Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-stop-talking-about-wellbeing-seneca-certified/1-1-2-appropriate-use-of-email [Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: Stop Talking About Wellbeing - Seneca Certified](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-stop-talking-about-wellbeing-seneca-certified.md) › Appropriate Use of Email # Appropriate Use of Email CPD: Stop Talking About Wellbeing (by Kat Howard), topic 1.1.2 ## Advice for Using Email Appropriately How can we ensure that we use email in a way that helps and doesn’t hinder, and what can we do when it’s being abused in full defiance of the email etiquette? Below is some advice. ### Advice for senior leaders ![Advice for senior leaders](https://image-v2.cdn.app.senecalearning.com/2018-08/09543ee4-a509-4f8f-9bdc-78289d9c2a4b/Work-office-discussion-.jpg) - Set the tone for your school and be explicit in your boundaries. What is your whole-school approach to email? - If you want to make a valid and profound increase in productivity and colleague relationships, and a decrease in work-related stress, consider the guidelines you collectively adhere to as a school. ### Examples for senior leaders ![Examples for senior leaders](https://image-v2.cdn.app.senecalearning.com/2019-05/da613fca-2ee2-4497-a7f4-84b2c1ac4352/example-.jpg) - Are there specified no-email points for staff once they leave work? - Are emails in your school concise, clear and as short as possible? - Are emails polite and positive in language? - Do you speak directly with staff that misuse the guidelines, without resorting to blanket emails that chastise? - Are staff reminded of these key messages regarding email, so that you are regularly endorsing a really healthy email culture? ### Deciding whether or not to email ![Deciding whether or not to email](https://image-v2.cdn.app.senecalearning.com/2018-09/38c0e257-0150-4a56-b74b-9cc7e2910916/question-mark-1872634_1920.jpg) - If you are unsure about sending, ask yourself: is this sent to the right person, at the right time, giving the right timescale for the right reason? How would it feel to be the recipient of this email? ### Propose email boundaries ![Propose email boundaries](https://image-v2.cdn.app.senecalearning.com/2019-04/5cf412bb-b7d8-4ece-aa6a-2ffc1a70347e/fence-wooden-.png) - If your senior leadership team haven’t set boundaries for email, propose it! - If you’re not quite there, then there are some measures you can take to ensure that as a serial recipient, your guidelines are clear to others. - There are some example measures on the next slides. ### Set & stick to an auto-response ![Set & stick to an auto-response](https://image-v2.cdn.app.senecalearning.com/2020-06/724ded5c-e9fa-4f7c-bc73-9d512d9f7cfe/email-replu-.png) - Set an auto-response: you teach and so are able to check email sporadically but aim to respond within two business days. - Once the groundwork of an auto-response has been laid, don’t fall into the trap of short back-and-forth emails to attempt to resolve something quickly. The quickfire exchange is scientifically proven to result in nothing except more confusion at best, and the need for a meeting at worst. ### Give emails your full attention ![Give emails your full attention](https://image-v2.cdn.app.senecalearning.com/2020-06/11dadf6c-1786-475a-b58d-afd3da4f3f2e/attention-.png) - Avoid engaging in email responses when you are doing something else at the same time. - Give someone’s concerns or queries your full attention, or schedule for a time that you are able to do so. If the reply will be any more than a couple of lines, give two options for a chat at a time that suits you. That way, you still control the demands of your working week. ## Test yourself on Appropriate Use of Email - What email response time does Kat think you should aim for? [Practise this topic for free](https://app.senecalearning.com/classroom/course/4fad6769-c7c6-40ad-9a09-541da1441c6f/section/947ff2d3-d1d2-479e-a62c-3c74becabee6/session) - Previous topic: [1.1.1 Physiological Impact of Email](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-stop-talking-about-wellbeing-seneca-certified/1-1-1-physiological-impact-of-email.md) - Next topic: [1.2.1 Damaging Impacts & Advice for WhatsApp](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-stop-talking-about-wellbeing-seneca-certified/1-2-1-damaging-impacts-and-advice-for-whatsapp.md) ## CPD: Stop Talking About Wellbeing (by Kat Howard) contents ### 1 Conversation & Connection - 1.1 Email - [1.1.1 Physiological Impact of Email](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-stop-talking-about-wellbeing-seneca-certified/1-1-1-physiological-impact-of-email.md) - [1.1.2 Appropriate Use of Email](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-stop-talking-about-wellbeing-seneca-certified/1-1-2-appropriate-use-of-email.md) - 1.2 WhatsApp - [1.2.1 Damaging Impacts & Advice for WhatsApp](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-stop-talking-about-wellbeing-seneca-certified/1-2-1-damaging-impacts-and-advice-for-whatsapp.md) - 1.3 Praise & Thank-Yous - [1.3.1 Giving Less Praise, Better](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-stop-talking-about-wellbeing-seneca-certified/1-3-1-giving-less-praise-better.md) ### 2 Being Human: Effective Relationships in Schools - 2.1 Dealing with Colleagues, Roles & Resolution - [2.1.1 Choose Your Crowd](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-stop-talking-about-wellbeing-seneca-certified/2-1-1-choose-your-crowd.md) - [2.1.2 Changing Hats](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-stop-talking-about-wellbeing-seneca-certified/2-1-2-changing-hats.md) - [2.1.3 Resolution & Compassion](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-stop-talking-about-wellbeing-seneca-certified/2-1-3-resolution-and-compassion.md) - 2.2 Creating Professional Safety Nets - [2.2.1 Create Something to Belong To](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-stop-talking-about-wellbeing-seneca-certified/2-2-1-create-something-to-belong-to.md) - 2.3 Educational Leaders - [2.3.1 Problems with Leadership in Schools](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-stop-talking-about-wellbeing-seneca-certified/2-3-1-problems-with-leadership-in-schools.md) - [2.3.2 The Qualities of the Most Effective Leaders](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-stop-talking-about-wellbeing-seneca-certified/2-3-2-the-qualities-of-the-most-effective-leaders.md) - 2.4 Connections in the Classroom: Student Systems - [2.4.1 Behavioural Systems](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-stop-talking-about-wellbeing-seneca-certified/2-4-1-behavioural-systems.md)