I feel that is it really important to address things very clearly on the 1st day be having them read and sign the syllabus. It is also important to listen to them before responding to their concerns so that they feel like you are trying to meet their needs.
That is a great idea! I found that they are so overwhelmed the first week trying to digest the syllabus, lecture, first assignments that this will help them to refocus. Especially if they were successful in their first week, this will keep them motivated. I'm going to give this a try during my next course.
Hi all,
I agree with others that clear written expectations and up front discussions of the expections are important.
But no matter how well written or explained, students may, for what ever reason, not "get it." I continuously let students know that I am there for questions and clarifications. Hopefully they will ask before turning in assignments, thus reducing the risk that they will not do well.
Grades that are lower than expected by a student can often generate a complaint. I usually offer to look back at the assignment and then provide the student with additional clarification and suggestions about how future assignments can be improved. I may also go back over the rubrics used for assessment.
Sometimes, I do make a mistake when grading, and if that happens, I correct it, and thank the student for contacting me about it. Lyn
Instructors may reduce student complaints and challenges by making sure that assignments, tests/exams and projects have clear instructions and a rubric for grading. Samples of good and poor work may help the students understand what is expected. Working individually with students throughout the project or assignment also provides the opportunity to make corrections before the final product is due.
The syllabus should introduce the instructor's philosophy of grading and prepare students for the class expectations.
Hi Glenn,
It takes a big person to admit when they are wrong. You are right, we are wrong sometimes. When I am wrong when something pertains to a student, I apologize to the student. The student appreciates the GENUINE apology.
Patricia
What I have found is that most issues can be resolved through the syllabus. Questions or issues not in the syllabus then require careful listening to the student. I always try to look at an issue from the student's point of view. This does not mean they are right, it simply give me their perspective. I will then try to resolve the issue. Believe it or not, as an instructor, do learn from my students, sometimes I am even wrong. As an instructor, one has to acknowledge that, and thus will maintain the respect of the student and class.
Hi Heather,
Clarity is a sure way to reduce student complaints/concerns.
Patricia
I like to make sure that things are clearly defined and explained at the beginning of the term. If the students have the class policies and rubrics, they should have materials to refer to in these types of instances. This is also a good way to ensure consistancy.
I have found that if I give examples of past complaints I've heard, I can minimize future complaints. I inject humor into the equation by reflecting on students who have blamed their lack of success on such things as the color of the wall, the lighting, the sound of the instructor's voice, etc. I analyze those complaints and break them down to the point the students realize the only reason they will fail is lack of discipline. When they accept the "don't sweat the small stuff" philosophy up front, they have minimal complaints.
Hi Daniel,
This does make things challenging for you. Perhaps, get with the DOE to determine if teacher assignments can go out sooner.
Patricia
I like these suggestions, but my school doesn't decide who is teaching what classes until a week before the start of the term, so I haven't been able to get the complete course design done before the first day. Any suggestions on what to focus on in this case? (other than changing the timing of assignment of teachers).
Clear written policies and course expectations, documentation of reminders, detailed syllabi, maintaining an open line of communication, identify potential complaints and challenges and reflect on how I can better the situation, listen to the students, consistancy!
Hi Lu-Ping,
Clarity will certainly minimize complaints and challenges. Gray areas will increase concerns. We as instructors must make sure everything is clear.
Patricia
Hi Gary,
Mistakes can be valuable, learn from them, and also use them as a teachable moment if the opportunity presents itself.
Patricia
I make sure everything is simply put on the syllabus, we read through the syllabus as a class, students have an oppertunity to ask any questions and then each student signs off on the fact that they understand everything discussed.
I also write out the board what we are doing daily and future assignments so there are no surprises and students can know what topics are up-coming in the class.
Hi Jeremy,
How do you go about determining how to divide the class?
Patricia
Divide and Conquer Strategy, also known as “Divide and Rule Strategy†is often applied in the arenas of politics and sociology and can be used in class.
Hi Patricia,
I find more often NOW than EVER do students complain about every little detail. Although I don't say this to students, what I really think is "Stop being such a whiner." I have implemented the "write it down" strategy. I think it limits the time I have to spend on listening to a random, small complain and it allows me time to thoughtfully respond outside if class, when I don't feel pressured with time.
Anne
Being transparent about the evaluation and grading process is essential. Modern day students seem to focus more on grades than learning. Making sure they are fully aware of the process that must followed to be successful is crucial.
