Critical Incident Analysis

Case 1 - Clarity of communication

1. Background- the Incident

In a seminar session on 3 March a student was present who had failed to hand in an essay due on 17 February. The student had come to the class on 17th and asked for an extension for the essay because she had been ill (she looked and sounded ill). I had agreed she could hand it in by the next Thursday. However, she had failed to attend the class that week (24th) and no contact had been made. When asked why she had not handed in the essay she said that it would be ready for the next day (4 March). She said she had still been unwell and a friend had proof-read her work and told her it had a lot of mistakes.

This left me unsure how to handle the situation as the student, who normally attends and contributes well in class, had not submitted work on time and had failed to offer reasons in advance. She had come to me only at lessons and offered explanations.

In response I explained why this had been annoying to me as a teacher with no reasons to explain her non-submission. She was apologetic but seemed unaware that university policy was to deduct marks from an essay for every day it was late with no support from a doctor's note.

2. Tutor's reflections

This incident stood out because it may reflect difficulties that my teaching style creates. I may have been too relaxed and informal in order to put students at ease and promote discussion in classes. Perhaps this had led to some students taking advantage of my relaxed and non-confrontational manner.

The dynamics of the room may have compounded the situation. I was distracted by other class members who were doing a presentation that week. They needed assistance and were talking to each other and trying to engage me. Also, other people in the lesson were asking me (and each other) unrelated questions (as a result of my informal style - 'how are you?' type questions). In the relatively small class what I was saying to the student concerned could easily be heard.

I think bias affected the way I handled the situation as I had effectively let the student 'off the hook'. This in part was due to my assessment of the individual's character which I had based on how she had been in previous sessions. Although annoyed I wanted to avoid any heavy-handed or drastic actions.

The student may have been unaware of the effect of not submitting work. She had attempted to complete the essay and gain feedback from her friend, suggesting she wanted to submit the best work possible.

3. Learning points

As the module convenor I should have reminded students at the beginning of the consequences of late submission of work. I should also have been firmer with the student and asked for proof of illness.

From this I learn that clarity and consistency of communication between students and myself is crucial. It seems extreme to go to the student and discuss the event again but the lessons learnt will influence my future practice both this term and for next year's students.