Wednesday, January 29, 2014
Hat tip to Jan M. Levine for reminding us about a Spring 2013 article in The Law Teacher. The article that Professor Levine wrote is based on a letter from a former student who had left law school years before and wanted to share his thoughts with the perspective he had gained. The issue of The Law Teacher can be found here with the article near the end of the issue: It's OK to Leave Law School.
Friday, January 24, 2014
Whenever I meet with students who have done poorly in the first semester, I tell them about the first English paper I turned in in college. I had never gotten less than an A in anything in my life, I was the “English” guy for big state contests, I’d won several creative writing awards, and I really thought I wanted to major in English. On my first paper, I got a C. When I went to talk to the professor, a man who wore seersucker suits and looked like a cross between Mark Twain and Colonel Sanders, he said in his genteel Virginia-tidewater accent, “Is English your first language? Your name is Russian. Are you translating as you write?”
The unfortunate thing was that he was genuinely curious and English is my first, and only, language.
And the thing was, he was right. The paper was too clever by half, full of elevated verbiage and ideas that got started but then petered out. Split-infinitives were everywhere, the Oxford Comma had apparently decided to hop a bus to Cambridge, and the whole thing rested on a very faulty argument I'd cribbed from an R.E.M. song. But, I took his advice and comments seriously, readjusted my writing process, and, in the words of my seventh grade science teacher, "Got back on the A-train."
I go on to tell my students that I bet most of their professors have a similar story somewhere back in their academic careers, so they should realize that 1) they’re not alone, 2) they can bounce back, and 3) this is an integral part of the learning experience that is often overlooked (as in, “Hell, I’m never taking Crim Law again! Let’s toss that exam and never look at it!”).
I honestly believe hitting a roadbump can sometimes be the best thing that can happen to a student. It forces the student to reflect on their learning and forces them to get better. If I had continued on my merry way without hitting that first bump I might still be scribing in bloviated sentences constructed entirely in the aether and intertwined with the thoughts and errs of beknighted folly -- or something.
So, I try to present a first semester failure as opportunity. I ask them to go over their exams with their professors to see where they fell short, then I meet with them and we make a plan to fix those holes.
And, happily, this year many, many second year students have been coming in to tell me about how they have been able to turn around their grades. While their egos may have been bruised, they have gained necessary insights into themselves and their education. And I know these insights will make them better lawyers. (Alex Ruskell)
Monday, January 13, 2014
Alex and Rebecca have made very valid points in their posts regarding grades and reactions to grades last week. I would like to add some additional observations.
Our law students with few exceptions have always beeen at the top of the heap. A and B grades have come easily to them during their educational lives. In addition they have been campus leaders, successful athletes, officers in community youth groups - and for the non-traditional students, community leaders and exemplary employees. Whether their grades are good for law school (but just not good enough for them) or in the great middle of the class (those ever present C grades) or at the bottom of the heap for law school (probation or dismissal), the shock is there when their expectations are not met.
To be very honest, I find that many law students have not learned good study habits in prior educational settings even though they got excellent grades. A variety of factors play into that situation:
- grade inflation (one study showed that 75% of college grades are As and Bs),
- multiple-choice "just recognize the right answer" exams,
- no papers or only short papers written,
- papers that focus on just ideas and not writing style/grammar/punctuation,
- spoon feeding of what will need to be regurgitated on the exam,
- multiple exams that allow for cramming pieces of a course rather than comprehensive understanding of material,
- grading that allows for the lowest grade on exams/assignments to be dropped,
- group work that allows slackers to coast for the same grade as the others who did the work,
- and many more aspects.
When students are suddenly confronted with the amount of material in law school courses and the one-grade phenomenon of many courses, their old study habits no longer work. This reality is especially true if they came from educational backgrounds that were not competitive for grades and handed out accolades for basically showing up and doing the minimum.
The good news for all law students is that solid study strategies can be learned and make a difference in one's grades. More efficient and effective reading, briefing, note-taking, outlining, and exam-taking can all boost grades. Time management and organization are key skills that can also be learned.
Attitude is critical as well. Realizing that one can change and improve is important to future success. Willingness to work hard and change one's habits are major steps. Some law students get discouraged and settle for being average or below average as though their destiny is fixed after grades come out.
Do not give in to that mindset! Students can change their academic study strategies and reach their academic potential. Students can improve their grades wherever they currently fall in their classes. All students can change their strategies and gain greater learning with less stress.
Why do I believe this? I work weekly with a number of probation students each semester to help them find more efficient and effective ways to study. Look at some statistics for grades this past semester from probation students who met with me regularly, changed their study strategies, and worked smarter. Some made greater strides than others, but improvement resulted. (I have not included information for 3 probation students whose grades for one course are still unreported.)
GRADE POINT PRIOR SEMESTER'S COURSES GRADE POINT FALL SEMESTER COURSES
(last enrolled regular semester GPA; not cum GPA) (fall semester GPA; not cum GPA)
- 1.321 2.666
- 1.428 2.750
- 1.571 3.045
- 1.607 2.678
- 1.642 2.607
- 1.642 2.678
- 1.714 3.000
- 1.733 2.250
- 1.750 2.650
- 1.857 2.500
- 1.892 2.785
- 2.107 3.384
- 2.250 2.333
And here are the statistics for 2 other probation students:
- 1.642 1.857 (cancelled many ASP appointments; up for dismissal)
- 1.866 3.600 (did not meet with ASP)
Intervention by the Office of Academic Success Programs is not the only variable that determines improvement as can be seen by the last example. The number of strategies implemented, the number of hours studied, motivation, individual appointments with professors for help, personal circumstances, sleep/nutrition/exercise, and other variables also have impacts.
The point is that for all of the students who implemented more efficient and effective study strategies, improvement happened. Once all the grades are in for the remaining 3 students, will all of the students I met with meet academic standards? Maybe not, but 13 probation students have already exceeded the standards they needed and are on the road to future success. By honing their new study strategies, they should be able to continue at their new academic levels and beyond.
The take away from this post: Put last semester's GPA behind you and move forward by seeking assistance from ASP and your professors so that you can implement new study strategies to help you improve your grades and live up to your academic potential. There is no magic bullet or guarantee, but there is hope. (Amy Jarmon)
Wednesday, November 27, 2013
When I was a law student, I looked at Thanksgiving break as prime study time. Many of my friends and study partners avoided the travel rush in order to best prepare for final exams and catch up on much needed sleep. With over 25 million people traveling around Thanksgiving, it may be wise for many of you to opt out of travel as well.
However, maintaining traditions and building community helps strengthen bonds and provides comfort at a time of the year when we need it most. Therefore, circa 1997, my law school comrades and I decided to create a new Thanksgiving tradition- Friendsgiving. We all gathered on Thanksgiving Eve and feasted on roasted turkey, pecan topped sweet potato soufflé, and amazing homemade pumpkin and apple pies (with a mug of hot cider spiked with Tuaca). A foodies delight!
When we were overwhelmed by the semester and feeling gloomy from the rainy gray Seattle skies, we gathered for a night filled with delicious food and gratitude. I feel blessed to have found lifelong friends during my time in law school. I consider all of them my Seattle family. We spend several holidays each year together and now we are almost outnumbered by our children, but Friendsgiving started it all. This year I am hosting our 15th Friendsgiving celebration!
Before you jump into your weekend of studying, I encourage you to create your own Friendsgiving tradition!
Thursday, November 21, 2013
Sometimes, timing is everything. Law students need to learn to use their time wisely to effectively manage the demands of law school while balancing jobs, families, and self-care. Being at the right place at the right time makes a significant difference for law students who are networking for job opportunities and seeking support systems. Also, timing and pacing during a final exam (or the bar exam) can mean the difference between a passing grade and a failing one. In this post, I have referenced song lyrics that incorporate the theme of time while relating them to the law school experience.
“If I could save time in a bottle…” I know I may be dating myself with this one, but I had to begin with this classic line from Jim Croce’s hit love song “Time in a Bottle”. Ask your students what they would do if they could save time in a bottle. Are they making the most of each moment? Are they being intentional with how they plan their schedules, spend their time, and balance their commitments? We all want more time (especially law students), but instead of focusing on the lack of time we have, highlight ways to use time more efficiently and encourage your students to be present when free moments avail themselves.
“I’ve got too much time on my hands…” This classic rock song by Styx was written as a reflection on the unemployment crisis in the 70’s. The underlying theme in the lyrics rings true in many respects for today’s law students. They are worried about their careers, finding a job, and performing well on exams. They may not be able to tighten their focus when they actually do find that they have “time on their hands." Time management does not always come naturally. Providing students with tools and resources to help them manage their time will help them prioritize, use their free time wisely, and establish effective routines.
Similar to the melancholy quality of Styx’s lyrics, Otis Redding hits a few low notes when he croons about… “sitting on the dock of the bay…wasting time….” Students sometimes sit and feel like they cannot catch a break. Redding’s hit resonates with students who are feeling like they have left the life they knew only to find that law school is challenging, competitive, and sometimes disappointing. When they feel like “nothing's gonna change”, we step in to give them hope. Providing the tools for success to law students empowers them to make necessary changes to ensure their success. Especially at the close of the semester, we need to recognize that law students are exhausted, overloaded, and feeling lost. As Cyndi Lauper so aptly sings in “Time After Time”, when law students "are lost, they turn and they will find [us]", Academic Support Professionals. We catch them and lift them back up.
After exams or a when facing a rough patch during the semester, students may need to turn to ASP for this lift or for help with creating a new plan for their upcoming semester. If their study strategies or exam performance are subpar, they begin humming, “If I could turn back time” (with Cher’s iconic diva-ness echoing in their minds). Reflecting on study habits, legal analysis skills, and exam performance are key components to succeeding in law school. Everyone has moments in their past that they wish they could replay (or delete). Using these moments as opportunities for growth instead of moments of failure, helps students see beyond their initial shock, shame, or disappointment.
Like the Stones, we want our students to sing (and feel) that "time is on my side, yes it is...." While this may not always be realistic, there are many ways to get closer to that dream. Here are a few ideas:
- Create sample study schedules for your students
- Give them calendars and checklists to help them plan their time
- Ask them to keep a journal that tracks how they use their time during a typical day or week and then ask them to reflect on their time management
- Provide a time management workshop or webinar
- Have them draft a to do list at the start of each day and evaluate their progress at the end of each day
- Pair 1L students up with a 2L or 3L mentor to discuss how to effectively schedule their time
- Challenge students to unplug for a block of time each day (This is a good one for all of us!)
- Teach students the art of delegation
- Encourage students to take time each day to recharge.
By establishing routine time management practices, students will feel more balanced and be more productive. Because as Pete Seeger so aptly wrote, there is "a time to weep, and a time to laugh; a time to mourn, and a time to dance." We should all spend more time dancing.
Thursday, September 26, 2013
Every year, I have a handful of first-year students who do not utilize ASP because they believe that it is only intended for students for whom "something is wrong." They think (or, more precisely, fear that others think) that ASP is for students who don't understand the law, or haven't slept in a week, or have a recurring dream where they are naked in class and the professor is beaning them with copies of the Restatement.
They are not wrong to think that ASP is primarily targeted at struggling students. ASP is usually built around specific programs targeted at students who have already "failed" at one indicator or another (low LSAT, low GPA, failed exams).
The problem is that the perception of ASP as a program for students who can't quite make it means that some students who could greatly benefit from ASP services are not taking advantage of them. They believe either that they "get it well enough" (a common feeling for weak first-year students in the fall) or they are embarrassed to come. In the past, some struggling students have told me that they feel there's something shameful about using ASP. One of the ways I've tried to fight against this problem is to work on "de-pathologizing" struggle in the first year.
The first year of law school should be a struggle. It should stretch students' minds. Law school asks them to think deeply and critically, forces them to analyze all that they think they know, and requires them to participate in class in an utterly new pedagogical style. The question that law school thrusts upon first year students is: How do you know what you think you know? This is not just a matter of learning to think like a lawyer. For some students, it can call into crisis their entire worldview. Of course they struggle. They must struggle, because it's in the struggle itself that thoughtful, critical thinking is born.
We tell them that law school is difficult and that they will think in new ways, study more hours, and do more work than they might have done before in their educational careers. Despite this, some students still seem to get the message that there is something wrong in needing help in that struggle. Perhaps it comes from their peers, or perhaps it's a result of the ease and success they had in undergraduate school. Perhaps it's a message from the larger culture and the image of what a "smart and successful" lawyer should look like. But wherever they are getting it from, the belief that struggling with law school is a sign of weakness is compounding their difficulty.
This year, I have made a great effort to not say things along the lines of "If you're not getting this for some reason..." or "If you need my help..." I have also tried to present coming to workshops, going to tutoring, and seeing me individually simply as something that successful law students do as part of their routine. I think it's worked -- I've had over 100 students at every workshop, and I've had to switch rooms for tutoring because of overflow issues. I've also been emailing as many students as I can to ask them to meet me individually to look over outlines or do sample questions. I've let them know in that email that they aren't being targeted for any other reason than that they were the next name on my list. Finally, I employ 18 tutors, all of whom are in the very top of the class. In hiring the tutors this year, I made sure that as first-year students each of them came to every ASP workshop and went to all of the tutoring sessions available. That way, I can simply point at the very successful tutors and say, "They came to everything -- they utilized services -- nothing was 'wrong' with how they were doing in law school -- they just realized ASP was a good idea -- and look how things turned out."
Luckily, I don't think this perception affects a majority of students. However, year after year, a majority of first-year students who get in serious trouble didn't use ASP when it could have helped them. Consequently, whatever small things I can do to reach students who might not have used ASP are worthwhile. [Alex Ruskell]
Monday, June 10, 2013
It’s summer now. All of the exams are scored, grades assigned. It’s time for a little reflection….
It occurred to me at the recent inaugural AASE conference (which was great, by the way!) that
this last year was really busy for me. Not in a “Wow, I surely did accomplish a lot this year” way, but in a “Man,this year was so busy that I feel like I got very little accomplished” way.
If you are like me, then any given day during the semester could look something like this:
9:00 a.m.: Eat breakfast while returning yesterday’s e-mails.
9:45 a.m.: Make a to-do list of the things I want to accomplish today.
10:00 a.m.: 1-on-1 meeting with struggling 2L.
10:30 a.m.: 1-on-1 meeting with 1L.
11:00 a.m.: Prep for 1:00 class.
11:15 a.m.: Interrupt prep to meet with a walk-in student.
11:30 a.m.: Return to class prep.
11:45 a.m.: Another drop-in.
12:00 p.m.: Skip lunch to complete class prep.
1:00 p.m.: Teach class.
3:00 p.m.: Return to office for office hours.
4:00 p.m.: Grab lunch.
4:15 p.m.: Eat lunch at desk while reviewing a past exam for the next student meeting.
4:30 p.m.: Place partially eaten lunch on credenza and meet with struggling 1L.
5:00 p.m.: Ask 5:00 appointment to be patient, because the 4:30 meeting is going long.
5:10 p.m.: Begin 5:00 appointment.
5:30 p.m.: Ask 5:30 appointment to wait about 10 minutes.
5:50 p.m.: Apologize to 5:30 appointment for the late start.
6:55 p.m.: End 5:50 appointment, which went over an hour due to my “late start guilt.”
6:56 p.m.: Look at partially eaten lunch on credenza. Decide to take a bite.
6:57 p.m.: Throw partially eaten lunch away. It has turned.
7:00 p.m.: Call my wife, and tell her that I’m working late tonight.
7:05 p.m.: Work on faculty committee work.
8:30 p.m.: Begin reviewing today’s e-mails.
8:45 p.m.: Begin reviewing student work sent in today’s e-mail.
9:30 p.m.: Look at the list of things I meant to accomplish today.
9:35 p.m.: Choose to leave work notwithstanding 90% of my to do list is not done.
9:36 p.m.: Promise to do better tomorrow.
10:15 p.m.: Grab dinner at a drive through to eat at home.
11:00 p.m.: Go to bed.
1:00 a.m.: Wake up with indigestion.
1:05 a.m.: Check e-mail before going back to sleep.
1:10 a.m.: Return e-mail from a troubled student.
1:11 a.m.: Troubled student responds.
1:13 a.m.: Respond to troubled student.
1:15 a.m.: Troubled student responds.
1:17 a.m.: Respond to troubled student with a very clear, “I’ll talk to you tomorrow.”
1:20 a.m.: Troubled student responds with “just one last question.”
1:22 a.m.: Respond to troubled student.
1:25 a.m.: Troubled student responds.
1:30 a.m.: Turn off my phone and promise to e-mail troubled student tomorrow.
Does this seem at all familiar to you? Am I crazy? Because I have to be honest with you, I originally was trying to be funny when drafting the sample day above. But it occurred to me by the time that I finished that it was all too realistic. I absolutely have days like this. A lot of them. And please note that as I string days like these together, there’s nothing on that list that says “spend six uninterrupted hours working on scholarly writing” or “go off-campus for a weekly afternoon of community service at local high school” or “work out” or “read for fun” or “eat lunch at a reasonable hour” or “write that blog post that you promised Amy Jarmon months ago.”
As I think about this, I wonder how I get anything done. I’m so busy, and there’s always so much to do. I’m not complaining, mind you. I like to be busy. But I realize, looking at the schedule above, that my days are so full that a lot is getting missed. I realize now, in my head, that my thoughts sound a lot like a law student’s:
“I don’t have time to do everything.”
“Where am I supposed to find the time?”
“I’m working really hard, but I always feel behind.”
“I have so much to read. I can’t get anything else done.”
“I can’t think beyond tomorrow.”
“I’m not sure how I’m going to get everything finished.”
“I’m not getting enough sleep.”
“I don’t have much personal time.”
“I’m not procrastinating. I just can’t get to things until just before they are due.”
“I don’t know where I’m going to find the time to get all of my work done.”
“I guess I’ll just do the best I can.”
I hear these complaints from law students every day. And I genuinely believe that I give them really good advice. So, I wonder, how might I advise myself? Here is some simple, familiar advice that I now offer to myself, and possibly to those of you who are like me:
1. Make a schedule.
Plan out what you want to accomplish each day. Don’t just put “write” or “work” on your calendar. Plan days with detail. For example, set aside reasonable stretches of time to work on
individual tasks. Keep in mind all that you must accomplish in a given day. Set aside time in your schedule to accomplish each task and to complete the tasks overall.
In addition, engage in long-term planning. Look weeks (even months) ahead to see what deadlines exists or what longer projects must be completed. Estimate the amount of total time that you need to complete those projects and then spread the bigger tasks out, working on a little bit at a time, rather than trying to accomplish all of it at once. All nighters are often a reflection of poor planning. If you plan better, hopefully you won’t be spending the last day or two before a deadline working insanely to finish your project.2. Focus on one thing at a time.
Even though we all think we can multitask pretty well, you might find it helpful to isolate certain tasks. When writing, find an environment that is free of distractions – though you should know yourself and avoid an environment that is too quiet, if you know you won’t be productive there. An hour spent meaningfully on one task is probably more efficient than three hours spent on that one task while simultaneously trying to accomplish other goals or spending those hours in a state of distraction.3. Build in time to care for yourself.
It is important to eat and work out and spend time with family. Don’t just expect that time to appear. Plan it out. Put “Lunch” in your schedule, and put “Work Out” in your schedule at specific times. Then, respect those times. From now on, you are unavailable to do work during those times. You’re going to feel better if you eat and exercise regularly, and the remaining hours in the day will be more energized and productive.
4. Prioritize tasks.
On busy days, figure out what must be done and what can wait. Reschedule a meeting if you must; ask for extra time on a task when you can. Then spend your day focusing on the most important things but avoiding the guilt about the other, less important things.
5. Do not allow one task to dominate your time.
It is all too easy to get sucked into working on one task to the exclusion of all others. Don’t let this happen. Even though you have prioritized tasks, and one seems (or is) more important than the others, do not let that one task allow you to fail on all the others. I see this all the time with my students who are working on writing assignments. The writing assignment is due this week. It will get a grade. It seemingly is the most important thing on the schedule. Students work all day and night on the writing, simultaneously falling behind in reading, outlining, class attendance, and other obligations they have. While working on the paper with extreme multi-day focus is actually an understandable decision when one is taking a snapshot view of a student’s life, less so when looking at the “movie” version. Decisions have consequences, even the well-intended decision to focus on only one thing that happens to be due this week.
Sometimes, you will find yourself in a position where you will have to grind. By that I mean that you will be busy, tired, working late, irritable (is that allowed in ASP?), hungry, and overwhelmed, among other things. But you have to press forward; keep working and check things off of that to do list. Things will settle down, especially if you plan ahead a little better, and you’ll be able to see the light at the end of the tunnel.
7. Just start working.
If you’re feeling paralyzed about work, sometimes the best thing you can do is start working. Overwhelmed by the amount of research you need to accomplish in order to write a scholarly article? Just sit down at your computer and start writing the article, figuring out the finer points of research focus as you go. Need to grade exams, just pick one up and start reading it. Need to give Paula Manning-type feedback on a paper, just get started. Need to write a blog post, just tap into your thoughts and get started. Don’t worry about perfection, just do some work.
One of my favorite pieces of advice for students who are having trouble outlining is the advice to just get started. The task seems so overwhelming to them, so I say this: Imagine riding a bicycle on flat ground, or maybe even a little uphill. When you first get started, you have to stand up, shifting your weight on the pedals, rocking the bike side-to-side, in order to build momentum slowly. But, after you have momentum, you find that the pedaling is easier, you can sit down on the seat, and you can still keep up your pace with less intense effort. So, dig down and spend a little extra energy to just get started. You’ll find that once you do, the going forward is much easier, as is forming the belief that you are able to keep moving forward.
I am going to follow my own advice. Starting today. (Well, maybe tomorrow, because today is almost over.) Ask me at the end of the summer if I finished my article and book. If I don’t give you the right answer, point me back to this blog post. Please. Because it’s going to be busy in the fall. Really busy. So the time for productivity and accomplishment is now.
Happy and productive summer months, one and all!
Friday, May 10, 2013
My law students are looking a bit ragged these days. Exams have started here, and many look tired, worried, or discouraged. Smiles and laughter have seemed to die out amid the seriousness of exams and final papers. The graduating 3L students are ambivalent about any elation over graduating because they know bar review will be immediately on the heels of that ceremony. For those who desire employment that requires bar passage prior to application and those still waiting to hear about jobs, additional tension is felt.
It is easy to get discouraged when under stress. My advice to my students is that they stay focused on their goals. Rather than get mired in the enormity of a difficult exam, future bar review study, or uncertainty about jobs, they need to remember why they came to law school in the first place.
Most of our students came because they were passionate about helping others and being of service. A few may have been motivated by future high salaries, but not that many in reality. We pride ourselves on graduating students who are ready to practice. Because of the large number of rural areas and small towns in the huge geographic expanse of Texas, we enroll many students who want to go back home to small or mid-sized firms and make a difference in their local communities.
Despite all of the current animosity generated about law school, the legal profession is still very necessary to the lives of ordinary citizens. There is still a nobility in helping others find justice and in solving legal problems for those who cannot be their own advocates. If students can focus on these purposes and the intrinsic values that brought them to law school, they can respond with greater resiliency during exams, bar review, and job hunts.
I hope that all of our students will be able to keep the faith in their goals and their chosen profession during the difficult times and when obstacles seem so great. (Amy Jarmon)
Thursday, December 20, 2012
If you have the opportunity to team-teach a course at your law school, jump at the opportunity.
With the close of this semester, I've had a chance to think about how team-teaching has worked in one of the new courses a colleague and I teach. Two advantages to the team approach were obvious: the broadening of the students' learning experience, and the broadening of the teaching experience for those of us at the front of the room (yes, I know, asp-ers, you are all over the room!).
This new course, “Practical Lawyering Skills,” was created to fill a gap in our academic support offerings. While we had plenty of academic support offerings in the first year, and a newly introduced third-year “just-before-you-take-the-bar” course for graduating students, the second year (or third year for our part-time students) was empty of academic support opportunities. Intervention in the second year seemed a natural extension of academic support offerings.
It also seemed natural to me to design the course as a team-taught enterprise in order to bring as much diverse experience to the class as possible, both in teaching style as well as in legal experience. My co-teacher in the fall semester is a senior faculty member, highly respected by faculty and students alike. As well as having impressive criminal law experience, she is also an experienced doctrinal professor having won “best teacher” awards several times. The two of us, having team-taught in other courses over many years, are comfortable together in the classroom.
In the spring I teach with a newer professor, but one with plenty of civil practice experience. While our experience teaching together is not as deep as that with my fall colleague, the teaching relationship is quickly maturing after just one semester together. I think students enjoy this ”double treat,” something we carry over into the grading of their assignments so that students get a broad spectrum of evaluation.
The "carry-over" effect of team-teaching reaches outside the classroom as well. My colleagues often ask about the "how" of our team-teaching, about the logistics of how we do it—the choreography. (More about that at another time.)
What I tell my colleagues, however, is that the strength of our team-teaching is more about what happens outside the classroom--in our preparation, debriefing, and shared evaluation of students--more so than in our dual presence in the classroom. While many of us have had someone observe our classes to receive feedback on our approach, the team-teaching model creates a constant stream of observation and evaluation, as well as a constant conversation about how we approach the course and, on any given day, how we approach and deliver specific, daily classroom goals.
That conversation provides endless opportunities for evaluating global teaching approaches as well as the individual components of a class session. So you can have a continual discussion and evaluation from the creator's point of view, and you don't have to wait for the student reviews some time after the final exam to make some navigation corrections. What I have learned from this experience has given me greater confidence in the classroom and a greater willingness to take risks.
Wednesday, December 5, 2012
I know this title sounds like a new Hollywood apocalyptic action film; but, it is not. Instead, this is the next step that I suggest repeat bar examinees take in their journey to passing the bar exam. Once these grads have processed their emotions regarding their bar results, they are ready to look toward the future.
Diagnosing weaknesses from their past exam is helpful so that they know how to effectively structure their study schedule for the upcoming exam. I read through their essays and look for accurate and complete issue identification, errors or law, and their use of key facts in their analysis. (The WA bar exam is currently essay-only.) I also pay close attention to their organizational framework and approach to each essay. I find that students with weak organization likely did not write enough practice essays. Or, they wrote practice essays during bar review; but, they either did not write the essays under testing conditions (closed-book and timed) or they did not evaluate their essays after writing them. I ask them to assess how they studied for the bar the first time and to think about ways they could improve their routine.
Delivering tough love is also a necessary part of this process. Sometimes delivering tough love along with pointing out their imperfections is too much for them to take in one sitting. One must tread lightly and gauge emotional stability when dealing with repeat bar exam takers. While you may hear Aaron Neville crooning the song “Tell it Like It Is” in the back of your mind, these repeat exam takers may not be prepared mentally to hear what you have to say. If you recognize that they have not already reached a level of acceptance with their results, they may not be ready to move forward with the rest of the meeting.
However, it is counterproductive to merely tell these grads what they want to hear. They are in my office for my honest opinion about what they did wrong and how they can remedy those defects. Thus, I offer constructive criticism and try to deliver it with a spoonful of sugar (…it helps the medicine go down). As mentioned in my earlier post, I always have a basket full of chocolate nearby and that seems to help.
Likely, there are high points in their exam file. I focus first on a good example or concentrate on a higher scored essay. Then, I move to an essay that may need more work. By evaluating their strengths and weaknesses, they have a better understanding of which features to maintain and which to change. In recognizing their strengths; they build confidence. In understanding their weaknesses, they build up their determination and resilience, which they will need in order to move forward.
Together, once we have diagnosed the flaws in their past exam and identified their strengths, I instruct them to put that exam away and stop thinking about it. They can no longer change what happened during that 2 day exam. It was a snapshot in their life, which will be filled with a million more. In order to move forward, one must let go of the past. It is time for them to destroy their self-doubt. It is time for them to destroy the negativity around their past experience. They cannot make a new plan without first destroying any uncertainty that they have in their ability to pass.
Tuesday, October 30, 2012
I would like to do a series of posts featuring my amazing ASP colleagues. ASP'ers are so dedicated to improving not only student academics but also student lives! Whether you have worked in ASP for just 2 months or over 20 years, your thoughts will encourage and inspire others.
Please send me 50 words or less on why you work in academic success work (this description includes bar preparation and pre-law work that you might do in addition to other academic success tasks).
With your submission include:
- either a link to your faculty profile on your law school website and/or a small jpeg picture
- your job title
- how long you have been in ASP work.
I look forward to receiving your thoughts. (Amy Jarmon)
Tuesday, August 14, 2012
I have spent the past three weeks teaching gifted 10, 11, and 12 year olds in Palo Alto, CA. I do this every summer, and I learn a lot from the kids. I teach college-level Model United Nations and Advanced Geography, and all the students are required to formally address the class about their nation's position on the issue involved in the simulation. This year, the class had a student who was terrified of public speaking. Her terror mirrored what I see in 1L's approaching moot court. I learned a great deal from this student as she overcame her fear and went on to be on the the class's strongest advocates.
1) Trust rules of procedure.
The student, who I will call A, learned that rules of parliamentary procedure were her friend. All students needed to follow the rules, so she knew what to expect when she was asked to speak. No one could yell out or distract her, or they would be violating the rules. While moot court doesn't use rules of parliamentary procedure, there are rules that protect the speaker. Many students with a fear of public speaking are afraid of public ridicule, and the rules associated with moot court prevent the heckling they fear.
2) Preparation will make you feel better.
A knew her position on the issues. She could answer any question. She knew she had done the research. Her paper was approved by two different teachers. These steps helped allay some of her fears that she would be asked a question that she could not answer. Some of her fear of public speaking was a fear of being caught off-guard. Preparation, and guidance, make a huge difference when a student fears public speaking.
3) Everyone makes mistakes.
A was not the first speaker, which allowed her to listen to her classmates before she had to speak. We asked her to listen for mistakes, because even the best, most fluid speakers make mistakes. When she saw that the mistakes did not mar the substance of most speeches, she was able to relax.
4) If you feel the ideas flying out of your head, stop talking. Take a deep breath. Start again.
When A realized that no one would heckle her if she forgot part of her speech, it calmed her nerves. But we still needed to reassure her that she could forget her speech, and she could take a second to regain her composure and resume speaking. She had a 60-second time limit on her speech (far less than most appellate arguments in moot court) but she still had enough time to take a deep breath and start again if she felt like she was losing control. Just the knowledge that she could take a second helped keep her calm during her first few speeches to the class.
For those of you who are thinking "but the stakes are SO much higher in law school," take a minute to recall being in middle school. This class was filled with super-competitive, ambitious, and gifted middle school students who have never failed at anything in their short lives. These students choose to take a college-level class during their summer vacation. The thought of making a mistake feels life-altering to them. Because they live in dorms while they take the class, they cannot escape from their peers. The fear that A felt is not much different from the fear felt by 1L's. (RCF)
Monday, July 30, 2012
My feet are wet. In fact, my jeans are wet all the way up above my knees. I have been standing in the surf of the Atlantic Ocean watching lightning off in the distance.
I called my wife while I stood there. She isn't here, but she should've been. I had to come to a conference to speak, and we thought we should not spend the money it would take for her to come down with me.
You see, we just spent a couple of weeks in the Colorado Rockies on vacation. We figured that we should be a little more careful with our money after that trip, so we thought it better that she not join me this time, given how expensive flights to Florida from Kansas are.
It sounded wise and responsible at the time. She was originally going to come with me because our 35th anniversary takes place while I am in Florida. We had thought it would be romantic to spend it together on the beach, even if I had to take some time out to attend sessions and present a talk.
But money considerations won out, and she stayed home. We decided to celebrate our anniversary when I return.
Sometimes wisdom is not all that wise. Looking out over the ocean as it crashed against my feet, I realized that my wife should have been standing next to me, whether we could afford it or not. I called her from the surf and asked her to get on a plane tomorrow and fly down here –whether we could afford it or not.
Flights and other arrangements may not work out on such short notice. I wish I had gotten my feet wet three weeks ago and arranged for her to come with me.
I don't tell you this story to say that you should waste money. You know the saying by now, no doubt, "Live like a lawyer while you are in law school, and you will live like a law student when you get out."
On the other hand, when you look back at your life, you will realize that some things just mattered more than good money management. Or maybe, good money management includes making stupid decisions for wise reasons sometimes.
I don't really know. But after 35 years of raising kids, dealing with life, and falling asleep in each others arms, we should not have worried about the cost of a plane ticket on the eve of our anniversary.
Sometimes, you ought to get your feet wet when the opportunity arises, rather than stay dry and in miss something important. (Dan Weddle)
Tuesday, December 6, 2011
It is the time of year when various student organizations run additional projects to help other people. In the last few weeks, there have been collections of warm coats for the homeless, non-perishable food for those without enough in their pantries, care package items for our soldiers, gifts for Salvation Army Angel Tree, and more.
I know that our law students are not alone in these types of efforts. Law student organizations throughout our nation have undertaken similar efforts and many more acts of kindness. Even with the upcoming stress of exams, law students remember the needs of those in their communities.
I think it is a tribute to our students that they care - not only at this time of year but throughout the academic year - to make the lives of others better. Whether it is through donations, fund-raisers, in-kind giving, pro bono clinics, or other ways, law students have a positive impact in the community.
It is a shame that these future lawyers do not always get the credit that they deserve for their generosity of spirit. It is also a shame that countless practicing lawyers who also give back to their communities in so many ways do not get recognized. The next time someone tells you a lawyer joke, tell them about a contribution made by a law student or a lawyer to make the world a better place.
Thank you to all of the future lawyers and current lawyers who make a difference each and every day for our communities. (Amy Jarmon)
Monday, November 21, 2011
Quotes can often give us a change in perspective when we need it. Here are a few that seem appropriate to the time in the semester. (Amy Jarmon)
Chinese proverb: Teachers open the door. You enter by yourself.
John Searle: If you can't say it clearly, you don't understand it.
Dennis Tonsing: "Learn" is an active verb.
Thomas Edison: Opportunity is missed by most people because it is dressed in overalls and looks like work.
Abigail Adams: Learning is not attained by chance. It must be sought with ardor and attended to with diligence.
Kim Lyons: Yesterday is a cancelled check. Tomorrow is a promissory note. Today is the only cash you have, so spend it wisely.
Unknown: If you study to remember, you will forget; but, if you study to understand, you will remember.
Brian Chargualaf: Every step you take is a step away from where you used to be.
Doc Childre and Howard Martin: Stress is an untransformed opportunity for empowerment.
Yiddish proverb: Borrowed brains have no value.
Irish proverb: You'll never plow a field by turning it over in your mind.
Chinese proverb: You can eat an elephant one bite at a time.
Saturday, October 1, 2011
ASP'ers are a caring group. They are often the ones students turn to in their darkest moments. It is not unusual for us to be privy to students' struggles and hardships outside the classroom.
Students tell us about illnesses in their families, scary medical diagnoses, deaths of friends, personal embarrassments, relationship problems, disappointments, and more. They need someone who will encourage them, support them, listen, and make referrals where appropriate. At the end of a day with 8 or 9 appointments, at least 2 of those typically are more than just a discussion about academic issues.
But what about when we have had a personal tragedy, illness, family issue, or other unexpected speed bump in our own lives? How do we keep caring when it hurts inside? We need to remember that we need solace as well. We need to put on our "brave face" and do our jobs, but need to take care of ourselves.
So here are some tips to help you focus on your students even when you are feeling depleted, tired, emotionally wrought, and distracted by your life outside the walls of the law school:
- Take some personal time off if possible. Even a long weekend can make a difference in your ability to focus. Give yourself lots of rest, permission to do nothing, and access to emotional or medical support. Talk to trusted family or friends to get support.
- Prioritize your work. What must get done? What can be put off for a few days or weeks? What can be forgotten about for this semester and added to the "do next semester" list?Do not try to soldier on when you do not have the strength temporarily to be "Super-ASP'er."
- Just say "no" or "not right now" to new projects if you do not have the stamina or concentration to do them well. Realize that this is probably not the time to chair a new committee, agree to design a new web site, or implement a new program.
- Balance your day. Give yourself at least one block of project time so that you can focus without interruptions. Decide how many one-on-one appointments you can do without being emotionally drained. Schedule appointments so that purely academic assistance is mixed with students whom you know need emotional support so that you do not become exhausted with the need to be "giving" when you really need to protect yourself emotionally.
- Stay patient with your students. Some law students become overwrought about things that those of us with more life experience know are not crises. They see add/drop period and course decisions as earth-shattering. They feel outraged when a professor leaves them to struggle with processing a sub-topic instead of spoon-feeding them. They are devastated by their first low grade in 16 or more years of education.
- Tell some trusted colleagues what is going on. Your boss may need to know so that you can re-negotiate project deadlines, agree to some days off, or explain some changes you have made in priorities. A few colleagues who can task share or just be supportive will be a plus.
- Follow our own advice to students. Get enough sleep. Eat well. Exercise. Go to the doctor. Get help from a religious leader, professional counselor, or others if needed.
- Realize some students may notice something is wrong. Some of us are able to look stunningly pulled together even on stressful days and through personal crises. However, most of us look at least somewhat haggard, tired, and stressed - just like we feel. We can still smile, appear superficially cheerful, and pretend to be energetic. However, a few students who work with us a lot are likely to realize that something is wrong. If asked, beg off with "a bad night's sleep," "busy and a little distracted," or "a touch of a bug."
ASP'ers are folks with big hearts for their students. Life hurts sometimes. Be there for your students, but take care of yourself when you need to do so. (Amy Jarmon)
Friday, September 23, 2011
I recently asked some of my former undergraduate students who are now 2L's if they could give me a short blurb on what they wish they knew before they started law school. My students have gone on to schools across the country, from schools ranked in the top 10 to lesser-known and regional law schools. I received some wonderful responses, but one stands out for me. The response was from a student who did well, but not outstanding, his 1L year, goes to a very good but not elite law school, and attends a law school that was his second choice. Doesn't sound like a recipe for happiness and success? Well, his response to my question is a good reminder that attitude makes an enormous difference in what is defined as “success.”
(I have edited his response to remove identifying details , but my changes are not substantive.)
On being ready for law school
"I honestly think the mental aspect of law school is harder than the academics.You need to be able to remain calm and collected and that is tough to do when you have hundreds of pages of reading, on concepts you won't immediately understand....Just remember, keep calm, and just try your best, try not to freak out, think big picture (you will be a lawyer), then think how foolish it seems to be worrying yourself sick over a reading assignment. Don't get me wrong, reading assignments do matter, but don't beat yourself up over it."
On not feeling guilty about taking time for yourself
"...don't stop doing the things you love to do. You need to do this stuff to keep a somewhat balanced life. Don't feel guilty about putting studies away for a bit to do stuff for yourself. It's important to keep your sanity. Don't feel guilty when your friends or classmates mention how much time they spent reading last night when you spent the night enjoying the [baseball] doubleheader. If you need a break, you need a break. As long as you get the work done, it doesn't matter when or how you do it."
Law School in the Bigger Picture
"Have fun, don't be afraid, push back--don't let your thoughts be completely dominated by other students, or even professors for that matter. I enjoy law school because I know I want to be a lawyer, and law school is training to be a lawyer."
I plan on sharing his response with both my undergraduates preparing for law school and my students in law school who feel demoralized by the process. The student reminds himself why he goes to law school--to be a lawyer--and has found a way to enjoy the process without getting sucked into the grind. Law school makes it easy to get frustrated by the day-to-day pressures. Taking a step back can remind students of the importance of a longer-term perspective. (RCF)
Wednesday, September 7, 2011
Do you have to address the question, "NOW what am I going to do? I have $100,000 in debt, and law jobs are drying up?" This is not just a Career Services question ... it definitely affects law school performance, and esprit de corps on campus in general. So, NOW what?
According to Alan Scher Zagier, writing for the Associated Press, "The days of top law school graduates having their pick of six-figure jobs at boutique firms — or at least being assured of putting their degrees to use — are over. Post-graduate employment rates are at their lowest levels in 15 years."
The article continues, explaining that because the employment rates have declined, so have the law school application rates. "New student enrollment at UCLA law school is down 16 percent, while the University of Michigan reports a 14 percent decrease in applicants."
Now here's the good news (or maybe it's just speculation) for our students ... those who apply may be more committed, more sure of their career choice. While a few years ago, very bright people with an aptitude for doing well in law school - but not necessarily with the desire and commitment you'd want to see in a lawyer representing you - were attracted to law school seeing it as "...a cakewalk to get a big salary," according to Sarah Zearfoss, the assistant law dean and admissions director at the University of Michigan.
According to the AP article, Larry Lambert, a 28-year-old U.S. Navy veteran struggled with the question of whether there were just too many lawyers before deciding to enroll in law school this semester. He told the reporter that a candid conversation with a burned-out lawyer had "stopped me cold in my tracks." He began law school nevertheless, hoping to work as a federal prosecutor or in another position where he can "be a part of something bigger," and sees this diminishing application trend as "...one of the best things to happen to the profession in a long time. People don't go into social work thinking they want to get rich. They want to help people. The law should be like that."
Now THAT's the spirit! Could it be that this trend - if that's what it is - will lead to more satisfaction among law students and then (am I the eternal optimist?) in the profession itself? Click here to read the article. (djt)
Friday, August 26, 2011
There is no doubt that you have been caught up in the flurry of activity that accompanies the beginning of the academic year. Heavy meddlesome casebooks; jam packed orientation; a throng of new faces; and the cacophony of perplexing terminology bombarding you in each lecture- Welcome to Law School! Although the first days and weeks (or even your entire first year) of law school may seem overwhelming, there are ways to ease your transition and maintain a positive outlook.
Here is one way to get started on the right track with your law school journey. Grab a sheet of paper and a pen (yes, this requires a little work). Do this when you have about 30+ minutes of quiet, uninterrupted time to devote to it. Now, open your mind and focus on yourself…
First, take a few minutes to reflect on your personal strengths. These could be anything from having a friendly smile to being a great basketball player. Create a list of as many positive attributes about yourself that you can think of. Do not shy away from being excessive or even exaggeratedly vain. This list is for your eyes only- so go for it!
Next, write down your fears related to law school. Is it hard for you to meet new people? Are you nervous about the infamous Socratic Method? Are you scared that you do not have what it takes to succeed? Do you think the workload will be too challenging? Again, write it all down. This too is for your eyes only- so try not to limit your list.
Finally, take the remaining time to think of how you can put your strengths to work on your most dreaded fears. This may take some work. Connecting your exquisite knitting ability with your debilitating fear of being called on in class may not seem feasible. However, with a little creativity anything is possible. Such as: if you could knit while being called on in class or while in a study group (possibly with other stitchers), you may find that your anxiety has decreased.
Use your strengths to overcome your fears. If you are a great communicator one-on-one but fear speaking in large groups, try sitting in the front row and pretend you are conversing with only the professor. This may help you in more ways than you can imagine. Grab a seat in the front row and you will likely be more actively engaged and less intimidated or distracted by other classmates.
Acknowledging your strengths and your fears will help you determine your best personal strategy for success in law school. Putting your strengths at the forefront and focusing on them (instead of being destroyed by your fears), will lead to more productivity, less stress, and better mental and physical health (and likely a higher GPA).
Therefore, above all, remain optimistic even on your darkest day. If you need a reminder of how great you are, ask your significant other, best friend, or a close relative. They will help you see through the self doubting haze that many law students acquire their first year. Of course if you need to hear it from an unbiased, trustworthy source, I suggest that you read your list.
Saturday, May 7, 2011
I am an Anglophile. I lived and practiced in England for 5 1/2 years. I love everything British.
Plymouth, England was one of the most heavily bombed cities during WWII because of the naval facilities there. When I lived in Plymouth during the time period leading up to the 50th anniversary of Victory in Europe Day, my elderly friends told me stories about life during the bombings and the destruction left behind. They also told me about the visit that George VI and his wife made to the city to bolster the morale of the residents during WWII.
Consequently, going to the cinema to see The King's Speech was significant for me. In the ensuing weeks, I have reflected on Bertie's struggle to overcome his speech impediment and his fear of being king. I realized that his story has parallels with some of my law students' struggles in law school.
Bertie had to overcome his pride to ask for help. He wanted to depend on his special status as royalty. He wanted to hold himself out as better than others. Some law students have to overcome pride to ask for help as well. They were treated like royalty in high school and college because they received high grades with seemingly little effort. They were told that they were special and their fellow students were less capable.
Bertie did not want to trust that someone had a better way than what he thought should be done. He balked at Lionel's methods. He wanted to depend on the familiar rather than confront the painfulness of the unknown and untried. Some law students balk at suggested study techniques for law school. They want to continue doing what worked in undergraduate school rather than struggle with new methods that seem suspect. They rather listen to the bad advice of upper-division students than trust the expertise of someone who is "administration."
Bertie wanted instant success. He wanted results without the heartache, embarrassment, and frustration. Some law students are overwhelmed when reading cases is difficult. They want professors to spoon-feed them rules rather than have to discover the law buried within the material. They become frustrated when things are hard or they make errors when called on in class.
Bertie triumphed both in self-esteem and in reputation as the king that Britain needed. He achieved his success through his willingness to change, to confront his fears, and to persevere. Law students who learn new ways of doing things, take on the challenges, and do not give up also have success. Their self-esteem increases as they do well the very things they feared they could not do. Their reputation as law students and future lawyers is gained as they are recognized as being serious about becoming the best they can be.
Bertie became the successful king that was always hidden within him. My law students can become the successful studiers hidden within them. (Amy Jarmon)