Student Frustrations
If students are talking amoung themselves and you notice the topic slowly moving towards gripping about the school or program and then other students start listening in and adding to the whining, what is the best way to intervene?
This is in a lab class where students are allowed to be social with one another as long as they are doing the tasks assigned to them. Also, during open lab time, when no formal class is going on and I am just sitting in to assist students.
I think it is important to acknowledge that you do care about their concerns and by actually listening to them it shows.
Hi Klaus,
Good way to manage student behavior while keeping the class on course.
Gary
If this happens in my class I try to gain control by asking the students to concentrate on the task by talking less. I also try to avoid such downtime by planning the projects to fit the class time.
Hi Heather,
Just want to say that you make an excellent point and handle the situation very well.
Very Nice.
Allan
Hi Heather,
I like your way of dealing with student concerns. You are maintaining control of the classroom while enabling the students through listening to their issues. This sets the stage for a successful course and one that can move forward without a continuous under current being in place.
Gary
If I hear of any dissatisfaction whether in class or outside of class, I give the student or students an opportunity to "vent" their concern. I do not talk at first but keep eye contact to show that I am actively listening. I offer an answer with explanation (if I know) because sometimes just knowing the "why" of a rule, policy, or change is all the students need. If I do not know the answer, I check on it and get back to them in a timely manner.
Hi Heather,
This is a great way to show the students that their opinions are valued and respect. Also, it helps the students to buy in to the educational process even more. Great idea thanks for sharing it with us.
Gary
Our administrators are pretty open to making changes to school policies/situations to make things better for the students.
We're always thinking of new ways to provide web-based resources for them.
When students start complaining about something--books, schedules, etc., I ask them how we could do it better, and they usually have some good ideas. Sometimes we've had an administrator join us for the last few minutes and see what he thinks. He's open to anything that makes it better for the students, so he rarely shoots down an idea.
After that, I get to work implementing a solution.
I know it has made a difference to the students b/c they use our web resources that were implemented in response to their concerns.
Hi Heather,
Thank you for pointing out the occasional conversation that should not be taking place in the class. When it is possible I still try to acknowledge that they have a question which if they wish I will be glad to discuss after class. Regardless of their answer it is time to get back into our class material.
Refocusing, as described by Heather, is an excellent approach.
Allan
Hi Heather,
I commend you for taking charge of the student discussions and redirecting them to where they stay positive and focused on the course. Experience has shown that if you don't these sessions can quickly grow into complaint/gripe events that do no one any good and can result in student behavior problems.
Gary
I also was faced with these challenges during this term. I had a group of students who loved to chit chat and complain. When the students were working on assignments or group projects I would occasionally hear the conversation turn to complaints about other classes, life, and sometimes other students. I do feel that we should respect students and listen to their questions to an extent. When a student has a valid question I had no problem bringing it to the attention of the class and trying to provide the best answer I could. I also feel that there are situations where distraction proves to work better and is the safer route. When I heard discussions taking place that should not take place in my class I would try to refocus the students by asking them questions on the material being covered or start a group discussion about how these things apply to "real life". Students always love to give their insight on past experiences they had dealing with the field or their opinions on how it will be when they are finally out there!
Hi Allan,
You make a number of very good points about how to handle student input and questioning. As you know questioning can be a very effective learning tool if used correctly. The key as you mention is to respect the student and listen to the question being asked and then respond in a manner that is supportive and informative.
I to will be interested to see if you get a copy of the phone book brought to class someday. Thanks.
Gary
Generally I ask the student or students to share what their concern is. I make it clear that I am listening and ask the same of the entire class. Often more students share the same concern and occasionally a student shares an answer that may satisfy the issue. On other occasions I may be able to give a satisfactory answer. In all cases I make it clear that what they have to say is important and is being listened to by the class and most especially the instructor. If there is not a satisfactory answer available immediately, I assure the student and class that I will seek the necessary information to give a legitimate answer. I make every effort to have a response available the next time we meet.
If the student's concerns arise during "work time" I try to take a few minutes aside to hear the question and try to respond. If it is going to be a lengthy discussion then I acknowledge the guest ion and set time aside for time after we have finished our assignments. This would depend on the issue involved.
Generally the last 20 to 30 minutes of each class is set aside for course material questions
and any “other†student questions
Occasionally some questions are just to get a rise out of the instructor. Regardless they should be acknowledged. If one is careful sometimes humor can assist.
"The midterm is open book isn't it?†My response often is, "Yes, any student who wishes to bring the 1987 Manhattan phonebook to the midterm may do so if they give me 30 days notice." I will afterwards take the student quietly aside to ask if there was some serious reason for asking the question. To date the answer has been no. There may come a time that I learn something new from the student questioner. There may also be a time where I will have to figure out what to do if a student gives me 30 days notice and follows through with the correct 1987 phonebook.
Hi Caitlyn,
When I see the class going this direction I quickly call the class together and ask them a question or have a student explain what they are doing in lab. After the question is answered or the student has made a comment I let them go back to work. The point is to divert their attention away from gripping and back toward their work. I do this by walking around the lab and observing how the students are working so I can keep my finger on the pulse of the class without being overbearing.
Gary
