I completely agree. Also, it is so important to be very clear about all expectations for the course, and to be fair in assessment and evaluation of all expectations. This goes a long way in preventing anger in the first place.
Listening really is almost always the key. I stress to students that are angry or upset that until they've explained clearly what the conflict is that's bothering them, it's difficult for us as instructors to respond and help them. I always stress that our door is open and we're always happy to talk with students openly about issues they may be having.
If a student comes o me in an angry fashion, I try to persuade them to make an appointment for a later date. This will usually allow the student a chance to cool down before our talk. It also gives me a chance to gather my facts and be better prepared.
I've had an experience with an angry students before. I just listen what they need to say without interruptions. I let the student know I empathize what they feel and thank them for bringing their problem to my attention. After that if it's something I could solve, I just give them a solution right away or if not, I drive the issue to a designated person to help me find a solution. Once I get an answer for their problem, I meet with them and try to give he/she a positive feedback.
Listen Listen Listen. 90% of the time it has nothing to do with the class, but with outside issues that the student is dealing with and then brings those issues to class. They become frustrated with focus- and usually only takes something insignificant to happen in class before they erupt.
I was interested in this topic because it has been years since I have dealt with this experience. When I taught High School in the South Bronx I had a few angry students. I always made time after class to talk to them and listen to what the problems was. Often it had nothing to do with my class, and they enjoyed the listening ear.
I completely agree! It is just as easy as giving the student the opportunity to express their concerns, while the instructor listens. It shows we care and want to help the individual resolve their issue.
I believe that listening to an angry student helps to validate their feelings and acknowledges their grievance. However, where does it stop? I watched an angry student whine and complain and rehash an issue for 30-45 minutes even after the instructor presented solutions. As humans, we want to be heard and understood. I do agree with listening.
Hi Reinaldo,
Students will hold your feet to the fire. You better keep to your words, otherwise students will lose all trust and respect for you.
Patricia Scales
Yes, when a student is frustated, they feel they have so much to say that when they are actually allowed to comment on it, they end up answering their own questions and frustrations or even calming down when they are done; without you having to say a word. If you agree to do something for the student, make sure to follow through
I can not express it enough that you must listen to these students. They require a focused approach to help resolve the situation. Most of the time letting them "get it out" will diffuse the situation. Also make sure you remain in control of the situation so it does not get out of hand. Most of the time these students are looking for someone to listen and hear what they have to say.
Listening is always the first step. Although I have come across several different situations, the one that sticks in my mind is a Veteran student who had been deployed to Iraq 3 times and had suffered serious injuries, and had also dealt with the deaths of several fellow service people in the incident. In our first class I had students introduce themselves, and this student explained in his introduction that he had some "anger issues" about the situation, and asked us for patience if he makes inappropriate comments. Several times during the semester, this student did express some inappropriate comments, but the entire class had given him some slack because they were aware of his situation. Although this was an unusual case (most post traumatic stress victims do not disclose their situation) I was proud of the class and how they handled this situation.
This one is hard for me because if they come to me yelling, my immediate response would be to get defensive and let them know that it is not my fault. So I have really tried to work on that and listen to the student. I want them to know that I am there for them and I want to have their trust and opinions.
I actually have two students that have this issue. I have, in length explain the grading criteria. I did let them vent, but the issues are more of a time constraint caused by the student inability to manage her time. I did suggest a different plan of attack. Making homework spread out thru the week, instead of trying to get it all done in one sitting.
Hi Antoinette,
I love the questions. These questions really give students something to think about. Sometimes students just need to think in order to become more rational.
Patricia Scales
When confronted with an angry student I must first tell myself, " the student is not angry with me because he or she does not know me personally." Second, I will ask the student, during a break, to meet me after class.I will explain in the meeting what I oserved, why I am concerned, and then ask him or her to explain the what while I listen. I will talk in a whisper and take notes. Once I have listened I would ask the student the fllowing questions: Why do you think it is important to speak with your instructor when you are upset? What does the policy state about behavior? and What will you do going forward?
Try to defuse the situation by trying to calm the students down and allow them a cooling off period. Nothing can be resolved when the student is angry anyway.
Hi Terry,
Listening is key! Sometimes students just want to be listened to.
Patricia Scales
We need to listen to the student and let them voice their whole issue. Not interupting the student as they talk allows them to air it all out. Then I will present my solution.
Hi Diane,
Listening is key! Students feel a sense of importance when they are listened to.
Patricia Scales
