1. Identify the source of the anger.
2. Ask what you can do to mitigate the anger
3. Ask the student what they can do to mitigate the anger?
4. Work on constructive plan to work with the 3 items above.
My goal is to always attempt to tdiffuse the situation rather than escalate. However, if a student disrupts the learning process for the remaining class members, I will ask the student to leave. It is selfish for a student to monopolize the instructor's time to discuss a situation that does not affect the entire class.
I have to agree with the text. When confronted with an angry student the first thing I would do is meet with the student and listen to what he or she had to say. I would ask the individual to tell me what is occurring in his or her life that is creating the anger or ask if it is my teaching style. I would give them the time to vent and then ask for solutionsw on how to remedy the situation.
Hi Nancy,
Anger can certainly decrease performance. Angry students should be spoken to quickly and swiftly so that things get resolved.
Patricia Scales
I attempt through discussion to develop a sense if the anger or frustration is about the class itself or an outside sitution that has flowed into the classroom. The class is a hands-on lab for apparel design and if the student is frustrated they are frozen and cannot move ahead.
Sometimes the anger is rooted in their concern if this is the right field to be training for.
I believe that angry persons in any circumstance just want to be heard. Listen.
If I was confronted by an angry student. I would listen to them and make sure they know that I will listen. I would try to diffuse their anger a little bit by telling them that whatever is the problem, we will find a solution and that I am willing to listen. I find that if you talk to people who are angry calmly and rationally their anger dispurses rather quickly especially when you are willing to find a solution to their problem and why they are angry. Showing understanding can be important to students and faculty.
Listen to them, take notes as the speak to you, and ask them to offer solutions to the problem.
Listening is very effective, but it should be noted that if the student is very angry in class, he/she may be disrupting the learning of others and it may be more effective to step out of the classroom (with another instructor or admin person as a witness) to hear a severe complaint. I have not tried having a student write down their complaint before, but feel that that could be very useful indeed, and intend to use this technique when appropriate!
Hi Catharine,
Listening is key! It is never a bad idea to have a witness sit in when you are addressing an angry student.
Patricia Scales
I too, would stop and give my full attention to that student to voice his anger and hopefully defuse it. If this does not work, I would get a third party to help, my supervisor, not another instructor as that might set up a good guy/ bad guy senario.
Find out why they are angry
Take the student aside and let him vent , thenfind a common ground to settle the matter
The first thing you should do is just listen and see what the problem is...most times you will find that a student just want someone to listen to them, and feel validated. They just want to know that someone cares and is concerned about them.
Set aside time to listen to that student's complaints in a one on one conversation so as not to be distracted or rushed.
Take a mini break; escort the student out of the class to let them know that we can postpone debate and discuss it after class.
Then follow up.
Usually that's enough time for the student to cool off.
Hi Robert,
Listening is key! We should always cover ourselves through proper documentation.
Patricia Scales
By all means, listen to the complaint---it may be valid. If it is, correct the "injustice". If not, ask the angry student to submit the complaint in writing so that you can begin building a paper trail to defend your decision if necessary.
I once had half the class angry because they were told my literature course would be "easy" by another faculty member and without my knowledge. Though I went over the syllabus and nothing on it appeared "easy," I guess they bought into what they were originally told. This was costly to me as an instructor. I had to continue on while facing a sullen class. In the end, the few who decided to do the work required were rewarded (I hope) by excellent term papers and a clear understanding of how to analyze literature (as opposed to just "reading some fun stuff.")
I agree. Don't let the personal end get in your way. This can be difficult for some people. You just want to defend yourself. When digging in further it usually ends up not to be about you at all!
