"I'm upset because you gave me bad grade!"
I get this from student from time to time. Several students, after receiving a bad grade fail to see that it was their performance that earned them the grade and not the instructors fault. They fail to see collectively that sucking up to the instructor doesn't change the fact that they handed in homework late or did poorly on exams. Having strict and structered syllabi helps the student understand why they earned the grade they did when this happens.
David ,
Instructor expectations that are clearly explained, detailed, and covered in the course syllabus can save unnecessary debates about what is expected and when. Good course grading criteria also fits into this category. Students always want all the points they can earn, so to identify how a grade is derived should be spelled out beforehand with great clarity.
Barry Westling
I 100% agree with this, without a in depth discussion of the syllabus the students will not understand their responsibilities for the course. When I get a student like this I always refer them to the syllabus.
Eboni,
I agree, at least, in theory that's how it's supposed to work. I've found that just because it's covered, discussed, in the syllabus, and regulary reinforced, still thyere will students that fail to comply - out of neglect, forgetfulness, misunderstanding, or apathy. Those stuidents aside, when all is out front and clear, most students will be compliant and appreciate knowing what the ground riules are for their class.
Barry Westling
Starting the class off with a transparent syllubus discussion helps. Once the student fully understands the grading scale and expectation the issues are far and few.
Marge,
I think a key to avoiding these situations is to have frequent discussion with students about their grades, with added suggestions, and accompanied by support and encouragement. This squarely puts the burden on the student while feeling the teacher has contributed to helping the student achieve their best.
Barry Westling
I don't get this very often, but when I do, I always point out that I am not the person responsible for doing the work that earns the grade. That responsibility is always the student's. Each student earns his or her grade.
Michael,
Great. Rubrics do help with objectivity. Still, students will argue they "met a definition" and are due the resultant points, where the teacher may disagree. So although helpful, not a perfect system. But as to fairness, rubrics help in that the same criteria is used for all students. As you say, at least they clarify why a grade was given.
Barry Westling
A grading rubrics can be helpful to avoid confusion and clarify why the grade was given.
Juanito,
Very true. Unfortunately, many teachers have younger students, and they will often carry immature attitudes and expectations of entitlement. It's in the upbringing (that's lacking). But it's a reality we have to face.
Barry Westling
Yes, we all get this type of students in every class. Well, I just make it very clear to them from the very start of the module , I tell them that you don't have to like me for getting a high grade but do not dislike me for getting a low grade. " I don't manufacture your grades , you earn them, you make your own grades based on your performance. I compute and record them. "
Thanks,
Dr. JMalana
Srey,
The best tactic to try to prevent this is to share grades and status early on and frequently. Doing so will diminish any surprises at the end. But while discussing grades, giving advice and assistance, this is a perfect opportunity to encourage and and convey our interest in the students success. This should also help help prevent whining about poor grades.
Barry Westling
