Just Plain Bill

“I didn’t get your email.”

“But I sent it.”

Sound familiar? Our present state of electronic communication has given rise to increased uses (abuses?) in less than efficient means of correspondence. When we compose and send an efax or email, we tend to think that we’ve fully “communicated” with someone when in fact, the recipient may not have received our email. This could be due to a variety of factors: it goes into their spam folder, there’s a problem with a server, there’s a mistake in the email address or phone number, the intended recipient could have previewed and ignored it, or…gasp…previewed and simply deleted it.

Email has been a near miraculous advancement in our communication process over the traditional writing and sending of a letter, or writing and physically distributing copies of a memo. At the same time, it has a glaring flaw. Far too many people feel that once they’ve composed and sent an email, they have fulfilled their role in delivering a message – regardless whether it’s been received.

What brought this to mind was a situation today where I had asked for some records to be faxed from one organization to another. I asked the recipient of the records to confirm receipt of the information I had asked to be faxed.

The recipient indicated they had not received the records I had requested from the first party. So, did the first party not fulfill my request for the records to be sent? Did they send them to the wrong fax number? Or, had they simply forgotten to send them?

Regardless, the records were not received. I was forced to backtrack and contact the first party to request once again that the documents be sent.

When I followed up with the receiving party this time, I was assured the records had been received and they could then move forward with the next action step I needed taken.

In short, we’ve become conditioned to believe that our email and faxes most certainly are being received, simply because we know we hit the send key. These foregone, yet incorrect conclusions can often lead to a variety of problems including wasted time, terse exchanges of comments, and less-than effective customer service experiences.

Just Plain Bill

Tickets – what are the value of tickets?

When I started teaching in public schools after a break of 35+ years, I found myself looking for ways to motivate and reward student performance. When I started as a substitute, eventually teaching every grade from pre-K to high school, it was well known that substitutes are usually “tested” by students who often engage in behavior that would not be acceptable if their regular teacher was present.

While I don’t support giving prizes for what should be expected performance or behavior, I kind of stumbled onto a simple and effective system that worked for me – and for my students.

I have collected a wide array of tools and toys in my work as a corporate trainer over the years, enlivening learning opportunities through team building and problem solving. In my stash was a large roll of tickets, the kind you’d see in a raffle or some sort of give-away. Never did I imagine that these tickets would be of immense interest to students of all ages.

I assigned some math games, where everyone had a chance to earn points. The students would earn one ticket for each 100 points. They could then turn in their tickets for some “penny” prizes. What was most surprising was many of the students were satisfied just collecting the tickets – without concern for turning them in for prizes.

Who would have thought so many students would be satisfied with something as simple as tickets? 

I do believe I am catching glimpses of the competitive nature in this next great generation. It just might be the same spirit and drive quite like all the generations that have come before – those who have made our great country the envy of so many others…

It is reassuring.

Just Plain Bill

Shhh…

Can you remember way back in your school days, when the teacher would say “shhh” when the class was getting noisy? (I’m sure everyone else was talking, but not you, eh?) Well, I was surprised when I looked to Wikipedia to help me understand the origin of the practice. It seems that “shhh”, and other sorts of admonition to be quiet, are originally coming from the stark command, “shut up.” (A harsh and destructive admonition.)

As I’ve been substitute teaching and running a computer lab, I’ve heard many teachers and aides use “shhh” quite often, and I’ve observed that, as it was when I was young, the command has little, if any lasting effect.

Classroom management has been a pet subject for me ever since I first began teaching school 46 years ago. I didn’t use “shhh” then, and I haven’t used it since returning to the classroom. Instead, I’ll usually say, “excuse me”, and then wait a minute or so, which usually allows me to provide instruction and direction without interruption.

Not sure if “shhh” will ever go away, but I can always hope. Working with students there will always be hope, but I fear that with teachers it may be a lost cause.

Just Plain Bill

“The computer won’t let me win!”

When Melanie, a diminutive first grader in my computer lab class made this statement, my first response was to say, “Give it another try.” After further thought, I realized that “not winning” is one of the realities of computer games: to not be “defeated” by a human.

The game that Melanie was playing was Road Rally, one of many beginning exercises in my computer classes designed to support familiarity, comfort, and confidence in using all the keys on the computer.

After sitting with Melanie and explaining some strategy that would allow her to “win”, she has become a whiz at that game, as well as with other learning games we include each week. In fact, she’s now “beating” the computer regularly!

Once again, I was reminded that when I truly listen to my students, listen beyond just the words, I can learn much more than I realize.

Chalk that one up to another “teachable moment” for me!