Learning how to use email

Credit: https://tinyurl.com/y76p8c43

Yesterday I spoke with some Year 5 classes about proper use of an email address which is supplied by their school or (in the future) their workplace. It's important because Year 5s start to learn to use email as a tool for learning and sometimes get carried away with the sense of connection sending and receiving emails can bring. And before long emails are flying around that bear no resemblance to anything to do with learning. And before much longer someone sends something inappropriate and it gets diverted to my inbox. The email trails often make for some 'interesting' reading (if I can find my way around all the emojis).

The children had some really insightful questions which shows they are thinking carefully through this expectation and wondering about the grey areas. We talked a couple of these through to demonstrate thinking 'before pressing send'. Is this email about my learning or school? If my email gets forwarded to someone else would there be unintended consequences?  and finally If I'm sending this to Ms Sands have I checked spelling and punctuation and deleted all the unnecessary emojis? :)

A child's eye view

I love receiving emails and correspondence from children. Their questions and observations about life at school always shed interesting perspectives - they offer a child's eye view, you might say.

In the holidays I received an email from Charlie: -

Firstly I was excited that Charlie was getting so much enjoyment from his learning he wanted to continue it in the holidays! And secondly, I thought the 'LOVE Charlie' bit was a nice touch.

I replied straight away:-

And then a few hours later I received an email from his Mum:-

I think she must have been a little embarrassed at his 'audacity', and in her haste to reply didn't check the spelling of her name! (No, I didn't change it to protect the innocent.) However, I thought hearing from Charlie was great - I love his 'front', his directness and his initiative. And I couldn't stop laughing about the lessons he was about to get in capital letters, full stops and the protocol of sending the Principal emails from his Mum's account using her iPad! I'm still giggling about this actually.

I saw Charlie at school today and he thanked me for the reply. I said 'I hope you didn't get in trouble for writing that. I liked hearing from you.'

'Oh, I didn't write it' he said. 'I got my brother to do it and I just told him what to say.' Hmmmmm, seems like the wrong child got the lessons on capitals and full stops.

I'm really looking forward to hearing from Charlie and his brother about their views on iPads for learning. I'm sure there will be other pearls of wisdom that will have me giggling away at my Inbox.

Student Opinion - worth its weight in gold

Earlier this week I received an email from three girls in Year 7 asking questions about a learning strategy we are currently using in the upper school. The message was simple, it was persuasively written (something I was pleased to see given NAPLAN is a week away!) and the grammar, spelling and punctuation weren't too bad either!

Regardless of the mechanics of the writing, I was most impressed with their forthrightness, frankness and confidence to make their feelings known. I emailed Chris Wise, their teacher, to see what it was all about, and in our ensuing conversation about the learning, the current arrangement, the fact that we liked their final question and finally, what we were going to do about it, I realised how far we have come as a society.

As a twelve year old I would NEVER have questioned my teacher about classroom practices, let alone my very scary headmaster, Mr Evans - either in writing or in person. Not only wouldn't I have questioned them, I wouldn't have even thought of it! And if I had, I probably would have copped a walloping at home for being rude!

I love that our students feel comfortable enough to email me or stop me in the playground to have a chat about something they don't like (or even do like). And I love that I work with a group of teachers and teacher aides who firstly, don't view this behaviour as subversive or threatening; and secondly, embrace the opinions of students and consider their own practices in relation to it. It doesn't always mean we are going to change things to make them the way our students want them but we do think about it and discuss it.

This is persuasive political action at its best and I hope these three girls maintain this level of confidence to question the world around them as they grow and mature. Believe me - they are going to be a force to be reckoned with!

Good job, girls!