Listen to them. They ,in some cases, just want to be heard.
I believe that the best way to prevent a lot of student complaints and protests is to make that all important syllabus review really count, and then revisit the topic of testing and test dates a couple of days before the first test.
I emphasize the fairness of the process, as well as the necessity and reasonability of my schedule, especially if it needs to change, at those times.
The simple truth is that you will always encounter those classes, that compared with prior classes are either much faster , or much slower than the average; and those differences need to be addressed in order to prevent complaints from arising
Jonathan French, D.C.
09/12/2010
Hi Maureen,
I have learned over the 21 years I've been in this profession that students have a lot of outside forces that they bring into the classroom with them that can cause them to be very upset. As instructors, we have to be good sounding boards for them. Life happens...
Patricia
Yes, I agree. Clearly stated objectives and goals for each module are important. Also I address any problems or complaints immediately. This avoids any potential big problems later, and lets the student know I care and am ready to listen and help problem solve.
I like the daily objectives idea. Clearcut objectives take away the doubts about what they need to accomplish.
A complete syllabus and it's presentation at the beginning of the course is essential so that the students are aware of the course in it's entirty. It is also helpful to outline daily objectives on the board at the beginning of each class. Another tool that is helpful in reducing complaints and challenges is to update/reinforce assignment deadlines at intervals throughout the course.
I use smaller groups within the large group to complete lab assignments. This allows each student to grasp more of the individual lesson than if they were a part of one large group.
I also individually check with a digruntled student. Just last week I had a grown man start to dissolve in tears in the middle of class. I asked him to step outside and I listened to him. He and his wife were comtemplating a divorce after 15 years of marriage. The individual "venting" session caused him to calm down and refocus on both class and his own life.
He thanked me yesterday for my time and told me that he and his wife are attempting eo work things out.
As far as test discrepancies, I always address each student individually about any problems that they come across.
Every three weeks we have the students write down how their doing so far in the term; family life, school life, ect. That helps us know where they are at mentally.
Hi Gregory,
It certainly is overwhelming on Day 1. I like to revisit rules, policies, and procedures a week afterwards to make sure everyone is on the same page.
Patricia
I think that's a great idea. A lot of the info they receive on Day 1 will have been a little overwhelming, since yours is likely not the only class they're starting.
Outline clear standards and requirements in the syllabus. Include methods of recourse. Take first class period to discuss in detail
Hi Claire,
I like how open minded you are. I can tell you welcome feedback from peers as well. These are certainly great ways to minimize complaints.
Patricia
Hi Sheila,
No gray areas in the expectations can certainly minimize complaints. Gray areas will cause a lot of headaches.
Patricia
Focus on effective communication, which includes active listening and empathetic responses. A proactive approach based on creating an understandig of the "why" behind the "what" and "how" goes a long way toward eliminating student complaints.
A proactive approach involving becoming faliliar with your students can have similar impact on short-circuiting student challenges before they become disruptive or antagonistic.
Planning and communication are keys to successful management of the learning environment.
Drafting a syllabus that is clear about the course expectations, assignments, grading and late policies. The instructor should also be sure that they are using a rubric that is clear in how the score for the assignment was assessed.
Clear-cut expectations including assignment due dates and grading rubrics can decrease complaints. In addition, fairly and objectively applying the guidelines with all students also allays many complaints.
To reduce complaints and challenges, I recommend the following: (1) Provide a syllabus and addendum that's absolutely clear on when things are due, what's required in each assignment, and how grades will be determined; (2) use a rubric to grade assignments and provide thorough feedback on what the assignment was missing; (3) if possible and appropriate, allow "redos" for addtional points (I teach legal courses and allowing revisions mimics a law firm environment); (4) listen to complaints with an open mind and let students know their input is welcome and will be considered; (5) tell students frequently that you're committed to your class being interesting, fun, meaningful, and relevant, and that you want to know when it isn't; and (6) if students provide useful input as to how a class could be improved, use that input to improve the class.
Hi Melissa,
Having a rubric is making it etched in stone. Students know exactly where they stand.
Patricia
I think you need to spell out your expectations clearly from the beginning. I also like the use of rubrics because they leave little room for questions of subjectivity if down correctly.
Make sure course rules are published, delivered to students and discussed periodically. Ensure criteria for evaluating assessments are clear and documented. Make sure there are no "surprises" in exams. When issues do arise, listen and deal with them promptly and fairly.
