Improving law school feedback: Dropping the sandwich

Over the last few weeks, some fascinating articles about feedback for law students have appeared in my inbox. But they seemed to be inconsistent. The first was this short but engaging post from February on the ‘feedback sandwich’ by Carrie Sperling over on the Best Practices for Legal Education blog. You are probably familiar with …

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Critical Legal Conference 2019: Alienation

The University of Perugia would like to invite streams and papers for the 2019 Critical Legal Conference. The event will take place between 12–14 September 2019. The deadline for submission of abstracts is the 15th of July. Theme: Alienation The 2019 Critical Legal Conference main theme will circle around the concept of “alienation”, a quite ambiguous word, …

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“I’m not an Actor!”

I recently had a conversation with another law teacher about teaching as entertainment. There is sometimes a suspicion that teachers that are engaging are teaching classes that are ‘content lite’ and that they lack the intellectual rigour of more traditionally delivered subjects.

This article though approaches the issue from a slightly different perspective. If a lecture is content rich but delivered in a dull monotone that lulls law students to sleep, is it teaching anything at all? Engaging teaching and intellectual content are not entirely separate objectives – they can both happen (and must happen) at the same time for teaching to be effective.

TOURO COLLEGE LEARNING & TEACHING EXCHANGE

Professor Hal Wicke
Assistant Professor
Deputy Chair, Department of Speech and Communication
New York School of Career and Applied Studies, Touro College
henry.wicke@touro.edu

Many years ago, a math instructor asked me to help her with teaching style. She was concerned that she was not an interesting teacher to her students. At the time, I was head of the school’s arts program, responsible for the theatre courses and productions. I took her seriously and asked her what she wanted from my coaching. She said she was concerned that her explanations of how to do math problems were not interesting to the students. She wanted to know how she could be more exciting and charismatic.

I suggested that she might begin working on her breathing which was shallow and choppy. We worked on slowing down her breathing and emitting a sound which was low and continuous. Then I asked to explain a…

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An Open Letter to My Teaching Colleagues – via Medium

Be kind. To yourself, to your colleagues, to your students, ... , and the misunderstanding public. Know that what you do is meaningful and has purpose and not everyone can do what you do. Remember how very unique you really are. I came across this short piece written by a school teacher.  While it is …

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