Struggling with a Teacher's Rude Responses? How to Address It Constructively

Hello sir, Namaste. In my school, I found a teacher who teaches a subject very casually, making it challenging for students to grasp the concepts. As a result, most students struggle to understand the material. Moreover, his responses to student questions are often rude, which has created a fearful environment for the students, hindering their learning experience.

Addressing the Issue

I believe it would be beneficial to address this issue by providing the teacher with constructive feedback. I suggest writing a letter to him, highlighting the impact of his teaching style on the students and offering guidance on how he can improve his approach to create a more positive and effective learning environment. Your intervention in this matter could greatly benefit both the teacher and the students. Thank you for considering this important issue.

Dear AES,

Before giving written feedback, you need to provide him with verbal feedback. Have a senior call him into a room and give him feedback in private. Written feedback should be given after a personal meeting.

During the personal meeting, the teacher should be informed that the feedback is focused on development. Emphasize that it is his responsibility to inspire and motivate students to learn and take an interest in learning. As a learning facilitator, he should not diminish the spirit of learning among students. Prior to providing development feedback, ensure that the meeting is well-planned. The key points for planning could include:

a) Opening the meeting
b) Transitioning to the main subject
c) Discussing the main subject
d) Addressing the teacher's development needs
e) Securing the teacher's commitment to improvement and setting a deadline for progress

Conclude the meeting on a positive note, and the senior giving feedback should make certain that the teacher's motivation remains high despite the feedback.

Follow the above method and return with a draft of the written letter. Some seniors, like myself, will review and correct it.

Thanks,

Dinesh Divekar

Memo

Subject: Teaching Method and Conduct Concerns

Dear [Recipient's Name], it has come to our attention that there are concerns regarding the teaching method being employed, as reported by students and parents. The feedback suggests that the current approach is not meeting the expectations of the students and parents. Additionally, it has been noted that there have been complaints about your manner of handling queries from students. Your responses are expected to be polite and professional, but there have been instances where your approach has been perceived as overly casual.

In light of these issues, we kindly request that you provide a formal explanation as to why disciplinary action should not be taken. You are given a three-day period to respond and present your perspective on the matter.

If there has been a lack of clarity regarding the correct protocol for conducting sessions, we are willing to offer support through an in-service course. This opportunity will allow you to enhance your teaching skills and address any areas that require improvement before further action is considered.

We appreciate your prompt attention to this matter and look forward to your response within the stipulated timeframe.

Thank you for your cooperation.

Sincerely
[Your Position]
[Date]

Dear Colleague,

Teaching is a noble profession, as we all know. It is an art that not everyone can master unless they have the required SAIL:

Skill + Attitude + Intelligence (in new/innovative teaching methods) + Love (loving the children/students) = SAIL

Undoubtedly, a teacher cannot be rude, and if this behavior persists, the teacher is not suitable for this noble profession.

Identifying and Addressing Teacher Challenges

Kindly try to understand where the problems arise in the teacher:

1. If the teacher lacks skills in the subject, innovative thinking, reaching students, or good communication, the skill gap can be identified and addressed through interventions like a medium and long-term development program, provided the teacher possesses the other requirements of SAIL.

2. If there is a gap in intelligence to bring innovation in teaching, the focus should be on imparting the required skills in teaching technology/methodology with proper intervention.

3. If the gap lies in the "attitude" aspect or in the lack of "connect and affection" towards students, it is a serious issue to be addressed directly. Taking disciplinary action or enrolling the teacher in a behavioral sensitivity program may lead to positive changes. If there is no improvement, it is advisable for such individuals to seek other job opportunities and not continue teaching.

Take Care,

Dr. P. Sivakumar
Doctor Siva Global HR
Tamil Nadu

Dear colleague,

Certainly, it is necessary to bring to the notice of the concerned teacher his casual approach to teaching, lack of clarity in explaining concepts, and rude manner of responding to students' inquiries. However, this is a delicate balancing act. When receiving negative feedback, the teacher may become defensive, denying or justifying his behavior. Therefore, only a person at the level of the Principal should provide this feedback in a one-on-one meeting, presenting specific instances of the undesirable behavior.

It should also be conveyed to him that the purpose of the feedback is to raise awareness and bring about improvement within approximately a month. Additionally, his involvement in devising a specific action plan to facilitate this change within a set timeframe is crucial to instilling a sense of commitment and accountability towards the direction of change.

Subsequently, his conduct following this meeting should be monitored by an assigned mentor. The mentor will offer timely feedback, acknowledging any observed positive changes and suggesting corrective actions in case progress is lacking. Collaboratively determining the necessary steps with the teacher's active participation is essential.

While easier said than done, a strategic combination of timely encouragement and the prospect of repercussions in subsequent interventions may steer the process towards the desired transformation.

Regards,

Vinayak Nagarkar
HR and Employee Relations Consultant

Dear colleagues,

I wish to share a few things. Having a flair and love for teaching, I have been teaching from LKG to PG classes over the last 3-4 decades, in night schools, private and government-aided colleges, and in administration as the Secretary cum Correspondent of 13 primary to high schools for a decade. In this journey, I have noticed a gradual change in the attitudes of both students and teachers alike. When I have experienced alarming behavioral changes in students' attitudes, it's no better in that of teachers as well. I wish teachers would adopt different styles, aptitudes, focus, and methods of teaching to suit the mindset of recent-day students in general. There could be a few exceptions to this on the plea of tradition, culture, mission, and track record of renowned institutions where there won't be much difficulty in managing students' attitudes towards methods of teaching per se. The same is not the case in other institutions, either private or government-run, where the role of teachers/lecturers is usually tough and always demanding. Few teachers/lecturers can excel in these institutions by their self-acquired skills and teaching methods. Most government institutions are preferred by students and parents for their affordable fee structures (except for professional institutions, many offer free tuition or lesser/nominal charges). I found, in no way, they are inferior to the faculties of their counterparts in private institutions where the general behavior of students is comparatively said to be soft. It's a twin-edged sword.

I don't want to comment on the issue without knowing what is true or who is right or wrong. The impression gained, as in the query, could be a view/appraisal from one side. I am not aware of whether a classroom appraisal by other faculty was available in this case to take a view. As such, I have nothing more to add to the posts of our learned colleagues on the current query, though there could be more than one option.

Dear friends, in this context, I wish to share my own experience. It was during the 2015-2017 batch when I was allotted to handle Management Accountancy for MBA 1st Semester students, apart from M.Com. There were students from all streams combined, including Engineers, Science, BCAs, BCSs, BBAs, and B.Com. graduates. A handful of employed (part-time) students were also present. It was a co-ed and full-time course.

During the first few classes, I realized that those non-commerce students didn’t know the basics of Commerce and Accountancy. I thought at least I should teach, to start with, debit and credit, journal entries, cash book, ledgers, trial balance, Profit & Loss account, balance sheet, and then move on to other tools for Management Accounting and the syllabus. After a few classes, my HOD called me to discuss my approach and advised me to please forget about whether they know the basic concepts and stick only to what is prescribed in the syllabus.

Then I came to know that many students from science streams met the HOD and complained that I was teaching what’s not in the syllabus. I realized that learning the right thing in the right way is not the need of the hour but sticking to the syllabus is. Later, I changed to sticking to the syllabus, curbing myself. Surprisingly, there was a 100% pass rate. Mind you, in the job market, MBA (Finance) is considered equivalent to CAs, and my students, without knowing the basics, are going to seek jobs meant for CAs. I wonder, what shall I say?