I want to
engage with this; later, after lab, I'll think about what I want to say. Or maybe I won't.
Also--and in a totally unrelated vein (but teacherly nevertheless)--it frustrates me when students email me with text that sounds like a demand. It may just be that the student sucks at explaining things, or sucks with communication in general, or I'm reading my own assumptions/expectations into a student's words, but when a student emails me and says "why isn't 'x' up yet and when will it be up?" I feel ... defensive [danger, Will Robinson, danger]. I want to explain everything. I want to explain why everything in the course can't be "up" and online exactly when the student wants those items to be. Because behind those words is some kind of expectation and it sounds like I'm "falling short" of the expectation, except that I'm not because their expectation is faulty. If "lab" starts at 5:00 p.m., that's when you should reasonably expect the lab assignment to show up (to be worked on in the lab). If it's up earlier, then that's a courtesy (because I had time to do that).