Dealing with Problems: Dealing with Instructor or Grade Conflicts

If You’re the Problem

If any of the questions in the preceding section describe your actions in class, you are mostly to blame for your instructor’s attitude toward you. You need to change your priorities, actions, and attitude and earn the respect of your instructor. To start, discuss with the instructor what problems you cause in class. If the instructor is effective, he or she will try to look beyond the behavior for underlying problems. For example, are you having trouble with the homework and making a joke of it? If so, perhaps you need tutoring to build your confidence in your studies. Are you having problems at home? Do you have a disability, such as dyslexia or ADD/ADHD, that prevents you from reading and comprehending assignments. If so, you can seek school or outside help for these challenges.

When you and your instructor have agreed on the disruptions and problems that need to stop and have identified any underlying educational or other issues that need to be resolved, you can make a plan and come to an agreement about how your actions will change (and be rewarded). Instructors respect honesty, and if you treat them with respect (and sincerely apologize for those times when you didn’t), they are likely to give you another chance.

If the teacher isn’t helpful, you need to take responsibility for your own progress. Again, you may want to consider tutoring. Or you may consider setting up a study group and working with other classmates. Learning collaboratively may enhance the learning experience and help you improve your grades.

If You’re Not the Problem

If you’re a good student and your instructor seems to pick on you, schedule a meeting with her. Prepare a list of questions and specific examples of things the instructor said or did that you found upsetting or demeaning. In your meeting, don’t take an accusing tone. Instead, think about working together to form a better relationship. The instructor may be unaware that she was acting that way toward you. Or you may be unaware that you have offended the instructor in some way. In both cases, the goal is to clear up any miscommunication and settle on a solid plan for a good relationship throughout the year or semester for that instructor’s class(es).

In rare cases, you may find an instructor who is simply unfair to you, to others in the class, or to the class entirely. In this case, depending on the severity of the instructor’s problems (perhaps she is unprepared or doesn’t grade fairly), you may want to schedule a meeting to talk to your advisor or counselor or the principal, department head, or dean. A few tips will help these administrators take your complaints more seriously:

• Try to work out the problem with the instructor before approaching anyone else. Don’t run to someone else and complain about the instructor at the first sign of a problem. Give your instructor time to listen to your issues and respond.
• Set up a meeting time and prepare for the meeting. Don’t just barge into an office and expect to be seen immediately. Set up a meeting. Also, plan what you intend to say. The more calm you are and the better facts you have to back up your claims, the more likely the person will take you seriously.
• Focus on specific, tangible problems rather than comments such as, “she’s disorganized” or “he’s unfair.” Look for neutral ways to state the problems and provide examples that illustrate proof of your complaint. For example, if your instructor gives a test that covers material you haven’t learned, provide a copy of the test, the textbook sections the test was supposed to cover, and notes from lectures so that the principal or other administrator can see how the material and the test questions don’t match.
• If the problem affects more than just you, consider meeting as a group, with one person presenting the issues rather than everyone talking at once. You may have other affected students sign a letter to show that this problem isn’t isolated to just you.
• Don’t expect the instructor to be fired or to transform magically overnight. Also, don’t expect the person you’re approaching to clearly take your side. In the best of circumstances, he or she will likely acknowledge the problem, and then work with the instructor to improve.
• Do make sure the person you meet promises that there won’t be any retribution for your coming forward when you have a valid comment. You should be able to question grades or practices that you find unfair without fear of being singled out or penalized.

Handling Grade Issues

Grades are an issue fraught with hot spots, disappointments, anger, frustration, and misunderstanding. Suppose you worked hard on a research paper and think yours is an “A” paper, but when you get the paper back, your grade is a “C.” Most students are angry or disappointed, but few do anything about it.

When you receive a grade that you don’t understand (that is, you expected to do better or aren’t sure what you did wrong) or if your instructor has made a mistake when grading a test or paper (yes, it happens), don’t just sulk and think that the instructor is out to get you. Don’t tell yourself that there’s nothing you can do about your grade, because there are things you can and should do. While an instructor may be uncomfortable when asked to justify a particular grade on a project, as a student, you have every right to ask for an explanation.

For example, on a paper, you may ask your instructor why you received the grade you did, especially if the comments don’t clarify why the grade was given. Don’t go into the meeting with a defensive attitude or with a chip on your shoulder. Instead, go in honestly seeking to understand your grade so that you can improve the next time. Ask your instructor specifically what you did well and what you did poorly. Ask him how you might do better on the next paper. Perhaps you didn’t read the assignment sheet carefully and didn’t meet the requirements of the paper (which means the paper may have been well written, but was not on target). Your instructor will appreciate your efforts to understand your performance and seek ways to improve that skill.

In some cases, the instructor may reconsider the grade if you explain your thinking behind your work. Grading papers is a  subjective exercise, and sometimes, you have a specific reason for why you composed the paper as you did. If you explain why you included certain material or why you organized the paper a certain way, your instructor may reconsider. Even if your grade isn’t changed, at least you have a better sense of what the instructor looks for in that type of assignment.

Instructors also make mistakes when grading papers or tests. If you find that your grade is incorrect, show your instructor the mistake. Usually, he or she will correct the grade (or explain why the problem is incorrect if it is in error). Again, your attitude in approaching your instructor is key. You want to foster a relationship of mutual respect rather than of adversaries. Don’t approach the teacher defensively and don’t accuse the teacher. Instead, simply point out the mistake calmly and ask for a correction.