I perform mid session reviews and we sit one-on-one while I give them feedback and they give me feedback. It is a great way to show them that their opinions matter.
Hi Michael,
Being blind-sided is never a good thing. Check with seasoned instructors and the DOE to help better handle student complaints and challenges if you are unsure. Experience is truly the best teacher.
Patricia
Hi Stacey,
Students want end results whenever they have a concern/cmplaint. Listening to the students on-on-one to hear them out and to provide a resolution is key.
Patricia
Providing a detailed rubric on heavily weighted assignments is the best method to inform students on how they will be graded. We go over the rubric in class so everyone knows the expectations of the assignment. Then I like to break up the assignment into small parts and grade these so it does not seem overwhelming to them.Doing this allows me to help individuals who are not doing well, and tutor them so they understand each part. We complete the work in a step-by-step process that allows most students to meet with sucess.
A. Have the student to write down their complaint and or challenges to clarify what is to be discussed.
b. Teacher is to view student's writings.
c. Discuss one on one if possible the complaint and challenges of the student.
d. Arrive to a win win resolution that will benefit the learning process for both the instructor and student
Any instructor who's been around awhile should be aware of the complaints and challenges that pre-exist. Address them at the outset and that will usually take care of it. If it's the first time at a school or teaching a particular class, ask other instructors. I've never enjoyed being blind-sided so I take a little extra time prepping for things like this.
I find that laying out expectations and goals clearly helps to reduce student complaints and challenges. If they know what to expect they are less likely to find the situation troubling.
Hi Karen,
Deal with the disruptive student. Do not let the disruptive student hinder others. Let the disruptive student know that if they cannot act professionally that you will have them removed from the room, and if need be remove them.
Patricia
I find this the most challenging portion. Distruptive students make it hard for the willing students to engage.
Hi Robert,
You are learning, and you are handling various situations accordingly. With time you will get better. If you are ever unsure as to how to handle a situation, consult your DOE.
Patricia
Being fairly new to teaching, I don't have many instances to draw experience from. I allow the student to present his/her complaint in a constructive fashion, immediately putting the brakes to anything destructive in nature as this could lead to a loss of control of the situation. I listen and attempt to diffuse the situation to the best of my ability.
Hi Gregory,
That's right! As long as you treat everyone the same no one has anything to complain about. Being fair is a must in the classroom.
Patricia
I'm in my first year of teaching and have learned that clear explanation of the course and all it its requirements reduces complaints greatly . I also let the students know my hours of availability and my email address .I find that when they write out the issues it reduces the emotional portion and breaks it down to the facts.
Being fair to all students is the best way, whether in grading work, class discussion, or class observation.
Hi Albert,
I have witnessed that there are some instructors that will not admit that they are wrong, which is not a good example for students. As you mentioned, we are human, and we make mistakes. Sometimes the instructor has to be the bigger person and own up to their wrong doing.
Patricia
Students know my goal is to be the best instructor for them. I present the learning plan, materials needed, timeline and assessment tools, and what is expected of them as well as me for their success. Often complaints arise from personality conflicts. Once that has been establised, we can set it aside and get to the business of learning.
First and foremost have the expectation for the student clearly listed in your course. This is generally one of the biggest problems most instructors have.
Listening to the student that has complaints will show that you are willing to hear and possibly see their side of the situation.
If a discssion appears to be going no where recommend that a 3rd party be involved. This party will hear both sides of the situation and my be able to offer insight that neither involved party has thought of.
The biggest challenge is that both involved parties feel that they are right. Neither wants to conced that they could possibly be wrong. Sometime for the good of the class and the student an instructor has to give in and admit they were wrong. we are only human. However, the student must be willing to do the same thing if they are wrong. Depending on the situation both parties might just agree to disagree. There may be no wrong or right in the situation. It is just what it is. All parties must move on.
A well-prepared syllabus with all course requirements and expectations will help reduce student complaints and challenges from the first day of class.
Class assignments and due dates need to be established so all students know when and what is expected of them. Having a strict guideline for late assignment penalties, and adhering to these guidelines for all students, helps students prepare for class and work world deadlines and expectations.
In addition, if students still complain, request they put their complaint(s) in writing, so the instructor is able to clearly address the issue. Often when a student writes down their complaint they resolve the issue on their own and take personal responsibility for their own learning.
Most of the classes I teach are of the hands-on variety. What helps me most to reduce students complaints and challenges is to provide them with immediate feedback of their work. I pat them on the back for good work, and provide constructive criticism (one-on-one)if their effort needs tuning.
I tell my students that I am less concerned about their grades that the fact that they learned the material. When I give an exam, I grade it immediately, then we review each question. My students know that if they can show me they have command of the material and answered the question assuming a higher level of understanding, as it were, and included assumptions or information that led them to an incorrect answer, I will concede the point. This process acts as reinforcement of learning points and eliminates any complaints that students weren't treated fairly or give a chance to have their say.
