The strategy that I most often use with my students is meeting with each of them one on one to discuss any issues or concerns they may have. It works well for me.
By being prepared, explaining what are the courses expectation and addressing students questions helps me reduce student complaints. It also allows me to speak to the students who are finding that some of the work is challenging.
Be clear about objectives, expectations and goals. Listen to concerns, questions and attempt to keep dialogue open. If a student has a complaint or concern that is taking away from the class, address it in private at a scheduled time and place.
Have open and positive relationships with students. Provide individual instruction to students have trouble with subject matter. Give positive feedback when a student performs well.
A strategy that I use is to keep ALL the students integrated in the class discussion. Eye contact with a student directly, if theat student is deviating from the class lecture. Another way of reducing the complaints is to over-explaint the material in different ways. This will hit the student on the way they learn. Since everyone learns differently, theis may take longer to complete the material in class.
My belief is that student/customer complaints are a direct result of our behaviour. If we allow ourselves to participate in any way allow complaints to foster, then we have allowed it. I take the stance that all equipment fails, and that is the reason for my job. When I give that to my students they want to fix the problem, or at least find the answer.
Challenges on the other hand require an understanding of some reasons that the student may have for their behaviour. The person may have had a bad experience, or family tragedy. On more than a few occasions I have taken a student into the hallway to have a one on one and find out if I can help. If I can recognize an issue and have the discussion early enough, I have turned many students around.
I like to setup classroom expectations by listing them in the syllabus and reviewing them on the first day of class. I often receive complaints about submitting work late, but I have students review the stipulations in the syllabus. The complaint generally centers around the time-frame and point deductions: 10% loss of points for everyday the assignment is late for up to three days. After, I will not accept it. Often the students who want to submit assignments late, complaint and want more time, but there must be extenuating circumstances--illness, death in the family, etc.--before an actual extension is allowed. This verbiage is also listed in the syllabus.
I think having a well planned out syllabus will eliminate complaints from students. Students tend to complain when they do not know what to expect next in a class.
One of the keys to reducing complaints is to clearly go over the course objectives in the beginning hours and to clearly lay out what the expectations of the course are. First, what does the instructor expect of the students, and then what are the students expectations of the instructor. Our responsibilities as the educator is to deliver the course as outlined and to do our best to see that those expectations are met from both parties; student and instructor. Some students will complain about tools, equipment and training aids, we strive to do our best to maintain these, but sometimes we need a little help from others, as these conditions can change daily.
The best method to reduce student challenges and compaints is clarity in instructions and expectations. Being sure that the student has a clear understanding of requirements and expectations will reduce the amount of complaints.
Query the students regularly to be sure they understand needs. Also, the instructor may offer to preview work before it is turned in for assessment. Pre-grading may head off future problems a student may create over a grade.
First of all, being a good listener is essential. Recognize the student's feelings without interrupting or being defensive. When it comes to handling the situation, one thing that can be done is referring the student to the course syllabus or the student handbook for clarification.
Hi, Everyone,
To reduce student complaints and challenges, it is very helpful to include in your syllabus and to state in class how important deadlines are, to clarify if points will be taken off if assignments are turned in late (and how many), dates that assignments and projects are due, etc. Basically, be very clear about the requirements of the class and how the assignments will be graded. Providing the students with a rubric for any written assignments will help them understand how those will be graded. It also makes it easier for your grading activities to have a rubric to work from.
Janet
Listening is the first step in reducing student complaints. The second step is to determine if the student has a legitimate complaint or if the student is just venting. The third step is to resolve the complaint depending on whether the student has a legitimate complaint or whether the student is venting. Resolve the complaint as promptly as possible, keeping in mind that students are also customers seeking excellent customer service. Resolving the complaint promptly prevents it from getting out of hand, promotes a positive learning environment and improves retention rates.
I believe that when you challenge the students to come up with solutions to their complaints it allows them to shift the focus of "complaining" to "empowering" themselves with resolutions or solutions.
If instructors have the course well planned with a detailed syllabus it will help with minimizing student complaints and challenges. I witnessed this with another instructor and his course when the syllabus was not ready for the students until week 2. He had many complaints and questions because his objectives changed in those first two weeks.
One effective strategy is to listen to the student complaint or challenge. Sometimes, in just talking a situation out, the student manages to work through the issue and arrives at his/her own solution. Other times, the student sheds valid light on an issue that the instructor hadn't previously recognized. This gives the student the opportunity to practice professional problem-solving skills and allows the instructor feedback that they might not otherwise have gotten.
By far the best way I have found to reduce student complaints is to put the requirements in writing and expect the same from everyone. I try to be very fair; however, I am also nice and sometimes my students mistake my kindness for weakness. I have to nip that in the bud ASAP.
Hi David,
I agree! Listening is paramount! Sometimes the student simply needs to get things off of their chest.
Patricia Scales
Listening and letting them vent seems to help reduce problem students that are in this category.
Hi Maida,
I agree! We certainly do more than just teach our students academics. Some of our students look to us as role models, mentors, advisors, sounding boards, etc.
Patricia Scales
