Discussion Response
Write a response to each post about half a page long for each with 1 source.
1. Hey Professor and class,
The instructor in the video talked down to the student. This was not ideal as it did not set the mood for a meaningful conversation pertaining to the student’s grade. The instructor should have been more engaging and positive. He needed to have adopted a positive attitude that would have facilitated the student learn where they went wrong while writing the assignment and what they could have improved on.
Moreover, the instructor failed to motivate the student. He only focused on telling him what he did not do right. In the process, he failed to highlight areas where the student had done well. He ought to have also focused on the positive aspects of the student’s academic performance or review of the specific assignment.
The instructor also needed to explain to the student the metrics behind the institution’s or specific course or assignment’s grading rubric. This would have allowed the student the opportunity to learn and discover areas where they could have lost points. This is important as it would have facilitated the student achieve better grades in future. In so doing, his academic performance could have increased.
2. The video showcases how a student disagreed with a grade they received, and the faculty responded in a lecturing manner, which hindered the quality of the interaction between the instructor and the student. Lecturing the student was not an effective way to address their concerns and may have made them feel unheard or dismissed (Berkeley, n.d.). If I were the instructor, I would first listen to the student’s concerns without interrupting them. I would then try to understand their perspective and ask questions to clarify any confusion. Next, I would explain my reasoning for the grade and provide specific examples to support my decision. If the student still disagreed, I would discuss possible solutions and offer to re-evaluate the assignment with the student to ensure that the grading is fair and consistent. By doing this, I hope to create a supportive and collaborative environment that promotes understanding and mutual respect.
References
Berkeley. (n.d.). Helping students understand their grades. GSI Teaching & Resource Center. https://gsi.berkeley.edu/gsi-guide-contents/grading-intro/communicating-about-grades/understand/Links to an external site.
3. Carmen Garabet
West Coast University
Course Number: NURS 535
Dr. Sandra Wyrick, PhD, MN, PHN, RN
2/20/2023
Week 7 Discussion 2
The student approached the professor visibly upset after finding out he had received a D on an assignment. In the first scenario the student approaches the professor,
Student- “I attended every class and did all the assigned reading, I spent a ridiculous amount of hours working on this assignment and you gave me a D, I want another instructor to read and regrade this paper, there is no way I should have gotten a D.”
Professor- “Grades should never be based on effort; you are in college not kindergarten. You were provided with a rubric, and you did not follow any of it. Your paper was reflective of last-minute mish mash, you need to get your act together.”
In this scenario the student approached the professor obviously frustrated and upset over his grade. Rather than recognize the distress of the student the professor escalated things by dismissing his feelings, talked down to him by treated him like a kindergarten child and belittled his effort by stating, “Your paper was reflective of last-minute mish mash, you need to get your act together.” This type of incivility by the teacher can lead to increased emotional distress and further future poor performance by the student (Holtz et al., 2018).
In the second scenario;
Student- “I attended every class and did all the assigned reading, I spent a ridiculous amount of hours working on this assignment and you gave me a D, I want another instructor to read and regrade this paper, there is no way I should have gotten a D.”
Professor- “I’m sorry to hear about your frustration. Let’s look at your paper and let’s go over the evaluation process.”
Student- “That sounds good, I need to understand your grading.”
In this scenario the professor recognized the student’s distress, deescalated the situation by modeling calm and acknowledged the student’s frustration and offered to go over the paper and evaluation process. The professor in this case actively listened and heard what the student was saying. According to The Value of Listening in the Classroom: How to Teach Your Students Active Listening, (2020) actively listening to the student can elicit a more grounded way of thinking and decrease symptoms of anxiety and depression in their students.
A supportive teacher is a valuable one. Showing empathy and understanding could have helped the student see the areas that he needs improvement in and help him do better in future assignments. It would also create a professional relationship where respect and trust can be established for both the student and the professor.
What I would have done if I had an experience like that of the first scenario, would have looked more like how the professor responded in the second scenario. I would have remained calm and addressed his feelings. “I can tell that you are really upset about your grade, lets revisit it and see what went wrong.” By addressing the student in that manner shows, empathy, support as well as consideration for what the student is feeling in that moment. For the student to be so upset he must care about his grades, I would address that with him and let him know that I admire that. I would offer resources and office hours to help the student be more successful.
I would also want to address the anger that he presented me with when he initially confronted me with his grade. Showing him that there are better ways of addressing his concerns would be of the utmost importance to me at that moment. Conflict resolution and better coping skills should be front and center. I would also provide resources for him to work on those issues. The most important thing for me to do is model control, offer support and resources as well as let him know that I am available to help him succeed in my class.
Holtz H. K.m Rawl, S. M., & Draucker, C. (2018). Types of Faculty Incivility as Viewed by Students in Bachelor of Science in Nursing Programs. National League of Nursing. NursingCenter.com/CE. https://nursing.ceconnection.com/ovidfiles/00024776-201803000-00007.pdfLinks to an external site.
The Value of Listening in the Classroom: How to Teach Your Students Active Listening. (2020). Waterford.org. https://www.waterford.org/education/active-listening-in-the-classroom/Links to an external site.
4. Samantha C
After reviewing the video of the student and the professor discussing grades on the project, it was clear that the responses by the professor hindered the quality of the interaction between the two tremendously. The professor made comments to the students in a tone that may be taken as being lectured, for example when he stated, “working hard should be given, you’re in college not in kindergarten.” or being talked down to for example, when he stated, “the paper did not follow the rubric at all. It was reflected of last-minute mishmash”. Also, “what are you doing? You need to get your act together.” A conversation based on academic performance rather than personal opinions should be key. When a student feels lectured or unsupported, they tend to speak more defensively and uncaringly (Getting Started With Managing Classroom Conflict | Center for Teaching Innovation, n.d.).
Personally, I would have handled the situation in a more empathetic way. Separating the child from the grade is one of the most important concepts to put into effect. Do not include any bias or personal feelings, and only consider the work handed in. According to Team, 2020, although grades are important, it is only one measure of success. It is critical to acknowledge other areas where the student excels and praise them for that.
I would also make sure the students feel heard and acknowledge their frustration about the feelings they received in their grades. Collaboration and transparency are essential when discussing grades. I would be sure the student understands the assignment’s requirements and discuss the grading rubric. I would go over what I believe the student lacked on the assignment and the expectations I had.
