Listening to students concers
I have learned listening an talking to students makes me aware of there different learning abilities form classwork to labwork.learning your student stuggles gives the instructor a positve starting point on class assignments.
Listening to a student express his or her needs also gives instructors the chance to get a feel for the type of issues a student will make him or herself available for when they are searching for "a way out." It is always easier to identify extrinsic influences and cite them as the reasons we have been unable to accomplish certain goals. Some individuals give in sooner and at the least provocation, whereas others will shoulder more than they should. Giving students the chance to talk about these issues and concerns help us to get greater sense of how much leniency we should give and to whom we ought to draw firm deadlines and objectives with.
Hi George,
Also, I have found another outcome of this method. The student has some time to think things over and so many of the concerns become "less" important after some time as lapsed. Then the students really focus on what is of concern to them rather than just complaining about something.
Gary
I ask them to discuss thier concern during the a break or after class. That way class isn't disrupted and the student learns a little about delayed gratification.
I agree. It will also give you the opportunity to take action regarding the complaint rather than letting the complaint linger and potentially get blown out of proportion.
Hi Jim,
You are correct about instructors needing to listen to student concerns. You are also right about needing to limit those sessions or they can get out of hand and go into gripe sessions from which no one benefits. Listen, consider and then move on is a way to keep the students focused.
Gary
I agree. If you take the time to listen to student cocerns it seems to help the students deal with the frustrations they might have, but there has to be a limit on how long the discussion is on the subject matter.
Hi Ernest,
Good example of the reasons for many complaints that are not based upon actual situations needing attention. It is as you say many times based upon what is occurring in the lives of the students. Good perspectives on how to handle these situations.
Gary
When a student complains, the complaint may be as much a call for help as a disagreement with some aspect of the course. For an adult, it is often easier to be critical than to acknowledge an emotional deficit or overwhelming life problem. "This course sucks," tells an instructor nothing aside that the student is experiencing some level of psychological disorganization. The notion of talking less and listening more is a good idea in such situations. Reflective listening, the avoidance of "you" statements, resisting clever homilies and quick-fix-suggestions, along with a measure of empathy may result in the student "opening" up to the instructor. When this happens, the instructor will often find that it isn't the course that sucks, but rather some aspect of the student's life. At this point a reasonable strategy to improve the situation can be explored.
I agree. In addition it allows the instructor to "bond"with the students thus providing a connection which enhances the learning environment.
Hi Steven,
Listening is one of the greatest teacher efforts you can undertake. Listening is learning which gives you knowledge about how to work with the current class of students. Good point.
Gary
We tend to listen and hear. Give the students the opportunity to tell you what their concern is. At the onset don't try to figure it on your own.
Listening to student concerns helps me to better understand their needs, goals & expecations of the class & me, as an instructor
Hi Randall,
Talk with them individually and see what the "true" complaints are. For those that are chronic complainers I have them write down the specifics of the complaint so we can "discuss" it. Most of them won't do that and the complaints go away.
I also talk with the complainers and tell them that they are not going to disrupt the class for others so they have a choice of stopping the whining or I will remove them from the class.
Gary
What about those who complain continuously?
R
Hi Joseph,
You are correct. By listening we are learning ourselves. President Johnson has a plaque in the Oval office that said "If I am talking I'm not learning". I like this saying in relation to learning about the needs of students. Careful listening will result in the "road map" you mention and make us more effective and efficient.
Gary
I believe listen to student concerns is tantamount to good teaching. it gives the instructor a road map of what and how tro proceed with the course
