Students expect to be able to meet and otherwise communicate with their teachers outside of class. My university requires faculty to be available to students in their office at least six hours a week. If your students don’t perceive you as being both readily available and helpful to them outside of class, at least some are likely to give you significantly lower teaching ratings than they would otherwise.
We’ll be exploring in this chapter issues related to communicating with students outside of the classroom. We’ll begin by delving into how a teacher’s attitude toward doing this can affect both his or her teaching ratings and students. We’ll then look at options for doing such communicating. Next, we’ll consider some of the more common reasons why students seek to do so. And finally, I’ll suggest some strategies for maximizing the likelihood of your being perceived by students as available and helpful outside of class.
The amount that you’re likely to benefit from spending time with students outside of the classroom will be determined, in large part, by your attitude toward doing so. If you view spending time in this way as a necessary evil, you’re likely to benefit less from doing so than you are if you view it as a blessing. Consequently, you’d be wise to try to find ways to view it as the latter rather than the former.
If you don’t consider spending time in this way a blessing and would like