Well defined expectations at the beginning of the class is important, but I feel that input from my students at the end of the day or at the beginning of the next day is just as inportant. I ask questions like how did the tasks for that day go for them,were there any surprises or confusion? Most of the time they seem to be good but there are ocasions when a number of students might have had the same problem. That tells me,maybe I missed somthing in my explanation.
In culinary arts we deal with equipment issues. Let the student know that we are on their side and want to resolve the problem
Like others have said, spell it out in the syllabus. Be detailed with your syllabus.
I have had very thick syllabi to read when I was at CSU. Every assignment was in there. University policies were in the appropriate sections too. Attendance policies and cheating policies should all be summarized in the syllabus.
I currently do not write the syllabi where I am teaching, but I can clearly see already how more detail in them would reduce complaints and address challenges before they are encountered.
Listening and learning from others goes both ways...instructors and students can both learn from the challenges and complaints in the experiences of each individual. Pay attention to the post-class surveys and any suggestions for future references.
Hi Robert,
Listening is extremely important in the education arena. Simply by listening, a lot of what can multiply into something big can be diffused due to the educator being an effective listener.
Patricia
I think the modules suggestion of listening first is key. I have discovered this through the fact that no matter how careful I am to spell out the requirements of the course and individual assignments there is often still one student who lodges a complaint during the course. I have found that by listening to the students' questions as they arise can help to eliminate areas of misunderstanding before they become complaints, and that by listening to complaints carefully when they do arise allows you to most effectively respond to the student's concerns, whether well grounded or not.
Listen. Communication. Re-inforce.
Hi Jeanne,
Generally, there is a problem when every student in the class gets a particular question wrong. Once I examine the question, and I find gray areas, I too throw the question out.
Patricia
Hi Suzanne,
This is my first term as well, and I'm doing the same thing you are. In addition, my policy is if all the students got the same question wrong, I throw it out, and we go over it in class when we review the quiz. I agree with my students that reviewing quizzes is an important learning tool. -Jeanne
I've only taught one term (so far) and have been lucky not to have any complaints. However, I did find that the students challenged the wording of questions one just about every quiz. I always listened and when the point was valid I dropped the questions. When I felt there point was not valid, I explained my reasoning and that I was keeping the question. I made notes of these questions for next term so I can reword if necessary.
Hi John,
Absolutely, if the challenge is beyond your scope definitely get higher authority involved.
Patricia
As far as student complaints I think listening to their complaints carefully. Perhaps ask them what they would do to rectify the issue. Let them know that because of their input changes could be made. As far as challenges go it is also important to listen and understand what the challenges are. If I can help with the challenge I try to do so in a timely manor. If their challenge is outside the classroom I will take the student to the on campus department that can best help them.
Hi Vinita,
The syllabus is an effective tool in more ways than one. A lot of questions can be answered simply by going over the syllabus on the first day.
Patricia
A very clear syllabus explained on the first day of class is a great strategy to reduce student complaints .
At the beginning of every class, I write on the white board and ask, "Are there any issues or concerns today?" Then I write them down and we address them one by one.
Hi Cindy,
Managment should always revert the student back to you so that you and the student can resolve things. Protocol by management should be where the student talks to the instructor first. You may want to suggest this to your management team.
Patricia
"When a student complains, for example, about how difficult it is to get to class on time, I empathize with them, but tell them we all have to manage to do it anyway, and I don't alter my late policy for that student."
That is true -after all they will be going out into the work world which is unforgiving in this respect.
So what do you do if a student perpetually is a complainer (s evidenced by what other teachers who have had this student in their classes have said) and who consistently goes to management before coming to you, even though you have stated that you have an open-door policy and have been willing to take time with the students?
I believe that very often students just want to be heard. We cannot always satisfy every student, but we can make them feel better by listening.
Hi Jeanne,
Valid points made. I remember getting this type of handout as a student as well, and I loved it too, except whenever the professor altered the assignments, either having us to not do it at all or giving us an entire different assignment, after I had completed the assignment ahead of time. I took the changes in stride and moved forward.
Patricia
Hi Vicki,
As a student, I loved classes where they gave handouts with all assignments listed for the quarter. That way I was able to start the next assignment immediately instead of waiting until the next class to find out what would be due. It made it much easier to study for tests if I had already completed the homework, rather than getting an assignment the day before the test. I agree with you that their stress level goes way down having that info from day 1. Also, some students may not realize ahead of time how intensive your class is. If they see all the assignments due, and realize they are in over their heads on day 1, they have the option of dropping the class. The fact that they didn't drop means that they are willing to put the effort into the class to get the grade they want. In addition to giving my students a printout of all assignments due and what will be covered when, I make sure I am available for questions, and as a sounding board to bounce ideas off of. When a student complains, for example, about how difficult it is to get to class on time, I empathize with them, but tell them we all have to manage to do it anyway, and I don't alter my late policy for that student. -Jeanne
