July 15, 2011
Covering Material or Answering Questions?
I had the privilege of teaching at CLEO's Attitude is Essential 3-day workshop in Atlanta this past weekend. I co-taught my small group of 25 students with Joanne Harvest Koren of Miami Law. One of the issues that arose in our session was how much time to devote to student questions when we were trying to cover substantive lessons in a compressed time period. Joanne and I decided to spend a significant amount of time answering questions, at the expense of some substantive coverage. I think we made a smart choice, but I think this is something many ASP professionals struggle with when they teach a class or workshop.
The students in our section were an unusually motivated group, which they demonstrated by spending almost twelve hours a day for two and a half days in hotel conference rooms learning about how to succeed in law school. They came with more smart, important questions than we had time to answer. However, there are some questions asked by new students that need to be answered before they can move on to other work. When trying to decide how much time to allot to questions, it's important to judge the importance of the questions to the student. What might seem like something that can be answered at another time might be pressing to the student. If the question stops the student from thinking about anything else, than cutting some coverage helps students focus on what needs to be covered in class. These types of questions are the type that are shared by many incoming students; only one or two students have the courage to raise their hand and ask the question.
Joanne and I found it best to start each session with a general Q and A. We explicitly limited the time and scope of the answers to what we thought was most pressing for the students. At the end of each session, we tried our best to have a more limited Q and A about the material we just covered, so students could leave the session and move on to new material, instead of remaining confused.
What sort of questions were most pressing for incoming law students?
1) How much time should be devoted to law school each week?
2) Do I need to do law school work and nothing else for the next three years?
3) What are the benefits of typing/handwriting notes?
4) How do I explain to my significant other/parents/children that I can't be there for them the way I used to be when I am in law school?
These are all questions that are great to tackle in pre-orientation or orientation. When students are preoccupied with major questions about law school, it uses parts of their working memory that can be devoted to other, more productive things. By spending some time to answer questions, you have more focused students.
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