Non-lawyers think lawyers love to talk, that it’s almost impossible to get them to shut up. Unfortunately for those of us in legal education, that stereotype doesn’t fit most law students.
It is difficult to get many law students to talk in class. Discussions are often dominated by just a few students, known to their peers as “gunners.” Many law students, including some of the brightest, won’t participate in class unless you force them to.
I have struggled with this issue throughout my teaching career, fighting to get all of my students actively involved in class, because the research clearly shows that active participants learn more.
Jay Howard, a sociology professor and dean at Butler University, has just written a book I wish I’d had when I began teaching. The book, Discussion in the College Classroom: Getting Your Students Engaged and Participating in Person and Online, is aimed at professors teaching undergraduates, but much of what Howard has to say applies equally to law students.
According to Howard, the problem arises in part from a mismatch of norms—students and professors have different expectations.
- Professors want students to pay attention. Students pay what Howard calls “civil attention,” showing external cues of attentiveness without fully engaging in the class.
- Students see the instructor as a fount of wisdom, the “sage on the stage.” Professors want students actively involved in their own learning because “the one doing the most work is the one doing the learning.”
- Professors want all students involved. Students follow the norm of “consolidation of responsibility,” allowing a few gunners to be responsible for carrying the discussion.
Howard discusses how to change classroom norms and get students more actively involved. His book is evidence-driven, not anecdotal. Howard backs up his suggestions with discussions of the relevant educational research. But the book is not a boring research tome. Its emphasis is practical and it’s a very easy read.
I only have one major complaint. I teach an online class and I was looking forward to seeing what Howard has to say about improving online discussion. But I thought that chapter was the weakest part of the book. Howard really doesn’t add anything to what books focused specifically on online teaching have already offered.
If you’re interested in improving the discussion in your classroom, I strongly recommend Dean Howard’s book. If your primary interest is online discussion, I suggest you look elsewhere.
Jay R. Howard, Discussion in the College Classroom: Getting Your Students Engaged and Participating in Person and Online (2015) [Jossey-Bass 224 pp. $38.00]
Disclaimer: I received a free review copy of this book, but that free copy was not conditioned in any way on publishing a review.