Hi Matthew,
Great response! It is my rule to never humiliate a student. More effective communication can take place when the instructor handles the student in a private setting.
Patricia
I believe the ability to reduce complaints and challenges begins on the first day of class. The instructors ability to have a well written syllabus will help outline the course objectives and how the class proceeds. Secondly, the instructor will then have to follow their course plan and demonstrate to the student that what was said will actually happen. Lastly, in all situations there will occur moments where either the instructor is having difficulty with the lesson plan, the student is not fully engaged, or some other outside influence is affecting the learnng process. At this time, the instructors ability to listen and regain control will determine how the class progresses. There may always come a tme when a student tests the instructor as well. Rather than punishing students we demonstrate our ability to listen, gain composure and satisfy their educational needs. We attempt to do this without humiliating a student, yet demonstrating who is leading the educational process.
The instructors need to listen to the complaints/challenges to let the student know that they are concern. Ask the student how he/she would resolve the issue and why they would resolve the issue in that particular manner. This would get the student to see how easy it was to provide a complaint, but providing a solution might not be as easy.
Hi Joseph,
Making everything clear right off the bat is the best way. Students need clear and immediate expectations.
Patricia
In terms of how grades being calculated, in my math class I have a formula how tests and assignments are being graded and how they are weighted. Right at the beginning of a term, I emphasize which parts of the final grade the students have the control over like assignments, attendance and classroom participation. These are easy parts of the final grade they can earn. For exams, I tell the students that there are no surprise. Anything in the exams is what they have done in the assignments with some variations to the numbers and symbols. Everything is clear right off the bat.
Hi Thomas,
Great ideas! You can also have your students sign a form stating that they understand all expectations.
Patricia
A subset of complaints and challenges is simply venting. It's easy to spot most venting, as it typically is directed in more general terms to the school, the course of study, departmental policies, financial aid issues, or particular classes other than my own. I understand that there's really nothing that the student can expect me to do about these things except to empathize with his feeling, which I do -- short of forming a personal opinion -- and I regain control of the conversation by injecting a positive or encouraging comment, then immediately resuming class discussion. After class, I might offer advice such as consulting with the student's advisor or career counselor.
Consistancy is the best way to reduce student complaints. Make sure all reveleant information is related to the student on the first day of class and follow thru,
all of our students during the orientation week, get a handbook on how to handle compliants, ect. their is a certain way to go about them, aka: the chain of command. a mast majority of them do not follow that chain, leaving the instructor out of the loop per say. :( they go right to the top......cause for disarray not knowing if you the instructor has a compliant or not! even if the expectations are in writting,policy and procedure is still not followed by the student. no matter what the challenge, you just have to keep on moving upward!!!!
Be informative. Make sure you clearly spell out your expectations. Put your expectations in writing at the beginning of the term.
Hi Robert,
It is always good to ask the student have they spoken with the instructor when they come to administration with a complaint/concern about an instructor. I try to teach my students professional protocol, confront the person first, then if things are not resolved go to the next highest person in charge, etc. This is the protocol that should be followed in the workplace.
Patricia
Hi Earl,
Students should and need to be acknowledged. We must let our students know that they matter, and listening is key.
Patricia
I totally sympathize. I had such a student last quarter. Fortunately, my supervisor was supportive. I stuck to my guns on stated policy and didn't retaliate in any way. The student still gives me the evil eye, but I refuse to be drawn in to her anger. I have another student this quarter showing strong tendencies to the same sort of behavior. This class is helping me get ideas on how to resolve the problem before it escalates further.
Answering this question from a different angle, (an administrative one), when a student comes with a complaint about an instructor, ask the student if they have spoken with the instructor directly first. This may lead to the complaint dissolving away, as the student may simply be looking for the administrator to step in and deal with the problem on their own behalf. When the student hears it suggested that they take some ownership in resolving the problem, and that the administrator may not serve as their human buffer immediately, they may let the situation drop.
In order to deal with challenging students I am firm and consistent in my actions in the classroom. I spell it all out on the syllabus and my first day activities. A challenging student will notice all the inconsistencies and pounce on them whenever the opportunity arises. I do not allow them to affect me in a way that jeaopardizes my relationship with the class or the other students. This type of student is looking for attention and thrives when it is given tot hem no matter how negative the atmosphere. The key for the instructor is to not tolerate the behavior and neutralize the situation for the sake of success for the class.
First of all, acknowledge the student. Ignoring him just fans the flames. Take the complaint seriously for his sake. Listening, communicating, clarifying goals and expectations all lead to better understanding between student and teacher.
I attempt to provide a syllabus complete with detail instructions that is easy to read and understand. I have seen some syllabi that are so confusing that it takes hours to figure it all out. Who has that kind of time?
Sara Donevant
Hi Sherry,
Students do get a ton of information during the first week. It can certainly be real overwhelming. I like to do quick reviews based on my first day presentation throughout the first week or two.
Patricia
I also agree with the idea of a second deadline. We all have students who are not always paying attention.
Hi, Listening carefully first can help the instructor figure out why the student is concerned or upset. Often, the student just did not understand the expectations, and this gives us a good opportunity to clarify and make suggestions for improvement. Lyn
