Students often have a lot of frustrations. These frustrations from home, family, finances come out in different forms. Often they are complaints in the classroom. I listen! Try not to be opinionated, but listen!
One good way to reduce students' complaints is to have a good outline of what will be covered in each lesson and what is expected from the students. Also, Tell the students what they will be tested over.
I agree,and I think the syllabus is always the best tool to refer back to...serves almost like a contract. I sometimes get students that like to take up class time in challenging or questioning what the "expectations" are...so I think your suggestion to take this up individually at break time, is the best solution.
Hi Kathy,
I like the idea of PICKING YOUR BATTLES. Students need to learn that being picky about every single thing is not good. No one likes a whiner/complainer.
Patricia
I use all the customer service skills at my disposal: listening, restating, expressing understanding and sympathy (where appropriate), and asking for a potential solution. I also let them know my position and how I arrived there.
Another big thing, PICK YOUR BATTLES. A teacher who rants and raves about every little thing doesn't get listened to when big things come along.
Hello,
I agree that expectation review up front as well as reviewing specific syllabus requirements on each assignment is important as well. Especially with a difficult group that is challenging authority and questioning everything. In these instances (really in all instances) I have found that it is important to have a grade scale that is based on objective numerical findings as much as possible. & very little room for subjective decision making in terms of assigning a grade...
I use a Externship Checklist with the "rules" and deadlines spelled out, and go over this within their first hour. We read thru together, I explain why's and have them initial each one. This is reviewed as they flag, and used in 1:1 conferences to get them on track.
Try to be fair and treat all students equally. However, the instructor needs to realize that things do happen, and they need to be able to work with students who have legitimate problems and excuses. Also, by documenting policies in the syllabus, the students will know what is required/expected of them. Another big thing is listenting to the student and showing that you care about them and want to help. Students tend to respond better when you make them feel like a person instead of a number.
First and foremost, I listen. Next, I take a deep breath and realize that most likely this complaint is not against me personally. Finally, I try to implement some reflective listening strategies to make sure the student knows that I have heard what he/she has said. Many times, the complaint can be resolved quickly after the student is allowed to air his/her feelings and know that he/she has been heard. A suggestion to meet after class also allows the student a cooling off period so discussion can focus on reaching a compromise and/or solution.
Hi Thomas,
I love having rubrics to make grading criteria very clear, and as you mentioned, I make sure to include the grading policy on the syllabus. Holding on to students work is a life saver whenever a student disputes their grade. The graded papers are proof.
Patricia
Some of the most common complaints I encountered in the past pertained to the question "why did I get this grade?" I try to answer this question before it is asked by ensuring that the grading criteria is clear in the syllabus and that we review the grading criteria as a class. In addition, before any test is taken or paper is due, I try to clearly state what needs to be done to receive an A an how I will grade the test/assignment.
Suppose you do not agree with the solution that the student offers? I have a very tough student right now who basically tells me how to teach. I don't agree with her.
Hi Stacey,
Impressive list! I can tell you are a very thorough instructor. You did not leave any stone unturned. You plan well. Planning is key!
Patricia
What I and my school have done is to standardize most of the feedback we get from students, so everyone in every class is getting the same information. I like this approach because the student has to challenge the whole establishment of learning, so If everyone else is getting it then the problem exists in the recipient and not in the assessment.
Student's complaints and challenges may be greatly deminished if not totally irradicated from having a SUCCESSFUL first day by utilizing the order of operation: 1. Introduce yourself and the course 2. Discuss your accessibility 3. Take attendence 4. Hand out the course syllabus
5. Show the required text and material 6. Give an overview of the course 7. Discuss course goals and objectives 8. Define you expectations for student participation 9. Discuss the basis for evaluation 10. Describe how class time is to be broken down 11. Give students ideas about how to study for the course 12. Review important policies and procedures. By this the instructor creats a good first impression as well as reduce student's anxiety about the course along with creating a model for their learning success. Therefore, the quote, "purposeful prior planning prevents poor performance" is true after all
Some strategies that instructors can use to reduce student complaints and challenges is to set up the class room environment to ensure safety and comfort. Another can be to have a ask it basket or ask it jar, the students can put any questions they have on a blank piece of paper,writing their name on it is optional. Other strategies may involve setting aside five minutes at the end of the day to have the class vent or ask another person for advise. Also at the end of the day the instructor can have a reflection moment for the class, pass out index cards and write this statment on the board "I wish my Instructor would ________" the students are to write it on their indes card and finish the statment. I find this activity very helpful to get an understanding of what students have complaints and challenges with course content.
Make a point to be consistent and fair in the way you treat students when dealing with situations.
It's important to be clear and upfront with students as well as considerate of their challenges. I've noticed that with every changing semester I may have to alter my teaching methods. If a student tells me that they are having trouble or something does not "work" for them, I encourage them to develop ideas on what will work.
Be specific and clear about your expectations. Students respect honesty and it builds trust in your ability to give them the course knowledge they need to be successful in the classroom.
Hi Donald,
Nicely stated! You must do what you say you are going to do, otherwise you will lose all credibility. Your students will take you as a push over if you do not stick to your words.
Patricia
