Four Thousand E-mails

Wanting to keep my entry lighthearted this time, I thought hard about a topic that still relates to school counseling. While sitting at my school computer, I had an "a ha!" moment. I spend almost 3 hours a day looking at my computer screen and either making phone calls or sending e-mails. The other 4 hours I actually get to talk to kids, attend meetings, and work on various projects.

So, the day I had this idea, I looked in my e-mail "trash" bin. I had 4150 e-mails and the last date I emptied it was on November 23rd. So from November 23rd to February 22, I had 4150 e-mails. So, I decided to break that down. That was 11 weeks of school minus Saturdays and Sundays. That leaves me with 5 work days a week times 11 weeks. So 4150 e-mails divided by 55 work days equals 75 e-mails per day? Could that be possible??!! I walked over to my wall calendar and counted the days, subtracting Thanksgiving and Christmas break. Yep, that's my average amount of e-mails to read per day. If each one averages 30 seconds to read, and 1 1/2 minutes to respond, then 2 minutes per e-mail would be 2 1/2 hours per day spent reading and answering e-mails.

So what in the world could be the content of that many e-mails per day? Luckily some of them I can delete right away. We have a "BBay" listserve (sorta like Ebay), and I can delete those e-mails without reading them (maybe 5 per day average). Those are the easy ones to eliminate. The others are from various school employees and parents (and yes a few from my husband as that's the best way to communicate about the evening activities for the girls). I get e-mails from the Tech Department, the other counselors, my assistant principal, my principal, teachers, and parents~ all of which require a timely response most of the time.

Sometimes I prefer not to answer e-mail, but instead go to the person who sent me the e-mail and talk with them, or pick up the phone and call someone. So, that actually takes MORE than 2 minutes per e-mail, which leads me to my next Math problem . . . .