Students can get upset when their expectations are not met. The very nature of giving feedback and pushing others to grow can be difficult in a higher education setting where fragile egos can be broken. Giving accurate feedback can break perceptions of perfection leading to frustration and anger as the next step for some students. Showing them how to improve and communicating in a way that lessens their fear can be difficult.
It is important to provide accurate feedback to ensure that the student not only is getting a high quality education but they are also given an avenue for channeling their frustrations. If there isn't adequate feedback the professor becomes the target of student frustration as the student seeks to avoid responsibility for poor work.
It is often easier to blame others than it is to blame ourselves. When we blame others we have no need to change, grow, or develop. Emotionally we are "off the hook" as all of the problems are the direct result of the professors grading. Over time students may find themselves unable to compete in a bigger market.
Beyond simply providing accurate feedback and methods for improving professors should also learn how to communicate in a way that empowers the student to take control over their education. Positive tone and demeanor can help students palate the feedback but also feel as though they can master the skills needed to succeed.
Frustration is a natural part of learning, blaming others is easy to do, but growing takes courage. Professors are not only administrators of classrooms but also administrators of student growth. Through providing solid feedback, tips for improvement, and a positive tone in communication they can bridge the natural gaps between a knowledge seeker and a knowledge provider.