Reducing student complaints and challenges
What are some strategies that instructors can use to reduce student complaints and challenges?
Our best strategy is to clearly identify our expectations of the students in the class. We have specific criteria set forth (which they are made of aware of before they enroll, during their orientation, and throughout the program) that explains what the students must do to succeed in the course. Furthermore, we have frequent sit-downs & meetings with each student, so any small complaint can be caught before it turns into a larger problem.
I think listening is the best way to get the student complaints down. I find that most students that complain really do just want the extra attention.
Making them the center of attention and listening to them helps a lot.
I totally agree with this. If the students know what is expected of him or her when they begin the class or program then they should not have many reasons for complaints. Often they are misled at the beginning and just need to know the real expectations.
I have found that a firm, fair, personal approach toward each student as individuals and as members of the whole works best for me. A clear understanding that I am interested in each as a student and as a human being and that I believe in the material being covered (its value to them and to our society)seems to appease even when I make mistakes. Generally, I believe, students will overlook much when they understand what is expected and that I am there to help them through it!
Hi Betty,
We have to do our due diligence to keep our students happy, yet hold them to a high standard. Students need to be listened to and know that we genuinely care about their success.
Patricia Scales
For student complaints I will work one on one till the problem is resolved. Going over the course objectives can be acknowledged throughout the course to keep them reminded of what is expected.
For me it begins with clear communication and a concise syllabus. I provide a syllabus to them on the first day of class with all the homeworks, projects and midterms (if a project) along with their respective due dates.
Next, I provide each student with a mid-term progress report to ensure that they know where they stand, and that they have time to make some changes to their productivity before the end of the term.
As many of my fellow instructors stated, I make sure to spend a significant amount of time thoroughly reviewing the syllabus and my expectations at the beginning of the course. I also send weekly emails reminding them of key points (ex. using APA formatting and our late work policy). I also end every chat and email by asking them if they have any comments, questions or concerns.
When I receive a complaint I make sure to listen and empathize. I include my students in the solution if/when possible. I also tell them that I will share feedback with my boss (which I do) and encourage them to complete the end of the year survey. Once I have addressed their issue to the best of my ability I make it clear that I would like to move forward in a positive direction if they are. Usually this sets the tone for the rest of the term.
Hi Laura,
Fair enough! You really do get students' attention when you start to deduct points. Your students are lucky you give extra credit to offset lost points.
Patricia Scales
I go over the syllabus on the first day of class, as well as being very clear about my attendance, deadlines, and cell phone policies. When everyone knows from day one what is expected, they're less likely to try to push me on any of it. It helps that the college has a very clear attendance policy, so I don't have to negotiate with students at all. If they're failing to show up and miss a specific number of hours, they automatically fail the class.
I have found that lost points due to absences or late work are what get students riled up. At the start of the course I tell them that I understand there may be outside forces that keep them from class or from getting work in on time, but that they have to meet those responsibilities. What makes the difference is that I offer extra-credit to make up for these lost points. Extra-credit is offered to everyone, so there is no favoritism. When students complain about points lost due to a legitimate absence, I tell them to take advantage of extra credit.
Hi Jarred,
Starting out informal is not a bad idea, but always use your best discretion as to whether to put things in writing. There are some personnel who will put everything in writing.
Patricia Scales
The environment that I am in uses an informal resolution policy that is strictly verbal. This policy usually works well because you can get people talking and get to the root of the problem. However I have used the formal process from time to time with great benefit. The key to the formal process is a written complaint and then a hearing on the matter. This usually pushes the students to talk with us about what the problem is and then we can resolve it. Often times what the students are complaining about is not what the actual problem and is just their way of trying to blame the system. Once we figure out what the real problem is often times it is easy to help the student with the situation in a professional, fair and realistic manner.
Peggy...great suggestion. I want to incorporate that. Thank you
Hi Anne,
Very fair, and I like how documentation is involved as well.
Patricia Scales
Sometimes we have instances where the answer to a test question seems to disagree with what is stated in our text. It caused a lot of complaining and students challenging multiple test answers. What my director and I have done is to have the student write the page number of the text that shows where the text differs from the test answer. There are no longer long drawn out concerns when we review the graded exam with the class. The student has a way to prove his answer. We review and give credit as appropriate.
we also allow students to fill out a challenge question form if they want to dispute a question on a test or quiz. They are responsible for providing the rationale for their answer.
Hi Mike,
I agree! I have seen when you tell students to put their complaint in writing their attitude becomes a lot better, and after thinking about things, they quickly determine that it is not a valid complaint.
Patricia Scales
A very clear and detailed syllabus is step one in my opinion.
One suggestion I found very interesting in the module was to insist that the student put his/her complaint in writing and submit it that way. It gives the student a change to a)calm down if their very upset, b)it can allow them time to really think about their complaint and it's validity. and finally c)it helps the instructor to clearly address the entire complaint when responding to the student.
Just a very good idea I think.
