Get Your Students Hired
What are some ways to handle upset students with their mid-term evaluations?
Amy,
I think you make a great point and I try my best to assist my students in the same manner. Most of the time I find that the students who are frustrated after seeing their midterm grade are realizing that they should have spent more time on the assignments and are more frustrated with themselves than with me as the instructor or with the content/assignment itself.
I sit down one on one with these students and try to get to the root of the problem. If, in fact, they are struggling and could benefit from some outside assistance, I usually arrange times I can meet with that student to work through what their questions might be on a particular assignment. If the student is upset about how I grade, I go through point by point and give my reasoning. Usually after we talk about how I came up with their grade, they see that they have been graded fairly. I, too, have always had positive feedback when using this approach. Most of the time, my students leave my office thanking me for getting them on the right track!
I think it is nice that everyone is talking about how to make the upset student feel better...but I have to admit, that is never my primary intention. When a student comes to me and is upset about his or her grade in the course, I first attempt to determine if they are upset about their learning (I feel so lost!) or their grade(You don't grade fairly!). From there I look to them for solutions.
If they are feeling lost/frustrated with their grasp of the course content, I try to help them figure out why. The majority of the time they aren't PLANNING for enough study time. (They are still learning how to learn!) Sometimes they need outside help or additional resources, but I usually find that they begin to talk about how they didn't really have much time to prepare, etc. and then they realize the root of their problem. It is empowering for them to realize it isn't that they aren't able...it's that they were making choices that made their success difficult.
If they feel that they are being graded unfairly, I ask them to share what they think is fair/unfair about my course policies. I then share with them (usually by supplying "for instances" to drive the point home)why I chose the policies that I have.
I have always gotten very good feedback with this approach. Students respond well to being heard, respected and eventually helped, and the help usually comes from modifying their own choices!
Hi Matthew- Thanks for your post to the forum. From what you describe, it might very well be that you are reaching those students because your new approach reaches their learning style. Best wishes- Susan
I find that if you can introduce a different way of presenting the same material, you can get the straglers caught up sometimes. I think it is the new way of looking at the same old problem that helps them focus on the material. It also helps reassure the ones that do know the material that they are on the right track.
Hi Melanie - Making students understand the connection between grades and attendance is sometimes difficult. As you mention assigning grades on a daily basis for in class work that cannot be made up is a good tactic. Best wishes! Susan
breakind the grade down day by day sometimes helps students realize how important it is to show up, do their homework. I explaint to them what needs to change for them to get a better grade.
Tell them again how the grading works and where they come from. Students may not realise the impotance of different percentages. Then ask them to work on the areas needing improvements.
Hi Andrea - I also like to use pre-tests as they not only show me where I need to concentrate my efforts but also, as you say, show the student how far they have come. Susan
Having a pre-test would be very helpful for this problem. The outcome will show the student if they have learned or where they need to redirect their focus to get the optimum outcome for success in the course. Focusing on grades as opposed to learning is a huge problem for many students at the college level.
Hi Scott- I like to bring in an employer at least once during the course of a program. I make sure that the employer will, in her presentation, mention the importance of things like background knowledge, interpersonal skills , etc. Best wishes - Susan
This is a difficult one to make happen, especially in studio-based courses, but, in my opinion, absolutely crucial. If the student has a very advanced skill set, but lacks the underpinning of knowledge, it will be very difficult for them to advance in the field. But these same students, the "adepts", have a very difficult time comprehending that they won't be able to get by on talent alone.
Demonstrating to the student the importance of a solid knowledge base is the real challenge isn't it?
I try to give different learning techniques for them to help them develop the desired competency.
Hi Ulises- Welcome to ED 103! It certainly is important to try to focus on what the student is doing well and then turn the conversation towards what they can do to improve. Actually I like to put it as "What you can do to get even better!" Best wishes - Susan
When I encounter students that are unhappy with their progress I try an keep the conversation as positive as possible and remind them of the ultimate goal that they are trying to achieve, they came to the institution for a reason. Once they have re focused on the reason why they are attending then they will be more receptive to ideas you may want to share with them about improving their understanding of the materials.
Hi Jennifer- This is always a concern. The trick is to focus first on what they are doing right. How have they improved from the first class? This is why a pre-test/evaluation can be very useful. Next discuss what they seem to be having trouble with and help them set a plan to improve. Can they get tutoring? Could they make flashcards? How do they take notes? Where/when do they study? Telling them that they are doing poorly but giving them ideas on how to improve (and following up with them)is the only way to go. Best wishes! Susan
I try to show them where they can inprove in the future to get there grades up before the course is over