Skip to main content

That meeting could have been an email…or could it?

There has been a shift in recent years away from administrative, or information-disseminating, meetings due to the meme-worthy “that meeting could have been an email” mentality.

I am now so completely drowned in ‘informative’ emails that I am actually missing many important details that are lost within my deficient email filtering system. My system involves scanning the dozen emails sitting in my inbox, flagging the ones that look important to ‘read later’, then failing to ‘read later’.

Personally, I feel the need for meetings, or at least in-person and verbal interactions sometimes, to effectively convey important information. In the absolute busy-ness of my work life this is far from feasible. There are certainly alternative ways of communicating that we use such as Microsoft Teams, Learner Management Systems, social media, even texting and, (I know it’s old-fashioned) calling someone on the telephone. But the reality is that when there are so many different forms of communication that using more than one or two actually contributes to the problem as we are not all necessarily in the habit of checking each platform on a regular basis. Furthermore, some of our peers are less tech-savvy than others and require a simple communication solution.

I have embarked on a search for some elegant communication systems that I would like to put to the test. Let’s explore some I have stumbled upon in travels:

1.      Video emailing. Never occurred to me to send what is effectively a ‘voicemail’ as an email. Screen casting is a effective and efficient way to record your voice, your screen and even a video of your face to convey information clearly, and eliminates the risk of the tone of emails coming across differently from what you intended as you have control over the tone your voice and body language.

2.      Whatsapp. This was actually a very effective tool we used on a recent school camp as we were able to create a small group chat including only the staff attending the camp and we all had mobile phones on us at all times. Highly effective for communicating short bursts of information for a short period of time with a small number of people.

3.      Targeting emails and using subject lines effectively. It would help my email filter system if emails were targeted to staff who really need to know the information (as opposed to ‘AllStaff’). We are so time poor, it is easier to send to everyone and hope that the people who need the info will figure it out. The subject line can really help with this too. Think “URGENT: Change to schedule for today” vs “Timetables” for example.  

4.       Interactive emailing. Embedding a survey or asking for some sort of specific and timely response can illicit improved engagement in an email. This could be in the form of a survey or poll, or could even be a gif, countdown timer to an event etc. We use Outlook and I have had a look at the Loop features which I might try out.  

If an email is absolutely necessary, which it often is, keep it brief. No need to tell your life story to warm up the crowd, just get to the point and get to the point quickly.

I would really love to hear your thoughts on this and any ideas that you have, either road-tested or otherwise.  

Comments

Popular posts from this blog

Musings on Rubrics (Feedback invited)

I am in need of widespread quality dialogue around the purpose and development of rubrics as we prepare for the implementation of Version 9 (V9) of the Australian Curriculum.  Once upon a time my school had a rubric that was similar to the SACE (South Australian Certificate of Education) performance standards. It was suggested that this was inappropriate as it did not indicate assessment of the Australian Curriculum Achievement Standards. We then moved to a rubric divided into the profiency strands of fluency, understanding, reasoning and problem-solving, and used qualifying language like 'consistently' and 'in un/familiar' situations. The relevant Achievement Standard sentence was attached to the rubric.  In planning for V9 we are redeveloping our rubric. It is proving to be a challenging thing to do as there is limited consensus among stakeholders as to what a middle school mathematics rubric in South Australia should look like. Some common discussion points are that ...

Making Measurement Meaningful and #ObserveMe

 I started the topic of "Measurement" with my Stage 2 Community Connections class today.  Last night I was pondering on how to teach my students about area and perimeter without boring them (and myself) to tears. I decided to follow this procedure: First step: Google your street address and locate your property on Google Maps. Mine looked like this: Second Step: Right click and select "Measure distance" and trace around your property. We noticed that Google gave us the total distance (perimeter) and area. My question for the students was, how did Google figure this out? Or in Stage 2 Community Connections language: "What are the dimensions of the block of land?"  and "What operation will we use to find a) the perimeter and b) the area?" I don't know about you but I find that many students (particularly at the lower ability levels) get confused about the difference between perimeter and area. They struggle to recognise that perimeter requires ...

Who is responsible for Numeracy?

Is the Maths Learning Area (faculty, department, whatever you want to call it) at your school solely responsible for nurturing the numeracy capability in the Australian Curriculum? That would be like saying the English Learning Area is responsible for literacy. And Digital Technologies is responsible for Digital Literacy, Art is responsible for Critical and Creative Thinking, and Languages holds dominion over Intercultural Understanding.  If I proposed this model of implementing the Australian Curriculum you would tell me I am mad. I hope. I would like to open a conversation around the joint responsiblity Learning Areas have for developing numeracy in Australian students. It is hard to know where to start the conversation. As a starting point, how many staff in your school have accessed this page of the curriculum:  "Understanding this General Capability", specifically numeracy, and are aware of the document available on this page outlining the progression of the Numeracy Gen...