Reducing student complaints and challenges
What are some strategies that instructors can use to reduce student complaints and challenges?
I have found that there are several ways to reduce complaints and challenges. First: Set VERY clear expectations on the very first day - regarding behavior, learning objectives and communication requirements. Students feel much more comfortable and learning is more fluent when this occurs. SECOND: Follow through when students do not choose to meet (or try to meet) these expectations). Ignoring this out of fear or laziness can create much larger problems later. FINALLY: Be consistent with all student. It would be a lie to say that an instructor does not "like" some students more than others. What is important to remember is that this is irrelevant to the classroom and letting students know this or acting upon it can be detrimental to their learning.
I like to poll my classes. Did you likes this? Did you learn from this? I think by giving them the power to help dictate what happens in class, they feel more empowered to be a part of it.
There are several strategies that I use to reduce student complaints and challenges. First, is to listen to the student, show compassionate, and remind the student of the expectations of the class. Secondly, is to be consistently with your deadlines. Thirdly, motivate the student to keep foucs on the classwork.
Having the students submitt their issues in writing helps to minimize many complaints and gives them a chance to either cool off or vent in silence.
I've had great success by showing my students that I am always willing to listen to their concerns or comments. Since I've made this clear from the first day of class I've heard few complaints.
I love grading rubrics! It makes it so much easier to grade subjective test questions and reports. Also, it lets the students know up front what they need to do to get the grade they desire on a project.
I use assessments for objective tests as well. If I notice there is a question that continuously gives students a problem, I will reassess that question and my lecture material to make sure I am covering the subject adequately. I also ask the students why that question was difficult to answer. Sometimes they are interpreting the meaning of the question different than my intent, so I am better able to rewrite it in a way the students can clearly understand.
Rubics that are well spilled out really help. I like the idea of a chronic complainer being asked to be an observer and report back to the class. It causes them to have to evaluate and think.
I also agree about being clear about what is expected and I repeat this throughout the class with homework due and upcoming due dates for assignments as well.
This is a good suggestion to reinforce. Your boss in the work force may not care. A professional doesn't let their personal life interfer with their job.
It does seem like students forget about information given at the begining and need to be reminded periodically. I have them review the rubics before they take a practical exam.
I have a student that seems to instigate all sorts of mischeif. I have found that when she is absent from the class it is calmer. I use those days to connect with the others and form a bond. The days she returns to the class the pull she has with the others is not as strong.
I agree that the instructor needs to be very clear about their expectations. Stating these expectation in writing as well as verbally reinforces and helps the student who is overwhelmed with information. Sometimes being able to go back when it is quiet and read the syllabus (point distribution) or instructions (double spaced, 12 font) is helpful. I also think that students need to be reminded of these expectations over the length of the course. Clarity and consistency are the keys to reducing student misunderstandings.
On the first day of class, the expectations need to be laid out. This is done by using a syllabus and grading rubrics. The students will know what is expected from them, and they will also know how matters will be dealt with. It is also the instructor's responsibility to follow the syllabus and rubrics. Instructors have expectations of their students, but students also have expectations of their instructor. When it comes to challenges due to disruptive behavior, I let my students know upfront. I let them know what is not tolerated and how incidents will be handled.
One of the biggest challenges is student complaints. I usually give each student a way to email me or contact me. I give each student a copy of my schedule so they know where to find me at all times. I know it seems a bit much but it has worked. I tell my students in the beginning of the term that if you feel that I am not doing something correct or you have any concerns to please contact me immediately. I let them know that I am very easy to talk to and I accept contructive criticism. I explain that I can't change, improve, or help if I don't know about it. I also explain the chain of command. I explain that I am like your supervisor at a job and if you a problem you go to your supervisor. I also tell them that they need to stand up for their rights and their beliefs. It shows that their opinion matters and they feel like they can come to you with just about anything.
Hi Julie,
Awesome! I love your fairness and sterness as well. You sound like you really lead by example.
Patricia Scales
My students clearly know my expectations. They also know I am approachable, and I have taught them to present a problem and suggest a solution. I treat them with the respect I expect in return, and from day one I instill professionalism.
I try always to have very clear grading expectations by prviding the students with grading rubrics at the time the assignment is made. I also utilize analysis of test questions from year to year to determine the validity of questions to prevent issues from coming up.
Hi Margaret,
I like for every negative, the student must come back with a positive.
Patricia Scales
I agree, Candace, that writing the complaint does help clarify it. However, I have also found that by focusing on the complaint alone students 'get on a roll' so to speak, and it begins a negative spiral that can affect the entire class. Even when a complaint is not justifiable, if they are verbalizing the complaint then all class members are affected. This may seem a bit juvenile, but it has worked very well for me in the classroom; all negative comments must be followed by a positive one. I've noticed that negativity often starts with one student complaining. As often as they complain about others they also seem to put themselves down. Example: I can't believe I am so stupid. (When they only miss one question on a quiz and still earned an A!)
These little comments get bigger if left unaddressed. So, when any negative comment is verbalized, it must be immediately followed up with a positive. Example: I can't believe I am so stupid, but my hair is beautiful today.
Raising one's own self esteem goes far in changing the negative patterns. And, all of the class ends up smiling.
