Talking with Professors, Instructors, and Teachers [Strategies]
Tyler Laughlin
What You Will Learn in This Section
With this resource, instructors can guide students on effective communication methods when corresponding with professors in an academic setting. The chapter covers the importance of professional correspondence, the strengths and weaknesses of different communication types (face-to-face, email), considerations for choosing appropriate methods, tips for email and in-person interactions, and case studies illustrating suitable approaches. By the end of this section, instructors and students will be equipped with strategies for selecting the right communication format, understanding expectations for professionalism, and handling various scenarios that may arise when communicating with instructors.
Introduction and Definition
Communication is a process that everyone engages in, every day. How we communicate depends on the context of the situation. You will likely need to speak with your professor during the semester.[1] When you do, the context of the situation should make you consider how you are going to communicate with them. The standard of interaction with someone whom you are not familiar with, like a professor at the start of a semester, should start professionally rather than casually. Typical communication formats in academia include written, digital, and face-to-face interactions.
Importance
Professional correspondence is a necessary skill that is expected as you progress through life. Knowing the strengths and weaknesses of the types of correspondence is important for choosing appropriate methods of communication. In particular, the way you communicate with professors tells them about yourself. How you present your correspondence may indicate your interest in the course, the seriousness of the course to you, and your overall professional manner. Correspondence, particularly in first impressions, is critical to professional success. Remember, how you communicate can be just as important as the information you are communicating.
Examples
Communication types have various strengths and weaknesses. How you want or need to communicate information may also dictate the type of communication you use when corresponding with a professor.
Face-to-Face Interactions
Strengths
- It links your name to your physical person.
- It is a networking opportunity.
- Speaking in person shows interest and commitment to your question.
Weaknesses
- It requires finding the time to speak in person.
- It can be intimidating.
- Usually, no documentation is kept for face-to-face interactions.
Email Correspondence
Strengths
- It can be done anytime, anywhere.
- You can polish exactly what and how you want to say something.
- It can be used as a record for communication if you need to document correspondence with someone.
Weaknesses
- It is less personal than speaking in person.
- Emails can get lost, pushed aside, or even ignored.
- Typing what you want to say may not convey the seriousness, urgency, or emphasis of certain points in an email.
Considerations and Tips
Below are more considerations for correspondence with professors.
How do I choose a method of correspondence?
Choosing the method of communication and correspondence may be just as important as the information you want to communicate. Below are some questions to ask yourself when you need to talk or communicate with a professor.
- What is the goal of the correspondence?
- How much time do you think you will need for a successful interaction?
- How soon do you need a response or outcome?
- What do you feel most comfortable with?
When do I talk with a professor?
Knowing when to choose the appropriate time to speak with a professor can affect the outcome of correspondence. While email communication is available at any time, professors may not respond if emails are sent outside of normal business hours or on weekends. Timeliness also matters. If you know that you will be unable to complete an assignment that is due at 5 pm on a particular day, emailing the professor at 4:59 pm on that day will likely not garner you much sympathy.
In-person communication can be done at various times, but the length of the conversation you anticipate may determine when you talk with the professor. A quick question or inquiry may allow you to speak with a professor before a class begins or after a class ends. They may not have time for a lengthy conversation, but usually a quick question is perfectly acceptable. If you know that the communication will require more time, look up the location and time of your professor’s office hours (via a course syllabus or department website), as well as how to attend office hours (e.g. in-person, on Zoom, etc.) You could also use a combination of different methods to set up an appointment during office hours. For example, you could let the professor know after class that you want to drop by during office hours, and then email them the topics you want to discuss during your visit.
Other Tips for Email and In-Person Correspondence
- Search for answers yourself in your syllabi, learning management system, or other resources before asking.
- Be sure to use proper titles, grammar, and terminology.
- Use professional wording and tone. Using overly casual language—like emojis, acronyms (e.g. “lol”), and friendly slang (e.g. “bro”)—often conveys to professors a lack of respect.
- Come prepared to in-person meetings with questions to ask. Be clear about what you do and do not know on a topic.
- Be clear in your expected outcomes for a meeting or conversation.
- Be open and honest, and accept responsibility for your part in a situation (e.g. you missed an assignment and are asking for an extension).
- When sending an email, include identifying information about yourself and the course, such as your name, class section, and the times and days the class meets so the professor can figure out how to answer you more easily.
Case Studies
Case Study 1
Mallory is a university student who has some basic questions about the structure of the chemistry course she is taking. She has looked at the syllabus several times but the answers to her questions are not abundantly clear. Which methods(s) of communication would be appropriate for Mallory to get answers to her questions?
Case Study 1 Answers
A face-to-face interaction before or after class would be the most straightforward method of getting answers to her questions. The answers to her questions should be simple and not take a lot of time. If her questions were more complex, then meeting face-to-face during office hours may be more appropriate instead. Email correspondence may also work, but may not get the exact answers Mallory was trying to obtain.
Case Study 2
Noel is enrolled in a history course as a dual-credit high school student. He has always been intrigued by the particular part of history being studied in class and would love to speak more with the professor about specific topics from the period. He has written down a full page of questions he would like to ask. Which method(s) of communication would be appropriate for Noel to ask his questions?
Case Study 2 Answers
A face-to-face meeting during office hours would be the best way to speak with his professor about detailed content and information that may be beyond the purview of the course. Noel could preface his office hours visit by letting the professor know ahead of time that he would like to drop by or make an appointment, and what he would like to talk about. He could let the professor know either before/after class or via email that he wanted to come by during office hours.
Case Study 3
Kyle is a junior college student who was dealing with an illness intense enough for a hospital visit. After a week, Kyle is doing much better and able to make it back to class. Which method(s) of communication would be appropriate for Kyle to catch up on information he missed the past week? Which method(s) of communication would be appropriate for getting documentation to his professor or instructor?
Case Study 3 Answers
A face-to-face meeting during office hours would be the most likely way for Kyle to find out how to catch up on the information he missed during his absence. The professor may request that Kyle meet with a teaching or graduate assistant, or another student in the class if one was available. For the documentation of his absence, an email is the simplest way to share those files. It also creates a trail for Kyle’s documentation as well, showing that he communicated his absence with his professor. He could also talk with the professor before or after class about his plan to see if the face-to-face meeting and documentation email was preferable, or if the professor preferred something else.
Actionable Items and Application
- Introduce yourself to your professor during the first week after class.
- Ask your professor how to be successful in their course.
- Email your professor if you want to meet during office hours or if you need to notify them of anything (e.g. a hospitalization, etc.).
Attribution:
Laughlin, Tyler. “Talking with Professors, Instructors, and Teachers [Strategies].” Strategies, Skills and Models for Student Success in Writing and Reading Comprehension. College Station: Texas A&M University, 2024. This work is licensed with a Creative Commons Attribution 4.0 International License (CC BY 4.0).
- *For this component, “professors” is used for simplicity, but “instructors” and “teachers” can be used interchangeably for your situation or circumstances. ↵