By Lindsey Jackson
Like many teachers, one of my main concerns in the classroom is lowering my students’ affective filters. Reading past and current literature on the topic always further convinces me of my need to make my students feel safe in our English Composition for Non-Native Speakers classroom. Following best practices set forth in the literature, I make attempts to begin the semester with icebreakers, conference with my students, and use cooperative learning as much as possible during class time. However, I’m always looking for new ways to continue building trust with my students.
This semester, I decided I wanted to work with my students on email format and etiquette, so one Thursday instead of asking them to free write (as I usually do), I asked them to email me. I gave examples of proper email formatting and asked them to tell me one good thing that had happened in the past week and one “not-so-awesome” thing that had happened. (I intentionally didn’t say “worst” because I did not want students to feel uncomfortable and/or divulge too much information.) It took about 15 minutes of class, and I promised my students I’d respond to their emails.
It was supposed to be a simple activity, but I was overwhelmed by the response. Maybe it’s just the personalities of my particular students, but they have been thrilled to share small snippets of their lives with me. I have also noticed that this simple activity has had enormous results: my students have become more apt to tell me when they’re struggling, more comfortable with seeking additional assistance, and more excited to share their lives with me. It has become a Thursday staple. On the rare occasions we have to do something else instead, students express disappointment.
I do set up boundaries about what qualifies as appropriate information to share, and some students are more open than others, of course. The guidelines work, though, so I have never had an issue with anyone oversharing, and students seem to enjoy the opportunity to practice their English writing in a more informal and safer setting.
One student titles his email every week, “Fun Assignment.” Another thanks me consistently for allowing her to share. Others ask me for advice about their futures in academia or tell me about their struggles in class and use the email opportunity to set up appointments to come talk to me more.
It is fifteen minutes of our week, but it has been one of the most beneficial activities I have ever done in my classroom. My students are learning how to structure emails, yes, but they are also learning to trust me. As a result, class participation has gone up, students seem happier to come to class, and we continue to build a classroom community that works for us.
Lindsey Jackson will be graduating with a Master’s in English-TESOL from Missouri State University in May. She has an undergraduate degree in English Education from Evangel University and currently teaches English composition for non-native English speakers at Missouri State.
