Repeatedly and consistently doing a good job of clear communication with the students. If it is abundantly clear what the expectations are to the whole class, then if a student complains about something, then there will be a classful of witnesses that will shoot down their arguments. They may feel like they can argue against an instructor because it's he said/ she said. But when a whole group of their peers says " Sorry. You are not right about that.", they usually will not press the issue
Clear communication and setting of expectations helps. I review important information regarding expectations repeatedly, as well as providing it in writing, to reduce challenges. At the same time, I do feel some "complaints" have made me a better teacher, and critisism from students is sometimes useful to me.
I always start my class by discussing the syllabus on the very first day. I go into the policies & procedures and put great emphasis on implementing them. Usually I don't come across any complaint from students, but if there is one, which typically would be related to a grade the student received, I would would listen to what the student has to say and resolve accordingly. Timing is also important in the sense that any disagreement should be resolved immediately instead of postponement because it only makes the situation worse by putting stress on both the student as well as the instructor.
I don't have a solid answer for this one. As a culinary instructor, I let students know that I went to school overseas and I was the only American in my class. I was affraid to not show up or not be dressed in my uniform or not perform to my best ability. To me that was ammunition for my instructors to call me,'lazy american'. When students come to me griping about issues in class, I do listen to them, but, I am quick to let them know how fortunate they are, and that they need to learn to let some things go. Nobody's life is perfect, we all have challenges and complaints, even me. I tell them to make the most of what they have in front of them. Work towards making their life better.
Using different versions of the same test, spreading students apart, observing students from he back of the room or moving about the room during the test.
Listening and making it a point to interact with each and every student at least once during each class period. By making an effort to interact with each student, the instructor is able to build constructive relationships.
The first day of class, I hand out the course outline that details the deliverables and expectations for both parties. I have them sign a form theta they received the course outline and have read it and understand it. The signature form really helps them focus on the deliverables and their responsibilities.
I like to involve my students in some of the decision making of the class. They can be involved in making rules, making test, determining the goals/objectives.
It's their learning and their enviroment.
I review expectations and tips for success along with student responsibilities and campus policies to ensure students have a clear path for success.
As I have just learned, I could have them write up the complaint and submit it to me at a given deadline. And of course, I will always listen first, which I do. I have in the past tried to discuss the issue out of class with an angry student but learned that as long as the student is angry, there is no point. I will try the writing up of the complaint, that I is a good idea.
Getting to know the students better will help you recongnize the challenges they may face which will help you to better facilitate their learning experience which will hopefully lessen their complaints.
I truly believe that first and foremost clear communication on expectations in all areas will reduce student complaints and challenges. I also find that at the beginning of my course or class, if I ask the students what their expectations of me are, than I know what they want from me too. If both the student and teacher communicate this clearly, you will find that complaints and challenges happen rarely.
Hi Jennifer,
I love your attitude! I can tell you are there for your students, and you genuinely care about them.
Patricia Scales
Be sure to be available for your students when they have questions and concerns. When they bring their concerns up to you try to see what you can do to fix them. Do not automatically put the blame on them as often times we do things we don't realize. As the instructors, and leaders of the class, we need to be able to evaluate our actions and approaches well before we criticize a students. And, ideally, we shouldn't criticize the student but help them find a way to succeed and to avoid further complaints or challenges of the same nature.
Hi Marianne,
Day 1 of class is crucial to establishing rules, standards, course expectations, requirements, etc.
Patricia Scales
Clearly outlining the expectations of the course on the first day of class and then reminding them of deadlines and expectations weekly seems to reduce, but not eliminate complaints and challenges. I try to be proactive by greeting them on Monday mornings and the day following their clinical experience to "check in". It encourages more "easy conversation" when issues are small, rather than allowing the situation to grow into "complaints" which ends in a more confrontational exchange.
I work as a clinical instructor at a newly established school. When I started, there were several new faculty members that were hired at the same time. I noticed that some instructors came on too strong, too fast. Students were really complaining about changes to the already established protocols that they were used to. I think that instructors are more effective when they come across as collaborative and facilitating rather than domineering and overly authoritative.
LIKE I HAVE MENTIONED ONCE BEFORE. STUDENTS SHOULD ONLY BE AT AN HIGHER EDUCATIONAL INSTITUTE FOR THE SOLE PURPOSE OF GAINING ACADEMIC KNOWLEDGE AND TRAINING RELATING TO OR PERTAINING TO SCHOOL. THE INSTRUCTORS AND PROGRAM DIRECTORS SHOULD BE ALLOWED TO USE OF PANEL OF NO MORE THAN 3 PERSON..TO COMPLETE THE APPLICATION PROCESS. THEN THE NUMBER OF COMPLAINTS SHOULD DROP DRASTICALLY..BECAUSE ON THE STUDENT WHO REALY WANT AND WERE TOLD THEY WERE GOOD CANIDATES FOR THE PROGRAM, WILL BE ALLOWED TO ENTER.
A clearly written syllabus that outlines expectations and consequences for not meeting them is essential. Then following up on those. Treating every situation fairly and consistently will decrease complaints. Lastly you need to see if they complaints have merit. Students are bound to complain but many times it is just to see what they can gain. Many are not serious or need attention and those I ignore. I don't ignore the student but the complaint. For example, "It's too much material on one test" My answer, "yes it is you better start studying." I acknowledge the compliant but give it no merit. Personally I have had no serious complaints.
Hi Erin,
The syllabus is a great reference tool and a lot of students questions can be found in the syllabus.
Patricia Scales
