Listening is so important. In addition, the student may be complaining because they don't understand the bigger picture or the entire process. Let them voice their complaint and then, if appropriate, explain the whole process and the thinking behind it. Many students will then say "Oh! Never thought of that!" Of course, you'll still get the rare student that will say "Well, that's just stupid." Hmmm, maybe we can learn to adjust from that!
One of the biggest areas that I heard complaints about in my first year or so of teaching was about "fairness." They would complain most often (it seemed, anyway, but maybe it just bothered me more) about things not being fair. So, through the past years, I have added many things to my addendum to the syllabus to strengthen a feeling of fairness. When I state that things cannot be made up, I apply that across the board, to all students, regardless of the reason (unless they have validated the reason through documentation to the Dean of Students).
I always listen to what the student has to say regarding frustrations, confusion, and stress. By making every assignment, test, quiz, and project due date very clear on a logsheet that each student receives helps to lessen the challenges. However, my adult students have many burdens on their shoulders, and my job is to listen to them and ask them how I can help.
I could not agree more. I believe the more work you do upfront with spelling out the expectations clearly and precisely from the begining it is hard for students to complain or challenge a grade. Another important aspect of this is to follow through with what you say.
Hi Susan,
Great audit trail. This is a super way to hold your students accountable. I can visualize the blank looks you get from students once showing them that they received the policy, after stating, "they did not know."
Patricia
I have typed up a "class policy"(which are the rules about attendance, make up work,etc..) that I hand out the first day of class and we go over it together to make sure everyone understands. I then send a sheet of paper around for the students to put down their name and phone # (so I have an updated #) and I have a place for them to check that they recieved the policy. That way when they come back and say "I didnt know" I can pull that out and say well you checked that you recieved the policy.
Hi Paul,
When you do a thorough orientation on the first day with students, you can always refer back to it, if they are any challenges/complaints. I never get other students involved when I am dealing with a particular student. You do not have to get students to vouch for you. If you said it is well and done. What if they students do not vouch for you?
Patricia
Hi John,
Let students know rules, policies, and procedures on Day 1 so that they are no surprises.
Patrici
Student evaluations recently included some complaints about insufficient in-class prep for a certification exam. Even though I was doing in-class prep for the exam, I'm making it more obvious this time. I am making extra mentions of material that could be covered on the exam. More often now I'm emphasizing the importance of the book questions in relation to the exam. Next week we'll have student evaluations again (not the same group of students) and I'm curious to see if the complaint will come up again. Hopefully, it won't.
From the first day of class, I explain the syllabus and everything that I expect the students to accomplish. This way there are "no surprises" for them to complain about in the future. If a student later challenges something about the course, I simply reply, "We spoke about that on the first day of class." Then I ask the other students in class if they remember what I said on the first day. Usually, most of them agree, and there is nothing for the disgruntled student to argue.
Good points everyone,
For sure, as facilitators, we are expected to be above board and to be fair to all students. The best way to do this in my opinion is to be open, honest, and to have a clearly defined policy about complaints...and to review this policy with the class on Day One.
John
Hi Debbie,
We must make time for our students. We should never be too busy to hear what our students have to say or to simply help them. Students are the reason we have a job.
Patricia
Some strategies to reduce complaints could be letting students know by example that you have time to discuss their concerns, before or after class. When you let others know you want to work with them, whether a student or other individual, it's up to them to accept a sincere adult approach. Sometimes it's just a bad day so I always try again to communicate.
Hi Robert,
Awesome response! I can tell you probably have minimal to no complaints/challenges. You are on point, and furthermore, based on your response you probably are a fabulous instructor.
Patricia
What are some strategies that instructors can use to reduce student complaints and challenges?
There are a number of strategies.
The first one that comes to mind is being prepared for class, having you lesson plan and sticking to it. Having all of the materials needed at hand from hand outs to white board markers
Let the students know what is expected of them: what is required, when is it required, and what is the acceptable level of performance.
Respect all students as an individual’s, realize that all students are different, but hold all students to the same standard.
But most of all, listen, really listen, then ask questions before you react to any challenge
One stragety to reduce student complaints and challenges is to clearly spell out the expectations of the course up front. Another is to listen to the complaint and attempt to resolve the issue. Additionally, it helps to periodically revisit the information you provided in the overview of the class, in case someone has forgotten what you previously discussed on a particular topic.
Teaching Graphic Design can be challenging in regards to students' likes and dislikes. If I seem to be getting many negative responses, "This is too hard," Why can't we.....", etc., I have found that allowing the students to provide input for a project that is assigned, without changing the Objectives and Specifications, I get better quality projects.
Allowing them to "pick a topic or product that appeals to them" does not change the essence of the assignment and also holds their interest. They concentrate more on the process and I get less grief. I still have final say, and I remind them that they are professionals studying to attain a Professional Degree.
This isn't giving in to the students, it is getting them more involved.
I certainly agree with Nelson's insights as well. If we as instructors are up front, honest, fair, and consistent with our students, student complaints should be lessened. Although it does not always work, I think using humor in the classroom and "delivering service with a smile" will also be effective deterrents of complaints.
Keeping a positive attitude and listening are key to reducing complaints. This is a two-way learning process. Each student brings a fresh way of looking at things, sometimes challenging but unique. Thanks for your ideas.
Hi Nelson,
Yes. Consistency is key. Students talk, and we never want to give them the idea that impartiality is being shown.
Patricia
