KEYS to Teaching Success: Professional Email Communications

This important component gives recipients a brief notice of the topic, and it helps recipients prioritize messages in their inboxes. Many people omit the subject line of a message, which shows carelessness and a lack of concern for the recipient. In fact, to many people an omitted subject heading signals potential malware, so for that reason alone, we would be smart to include a subject heading. Also, think about how many times you’ve had to search for an email message. If you can’t remember a sender’s name, you can search for the subject. Omitting a subject heading makes it more difficult for a recipient to find it later.

      A heading too brief or too informal also sends the wrong message. Some people write a simple Hi or FYI, but those subjects tell the recipient very little, and depending on the topic of the email, those short subject lines send an inaccurate message. Also inaccurate would be a subject heading such as Urgent or Very Important if the message itself is a reminder of the student council fundraiser next week. We should avoid misleading our colleagues with deceptive language. If we want our messages to be read and taken seriously, we should show that we’ve taken them seriously as well. 

Email Heading Example by Nancy Remler CC-BY 2022

 Effective subject lines are brief and clear. They should not be the first sentence of our message. Instead, the subject should be a phrase consisting of keywords that indicate the main idea. For instance, when Breanna sent an email to her assistant principal with questions about the upcoming professional development seminar, her subject line read, Regarding Wednesday’s Seminar.

Please open the next tab: Salutation.

This opening phrase often begins with Dear Ms. Roberts or Dear Mr. Jenkins, but it could also open with Good morning, Good afternoon or Good evening. How we write our salutations, of course, depends on our audience and how well we know that audience. For someone we work with regularly, we might appropriately choose to write Good morning, Jenna. While your personal emails might begin with Hi or Hey, your professional emails should take a more formal voice. And when emailing a parent, it’s always a good idea to use a more professional salutation, like Dear Mr. Solomon. Of course, the courtesy title should match the recipient’s position. If you know someone is a doctor, write Dear Dr. Washington or if you know someone is in the clergy, you would write Dear Rev. Hartmeyer.

Email Salutation CC-BY Nancy Remler 2022

Many people neglect this important aspect of the email message, but including the salutation shows respect for the recipient. It also shows your professionalism and your attention to clear communications. A message can be jarring without the salutation. Many such messages give the impression that the sender is annoyed or unaware of good manners.

Please open the next tab: Opening Paragraph.

      A professional email message often begins with one line to establish a courteous tone or draw the reader in. It sets the tone of the electronic exchange and also underscores the sender’s professionalism. An example would be a message from Breanna to her assistant principal. Before listing her questions about a professional development seminar, she could lead with this sentence: Thank you for arranging the professional development seminar for Wednesday. After that first sentence, Breanna could move forward to her questions.

      In a different scenario, for instance a message to parents, Breanna might open her message with, I hope everyone enjoyed the holiday break. At the same time, it's good to get back to a routine.

Please open the next tab: Main Content.

     After the opening, an email message should offer concise, organized, clear details about the message’s purpose. If the purpose is to request a meeting, the message should simply request it. If the purpose is to ask questions, the message should ask them (in a list if there are several questions). If the purpose is to make an announcement, the message should include the appropriate what, when and where.

     The email’s tone should befit a teacher as well. Messages to parents or colleagues are not the context for making jokes and certainly not the context for expressing anger or frustration. Sometimes an email message’s purpose is to register a complaint, and even in that situation, the tone should avoid emotion. For instance, when Breanna learned that her book budget had been reduced by half, it’s possible she went home and grumbled to her cat. But her email to the principal read this way: I was surprised to learn about the reduction of my book budget this month. Can we please meet soon to discuss my options so that I can change my book order?

Please open the next tab: The Closing.

      Today’s email technologies include a “business card” attachment that enables us to insert a standard signature with contact information. Those configurations are convenient, but we should also give our message a closing for a courteous, clear sense of completion. Usually a simple Sincerely can precede the sender’s name. In some situations, the sender might opt for Thank you, Best regards, or (depending on the situation) See you soon.

     These days, the business card attachment often includes a quotation which seeks to inspire readers or amuse them. However, many business websites recommend leaving off those signature quotes. For example, one computer programmer added this note to his email signature card: Help stamp out the yellow smiley face. The added note might have been intended as a joke, but the quip has nothing to do with business, and it could give the impression that the sender is passing along a surly disposition. The note adds nothing to the intent of the message, so why add it? His best bet would be to leave the quotation off (Hertzberg, 2022).

     Many people omit the closing altogether and simply write their names, but that approach can come across as short and impersonal. A message that omits a signature altogether might come across as terse or angry.

Now move forward to the sample email message in the next content box.

CC: stands for carbon copy, which is a holdover from the days before email, even before photocopiers, when people relied on carbon paper (see image below) to make copies of letters and memos.

Karbonkopia 2008 by Ellgaard Holgar CC-BY-SA 3.0

      By using the CC: setting, a sender can add multiple recipients to an email message. The CC: notation suggests to those added recipients that the message is for their information, but they are not the primary  person for whom the message is intended. For instance, when Breanna wrote her message to Mr. Martinez, her primary goal was to schedule a conversation with just him, but she might have chosen to copy her clinical supervisor on the message to document the supervisor's awareness of this request for a meeting and also to indicate to Mr. Martinez that she has her supervisor's approval in requesting that meeting.

Example of CC: Setting by Nancy Remler CC-BY 2022

Please move forward to the next tab: Blind Copies.

     BCC: stands for blind carbon copy. Like CC:, the BCC: notation enables a sender to add recipients to a message, but those recipients' addresses would not be visible. Social media apps and news feeds enable us to post messages without using email addresses at all. For that reason, BCC: is not as widely used as it once was. But sometimes it can still be helpful. For instance, when someone wants to respect recipients' privacy, they can list email addresses as BCC. Let's say Breanna sent an email to parents informing them of the installation of the science lab equipment. She might list herself (or her supervisor) as the main recipient of the message, then use BCC: for all the students' parents, thereby keeping all the parents' email addresses private.

Example BCC by Nancy Remler CC-BY 2022

Please move forward to the next tab: Inappropriate Uses of BCC.

     Unfortunately, the BCC: notation can also be used in deceptive ways. For instance, it's possible for one colleague to send an email to a second colleague while blind copying additional colleagues, thereby keeping hidden those additional colleagues' inclusion. Here's an example of how BCC: can be abused:

Mrs. Aspinwald objected to Mr. Garrison's consistent use of music during his fourth period writing class. Mrs. Aspinwald asked Mr. Garrison to stop playing music because she could hear it through the wall, and she found it distracting. However, Mr. Garrison's students enjoyed music, so he continued playing it. Eventually, Mr. Aspinwald emailed Mr. Garrison to complain about the noise, and in the message included the principal using the BCC: notation. Unbeknownst to Mr. Garrison, Mrs. Aspinwald had taken a round-about way to complain to their supervisor.

Mrs. Aspinwald's choice was inappropriate in multiple ways. By including the principal in the message, she drew him into an exchange unexpectedly, which likely caused some confusion. When someone is blind copied on an email, that person sees the BCC: notation. In this case, the only person who wouldn't see it would be Mr. Garrison. So upon reading that email of complaint, the principal can infer that Mrs. Aspinwald was being deceptive, which he probably would not appreciate. Also, by using that BCC: notation, Mrs. Aspinwald has opened the opportunity for the principal to reply to her and Mr. Garrison simultaneously, thereby revealing her deception.

      It's never a good idea to deceive your colleagues, even if they frustrate you. If you're not comfortable confronting a colleague face to face, you should consult your supervisor. Being deceptive, though, can end up hurting you.

Now please move forward to the next segment about editing email messages.

     Because teachers' days are already packed with instruction, paperwork, lunchroom duty and department meetings, it's easy to procrastinate the responsibility of checking email, especially when most of the items in the inbox are SPAM. Still, when teachers neglect to check their messages, they miss important information, sometimes pressing questions that need response. Nobody likes to be ignored, especially a parent or a school administrator. You can avoid giving that impression if you check your email messages at least once a day.

Please click on the next tab, Respond Promptly.

     Just as it's easy to neglect checking an inbox, it's also easy to put off replying to a message. Delaying response, though, is as unprofessional as ignoring the inbox. When a message deserves a response, send one within 24 hours (or the next business day if the message arrives over the weekend). If you can't send a full reply immediately, you might reply with a quick note and a promise to reply later.

Email Delay Message by Nancy Remler CC-BY 2022

     For instance, Breanna might respond to a parent email with I am currently attending a professional development seminar, but I will send you a full reply the end of school tomorrow. Thank you for your patience. Of course, Breanna will need to remember to send that reply as promised.

     Not every message needs a response. For instance, when the principal sends out an email to all faculty announcing a change of date for the next department meeting, there's no need to respond unless someone has a question or concern. However, when a parent reaches out with a question or recommendation, it's generally best to respond promptly.

Please move forward to the next tab: Reply, Reply All &  Forward.

     We've already explained how not every message warrants a response. Along those lines, not everyone needs to read your response. Email platforms offer a few different ways to respond to or follow up on a message. Select the one that is most appropriate for your purpose and your intended audience.

This choice enables you to send a reply to the sender only. If the sender is the only person who needs to read your response, make this choice.	This choice enables you to send a reply to everyone who is included in the email exchange. If everyone needs to read your response, make this choice.	This choice is for following up instead of replies. If your principal sends a message to you, then you might forward the message to your department so that they can have the same information. When forwarding messages, it's often considerate to add a short message of your own, as in "Please see Mr. Robinson's message below about bus duty."

Now please move forward to the next segment about when NOT to use email.

     As we’ve already noted, email messages enable us to document our attempts to communicate important information. However, some topics are better left out of the electronic environment. Teachers should usually deliver sensitive information or discuss private issues in real-time conversations (Depending on urgency, face-to-face conversations might be preferred over phone conversations).

     Breanna, for instance, needed to discuss with a parent the best way to provide a student accommodations for a reading disability. While the accommodation would support the student’s learning, it might also reveal to classmates that the student received different instruction. Breanna knew an email message would not adequately communicate her concern for the student’s learning and privacy, so she asked the parent and student to meet with her after school so that they could all discuss the best options.

female teacher and fifth grade student with masks by Allison Shelley CC-BY-NC 4.0

Please move forward to the next tab: Urgent Situations.

      Some school situations call for immediate communications, and we never know when recipients might check their inboxes. A serious example would be if a teacher notices a sign that a student might be suffering from abuse. The teacher should immediately report that suspicion to the authorities and the appropriate school administrator.  An email sent for that reason stands a strong chance of a delayed response. Our ethics resource provides an ideal course of action in choosing immediate face-to-face reporting followed by an email reminder of that report. That strategy delivers information the fastest way possible and affords written documentation.

     A less egregious example would be if a teacher realizes a set of state-mandated tests has been compromised. Immediate communication with administrators might enable them to avoid obstacles in the testing process. Real-time communication would also demonstrate the teacher's regard for ethics.

Conversation by Stephan Rohl CC-BY-SA 2.0 2020

Please move forward to the next tab: Complicated Topics

Conversation (5556628632) by Matt@PEK CC-BY-SA 2010

     Sometimes the complexity of a situation means that written information will complicate it more. A common example arises when parents email teachers, usually questioning a teacher’s decision or contesting a student’s grade. Breanna, for instance, received an email from a father who not only thought his child should have received a higher test grade, but also believed his child should have received a higher grade than another student. Such requests raised both academic and ethical issues, so Breanna decided a real-time conversation was best. Breanna replied to the father’s email with a recommendation that they schedule a phone conference or a meeting after school, at which time she could discuss her grading process and also explain how she cannot breach another student’s privacy.

Now please move forward to the next tab: Handling Others' Complicated Messages.

     Some topics might be too complex to discuss over email,  but that doesn’t stop people from trying. If you ever receive an email that raises issues best discussed in real time, then you can reply to suggest a face-to-face conversation. Consider the email Mrs. Aspinwald sent to Mr. Garrison complaining about the loud music in his classroom. In response to her message, Mr. Garrison could respond this way: I understand your concern, but I have several reasons for using music in my instruction. I can best explain them face to face. Can we talk sometime soon? 

Garrison Aspinwald Email by Nancy Remler CC-BY 2022

     A response like that shows that Mr. Garrison has received and thought carefully about Mrs. Aspinwald's concern. He is not ignoring her or making light of her complaint. But he is also recognizing that email is not the most effective way to resolve the difference of opinion.

     In short, when a message warrants a response, send one within 24 hours. If a written response would be too complicated, suggest a meeting or a phone call. Your prompt attention to others' messages shows, in an electronic way, that you're listening.

Please move forward to the conclusion of this page.

Feel free to discuss each scenario with professors, classmates, mentors, supervisors or administrators. While this tab identifies one heading as the most appropriate for each scenario, the options are closely related, and users might have different opinions of the scenarios:

Mrs. Staley's Missed Meeting: There's nothing blatantly misleading or impolite with any of the options offered.  The first one, though, lays just a touch of blame on Mrs. Staley for missing the meeting. That tone won't help matters, so it's best to take a neutral approach. That's why Option B isn't the best choice either. Of course, Breanna is kind to express some concern for Mrs. Staley, but her purpose isn't really to inquire about the reason for the missed meeting. It's to reschedule. Option C does get to that purpose. However, it's not necessary to write an entire sentence as a subject heading, especially a sentence this long. Option C would be more appropriate as the first sentence of the  message itself. Therefore, Option D is the most appropriate. It takes a neutral stance; it's brief; and it indicates the point of the message.

Mr. Tompkins's Fund Raiser: As with the previous scenario, there's nothing impolite about any of the subject headings. But a few of them are a bit misleading. Option C most directly gets to the purpose of the message. It identifies the topic: Relay for Life, and it expresses a point about that topic, that faculty participation is appreciated. Option A appeals a little bit to the recipients' emotions. While one could reasonably argue that supporting the American Cancer Society can result in saved lives, Option A suggests that faculty participation in itself is a matter of life and death. Option B doesn't indicate the reason at all; in fact, this option suggests an urgency to the message that doesn't exist. So that option is misleading. The last option is also a little misleading. While supporting Relay for Life could be a form of help, to use that one-word subject heading is also heightening a sense of urgency more than necessary.

Virtual Learning: Every subject heading for this scenario refers to the purpose of the message. But like Mr. Tompkins's subject headings, these options vary in their tone and sense of urgency. Option B is the longest heading, but also the most appropriate. It gets to the actual purpose of the message. It offers specific information without being alarming. The first option, by using the word emergency might at first give the impression that something terrible has happened. The third option is a little too vague. A shift to virtual learning is important, and school stakeholders do need to read immediately, but to depend on such a vague heading might lead to confusion among some readers. Finally, Option D is inaccurate. There hasn't been a power outage at the school. There's a heating breakdown and water outage. While the result is the same--a conversion to online learning--there's no need to convey incorrect information.

Rats vs. Chiggers: All four options refer to the game. All four options encourage victory over the Chiggers. But a couple of options take a combative stance unnecessarily. Option B reads more like a sideline cheer than a professional email. The first couple of lines do grab a reader's attention, but "Hit 'em where it hurts" is rather aggressive, and nothing in this heading refers to faculty or student attendance at the game. Option D also omits information about game attendance. The third option does directly encourage attendance, but as we've seen in the first scenario, this option is better suited as the first sentence in the message itself. Therefore, Option D is the most appropriate and most relevant subject heading for the coach's email. 

Employee Parking Lot: The principal's email message has two purposes. Only one subject heading refers to those two purposes: the last one. Option D is the most appropriate subject heading because it takes a neutral tone, is brief and indicates the two goals of the message. Option A reads more like a sentence for the message itself, but it also indicates a bit of blame for some faculty or staff. Blaming employees doesn't really accomplish this message's mission. Option C also has a bit of assumption tied to it. By asking people not to allow students into the parking lot suggests that the principal thinks someone is. He might think that, but pointing fingers is a little beside the point for this email.

Breanna's students have mentioned a writing contest that Mr. Garrison has organized. She has some ideas for building writing activities into her science classes and wants to discuss them with Mr. Garrison. She writes an email to him with the following heading:

To: Cal Garrison cgarrison@fleetwoodhis.edu

From: Breanna Markwalter  bmarkwalter@fleetwoodhs.edu

Date: January 31, 2022

Subject: Writing Contest for Juniors and Seniors

Read the three email messages below and select the one that uses an appropriate voice for Breanna's purpose.

Check your assessment by clicking on the next tab.

Read the following example email from a parent. Compose a response to this parent using the concepts you've learned from this web resource. You might also find yourself drawing information from our ethics chapter. Once you have composed your email, you may discuss it with classmates, professors, supervisors, mentors or administrators.

To: Breanna Markwalter bmarkwalter@fleetwoodhs.edu

From: Ruth Barksdale rbbarksdale@altmahaemail.edu

Date: January 31, 2022

Subject: Tiffany's Grades

Dear Ms. Markwalter,

I have just looked in the FleetwoodOnline to view Tiffany's grades. I notice that she is missing several grades, and for that reason, we cannot calculate her average. What is Tiffany's average for the course? And why have you not graded the assignments that are dated October 20th and November 4th?

Thank you,

Ruth Barksdale