Our students have the opportunity to challenge exam questions they feel are ambiguous or that have more than one answer but they have to do so in writing (explain why they think the question is bad or why their answer is right, etc.). This eliminates taking away from class time to answer questions about the exam and requires the student to use his/her writing skills to support the argument.
i love the idea about having the students write down their complaints. when they have to put it on paper it helps them to gather their thoughts and decide whether the complaint is valid
Hi Renee,
Great point made. The syllabus serves as a saving grace. Students do not have a leg to stand on, if the information is covered in the syllabus.
Patricia Scales
What has worked for me to is to revisit the syllabus. This accomplishes several things. First it substantiates what your expectations are from the class, second it confirms to you, whether the student even read it, even if you have initially presented it at the beginning of term and lastly, it offers you the ability to question the student on their understanding of your expectations. If they did not understand something, why did they not question it sooner? In my case, I have had a student challenge me on supplies required for a sketching/rendering class. This student had financial challenges that I was aware of, and as such,I regularly asked if she would be able to complete the project and if she needed any assistance with doing so, however, at the end of the term she did not complete it as required and her grade suffered as a result. Because my syllabus gave teh proper information and supply list, it was one way for me to justify her grade complaint and put it to rest.
I agree with you! Listening carefully to the student is crucial for understanding and finding the best solution to the problem. Clarity and accessibility of expectations is the basis for accountability and fairness.
Deanna
Hi Jeanine,
We all have personal issues. Students have to learn how to separate personal from professional and keep it moving. Students must realize taking personal problems with them to work will get them fired. Continue to talk to them about the separation of the two.
Patricia Scales
Provide reminders on due assignments, take time to review the course requiremnts, meet with each student periodically to go over their grades and progress.
Leon Guendoo
My students seem to have alot of personal problems. Are there any strategies that I can implement to help them stay focused on their coursework and maintain successful progress?
Boundaries, as in clearly outlined class expectations and grading rubrics are what I use to reduce challenges and complaints in my class. The challenge can be in teaching a course for the first time, I usually run into things that I find I need to update for the next session. But usually by the second go of a class, I have most of the bugs and critical control points worked out.
Address them individually, find out their challenges and find away to get the information to them so they understand.
Hi! Janet
I agree, listening means more to the student then anything else. I have noticed with adult learners that most of them want someone to just listen and understand their frustrations of going to school, juggling a job, family and kids. By doing this I feel I can build a better relationship with them. Which then can lead to a better educational environment for the student.
One of the many ways to reduce student complaints, for me, is to communicate clearly and often: transparency and repetition will make clear what is expected of the students in any class.
Dr. Kim
Managing student expectations! If the student know what to expect, how their performance will be evaluated and have structure it will ease there nerves and reduce complaints. My syllabus is where I try to do this. I not only give them the syllabus, but I review it the first day to ease them and hopefully express what is expected of them.
Be up front and truthful about what you expect from your students in class and what they can expect from you and the school. Treat your students fairly in your assessments. Tell them what you are going to do and then, as needed, do it. I go over all the rules the first day of class and I make sure that I follow thru with each of the rules.
Hi Maggie,
I like the idea of ending the class period with a review, and how you tell your students to be good to themselves.
Patricia Scales
I teach the introductory class in a very challenging accelerated nursing program. I validate the intensity of their workload. I help them stay on target by encouraging them to plan how they will manage their school and home responsibilities. We end each class or clinical by reviewing what is required on their part prior to next meeting. I challenge them to "Do one nice thing for yourself each day."
Clearly stating your expectations, thoroughly reviewing the assignment sheet/syllabus, discussing the grading system and listening to students will aid in the reduction of student complaints and challenges. Students are provided with a copy of the assignment sheet. I also keep a copy posted on the door. This gives students the opportunity to view upcoming assignments if they misplaced their assignment sheet or encountered any unforeseen circumstances. Being firm but fair is my teaching style. I've had my share of challenges, but sticking to my teaching style has produced successful instructor/student relationships.
Be 'real' with them - totally honest and transparent re your expectations.
To reduce student complaints and challenge, I address them as they come up, rather than letting them fester. Hearing the student(s) out is important and resolving the situation is imperative for the student to move forward.
Give instruction the first day of class how the class is going to go how you grade students and all the rules and policies. Then that will reduce some of the issues. Some students just like to complain so how do you deal with them?
