The death of the office hours…Are we too available for our students?

Providing students with feedback, whether written or verbal, is something that has always seemed difficult to get just right. Pedagogically we know that too much is not a good idea, but too little can cause the student to lose face or confidence in their instructor. Throw cultural values and expectations about ‘normal’ student/teacher interactions into that mix and even replying to a quick question via email can turn into a several hour tango. At the end of the Fall 2015 semester, I took on an extra online course to gain additional experience in CALL(Computer Assisted Language Learning). This course was just getting started while our regular, intensive, 20-week program was approaching finals. For those who were finishing up, classes had ceased to allow time for project completion, and for those just getting started, there was some initial anxiety about taking an online course for the first time.

During this crucial curricular cross-roads, I told my students they could depend on me to help them with anything that they might need,”just email me,” I said. And they did. Some students emailed me 5-6 times a day with very long, often ‘hypothetical’ questions about possible directions that they could take as they either began the course or wrapped up the course. On top of this was I was assessing over 50 final essays and consulting with students and other faculty members on 2 incidents of plagiarism.  While replying to one email, 5 more would ‘ding’ in the lower corner of my browser; each one a new issue to resolve or a question that needed to be answered. For some, I could take the day but others wanted immediate replies. Students were asking for full reviews of very complex topics that stretched all the way back to weeks 2 and 3 of the program. One student, who plagiarized her final paper, emailed me 15 times in 30 minutes with short ‘text messages’ telling me how I had “ruined her life” and “caused her great shame.” Additionally, there was also a technical issue with the embedded quizzes in our Blackboard Collaborate sessions. For many, taking an online class can feel awkward and superficial at first. Despite my best efforts to reassure them that everything was going to be fine, some grew very impatient.

Later that week I attended a promotional session for prospective students to the Spring semester of our program, and when I tried to speak about the courses that I coordinate, I lost my words. I was overwhelmed and exhausted. I stood before a crowd of future students and current colleagues and announced that I ‘wasn’t feeling well’ and nervously walked off the stage.

This was a turning point for me; I realized that something had to be done. I asked a colleague for help with the online course issues and focused only on my final grades. Students asking for long-winded early semester content reviews were concisely advised to review the materials and notes and only email me if they had a specific question about their final paper. I had to get short. I had to get cold, and my student reviews suffered from it.

So where is the happy medium? How can we be available for our students without giving over ourselves (and our personal time) entirely? In the age of online office hours, how can we control our virtual availability in the same way that we used to control our physical one?  One colleague recommended ‘online office hours'(email me during these times), as well as having set guidelines for right questions and topics to avoid lengthy correspondences by email. He also suggested  setting an expectation for response times from the get-go. I tried that but it didn’t work that way I had hoped.

On the other side of this coin, my students come from a cultural background in which even reaching out to their instructors(for help) is not a social norm, so I am delighted to see barriers being challenged. They may not be able to ask me a question in person, due to cultural beliefs, but they can send it in an email.  Every educator’s ultimate dilemma, right? How do I help my students without sacrificing too much of myself?

What do you think? How have you found (or not found) a way to cope with the transition from the ‘office hour’ to the ‘every hour’? I’d love to hear your stories and/or suggestions.



Student Midterm Reviews and Instructor Reflection

Today is the day that we receive our student midterm reviews. This semester (my third at Sookmyung) were the best yet. Student reviews mean a lot at every institution, but especially in Korea. As educators, part of ‘reflection’ is to understand how our students see us. At least once a month, I record an hour or so of my teaching and then analyze it using the same forms that we ask our trainees to use when they are watching their own recorded micro-teachings. I think that this is the most efficient and honest way to truly know what you are and are not doing; as well as how you could improve. There are things that I have seen myself doing on video, that I would have never noticed in a simple “think back and reflect” task, so despite the uncomfortable aspect of the ordeal it really is the only way to go.

I also welcome feedback from my colleagues. In fact, once a semester we all share some of our recorded teachings and offer peer feedback. Again, despite the first cringe, it is always productive and especially mood-boosting when you receive positive remarks from someone who you admire and respect.

I think that you can get the point that I dig feedback and  I value professional and personal development in this field as a teacher’s training is never truly completed, not even when she is the trainer.

So, why then, do I feel like I rarely learn anything from the written feedback that I receive via the admin office from my students? Is it because it is so restricted (they can only answer a few questions)? Is it because students rarely seem to comment on the methods and strategies that the teacher is using but rather her clothes, hair, and smile? When some of my students have been asked about former instructors, they have listed “attractiveness” as a quality that they liked most about a ‘favorite teacher from the past.’ This is especially true in Korea where personal and aesthetic impressions can be everything and all resumes must come with a headshot. Adults about to enter the work field here have often reported having plastic surgery done in the hopes of landing a better job.

Maybe it’s the culture, or maybe they really only did like my hair, but in the past, I received quantitatively low reviews and barely any remarks about my real teaching; until this semester. One of the main comments that kept coming up was that I was able to deliver the content in a very meaningful way, which allowed them to process the material more efficiently (my own paraphrasing). This, of course, is every content based TESOL instructors goal, so I should feel very satisfied, and yet I only do a little. One student mentioned that my style was ‘too easy’ or that my instruction was delivered in a way that made him/her feel like an elementary student. While this is never my objective, we all have experienced a situation where students have interpreted a teacher’s strategy in an unintended way.

My gut reaction was “can’t please them all,” but this is not how I want to handle the situation. Even a colleague said, “don’t worry about the outliers.” What I want to be able to do is take each piece of feedback that I receive from my students and turn it into something useful. I want to believe that they weren’t just having a bad day, or that they were really able to learn from me BECAUSE I had nice hair and a warm smile. I want to feel that each of my students truly wants to be their best selves and wants that for me too.

What do you think? How could we improve the quality of the feedback from the students to their instructors? How can we, the instructors, take that feedback and turn it into something useful? How can we get both sides to take it more seriously?