Gripe session
There is a fine line when to let the students vent a little and when to stop them and return to the class at hand. I rely on the meeting moderator training I was given when I was working for IBM. There are many times when a meeting would stray a little from the topic at hand, we were taught to let it play out if it was constructive, but as soon as it became nonconstructive we would call to table it and either schedule a followup meeting or assign it to one of the participants as a work item. I have brought that to same training to use in the classroom by letting the students vent while they were being constructive (OK, not destructive) with in certain guidelines - I don't let them bad mouth a fellow student or an instructor.
Terry
Kim,
I agree and I know they developed respect for you since you gave them some options they could explore. You are right about them feeling empowered in the process no matter the outcome.
Gary
During one of my first classes of the term, the "griping" started about the new smoking policy. The students thought their rights were being violated. I told them that the policy was in place for both students, faculty and staff and that they were not getting singled out. I also asked them to have a meeting with the Student council to see if there was anything they could do to modify the policy through student interaction. They seemed to like that suggestion because I believe they felt empowered.
Hi Abigail,
What a great way to use a situation as a teaching tool. I commend you for realizing that you had a great opportunity to have your students share their different perspectives on animal handling which discuss where they see themselves fitting into the area professionally. This is a very important part of career development and your students got to learn a valuable lesson through this effort.
Gary
We had a situation in my Vet Tech class a few months ago in which a student complained to an official at the school about her perception of another instructor's animal handling techniques. We were able to use an hour of class time discussing how perception and reality are two different concepts. It was great watching the students discuss how perception and reality differ, and how they were raised or how their life experiences have affected how they handle animals. We never really "decided" and came to agreement about anything, we all just realized what is "right" is in a person's perception--a very valuable workplace observation for any situation.
focus in gripe sessions is inperitive to making the session work properly only constructive critisism should be allowed any name calling should be clearly not alowed in these type of sessions so a patern of rules or edicate should be introduced before these sessions take place.
Hi Cathleen,
Good way to handle student frustrations. You are letting them know you will listen for a while and then they have to shift gears to the class. You are demonstrating caring but also showing them that you are in control of the class.
Gary
I think it's important to let students vent their frustrations, but not to let it take over the class. I try to follow up with the student(s) after class to find out what can be done to improve the situation. The feedback I get from my students helps me improve my own teaching methods and allows me to point them in the right direction to get the help they need.
Hi Judith,
Thank you for sharing this example of how students can derail a class by getting riled up about something that is occurring in their lives. Your strategy was a good one, in that you listened, empathized and then redirected them back to the class topic. This method generated a great deal of respect for you even if it wasn't expressed by the students.
Gary
I have had a couple similar situations where a couple students began to vent about financial aide issues openly to the class. This, of course, escalated when almost the entire class was in agreement of the issue. I felt it was good for them to "vent" a little, and I wanted to "listen" to them. To keep the class in order and not get out hand- I simply sympathized with their situation because of my experience as a student, but also said they should continue to inquire with the financial office and know that their situation will be resolved. After some reassurance, I got them back on track with the project at hand.
I can certainly see how a "vent" session could get the class off track if the instructor does not take control.
I never let students bad mouth other students or instructors. I put a stop to it as soon as it starts.
Hi Jessica,
This is a good way to handle student input. This reduces the complaining because of your requirement that they have to work on the solution if they complain. This also sends a message that you are willing to listen to them if they approach the situation in a helpful way.
Gary
Jessica,
Actually, I sometimes find that the reason that the student is whining is based on some kind of misconception that can be corrected. I do like the military approach, before you bring a problem to me make sure that you have a couple of solutions.
Terry
I accept criticism from students as long as they are willing to come up with a solution to the problem. If it is just to whine, then I stop them. However if it is a chance to improve the program or class, I'm all ears. Depending on the concern, I also send them to the dean if they have major concerns that they feel need to be addressed.
Hi Terry,
I use a similar approach in my class as well. I really like case studies. You are connecting the dots for your students between their schooling and the real world. By having them do such projects they have a leg up on problem solving and skill use. The transition to the work world should be less traumatic for them as a result.
Gary
For my IT students I give them a final project and then change the requirements on them to generate some frustration, then we deal with it. It is kind of mean, but at least I tell them up front that I'm going to do it and that it will happen in the "real world." We have discussions on how to figure out constructive ways to deal with the situations.
For one Systems Design and Analysis I used a running case study in the book as their final project and intentionally offered very little clarification to questions, told them the answers were in the "emails" and on the company "web site" that was supplied by the book. Again I warned the students that I was going to act more like their boss putting them in charge than an instructor and that I wasn't going to be as helpful. I warned the Dean that there may be some complaints about this project, she never received any - in fact the students said that they loved it.
Terry
Hi Jayson,
You make a great point about them needing to understand how to deal with workplace frustrations and challenges. It is essential that they have these skills. What are some ways you help your students to develop these skills?
Gary
I think this is true if it is organized in a problem-solving format, with actual solutions being generated. Otherwise, it is just negative energy that doesn't do anyone any good!
I like this approach. However, being an instructor in the career development realm (career service) I find it important to let them know the impact they can have on their careeers should similar frustrations arise in the workplace. Know the correct forum and approach for dealing with frustrations in the class room (school) and it can translate directly to the career after gradaution.
Sometimes allowing the student to vent in a controlled environment helps them to work out their issues. It also may allow a fellow student who had the same issues to come forward to have their issue dealt with.
One must be careful because it could lead to getting the entire class off track.
