Tuesday, June 16, 2015
Yesterday evening I received a two sentence email from a student asking for advice on how to become an more detailed-oriented person because she is struggling in an internship, and she cites her big-picture orientation as a significant contributor to her struggle. As a member of the constantly connected gadget-net generation I read this email on my phone, and immediately began composing a list of free association ideas to help the student "fix" the problem while resisting the urge to comment further on the missing detail of a signature so that I would know who was asking the question. But I stopped myself from hitting send on that response, rationalizing the decision as "well, that's not what a detail-oriented person would do" and "do you really know what you're talking about because you're about to try to answer a really complicated question via smartphone email."
Today my time in the office has included internet searching for collective advice about becoming more detail-oriented. I also searched for inventories out there to assess comparative detail-orientation because maybe this student is generally sufficient at detail-orientation but is just working for a hyper-perfectionist. There have also been a few minutes where I'm wondering if maybe I am spending too much time attending to omitted details. And thinking that maybe I should be writing a post about productive-procrastination instead. But really, all of this has led me back to the free association list I drafted last night. While it lacked a certain amount of detail, it was probably a good starting place for this student if she is serious about changing her habits of thought and becoming a more detail-oriented person. The student is having a crisis moment and probably wants a list of concrete actions and just needs an immediate starting place to feel some relief as soon as possible. But, I personally would much rather provide the map of cognitive restructuring this student can follow to experience long term relief several months or years down the road.
Habit change requires sustained effort, particularly when we are seeking to change dominant preferences that have become entrenched through repeated practice. For the next few sentences, I'm going to assume that there is a documented and empirically validated scale of detail and big-picture orientation that exist on a continuum like extroversion and introversion on the Myers-Briggs Type Indicator. People who live at the extreme ends of the spectrum between detail and big-picture orientation are going to struggle during the first phases of new habit development because these new thought habits will start out as exercises of the imagination since there is limited personal experience with the non-preferred thought habits. Indeed, it may require finding someone who has the desired habits and is willing to demonstrate them to begin developing context of where change in the thought process needs to start. The closer to the middle of the spectrum someone is indicates fluency which allows them to adopt the set of habits that is most suited to the task at hand.
The concrete behaviors someone with strong big-picture preference can adopt to initiate change generally fall into a broad category of systems of accountability such as to-do lists, reminder programs on phone and computer, accountability partners, workflow checklists, create automatic detail inclusion when available (e.g. email signature blocks), etc. The concrete behaviors that someone who is strongly detail-oriented can implement is scheduled times for reflection on the big picture, a list of big picture assessment questions to use during those scheduled times, and assessment of the priority level of the project because perfectionism and detail-orientation are at least cousins, if not siblings or the same thing.
I will now reply to the student and provide the list I drafted last night, links to a couple of worthwhile online resources, and an invitation to meet and discuss in greater detail. In these circumstances that's probably the best approach for this student. But if I'm wrong, she'll know she can come back and help me find a better way to help her. (CMB)
Wednesday, April 29, 2015
Schools around the country have entered the exam zone. For the next 2-3 weeks campus are overrun with students walking shuffling around in clothing that has seen better days. They will be unkempt and a bit unclean. They will stay up all hours of the night, chugging energy drinks to keep going. All in the name of studying. This is what it takes to get an A. I say it is time for change. Don’t just follow the crowd. Be your own person and do your own thing: take a shower, go to bed at a decent hour, and still get an A. This is possible if you follow one simple rule: treat studying like a job. You don’t have to wear a suit but would it be so bad to wear clean clothes and not smell like stale sweat? I know it’s a radical concept but it’s worth considering.
First, make a schedule. Create a weekly and daily calendar where you plan out what you want to accomplish that day and that plan should be more than just, “study.” Break an overwhelming task into smaller, more specific chunks: complete 1/3 of outline, review notes for 15 minutes, answer and review one practice question. You also need to schedule time for life. Make an appointment with yourself to do laundry, make dinner, talk to mom. Scheduling these activities means you are more likely to do them. Being able to keep up with day to day tasks will make you feel better and more accomplished.
Second, protect your study time. Just because you spend 12 hours in the library doesn’t mean you actually studied 12 hours. The first step is the hardest but most important- go off the grid. Turn off the phone. Not on silent. Not on airplane mode. Turn. It. Off. It’s ok if you need to take baby steps: start with a 2-hour block without social media and texting. Both are times sucks and every time you go off-task, you lose time (Check out my October 1 post for more on multi-tasking). Devote a solid two hours to studying. You will be amazed at how much work you get done. It’s fine if you want to chat with friends or wander around the library but this is called a “study-break” and you don’t get one of these until you’ve studied.
If the idea of making and following a schedule, and not texting or tweeting for a whole two hours seems a bit daunting, try it out for a day and see how it goes. I doubt you’ll revert back to your old ways. Not only will you do well on your exams but you’ll have clean laundry, too.
Friday, April 24, 2015
When I meet with students to assess exam performance and the topic of multiple choice questions comes up, oftentimes the student says, “I thought I was good at multiple choice but apparently I’m not.” Although I don’t like that the student has given up on himself, I use this as an opportunity to work on multiple choice strategies.
The theme I use for teaching multiple choice is control: you need to stay in control of the question, not the other way around.
The first step is to read with a purpose. Read the call of the question for the expected outcome: “What is P’s best argument?” “If D wins, what is the basis?” “How should the judge rule?” This sets up the framework for the best answer choice. Next, read the fact pattern and identify the central issue. Then recall the relevant rule. Don’t look to the answer choices for help in figuring out the issue or the rule. Three are written to distract you away from this. Only look at the answer choices after you know what you are looking for. The best answer choice will address both the central issue and the correct rule. If the issue raised in the answer doesn’t match the issue raised in the question, it is not the best choice. If the legal basis for each answer choice isn’t relevant or completely correct, then it is not the best answer choice.
Just as writing an essay response is a process, so too is answering a multiple choice question. The difference is that with an essay your response must demonstrate the process and with multiple choice you demonstrate the process by choosing the best answer. Knowing the material is not enough to get a question correct. You have to work through practice questions and master the process in order to get the correct answer. Take the time, practice the process, and stay in control.
Friday, April 10, 2015
It’s almost time for exams which means students across the country will put healthy lifestyles on hold in order to spend more time studying. Yes, studying is important but if you want your brain working at optimal capacity, then feed it right. Junk food isn’t good for your body or your brain. Fuel yourself with food that enhances your brain function, mood, and memory. Instead of reaching for chips, candy, or an energy drink, try one of these brain foods. Broccoli and other dark green leafy vegetables are a great source of vitamins and minerals known to enhance cognitive function and improve brainpower. Blueberries and strawberries are effective in improving short term memory. Peanut butter has fat but the good kind- it keeps the heart and brain healthy and functioning properly. Unlike grains like rice and pasta that cause energy levels to peak and crash, leaving your brain exhausted, whole grains provide a steady flow of energy. Dark chocolate in moderation improves blood flow to the brain which improves cognitive function. Not only will your brain thank you but when exams are over you’ll still be able to fit into your clothes.
Monday, February 16, 2015
Law students spend hours and hours studying. A 60 hour week is the norm. The law school study standard is 3 hours of prep for every hour of class. This means actual study time, not time spent in the library. You may think you are productive but are you? Of those 4 hours you spent in the library last night, how much of that time was spent on actual studying? One way to measure it is to track your “billable hours.” Make note of the time you start studying and use the timer on your phone to track how long you are on task. Stop the timer every time you stop studying. Even if it’s just a few seconds, stop the timer. How many times did you stop to read a text, send a text, check twitter feed or facebook updates, talk to someone, get up and stretch, re-organize your materials? This adds up and you are probably not as productive as you think. Once you realize how much time you waste, use the timer to keep you focused. If you plan on studying for 3 hours, you know that reading and responding to a text means stopping the timer and 3 hours can turn into 4 or 5. Would you rather spend that time at your desk or in the library, or would you rather spend it doing something you enjoy? The choice is yours. (KSK)
Friday, January 23, 2015
Law school is a challenging endeavor. The LSAT, application process, and transition to law school are hurdles that arise before students are even asked to write their first legal memo, participate in their first round of Socratic torture, or face the fierce competition exhibited by their new peer group. These are daily challenges for new law students. Why then would I suggest that they (and we) seek out more challenges?
When we are challenged, we sometimes feel deflated or weaker. We are out of our comfort zone; we are troubled, worried, stressed; and we are overwhelmed. This does not seem like a state of mind to encourage. However, I firmly believe that it is when are challenged, that we are able to grow, transcend our self-doubts, and establish mechanisms to better prepare for future challenges. Unfortunately, challenges, obstacles, naysayers, and competitors exist. They exist in law school, in life; and, they certainly exist in legal practice. Therefore, we need to face them head-on and become better at overcoming them.
The more often we are challenged, the more empowered we become. Thus, take on an extra project, or register for an intensive course on a complex topic, run a race or climb a peak, participate in moot court, apply for a competitive job, or do something really scary (caveat: do not break the law, remember to wear safety glasses, and always read the fine print).
Undoubtedly, there will be failures, mistakes, and defeats; but, the learning and self-growth is an incredible silver lining. Whether success is elusive or easily achieved, the experience builds resilience and a new level of self-confidence. As the FM dial frequently reminds us, “What doesn’t kill you makes you stronger!”
Monday, January 19, 2015
If you are a first year law student - especially - it is important to take stock of your law school learning and progress. Regardless of the results of your fall exams, there is much to be learned from your exam results.
* Get copies of your exams -- all of them -- to the extent that your law school permits. Review your exams carefully.
* Ask yourself how your best essay answers differ from the essays that you are less pleased with.
* If your professors have made rubrics or sample/model answers available make good use of those resources.
- outline the model or sample answer & look to see how it compares with your own.
- does the model or sample answer use the IRAC structure?
- does your answer follow the IRAC structure, using IRAC is a good way to ensure that you include the necessary components of legal analysis, such as the rule and use of the exam facts?
- what points of law or analysis are noted in the rubric or sample/model answer -- but not in your answer?
- did your course outlines contain the information needed to do well on the exams? If not, learn from this experience as you prepare outlines for the spring courses.
* Make appointments to meet with your porfessors -- even for courses that ended in December. Meeting with your professors helps you to learn from the exam experience. But be prepared for those meetings by thoroughly reviewing your exams - before the meetings.
Friday, January 16, 2015
I was speaking with one of my students, a 3L, about her preparation for the bar exam this summer. She mentioned that she did not take several bar tested subjects, but that she felt prepared for the core courses except for Contracts. I asked her what happened in Contracts. She said she loved her Professor; she participated in class, studied hard and understood the material, but got a C on the final both semesters. I then asked her what happened when she reviewed her exam. She replied that she did not review her exam. I asked her what her Professor said when she met with him to discuss her performance. To my dismay, she said that she did not meet with him. Why? She said she was too scared to meet with him. While I know this happens with scary Professor Kingsfield types, her Professor does not fit that description. I explained that even if she was a bit nervous about meeting with him, she should have made the effort.
After we take an exam, we have a good idea about how we performed. If, for some reason, our actual performance does not align with our perceived performance, it is best determine why this discrepancy exists. This student is now in her last semester of law school and approaching her bar review without knowing whether she truly understands Contracts. Was it merely an organizational error on her final? Did she manage her time poorly? Did she miss an essential issue? Or, did she have fundamental problems with her conceptual knowledge of contract law?
In retrospect, she realized that she should have faced her fears and made an appointment to discuss her final exam with her Professor. But, we cannot live in the past. I suggested that she make an appointment now with her 1L Contracts Professor. He may not remember her, he most certainly will not remember her final exam, and he may not be able to give her a ton of feedback. However, he might be able to provide some insights into her grade. For instance, there are likely some common trends that appear in exams that he gives a C grade. Also, he may be able to offer insights about how he grades verses what will be tested and graded on the bar exam. And, lastly, even if he does not offer much information about her particular performance, she will feel more empowered by the experience. By facing her fear and being self-motivated to ascertain why Contracts eluded her, she will be more confident moving forward with her last semester and her bar prep and will likely stop letting this moment in her past affect how she feels in the present.
Friday, December 19, 2014
Law students breathe a sigh of relief once all of their exams are over and the last papers turned in. It is such a good feeling to have the semester over! No more studying for the time being!
Alas, the relief is short-lived for some students. They begin almost immediately to worry about the final grades for their courses. For some students, the worry is caused by being too close to the GPA needed to meet academic standards. For other students, the worry is caused by wanting a certain GPA for qualifying for a certain law firm's job application cut-off or retaining scholarship aid or achieving some other standard for a law-school honor.
Whatever the reason for the worry, it can cause sleepless nights and self-doubt until the grades are finally posted. It is the lack of control over the grades that makes students anxious. Not only do they need to do their personal best, but they need to achieve a high enough score to "beat the curve" for the class.
The recommended percentages for each grade bracket of most law schools' curves mean that the overall class performance determines the grades given. Students know that if everyone in the class knew the material and performed well on the exam then just 2 or 3 points can be the difference between a higher or lower letter grade. They realize that some folks will get low grades no matter how large the break between the lowest C and the next grouping. No wonder students sign up for seminars that often do not have to conform to the recommended curve.
It is important to put grades into perspective while waiting for the outcomes:
- You cannot change anything about the exam that is already completed or the paper that is already turned in. Stewing about the misread fact pattern, the forgotten rule, the missed issue, the skimpy case analysis, and more will not change anything. We are not perfect, so it is inevitable in law exams and assignments that perfection will not be reached. All of us remember "the ones that got away" in our law school experiences.
- A final exam grade reflects one's performance on one set of questions on one day at one time. Any student who was sick, tired, stressed, or unfocused during the exam can know that the grade reflects those less than optimal circumstances and not just knowledge/application.
- Over the full spectrum of a law degree, students benefit from the curve as often as they get hurt by the curve. It evens out over time. The break in the curve gives you a higher grade on one exam but may catch you with a lower grade on another.
- A low grade does not mean you are less intelligent, less worthy, or less talented than the day you walked across the threshold of your law school for the first time your 1L year. It merely means that you need to implement some new strategies and forge ahead. Do not allow grades to undermine your self-worth.
- Grades indicate opportunities for improvement rather than just measures of performance. There are lots of ways to improve on test-taking whether the exams are true-false, multiple choice, short answer, fact-pattern essay, or some other variation. ASP professionals can assist students in evaluating their problem areas and work on strategies with them.
After the initial angst of grades that are less than you hoped for, pull yourself together. You can do this with assistance. Review your exams or papers with your faculty members to get feedback on what you did well and what you need to improve. Then make an appointment with your academic success professional to implement a plan for that improvement. (Amy Jarmon)
Friday, December 5, 2014
I recently attended a lecture by Dr. Walter Mischel, who is known for administering “The Marshmallow Test” to young children as a researcher at Stanford. As many of you are aware, the test consisted of children sitting in a room with a single marshmallow (or another sweet treat) while being asked to delay eating it. If they delayed their gratification, the child would get a greater reward at a later time (typically two marshmallows). The experiment produced interesting and, at times, comical responses from the children being observed. You can check out some Marshmallow Test videos on YouTube to watch the eye rolling, seat squirming, and general agitation exhibited by the children.
While the underlying experiments were amusing to watch, the conclusions drawn from the initial experiments and the long term studies were quite insightful. Essentially, by understanding our impulses and how we can retrain ourselves in order to have greater willpower, we can make better choices and be more productive. Many of us believe that human nature rules whether the child would take the marshmallow instead of waiting (or whether the student would study for another 2 hours before watching an episode of their favorite show or checking their Facebook page). While some are more inclined to eat the marshmallow right away, many are able to resist for a limited amount of time.
As Dr. Mischel pointed out, we can all learn how to control our impulses (kids with marshmallows or adults with other enticements). For example, if you know that when you go to holiday parties, you rush the dessert table and do not leave that table until you have sampled two of each type of dessert, you can put a plan in place in order to limit your dessert intake. If you have no plan in place or if you arrive to the party hungry, you are more likely to fall into the dessert vortex. If plan ahead, to first spend some time at the crudité and also allow yourself a bite from three different sweets over the course of the event, you are more likely to be successful in limiting your impulses. Alternatively, if you instead plan to abstain completely from eating dessert at the party, you will likely fail. Thus, deliberate and premeditated change in small increments helps create a new practice that is easier to successfully adopt and sustain.
How does this apply to law students? Law students often succumb to and/or are ambushed by procrastination. It is difficult to delay gratification no matter what age. I learned from the marshmallow studies and from Dr. Michel’s presentation that we can all learn how to control our impulses if we understand what drives our impulses and if we are committed to making one small change at a time. In my example above, an individual knows that they struggle with overindulging in dessert. The willpower is harder to maintain without a clear and doable strategy in place. However, recognizing the temptation, adopting a realistic alternative, and planning ahead create a method for success. If law students try to more fully understand their impulsive triggers, they are better positioned to generate a plan to resist or avoid them.
Thus, law students can follow this strategy to use their time more effectively and more efficiently. Here are a few ideas:
- They can begin by writing out typical time stealers and creating targeted goals to reduce them. (Examples: When I study in groups, I am easily drawn off topic. When I turn on the television, I end up watching it for longer than I expected. If I turn my phone on while I am studying, my social media becomes a huge distraction.)
- They can purchase or create calendars in order to plan and track their time. Hard copy calendars visualize their priorities much better than a computer version.
- They can turn off their electronic devices while they study for a continuous block of time. (Example: I will study Torts for 3 hours in the library and leave my computer and phone in my locker.)
- They can disable their Wi-Fi while in class or while reviewing notes on their computer.
- They can establish a reward system that motivates this continued behavior. (Example: If I complete my stated study goal, I will get a night off or an extra hour of sleep, or more time for a special activity.)
Once an effective time management plan is established and the inherent benefits are apparent, students are more apt to fully adopt these new strategies by continuing to buck their impulses. After all, two marshmallows later are better than one marshmallow now.
(Lisa Bove Young)
Wednesday, December 3, 2014
Winter has arrived. Just as the temperatures are dropping and daylight hours are getting shorter, students are gearing up for longer study days and less sleep. During exam period, students tend to over-consume caffeine and junk food and cut back on sleep and exercise. This combination often leads to fatigue and illness. Getting sick is the last thing you want to happen during exams. Exam period is when you need to be at your best so don’t underestimate the importance of healthy habits. Keep your body strong in order to keep your brain strong. Study for those exams but also eat a vegetable, go for a brisk walk, and get some sleep.
Monday, December 1, 2014
Across the country law students are studying for semester exams. This is not the first blog post about staying healthy, managing time, and staying organized and motivated during exam prep. There is a reason for that. Law students tend to get distracted by what you are doing for exams that you forget to understand why you are studying for exams. It’s because you want to be a lawyer. Well, I’m a lawyer, too. Yes, I went to law school a long time ago and but exam prep hasn’t changed much. Law students still consume way too much caffeine, don’t shower or shave often enough, and stay up until the wee hours of the morning and then crash until noon. I don’t recommend doing any of these things. Law school is the bridge to the profession of law so treat it as such and start studying like a professional. Get up at 7-7:30, shower, eat breakfast, and be ready to study by 8-8:30. Put in 4 good hours in the morning (with a short break) and then take an hour for lunch. Not only do you need to feed your body but you need to give your brain a break and a chance to re-charge. After lunch, it’s time for another 4 focused hours of studying. It’s now 5-5:30 but you aren’t starving because you ate a decent breakfast and lunch. You take a 30-minute break (have a snack, get some fresh air), and are good for another 2 hours. Now it is 7-7:30 and you are hungry and tired. You’ve put in 10+ hours and it’s time to call it a day. You prepare and eat dinner and catch up on email and social media. Before going to bed, you review all you’ve accomplished and make a plan for the next day so when you get to your study spot you are ready to go and don’t have to waste time figuring out what to do. If this sounds too easy to be true, it’s not. It just requires you to stop thinking like an undergrad and start thinking like a lawyer.
Monday, November 24, 2014
For most people, the end of November means Thanksgiving and the holiday shopping season. It means family, food, and football. For law students, it means the start of exams. It is a time for writing papers, creating outlines, and studying. A lot of studying. For 1Ls especially, it can be stressful and quite overwhelming. This is the first set of exams they will take and success is not guaranteed.
I recently had breakfast with a group of 2Ls and as the conversation turned to exams, I asked them to share some advice: what do 1Ls need to know about law school exams? Here are their wise words:
- Make your own outline and start with 20 minute blocks to overcome beginner’s inertia.
- Focus on what is important, including the non-school aspects. Don’t let finals take over your life.
- Don’t mistake organizing for studying. You make the perfect outline and not know a thing on it.
- Know the terms of art and use them when answering questions.
- Many people study in different ways. Trust your methods. Don’t feel like you have to be white knuckle the whole finals period.
- Studying is key, but you need to know when to stop. If your outline is done (and it should be) stop the night before the final and do something else: anything else. Especially near the end of your finals, you need to give your brain a break.
- Don’t neglect relationships.
Thursday, November 20, 2014
With Thanksgiving week coming up, law students everywhere are thinking about spending time with family and friends and taking a few days off to relax. However, the long weekend is also a great time to begin thinking about final exam preparation. Therefore, in between the pumpkin pie and leftover turkey sandwiches, law students, especially 1Ls, will benefit from creating a study strategy for upcoming finals. Here are a few ways to get started:
- Create a detailed study plan. Calendar the next month so that you are able to incorporate your study agenda with all of your other responsibilities. Don’t forget to calendar your down time including: exercise, veg-out time, and the basics...like sleep.
- Think about what you covered thus far this semester in class. Did you spend more time on particular areas of law or on certain cases? If yes, make sure you have a solid understanding of those areas. In addition to reviewing your notes from class, go back and reread the important cases again and take detailed notes.
- Prepare to begin memorization. Depending on when your finals are scheduled, you may not be ready to begin the memorization process. However, this is a great time to prepare for memorization. Create study aids (see below) and/or mnemonics as you begin reviewing the material.
- Consider your learning style. Are you a visual learner? Then, try creating a flowchart or mind-map. Use a whiteboard and color-code your checklists. Are you a kinesthetic learner? Make flashcards or record yourself talking about the law or reciting the elements. Think outside the box, not everyone learns from “outlining.” Instead, I encourage you to create a “study aid” that is tailored to your needs as a learner.
- Review the big picture. Having an understanding of the law or the overarching legal theories will help you as you begin your memorization and intensive studying. A good way to effectuate this understanding is to create a one page schema or mind-map of the main ideas or concepts from the course. This will help you see the big picture without getting bogged down in the minutia and will help you see how connections can be made between the many parts. Chunking the material into sections will also help you make these connections and allow you to have a deeper understanding of the law.
- Look over sample outlines and study guides. These can help you get started, but try not to rely solely on them for your exam study. Also, many of the bar review companies provide 1L study guide material, which may include traditional outlines, on-line lectures, and practice questions. These are great resources and are typically free!
- Ask for your Professor or Academic Success Office for past sample exams. These exams are extremely valuable study tools. You can use them to identify the issues being tested, the rules to apply, and, more importantly, to understand your Professor's expectations.
- Take practice tests. You can also simulate a final exam with past exams or hypos and practice questions found in various study aids. The more exam writing you practice, the more proficient you will become. This is the most effective way to study for final exams! It is not only what you know, but also being able to apply what you know in a timely and logical manner.
- Lastly, Thanksgiving is about being thankful. If you are not happy, well-rested, self-confident, and balanced, the rest of your life (especially exam prep) will not be productive. Use this time to reflect on what you are thankful for, catch up on your sleep, and build up your spirit.
I hope you have a wonderful Thanksgiving!
(Lisa Bove Young)
Wednesday, October 15, 2014
Mid October means time for mid-terms. In addition to preparing for the substance, you should also prepare for the exam experience. Here are a few tips for getting and staying focused during an exam.
- Before the exam begins: Sit calmly and do not think about anything or anyone else. Listen carefully to instructions. Do not worry about any other part of the exam. Focus solely on what is right in front of you. Take it one step at a time.
- When the exam begins: Look at the first question and take a second to remind yourself that you can do this. Start smoothly, work efficiently, and remain focused and calm.
- If you get stuck: Take a breath and take it one step at a time. (1) Identify the issue. This will help you regain your composure and lead you back to the process of thinking like a lawyer. (2) Look at the facts, starting with the nouns: identify parties and legal relationships. Then look at the verbs: what are the parties doing? Identify acts or omissions. Next, look at the adjectives and adverbs, dates and sequence of events. Your professor included them for a reason. Identify the connection to the nouns and verbs. (3) Develop a rule using legal terms like reasonable, intentional, foreseeable, exceeds the scope, etc. (4) Stay calm and continue to work through the question.
- After the exam is over:Put it behind you. You did the best you could and (over)thinking about perceived mistakes or perfection only leads to a false sense of performance. Don’t discuss it with your classmates. This is the cardinal rule of exams. Invariably someone will bring up an issue that you didn’t see (or vice versa) and you won’t be able to stop thinking about it and will convince yourself that you bombed the test. If someone asks you how you did, just respond with, “I did the best I could.”
Go into the mid-term ready to handle the substance, manage your time, and keep your cool. If you can do this, you will surely succeed. (KSK)
Monday, October 6, 2014
Recent studies show that reading is good for us and that reading in print is, well, even better.
To quote a recent, ahem – online publication – “reading in print helps with comprehension.”
So, what do these studies mean for law students? Law students might consider the following:
- In your Legal Research and Writing class, print out the sources, e.g., the cases and statutes, that are relevant to your assignments and that you will use to write those memos.
- Print out your notes and outlines – if you have typed them. Put these materials in binders and read them from the printed page – not on the screen.
- Reconsider using textbooks in e-book format and favor print books.
- Build in time to read for relaxation – a print book, short story, or magazine – of course.
Wednesday, October 1, 2014
Multitasking is a way of life for those who’ve grown up in the digital era. You might be talking face-to-face with a friend but you are also texting or checking social media. Even those of us who grew up “b.c.” (before computers) now consider multitasking an essential skill. Why simply drive somewhere when you can drive and talk to someone on the phone? We are busy. We need to multitask. We are good at it. Well, we might not be as good as we think. Research shows that when people do several things at once, they do all of them worse than those who focus on one thing at a time. Multitaskers take longer to complete tasks, make more mistakes, and remember less. In addition, research into multitasking while learning shows that learners have gaps in knowledge, more shallow understanding of the material, and more difficulty transferring the learning to new contexts.
For many, multitasking has become such the norm that you don’t even think about it, you just do it. That’s the problem—you don’t think. However, take a minute to consider why you multitask. Is there an actual need for it? No. You do it because technology has made it possible, because you want to, because meetings/classes are boring, because you don’t want to wait. This is not to say that you shouldn’t watch tv while getting dressed in the morning. But do think twice before multitasking while preparing for and during class. You don’t need to check social media while reading cases. You don’t have to check fantasy football stats during class discussion. Although switching between these tasks may only add a time cost of less than a second, this adds up as you do it over and over again. Class requires focus and multitasking distracts your brain from fully engaging with the material.
The next time you go to class, put the phone on silent and put it away, turn off the internet or shut your lap top. Then focus on the professor and what is going on in the class. The first few minutes will be tough because your brain isn’t used to focusing on one task at a time. However, it won’t take long before your brain realizes it only has to do one thing. You will concentrate more deeply and learn so much more than your classmates who are busy tweeting how bored they are, checking fantasy football stats, and not picking up the exam tip the professor just gave. (KSK)
This idea for this post came from Sara Sampson, OSU Moritz College of Law’s Assistant Dean for Information Services. She made a short presentation on this topic at orientation and was so kind to share her notes and research. Thank you!
Monday, September 29, 2014
Time management and doctrinal classes can be challenging enough. However, when Legal Research and Writing assignments are thrown into the mix, your schedule can get even more challenging.
First, create a weekly schedule as a way to effectively manage your time. Start by penciling in your classes; then add work hours, if any, and regular appointments. Next block out study times for each class (4-5 hours for every hour that you are in class). Remember to add breaks -- every now and then. Do not try to study for hours on end -- without breaks of, say 10-15 minutes, after 60-90 minutes of study.
Next, look at your Legal Research and Writing Syllabus- note the deadlines for major writing assignments and work backward from those deadlines. When will you complete your draft? When will you outline the assignment? When will you finish the bulk of the required research? Add these tasks to your weekly schedule to maximize the likelihood that you will not be doing the bulk of the work the day before the assignment is due. Try to leave time to print out your draft and set it aside for a while (24 hours is a good goal) -- before your final proofread and edit.
If you stray from your weekly schedule once or twice, do not discard the schedule. Instead, try to get back on the schedule. Last - but not least - remember to include time for exercise and enjoyment.
Friday, September 26, 2014
I really enjoy my students. It is a privilege to help them reach their academic potential. With new strategies, encouragement, and regular support many of the students who were struggling can make a major turn-around. When they stop by or email me to tell me about the high grade on a midterm, a positive critique on a paper, their first B grades in law school, and other triumphs, I share their joy.
Each student is unique in the combination of learning styles, personal and academic challenges, course difficulties, and more. Although there are strategies that work for most students, those strategies may not be a match with others.
I discuss with my students that the materials that I give them will pull together strategies that have worked for many students - strategies that are based on memory and learning theory as well as other research. I explain the reasons for the strategies and their relevance to grades, future bar passage, and ultimately to practice. I also encourage them that if the strategies do not work for them as individuals that we need to explore what strategies will work for them. We can work as a team to modify approaches or brainstorm new approaches that will work.
Most students are eager to become more successful learners. They readily become part of the team to improve their academics. They want to learn more deeply, to improve their skills, and to improve their later performance on the bar exam and in practice. The meetings become a dialogue seeking the strategies that work best for them as individuals. We discuss, tweak, and brainstorm together.
One challenge to a team effort is that some students are resistant to any change in their study habits even when their grades indicate that their past strategies have not been successful. Change is frightening when the consequence of not making grades is dismissal from law school. Change is stressful when they are struggling with the first bad grades in a lifetime and silently question whether other law students are smarter. Change is very uncomfortable when old habits feel so safe in comparison to new techniques.
With these students, I discuss strategies that will move their studies closer to success within their limited comfort with change. As they see positive results with small steps, they are often willing to try additional small changes. Unfortunately, because they limit the number and range of strategies, they often also limit their academic improvement compared to other students who are open to change.
Another challenge to a team effort is that some students are not invested in their academics to a level that allows them to live up to their true academic potential. For a few, the reality is that responsibilities and circumstances outside of law school limit their time for studying. Examples of these aspects would be care for elderly parents, serious medical illness in the family, personal illness, or financial problems. For other students, the extra hours that law school requires to get high grades does not seem worth the effort. They are content with studying enough hours to keep their grades above the academic standards but not more than that amount.
With these students, I work together to get more results from the time invested. Where time is being consumed by study methods that get little oomph, it can be boosted by more effective strategies. Often undergraduate study methods can be modified for law study to get more traction. These students can still improve some - though again the reality is that their improvement is likely to be less than students who have more hours to invest in effective study.
Throughout the process, I try to encourage students, to read between the lines as to what is going on with them, and to be supportive. Each student has to make a decision as to what strategies are feasible to implement within the personal framework of that student. The individual's parameters will determine the student's overall success in academics. I can be a guide and a partner in the process. The student has to make the final choices as to time and effort. I have to respect their choices even when I recognize that they will not meet their full academic potential. (Amy Jarmon)
Thursday, September 25, 2014
The following web sites and applications have been suggested by law students to help other law students:
- Flashcard Machine: website and app that allow the making of flashcards, random sort, and temporary removal from the deck (flashcardmachine.com)
- Quizlet: website and apps for flashcards, fill-in-the-blank, and essay questions; can share with others (quizlet.com)
- SelfControl: Mac app for blocking websites, e-mail, and internet for set time period (selfcontrolapp.com)
- Chrome Nanny: a Google Chrome extension to block time-wasting websites
- Facebook Nanny: another Google Chrome extension to block your Facebook access unless you have a notifications
- Blotter: app for Mac users for desktop time management schedule
If you have apps and websites that are your favorites, please send me an e-mail with the heading "Apps and Websites" at firstname.lastname@example.org so that I may share them with our readers. (Amy Jarmon)