This Q&A was adapted with permission from the book Chalk Talk: E-advice from Jonas Chalk, Legendary College Teacher, edited by Donna M. Qualters and Miriam Rosalyn Diamond –
Question
Dear Jonas,
It happened again today. I’ve been a faculty member for quite a long time, but I still don’t know what to do when a student in one of my courses complains to me about an instructor in another class. It happened to me today in class and has happened previously a few times in the hallway or during my office hours. I really don’t know how to respond, especially when the student’s complaint appears credible – or even if I should respond.
Signed: Tangled
Answer
Dear Tangled.
This is a difficult situation that can require a lot of judgment and quick thought on your part. I also have struggled with situations like these before. I remember some of the thoughts/options that ran through my mind when it first happened to me. I remember thinking…. This is not my business… I don’t want to hear these accusations… I don’t know if they’re factual… Am I going to snitch on a colleague… I want to show respect to my colleagues… The student should talk to the instructor involved or to the department chair, … That’s right, if the instructor really is doing that , he or she shouldn’t be! ….Where’s the ombudsman when I need one?
Eventually, however, I decided to treat this encounter as I would any student comment or question about my course material – as a “teachable moment”. What’s to be learned by the student falls mostly in the realm of personal development. Examination of the situation demonstrates that there are appropriate ways to deal with problems and inappropriate ways, and, not independently, there are effective ways and ineffective ones.
Here’s how I think about my role when encountering these kinds of complaints: Is it a passing remark or gripe as opposed to a remark that is founded on some serious anger or demoralization? If the comment is made in class or within earshot of others in the hallway, I typically note the serious nature of the comment and ask the student to speak to me privately. Gripes or passing remarks typically fade away in light of that request. If the situation is then brought up again in private, I explain that I understand that the issue is quite troubling, but I also make it clear that my role is not to judge or advocate, but to help the student understand how to handle the situation now and in the future. I tell the student I am willing to help him/her outline a process to examine the true nature of the concern, to ascertain where responsibility lies and decide what actions, if any, to pursue. I make it clear, however, that it will be the student who makes the determination of any pursuant actions. Students can be emotional at first and will often criticize with broad, general or demeaning accusations. I try to steer the analysis to more objectivity by asking simple questions such as “What do you mean by that?” or “Do you have specific examples?” or “Who’s to blame for that? Do you share any responsibility? I often suggest that it’s sometimes difficult to divorce emotion from a personal issue, but it is necessary for clarity.
After facilitating this analysis, and if a student feels that he or she wants to pursue the issue, I ask how that might be done appropriately. If the student doesn’t suggest talking to the instructor personally, I ask if that might be appropriate. If the individual wants to pursue it at a higher level (say, department chair or dean), I ask how that might be done effectively and fairly. I also suggest that the student imagine himself or herself in the position of hearing the complaint with no prior information and what information he/she would find useful before meeting. If I am unable to get the student to come up with ideas, I often suggest that the student set an appointment with the department chair, but deliver a letter of explanation at least 24 hours before the meeting. In light of the analysis of the situation that the student has done, I recommend that the student make a very specific and factual presentation (with accurate examples) followed by concise descriptions of any emotional impacts that the student feels are valid. I propose that the student should conclude with realistic suggestions for the resolution of the issue.
If the issue is really that important to the student, the time invested in writing will help focus the discussion and keep emotions under control. This process can be somewhat time consuming, but very worthwhile to a student’s development of a mature approach to handling difficult situations that we all face. It can be a helpful learning process for the student, and also provide useful feedback for the instructor, if done correctly. I am not advocating that all these kind of comments and issues result in student/instructor interactions, but ultimately, if there are real concerns by students, instructors can benefit as well, especially if the concern is more widely held. Helping the students handle issues objectively and respectfully can result in improved teaching and relationships.
Jonas
Quick Tip
If a student complains about another instructor, don’t react in a knee-jerk way or very quickly. Take a deep breath, and apply the first recommendation, and ask the student if he/she wants to talk about this privately. This will make the student think more carefully and know you are listening, but generally does not escalate the situation.
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This content was adapted with permission from the book Chalk Talk: E-advice from Jonas Chalk, Legendary College Teacher, edited by Donna M. Qualters and Miriam Rosalyn Diamond.
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