Conflict with Students
Hi
In my 11 years of teaching online, I have had my share of conflict with students. It usually starts with a student who requests an extension for one week and then requests another the following week for some new and unrelated emergency. I realize the strain of being an online student and often bad things happen to good people. Therefore I have a rather liberal extension policy. Most times it works but there will always be the student who sees this as an opportunity to try and procrastinate all the way to the end of the course.
As an example, last semester I had student who had internet problems. The following week he was in a car accident and the third week a family member was being evicted from their home. My extension policy is 7 days from the original due date, period. No further extensions. This student became angry when on the third week he only just handed in week 1 and was heavily penalized. He also became upset with me when I refused a third extension. I told him that he should contact his advisor and if his claims were legitimate then I would grant a third extension but the first week penalties remained. I felt I had done everything possible for this student. I never heard from his advisor nor were there anymore extension requests. This student did pass my class but barley.
My extension policy is clearly stated and posted on the Announcement Board from day one. I always write to students who are missing work and remind them that I will always grade late work but that penalties may apply.
Bill
Hello,
This is very true! I look upon the course/class expectations as a contract between me and the student's. While student's who appeals a grade is not great, I have found that the "powers that be" have sided with me because I have outlined all of my expectations in detail.
Hi, I post an announcement which states that I am not responsible for them forgetting their to do their assignments, and that their "alleged" computer problems are in fact a matter that they must handle. If it is a Tech Support issue, they have t provide a ticket number as proof. If there are exigent circumstances that they claim prevented them from submitting the work on time, I request documentation. I have had many students claim that the same relative has passed over the course of each of the classes that they have taken with me. It's amazing the kinds of excuses that are presented. Bu in order to stop this type of behavior, I state in my chats that all they have to do is tell me that they are behind in their work, and that I am flexible and will work with them. I haven't had much more of the "family distress" excuses in a while.
Hello, the extension policy for me is usually on a case by case basis. In fact, I do not address extensions at all. I think student's are more concerned with being late. Generally, I do not spend to much time on late penalties. I try to focus on the positives of helping the student understand and retain the information, without feeling that I am punishing them. However, if a student is egregiously taking advantage of the policy, that's when I implement penalties. Now for incompletes, which to me is an extension, that's where the school's strict policy comes into play, and depending on whether the student's performance meets the criteria of the requested extension, then I will make the determination
Kimberly,
I have found that I have to be very clear on my expectations for both areas. I have an "I forgot" policy that allows for that one extension they might need, regardless of reason. After that, there is a point reduction that is clearly articulated at the beginning of the semester. If students have "issues" beyond one or two they usually have a more major issues and they contact me directly anyway.
Herbert Brown III
I think sometimes students get confused with requesting an extension (no deductions points) versus are they "allowed to submit late work". I receive constant emails asking if they can still submit their work after the due date.
When responding to request for extensions, I will reply whether or not an extension will be granted and state, "late points will not be deducted". When a student asks if he or she can submit an assignment (and there were no previous communication about an extension), I advise them to always submit their work because it is better to have points deducted for late submission than to receive a "0".
You as so right about the reasons for not submitting assignments. When I receive an email from one of my "over achiever students" requesting an extension, which is rare by the way, you can tell they are sincere and are upset that they did not/or not able to submit an assignment on time. The chronic abusers become upset when an extension is not granted and points will be deducted.
Kimberly
Carl,
I hate when it comes back in a grade appeal and you never really get the chance to work it out with the individual. If it does come to a grade appeal process, as long as you have clear expectations in the course documentation at least you are covered.
Herbert Brown III
Herbert,
I graded the assignment and told the student that calculus was inappropriate for an algebra class. I never heard back from the student until the student appealed her grade after the course was over. I agree that communication is needed between teacher and student. Students love to respond to other students in discussions but are reticent to correspond with the instructor.
Carl
Carl,
I would say it still comes down to communication. As instructors we need to continue to make the effort to connect with our students and help them through the process. Try to get a one on one conference set up using desktop video conferencing and discuss with the student face to face what the problems are and the potential solutions. Reassure them you are trying to help them and point out the importance of completing the work they way you have asked...for example why you can't use calculus to solve basic algebra. All of these communications and attempts to work with the students also provide you and the student a clear history of the event - in the worst case that you need adminstrators to get involved.
Herbert Brown III
There always seems to be one troublemaker in every class. One student thought using high level calculus to solve low level algebra was acceptable. This student eventually appealed her grade and the bosses said that I was correct in penalizing for using calculus. Some students will have a conflict that can not be resolved by the instructor. How do you handle students that expect an "A" and don't accept corrections to their mistakes?
Penny,
Setting clear and concise expectations for assignments, behavior, etc. in the class is the most important starting point in any online course. Oftentimes you will find that you need more detail in your expectations than you would in a traditional course.
Herbert Brown III
I used to have a similiar experince, but now I start my classes with an email that talks a little about mutual resepect in the classroom. Now, I see minimal problems.
William,
Unfortunately we will always have a few that take advantage of these policies. However, as you noted, we need to make sure we have very clear expectations documented and clear consequences and adhere to them. We are not inhuman, but we are also teaching life and work values. It sounds to me that you were more than fair. This may have been one of the most valuable lessons ever for this student. I have fired employees, failed students, you name it, but many of them have told me later they appreciated me and it changed their life for the better.
Herbert Brown III
