For many of my years in the classroom, I lamented the fact
that students in trouble in my classes refused to come during office hours for
help and advice. I did all but beg them
to come and still it was “crickets.” Finally
a wise and experienced faculty member offered some insight. My colleague reminded me that for 12 years of
the students’ academic experience, there was only one reason to go to someone’s
office. They were in trouble! Consciously or unconsciously students
associated going to the office with being sent to the Principal.
Now I learn there is even more to the story. Dr. Courtney N. Wright is an Associate
Professor in the College of Communication and Information at the University of
Tennessee. (Go Big Orange!) Her research interests are in relational communication, conflict management, and instructional
communication. In regard to the
classroom she says, “I subscribe to the perspective of teaching as an
interpersonal relationship. And a
positive relationship helps provide a foundation for dealing with inevitable
difficult dialogues in the classroom . . .”
In a paper titled, “Examining the silence of academic disappointment”, (Journal of Scholarship of Teaching andLearning. Vol 13, No 5. Dec. 2013 pp 46 – 60) Dr. Wright offers that, “. . . a failure to discuss disappointing grades
is a failure of education in some respects.”
In this study
involving 257 undergraduates Dr. Wright found students’ reasons for not
discussing disappointing grades with instructors fell into categories
exemplified by the following quotes:
·
I didn’t think I would gain anything from it.
·
I felt that it was mostly my own fault for not
studying well enough.
·
I understood where my failing were.
·
It was the first test and I was getting to know
her style of exam.
·
He (the instructor) is extremely intimidating.
·
I was not convinced that she could adequately
explain it to anyone else but herself.
·
While the grade was less than I expected, it
still wasn’t terrible.
·
I deserved the grade.
·
Primarily the grade wasn’t that important to me.
·
I was not comfortable enough to go up and
explain my stance whether I’m right or not.
·
The lines were always very long.
·
I don’t know why I didn’t talk to the
instructor.
Situations like this are why proactive advising is so
important. Students’ misunderstandings
and reluctance are an opportunity to teach them skills that will benefit them
throughout life.
Things we can do to help students are to:
·
Be aware of immediacy – the perceived physical
or psychological distance between communicators.
·
Use positive non-verbal communication – open
body position, smiling, vocal variety.
·
Be aware of verbal communication. Incorporate self-disclosure, positive
recognition, use of humor.
·
Provide objective feedback directly focused on
the assessment.
As one of our core values says, “We are all educators,” and
our opportunities to educate extend beyond the subjects covered in the
classroom.
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