By: Professor Meghan Boone, Wake Forest University School of Law
I often teach in the dreaded mid-afternoon time slot. It’s a hard time to teach at the start of the semester, when the lingering summertime air warms the classroom and suggests that perhaps a nap is in order. But it is truly difficult towards the end of the semester, as the light that filters in through the windows is already fading towards dusk, causing everyone’s mind to drift towards a hearty dinner and a cozy armchair from which to take in an episode of their favorite reality television show. It is difficult to marshal my own energy at this time of the day, much less expect my Civil Procedure students to stay engaged.
Continue reading “Screens Off, Brains On”
By: Professor Abigail L. Perdue, Wake Forest University School of Law
“As a teacher I’ve been learning.
You’ll forgive me if I boast.
And I’ve now become an expert
On the subject I like most.
Getting to know you,
Getting to know all about you.
Getting to like you.
Getting to hope you like me.”
– Rodgers & Hammerstein, from Getting to Know You in The King and I
As a child, I was mildly obsessed with Rodgers and Hammerstein musicals. The King and I was my absolute favorite! I still remember the first time I saw the confident and commanding (albeit quite sexist) King of Siam twirling lithe Anna Leonowens all over the ballroom. The musical, which was inspired by true events, recounts the magical story of a British woman who travels halfway around the world to serve as governess to the King of Siam’s royal children.
Continue reading “Getting to Know You: Using Pop Culture Pedagogy to Connect with Students”
By: Professor Joe Regalia
When I ask judges what frustrates them most about lawyers, the conversation often turns to writing. I hear things like: “attorneys can’t write concisely,” and “why don’t law schools teach law students how to write?” Perhaps these problems persist because when you try to change how you write, you are butting up against years of subconscious habit—what I call your “writing intuition.” And just like making changes to other deep-seated habits in your life, changing your writing intuition takes significant work.
Continue reading “Reprogramming Your Writing Intuition”
By: Professor Joe Fore, University of Virginia School of Law, & Professor Emily Grant, Washburn University School of Law
First impressions matter. And it can be hard to overcome a bad one. So it should come as no surprise that the first day of any class is crucial in laying a foundation for a productive semester. The first day of class presents an opportunity to accomplish several important things:
- Get to know the students and to let them get to know you. Let the students introduce themselves. And share your background with the class. It can help to establish credibility and let the students know where you’re coming from—both inside and outside of the classroom.
- Establish a supportive and encouraging learning environment. Demonstrate your own enthusiasm for the course and for teaching and working with students. Encourage students to ask questions and to come to office hours.
- Convey high—but achievable—standards. Let the students know that (a) you have high expectations, (b) they are capable of meeting them, and (c) you are ready, willing, and able to help. Studies have shown that such messages can improve student performance, particularly for minority students.
Continue reading “How to Make a Great Second Impression in the Law School Classroom”
By: Professor Rosa Kim, Suffolk Law School
“While we teach, we learn.” – Roman philosopher Seneca
As a quiet but thoughtful student in high school, I was especially invested in my senior English class with Mr. B. He had the ability to make 19th century literature riveting and relevant. He was excellent with words and used them to captivate us and to make us care about each literary work and author. This was his gift, or so I thought.
Continue reading “Challenging Law Students to Become Active Learners”