Student Complaints
Though I may get mostly positive feedback, I always get the occasional one or two students who have issues with the class and/or my instruction. What do you think is the best way to address this? I have heard that this may be happening more now, because students are going through a lot of stress in this struggling economy.
I find one of the reasons for these types of responses is that we have to remember students do not exist in a vacuum. Some students are very interested in the subject matter, while others are "forced" to take the class. Students learn in different ways also. What seems unorganized to one student is the best way to learn for another.
Greetings John:
As many times as I request that students bring forth complaints as soon as possible, whether by email, telephone call, face-to-face discussion, and/or simply leaving a note on my desk while I am absent, they wait until they complete their mid-term class/instructor evaluations. Already one-half of the course has transpired and even then I sometimes do not know which student or students raised the complaint. My administration takes the students' mid-term evaluations very seriously as do I. Like others who have posted remarks on this topic, I take the complaints so personally that I often times disregard the positive remarks of other students. In any event, I continually strive to reach and inspire as many of my students as possible and help them to flourish in their chosen profession. For what it's worth, I keep a copy of each class evaluation summary, make practicable changes to my teaching style, and review each of my former evaluations at the start of each new term.
Dave - You make me laugh because I have gotten those same polar opposite responses and just shook my head. I try to objectively look at it to see if there is anything I can do to counteract or prevent the negative response. If not I move on to other areas I can improve.
Hi John,
Thank you for sharing your approach to dealing with student complaints. You are right about the two groups and what each group wants out of the complaint. The key is listening as you mention. After that it is a matter of working through the situation to the best of everyone's ability. If they know that they will get a fair listening to of their complaint this goes a long way is helping resolve the situation.
Gary
Hi Beatrice,
You have walked into one of the most dreaded situations that instructors can encounter. When you come in behind someone like you describe you are at a great disadvantage since the stage has already been set. Stick by our polices and requirements, show yourself human with your caring and you will slowly win them over to yourself.
The key is your last statement--you are there to teach them.
Gary
There always seems to be the student who has an issue with something in class. I have found them to be from one of two groups:
1. unfounded complaints that are made either because the student is doing poorly or generally has a bad attitude towards the college/course/instructor
2. sound complaints that require attention.
Listen to what the student has to say and respond as best you can to create an friendly, positive environment. Some complaints can be easily solved, while others (especially from group 1) may be more difficult to quell. If the student feels that they are heard, it makes a world of difference and almost always improves the rapport and environment of the classroom.
I think part of the problem is generational. Many times students seem to want what they want now and in the manner they want it. If we as instructors don't comply, they complain. I am teaching a class where the students "loved" a male instructor who got transferred to another campus. I am following in his footsteps. My style is different than his. I am female. I do not wear leather to class nor ride a Harley. I make the students do their work. I have a regular grading format. Needless to say, I am getting complaints and the class is only three weeks old. Oh well--I am hear to teach them.
Hi Matthew,
I tend to do the same thing you mentioned and found your post to be a nice reminder to focus on the positive. When reviews come back at the end of the term, I forget the 10 positive and get discouraged by the 1 negative. My plan is to remain positive regardless of the negative direction of feedback.
Hi Suzanne,
Good approach to working with these types of students. The key thing is to "listen" to them. In many cases that is all they want. To know someone will listen and cares about their success. The strategies you listed to calm them down and get them to focus on the "real" issues will help keep them from ramping up their behavior.
At times I have listened to their issues and then asked them to write them down so I can understand them better as we work together for a solution. Generally when they write down their issues they see in print the fact the issues are not relevant to the class and should be handled in other settings. It is just a graphic reminder for them to stay focused on their career goals and not let life issues overwhelm them.
Gary
Maria,
One thing I understand intellectually but have a hard time actualizing in my own experience is to give yourself credit for the positive feedback. I don't know how many times I have read through a class evaluation where 90% of the feedback was positive, and THE ONLY response I focus on or remember is the one that was negative. I'm not sure why I do this, but it can't be productive. If the negative feedback is substantive, it's great to take it to heart. But the positive feedback is just as valid and should allow us to feel a sense of accomplishment!
I agree that most students are actaully appreciative of the experience that is brought to the table for their learning experiences. However when I encounter that occasional student that is overly critical I have found that it is usually stems from something in their own lives that have pulled them out of their comfort zones. The economy, home life is under stress, workplace is causing unusual stress. I have it successful to NOT confront them in class but rather to agree to talk to them outside the earshot of the the other students. Usually I ask them to see my after class or during a break or in some occasions where their emotions are running rampant I will ask them to wait 5 minutes till I have a good breaking time and I will meet with them to discuss. Then I listen and try to read between the lines as to the "real" problem. I will encourage them to be very speicific with the complaint. If they display very high emotions, I let them know I will consider what they have told me and that I appreciate them being candid.
Hi Dave,
I understand your frustration completely. Not uncommon at all to have these types of results. This is why I collect feedback from my students throughout the course phase, since end of course evaluations don't really give the big picture. They are only a snapshot of a moment in time. With the student feedback I can really learn how the course is going and the students are progressing.
Gary
This is a tough one. I frequently get the following comments to the same question.
Question: Please rate the instructor's organizational skills.
Response 1: The instuctor is very organized. Class starts on time and grades are always updated.
Response 2: The instructor is never organized. Class starts late. Grades are always late.
And these comments would come from the same class. Very frustrating!
Hi Maria,
First be confident in your abilities as an instructor. If you are reaching the majority of your students as indicated by feedback then consider yourself successful. There will always be one or two students that don't fit with your style, personality, or selection of assignments. Listen to them, learn from them and then move on. Don't let these distractors take you out of your game.
Gary
