Hi Karne,
You do a thorough job my making course requirements clear. I like using calendars, putting reminders on the board, and including a list of assignments with due dates, in addition to the syllabus of course.
Patricia
Rod
I do the exact same things. My syllabus has detailed course content information and course behavior information. When each specific assignment is explained, I hand out very specifc directions, guidelines and rubrics so there won't be any confusion. Students seem to like the more structure that you give them.
Karne Johnson
Patricia
I have found that I get less student complaints and challenges in the classroom by having a detailed syllabus which not only addresses the class content and but also the class behavior. I have also modified each of my individual assignments by have detailed directions, guidelines, and rubrics that I hand out in class, explain, and then open for discussion for further explanation. Students seem to like these instructional techniques. I am continually looking for ways to make my expectations for the course objecives clearer.
trying to understand why the students complain and clarefy for him the true situation and let him know the right and actual situation.
Hi Heather,
Students understand better and are more willing to participate whenever they have are given small increments to reach the overall goal.
Patricia
Be transparent. Students have less to complain about when they know what to expect. In creating expectations for the class, break them down into digestable bits of information that lead to the big picture instead of focusing all of your energy on the end result or big picture.
Hi Diane,
The syllabus is what is etched in stone as well as the Prospectus. Make couse requirements and rules clear so that the students do not have any reason/excuse to complain.
Patricia
Hi Lynn,
Listening is a great way to calm an upset student down. Normally after you let the student vent, the student is not nearly as upset.
Patricia
Listening to your students, talking to them calmly, letting your students know that you understand their position and that you would like to help them. Students get more fustrated if they think that their teachers are not listening or understanding where they are coming from.
Immediately start out giving the most amount of pertinent information that you can so that they are well informed about expectations. I always try to listen and put myself in the students place when there is a complaint. I look at their view and really see if there is some substance to the problem. If so I contact the student and let them know that I understand and am working on an alternative. Communication is really a key component, both listening and discussing.
I really like this response. You must be aware of what is going on your class, but remember not have to take ownership of all problems. Some problems are manufactured by drama of the students, some by administration, some might be by unclarity which you as an instructor created with an unclear syllabus. By listning to your students and being aware in your classroom, you can direct to the appropriate person and follow up. This demonstrates caring to your students and fellow faculty. I think it also sets you as a mentor to both.
Mike
Have procedures and requirements clearly stated in the syllabus. My syllabus is created by the college by course for all its campuses. I include a Prospectus which can have additional details to cover any ambiguities.
Hi Caro,
Great points made! Insructors should always be willing and open to review graded assignments whenever students have questions, don't become offensive about a student questioning a graded assignment. Handle the situtation with professionalism, evaluate the concern, and make adjustments accordingly, if need be.
Patricia
First, be clear in your expectations for class behavior and for specific assignments. Using a grading rubric for papers, projects and presentations makes the assessment more objective. Being willing to review graded assignments when challenged by a student can also reduce challenges and complaints.
I belive that listening is the single most important component to sovling student challenges. It serves several purposes. Often, the process of venting their frustrations will reveal that they are actually frustrated about other issues and are manifesting this in complaints about something outside themselves. This can be appropriate but must be delicately handled as students can very quickly start to dominate class time with personal issues. The other problem I often run into is when students complain to me about issues with other instructors. As is my policy, I will inform them that I will not comment on other instructors. I will them refer them to proper channels and chain of command to voice these concerns. I will also try to offer empathy for the frustration of the situation they are experiencing. This allow me to direct the student to the most likely method of solving their problem, and it also lets the student know that I empathize with them and am concerned about their progess.
Hi Stacey,
Students like to be listened to. We should fully hear what our students have to say without any type of interruption. Most of the time they simply need to vent. Putting the situation in writing allows the student to calm down and vent as well.
Patricia
Setting an atmosphere where students feel comfortable asking questions, asking for clarification on assignments, and even asking for modifications, re-test whenever possible, are all exceptable. When the students feel comfortable expressing themselves they seem to take more ownership in the class. I also agree that a clearly defined lesson plan, syllabus and addendum are very important.
I've found that by thoroughly explaining expectations up front, I receive far fewer complaints compared to when I first taught the course and expected students to know what they were doing after reading over the syllabus and project guidelines. The one complaint I do still receive is when a student doesn't complete their assignments - they complain that they don't have any time between work and class. I don't need to make the argument that they need to take responsibility for their time - they already know this. What I do suggest, calmly, is that they might use the weekend to work ahead on the homework (none of which is terribly involved) so that they don't have to worry about fitting it in during the week. Some students hate that idea, since they don't think they should have to work on the weekend, but knowing its an option they do have tends to defuse any ire they have.
Teaching environmental science, the biggest challenges I receive are whether things are actually true, or whether they really matter. Since day one of my class involves encouraging students to be skeptical - like all good scientists - I welcome this, and happily discuss the underlying research when they need it. It adds depth to our discussions, and I suspect also discourages frivolous challenges since they know that the in-depth stuff is also fair game for testing once we've discussed it. It does mean my course content has to be somewhat malleable, as in-depth coverage in one area means something else must be sacrificed, but I've always been more pleased with the outcome when students' challenges are satisfied.
1. have the student write out their complaint to gain clarity of what is to be discussed.
2. speak with the student afterwards to discuss what was written down.
3. Come up with a win win resolution wherby the instructor gain a better understanding of the student's needs to help mentor the student to meet the challenges of the class assignments with hopes of a better outcome.
Hi Minerva,
Great idea of doing small increments to complete the assignment. This is a great approach to take so that students do not seem so overwhelmed.
Patricia
