all course activities and try to schedule regular times online and for assignments. Evaluate the course requirements carefully before signing up.
- Work on your writing skills. If you are not comfortable writing, you may want to defer taking online courses until you have had more experience with college-level writing. When communicating with the instructor of an online course, follow the guidelines for effective e-mail outlined earlier.
- Use critical thinking skills. Most online courses involve assignments requiring problem solving and critical thinking. It’s not as simple as watching video lectures and taking multiple-choice tests. You need to actively engage with the course material.
- Take the initiative to ask questions and seek help. Remember, your instructor can’t see you to know if you’re confused or feeling frustrated understanding a lecture or reading. You must take the first step to communicate your questions.
- Be patient. When you ask a question or seek help with an assignment, you have to wait for a reply from your instructor. You may need to continue with a reading or writing assignment before you receive a reply. If the instructor is online at scheduled times for direct contact, take advantage of those times for immediate feedback and answers.
- Use any opportunity to interact with other students in the course. If you can interact with other students online, do it. Ask questions of other students and monitor their communications. If you know another person taking the same course, try to synchronize your schedules so that you can study together and talk over assignments. Students who feel they are part of a learning community always do better than those who feel isolated and on their own.
- Additional benefits of getting to know and networking with instructors include receiving references and academic advice.
- Interacting with college instructors contributes to the growth and intellectual maturity that are part of what it means to be “educated.”
- Prepare in advance before meeting with an instructor and communicate respectfully, honestly, and sincerely. Your efforts will be repaid.
- Follow accepted guidelines for professional use of e-mail with instructors.
- It is worthwhile speaking with an instructor when you disagree about a grade because of what you will learn in this interaction.
- Online courses involve special issues for effective learning, but you must make the effort to interact with the instructor and other students in a way that encourages your success.
Name three benefits you might gain from talking with an instructor weeks or months after the course has ended.
What should you do before going to see your instructor during office hours?
For each of the following statements, circle T for true or F for false:
T F The instructor of a large lecture course will recognize you even if you sit in the back and try not to be noticed. T F Instructors appreciate it when you talk to them in the kind of language you use with your best friends. T F Whining and complaining is the best way to convince an instructor to change your grade. T F It is acceptable to ask an instructor if you can rewrite a paper or do extra-credit work to help make up for a poor grade.
Write an appropriate opening for an e-mail to an instructor.
1Adapted from “How to Communicate and Problem Solve with Your Instructor,” http://www.gpslifeplan.org/generic/pdf/how-to-communicate-with-professor.pdf (accessed December 27, 2009).