I listen to the student's complaint and ask the student questions to see what it is they would like for me to do. If the request is reasonable or legitimate I try to negotiate a resolution immediately with the student. If what the student is asking for is not reasonable or legitiamate, I tell them to let me think about it and I'll get back to them. That buys us both some time to move to to a calmer position about the problem. It also gives the student the impression that I think what they've said is important enough for consideration, even if I disagree with them. They normally accept that and the problem subsides because they know I've given them the opportunity to make their position known that I've taken it seriously. They tend to accept the "no" better than if I just dismiss them with their complaint.
I usually face my student alone. This will give the student a sense of "confidentiality". Doing so, the student usually opens up and empties his/her frustrations. This way, I can help them analyze what is causing the anger and frustration, how to cope with this anger and solutions to the cause of the anger. I find that 90% of the time it is usually life stresses adding up to the point of anger.
Listening is effective but it must be under a time constarint. No more than 2 minutes, and I like to to try to resolve the situation there @ that point so it does not evolve. Document everything.
Listen, listen, listen...............most of the time, this takes care of it. If not, ask them to write down their complaint and hand it in by the end of the class.
This one is a problem for me. I'm female and short; when confronted by someone who is angry, my body language goes immediately defensive. To cope, one thing I always try to do is get us both seated fairly quickly. If a student walks up to me when I'm sitting, I try to get them seated quickly (pull out a chair, motion to a chair, clear off a chair). The times I have trouble are the times when I've been approached by a student in a hallway and tried to carry on the conversation there. It doesn't work for me.
Hi Allison,
Never single out a student! If you bark, they will bark louder. Have a private one-on-one conversation.
Patricia
Hi Rebecca,
Having students write down their complaints is very effective. Normally, the problems resolves itself by using this practice. The student sees on paper it is really not a big deal or the student really simmers down.
Patricia
I have a difficult time when confronted with anger. If the student wants to calm down and discuss the issue with me I am better able to hear them.
I have read this suggestion, that request the student write down their complaint. I like this suggestion because it 1) lets the student calm down and clairify their complaint and 2)reading the complaint gives me time to consider an answer.
rebecca
THAT IS A GOOD QUESTION AND TO BE HONEST I REALLY DONT UNDERSTAND WHAT THE ANSWER IS ALTHOUGH I CAN SHARE WITH YOU WHAT I HAVE LEARNED I HAVE LEARNED THAT SINGLING THE STUDENT OUT IS NOT THE BEST WAY TAKING THE STUDENT TO THE SIDE IS GOING TO BE MORE BENEFICIAL AS WELL AS MAKING SURE THE STUDENT UNDERSTANDS THE SEVARITY OF THE SITUATION EVEN THEN IF YOU DO NOT HAVE A GOOD BACKING ON THE FACULTY AND HIGHER ADMINISTRATIVE END IT COULD TURN AROUND TO BITE YOU IN THE ----!
Hi Patricia,
I've noticed as the student is writing, the student is letting off steam. This is a good tactic to use to help the student calm down.
Patricia
Hello Steven,
What a great way to follow up. You care about your students.
Patricia
Listening is key, so is staying calm and not elevating the discussion. I also like to ask clarifying questions and I repeat the students complaint back, so that the student knows that I am listening. I also take notes and forward the complaint to the appropriate person. Later on, I make sure the issue is being looked at.
It is very important to listen first and take in as much information as possible before reacting to an angry student. I agree with having to student put into writing their thoughts and concerns as a means of assisting them in finding a solution to the problem at hand.
You need to listen carefully and respect the student’s opinion. You also need to be careful as not to antagonize or threaten the student that would escalate the incident. Calm, cool and collected are important in keeping order in the classroom and how you react will influence the rest of the students in the class, especially if the student is popular in the class or at school.
Listen. As I am listening I ask my self what is being communicated; why is the student telling me this; what is the motivating or conditioned factors or behaviors being demonstrated;what does the student want. This keeps me from reacting and focused on the student. Analyzing the potentially disruptived student in this way has most often shown me that the behavior has nothing to do with the current class in question.
Also, I frequently hear how the institution has changed a policy yet once again. As an expected habit some students ignore the institution and stay focused on their objectives. Other students react in a manner that is difficult for me to defend, "the school has done something again to make students angry at the school". removing cafeteria and replacing with vending machines (at a culinary school)this year alone the school has changed uniform policies 3 different times, locker policies twice, 3 different curriculums running in the same program , old curriculum, new curriculum and new new curriculum, and so on. This has brought up at many discussions on our campus that the "school" is creating angry students.
Hello Anne,
Nicely responded to. You covered all bases.
Patricia
Hi Ronald,
You give your angry student ample opportunity to calm themselves. You are very fair in the situation.
Patricia
Hi Shantelle,
You do come across those students with ATTITUDES. You did a great job handling this situation.
Patricia
Hi Robert,
Have a private conversation with the student and let the student know that if he/she was not challenged, he or she would be making A's with ease. Do not sugar coat anything with the student, tell the student like it is.
Patricia
I just had a negative situation with a student who was always angry because he felt that he wasn't challenged enough when in fact his perfornance of assigned work was only satisfactory. What do I do with a student like this?
