Hi Jason,
After a while, I think most of us become better at handling complaints. We really learn after time.
Patricia
Some strategies for reducing student complaints and challenges that have been successful for me are:
A) Establish Routines in class. Establishing routines does a number of things for the class. Routines reduce anxiety among learners by allowing them know what to expect thereby increasing participation and performance. Routines help create structure in the classroom which many learners need to be successful. Routines reinforce expectations and create useful habits among learners. Most importantly, routines reduce the classroom management workload for the instructor as students begin to manage the routines among themselves.
B) Give Choices. Whenever possible give learners choices in the daily activities. This could be as simple as choosing between two or three possible homework assignments or the choice could be more significant such as allowing learners to determine how they will be assessed. Giving choices helps transfer the responsibility for learning back to the students.
C) Tie Back to the Program Goals/Objectives. If students begin to complain or challenge classroom activities, it may be helpful to let them see how the activity or event will help them in their future career. If you are unable to do that as an instructor, it may be time to reevaluate including that activity or event in the lesson plan.
D) Kill 'em with kindness. I find that if I lead with respect, kindness and manners (and some humor) students tend to follow my lead in short order. If learners sense they are respected, their issues tend to stay small instead of escalating due to hurt feelings.
These are some of the techniques I use to reduce complaints and challenges.
Hi William,
I get the impression you have some experience handling student complaints. After reading your post, I realized I handle complaints in exactly the same way, I just describe the steps a little differently. Well done.
Jason Finks
Hi Doria,
Subjectivity is always tough when it comes to grading. Trying using a rubric to avoid this in the future.
Patricia
I agree. I recently had a situation where a student thought my grading practice was, as he put it, "incorrect." I should have waited the 24 hrs. Instead I responded right away and I possible mishandled the situation. Has anyone else had an angry student incident occur in a Speech class where the grading becomes subjective?
Hi Rhoda,
Some students are chronic whiners and will take this attitude into the work place. We must speak with these students and let them know our views on complainers. Students need to know that people stay away from chronic complainers.
Patricia
Hi Sharon,
I can tell just from this response you have a passion for teaching. One of my favorite motos is, "A student doesn't care how much you know until they know how much you care." Continue to be caring! You are going to develop into one of the finest instructors around because it is in your heart!
Patricia
Hi Candace,
Students need to know that we are approachable. Having a rapport with your students allow for better communication.
Patricia
I try and keep an open dialogue between me and my students so when complaints and challenges arise, they feel more comfortable in bringing them in my attention. I found that by doing this, I develop a relationship with the students that allows for open and honest communication.
I don't know about reducing complaints and challenges, it seems that no matter what you do sometimes there will be complaints from certain students. I have one student in particular that seems to complain about and challenge everything, in every class. After a while this can get tiresome. I continue to remind myself to take each complaint or challenge separately. Even though I have had three complaints from this student today in the same class. I take each issue and analyze it separately to see if the complaint has merit. Sometimes the complaint is a legitimate one and can apply to the entire class. In these cases it benefits all the students for me to objectively consider the complaint.
I would ask about four or five students to get together and form a committee and come up with a few suggestions. To answer about the challenges I would have to know what they were. I would mostlikey ask some instructors who have been working at the college longer their opinion or feedback. I think it is very essential that the students concerns and complaints are addressed. I find that the younger students need constant gratification, while the older students bascially come in and have their homework done. I take every aspect of my teaching serious. To be a role model to me is very important and to let the students know that I care. But it has to be in an efficient manner and their complaints and challenges will be addressed.I feel students know if you care. That does not mean easy but concern about their education and challenges. I stay after class and talk to some students. I fone come back from break upset I want pry, but let them know I am there for them. For example, one of my best students have no transportation and when she discussed it with me, I talked with the campus director he is going to get her a discount bus pass.I love what I do, I realize that some areas need to get better and I am looking forward to taking more classes and more training. Striving for excellence is more easier said than done. S.H.
Hi Bret,
Problems should be dealt with quickly and swiftly. We need to do a great job in listening to our students. Listening is certainly key. As you mentioned, we do not need to dwell, move forward and work on a resolution.
Patricia
The first day of class it is important to explain to students the objectives of the course, assignments, and the grading policy. When a problem occurs, the best thing is to promptly meet with the student who has a problem and listen to him/her. Then carefully evaluate how to move forward and resolve the issue.
I find it helpful to spell out policies in the syllabus. I've been teaching for 7 years and I still have new issues come up from time to time. When this happens I know I need to come up with a policy and make sure it is in the syllabus for the next term.
I agree with you completely, Janet. I also think that in addition to having clear written guidelines in the syllabus or student handbook and listening it helps to establish a relationship with each student so they feel more like an individual and not just "another student."
First listen to the student's concerns. Then present your reasons/explainations for why you do something the way you do. Then ask the student if that has helped to resolve their concerns. If it hasn't then engage in further discussion to resolve the issue.
Hi Deborah,
A rubric is a great tool to minimize complaints/challenges. The student basically knows their grade before submitting the paper.
Patricia
I think the key to reducing student complaints and challenges is to have a very clearly written syllabus. Included in the syllabus should be a very clearly stated late work policy. Unambiguous directions that are well covered in class help as well. Take time during class to explain the directions, and ask if there are any questions. Have a well thought out rubric in place so the students understand where points were deducted. Extensive feedback comments also help the student to realize how he/she can improve his/her work when constructing the next assignment.
Lori
by encouraging interaction between students by putting them in diffrenet groups and moved to next group at regular interval to allow interaction and proper communication. enourage activities which promote learning as a teamand develop respect for each other.
By making sure the students are aware and understand the policy, procedures and due dates of all assignments. When working with adult students there will alays be outside frustrations, in those cases you will need to be patient and listen. Often times an adult complaint of challenge just needs to be expressed. The adult needs to know that they are not just a person occupying a space but as an asset to your class, listening to them helps understand that you are there not only to instruct but to help.
