Listening to their complaints and trying to resolve the situations creating stress for the student. Getting involved in the situation and trying to help rather than taking the stance that "that's not my job."
I believe by being fair and listening to student with empathy. Let them know your policies for complaints and that you are accessible.
I think it is important to set expectations the first day of class....no matter what they are. This sets a tone for the rest of the course. It also helps to break up the class a little bit to do some "off topic" activities to give them a chance to get to know you as an instructor.
Establishing a culture of feedback also helps create in the students minds that there are regular opportunities to give feedback. Making immediate changes when able gives the students a global sense of being listened to. We do it in many ways from individual feedback, regular opportunities for feedback in class, small fucus groups convened by the Program Director and course and instructor evaluations. These redirect "complaints" to feedback and reduce anger by the students seeing immediate results on their feedback when applicable.
To reduce the students’ challenges and complaints, I make sure to go over the syllabus at the beginning of the class session. I emphasize on the critical areas such as the late assignment policy and penalties, the student expectations, the point system on all assignments, quizzes, and projects including where to find this information, and what process to take when they have complaints, issues, and suggestions. Most important I make sure that I tell the students that: I recognize each of them as individuals and respect all their opinions which I encourage them to express. And that I am dedicated to assist each of them in their learning process which will help them succeed in the current course.
Good. I always try to be available everyday even on weekends (via e-mail of course!). Letting them know I'll answer their issues within 24 hours helps them to recognize I want to do whatever needs to be done to resolve any problems they may be having.
Of course, as far as grading is concerned, we typically can avoid any controversy by using very detailed rubrics. That takes a lot of the guess work out of grading.
I always state my expectations and then follow up with my class plans and course syllabus. If the students are aware of everhting and feel informed, they seem to have less complaints.
I took over a class early in the semester. There was the normal resentment over changing instructors etc. and I could tell there were some problems with the class. Since we were working on problem solving in one of the classes, we used the principals we were studying to resolve the potential issues. We defined the problem and potential solutions in a brainstorming session; discussed solutions for students and instructor and implemented them. We discussed progress over the semester. At the end of the semester the students asked if I would be instructing them next semester and when I indicated that another instructor had that privalege they were dissappointed and wanted me back.
Communicating expectations clearly will reduce complaints. It is equally important to check students comprehension of what is expected and required. For example: have students initial due dates on their syballus for an upcoming assignment and visually varifying their acknowledegment.
What I like doing is taking sometime out of my instruction to have a talk with my students. Especially when I have exhausted all my ideas as to how to engage them. I'll ask them for ideas and their response usually is more games, write more on the board, or find more power points or examples to display on the board. This has proved very helpful for most of the class. Every term is different and I am constantly making adjustments. I am always asking fellow instructors for ideas.
Keeping the students active during the learning process is how I keep students complaints down. It's similar to what I do when one of my triplets complains, "I'm bored." My reply is, "come and help me with the dishes." I take my students out to volunteer frequently because they are stimulated by the experience and at the same time they gain confidence and overcome challenges. They feel more satisfied and empowered.
Hi Jason,
I concur! Rubrics take the gray out of grading.
Patricia Scales
I use Stephen Brookefield's approach of Critical Response Survey's to "take the pulse of the class" periodically. Questions include: "What do you find least/most interesting?" "What do you find most confusing?" "If you could change one thing, what would it be?" I then review the responses, make changes and clarifications, and then address why I can't make any changes due to course requirements, etc.
Rubrics are a great solution. They help clarify the expectations and reasons for your evaluation, which is the biggest challenge with subjective material.
Always create written and verbal expectations so students know what they will have to do. Ask for feedback when attempting new strategies.
When I first began teaching, the school was fairly new and both the students and the faculty were adjusting. Most of my students complained daily, so to minimize this I would allow a venting session. I would allow about 15-20 minutes a week for the students to gripe, the conditions were once they finished, there would be no further discussion about it from that point on, can not bring up previous gripes, and must not carry it outside of the classroom.
A great way to reduce student complaints is by asking students periodically what they would like to see more of in class and what they would like to see reduced.
We have found that there are several strategies that can help with this. Some are using a rubric that is understandable and fair to all students, using online grading systems that allow students to see exactly what their grades are, being consistent in how policies on homework and grading are applied, and being very clear on what is due and when, and what the consequences are for non-compliance. Where the complaints and challenges come from is inconsistency, playing favorites, poor record-keeping, poor communication, poor course design, and the occasional extenuating circumstances. Even then, there are going to be complaints and challenges.
Challenges and complaints need to be handled on a one-on-one basis. If we allow complaints as a whole class, we are allowing the students to "run" that classroom environment. Sometimes, an open discussion about something relating to campus/college is good, but keep that discussion under control and set some boundries.
Challenging students are the ones who seem to want to test your authority and expertise...I sometimes welcome this. Let that student take control of a class discussion, give them the floor. Let them know what the rules are, the time frame for them to lead the discussion and what will happen if that challenging student cannot handle things, how you will step in.
This sometimes seems to show that student, the challenge isn't always a win for them, but rather, a sign of their weakness. I have had this happen and the student will back down. Become quieter, but still participate and will learn a lesson.
