Contextual Background (c. 50 words):
I began working as a Graduate Teaching Assistant (GTA) 2.5 years ago in the MA Performance and Practice course. After one year as a GTA, I transitioned to the role of Visiting Practitioner (VP). Despite this change, I have continued to handle student communication, including tasks such as room bookings, tutorials, event organisation, and liaising between students and technicians.
Evaluation (c. 100 words):
Most of the emails I send and receive from students involve class announcements, guest passes, timetables, room bookings, and event scheduling. While Moodle announcements are the university’s preferred communication tool, I noticed that students often overlook important emails. To address this, I adopted a hybrid communication system, sending important announcements via both email and a WhatsApp group chat. I also use WhatsApp reminders, which, although informal, have proven effective for both students and staff. This approach suits the relaxed communication style of the course and the frequent schedule changes typical of a performance course. This also works with the size of our group which is under 30. However, a challenge is that students often message me directly on WhatsApp, leading to a high volume of messages.
Moving Forward (c. 350 words):
Handling all student inquiries efficiently has been a challenge. While the journal article ‘The Design Critique and the Moral Goods of Studio Pedagogy’ (McDonald and Michela, 2019) focuses on feedback approaches, some of its case studies offer insights relevant to my situation. As a young tutor, I initially felt insecure when students did not respond to me promptly. However, as my responsibilities have grown, I have realised the need to shift from a proactive to a more passive approach. Instead of managing every task, I will focus on solving specific student problems and delegate administrative tasks, such as guest passes and room bookings, to the course administrator.
To ensure smooth collaboration with the course administrator, I will establish a clear communication structure for students and step in only when necessary. This will allow me to focus on my core responsibilities while ensuring students receive the support they need.
Regarding WhatsApp messages, I have learned that it is acceptable to ignore non-urgent messages when necessary. As a practical solution, I will hide my online status so students cannot see whether I have read their messages. This will help me manage my time more effectively. Additionally, I will work on overcoming my initial insecurity as a tutor and set clearer boundaries with students. This does not mean neglecting their needs but rather distributing communication responsibilities among staff members to ensure a balanced workload.
By implementing these changes, I aim to create a more structured and efficient communication system that benefits both students and staff. This approach will allow me to focus on my teaching responsibilities while ensuring students receive timely and effective support.
References (additional to word count):
McDonald, J.K. and Michela, E. (2019) ‘The design critique and the moral goods of studio pedagogy’, Design Studies, 62, pp. 1–35. doi:10.1016/j.destud.2019.02.001.