After viewing the video of the student disagreeing with the grade he received, discuss each of the responses given by the faculty. In your discussion, include how each response facilitated or hindered the quality of interaction between the instructor and the student.

When a student disagrees with their grade, it’s important for the instructor to approach the situation with empathy and a willingness to listen to the student’s perspective. Here are some common responses from faculty, along with how they can facilitate or hinder the interaction:

1. Defensive response: When an instructor responds defensively, they may try to justify their grading decisions or dismiss the student’s concerns. This can create a hostile environment and prevent the instructor from understanding the student’s point of view.
2. Empathetic response: An empathetic response acknowledges the student’s feelings and encourages open communication. This can facilitate a productive conversation and allow the instructor to gain insight into the student’s concerns.
3. Referral to policy response: If an instructor simply refers the student to the school’s grading policies without addressing their concerns, it can come across as dismissive and unhelpful.
4. Collaborative response: A collaborative response involves working with the student to find a resolution that satisfies both parties. This can foster a positive relationship between the instructor and student and demonstrate a commitment to fairness and transparency.

If I were in a situation where a student disagreed with their grade, I would try to approach the situation with empathy and open communication. I would listen carefully to the student’s concerns and try to understand their perspective. From there, I would work collaboratively with the student to find a solution that is fair and consistent with the grading criteria. It’s important to remember that disagreements over grades are often emotionally charged, and it’s essential to approach these conversations with professionalism and a commitment to fairness.