TEACHING STRATEGIES

Adult Learners

Teaching adult learners is an exciting and satisfying profession. The students who attend paralegal programs are typically enthusiastic about acquiring new skills and are eager to learn. The varied backgrounds of students stimulate classroom participation. Some students may be newly minted graduates. Others may be legal secretaries, project assistants, or otherwise employed by law firms or legal employers and desire to learn more about the law. Some of these students may be attending a paralegal program to obtain a promotion. Others attend as a prelude to law school or with the thought that if they enjoy the work and the profession, they may ultimately attend law school. Still others are mid-career or making career changes. Finally, many students are older or postretirement or are entering the work force for the first time in a number of years.

I have taught classes in which there has been a gap of more than 40 years between the youngest student and the oldest student. One of the most satisfying results of teaching such classes is to observe the friendships, rapport, and collegiality that develop among students with such diverse backgrounds.

On the other hand, it is extremely challenging for an instructor to meet the needs of students who are sometimes two generations apart and have such differing goals. Whereas all (or nearly all) students in law school share a common goal, namely, to become lawyers, the same cannot be said of all paralegal students. Most intend to become paralegals, but some simply desire to know a bit about the law without investing the significant amounts of time and money law school requires. Others may be functioning as paralegals and simply desire to sharpen their skills while others fully intend to attend law school as soon as possible.

Each of these students brings certain strengths to the classroom. The younger students are often confident and are familiar with being in school. Those who are working or have worked in legal settings often have a wealth of information about “real life” in a law firm or legal department. Although older students who have not been in a school setting for a number of years often lack confidence and have concerns they will not be able to keep up with the younger students, they may bring invaluable life experience to the classroom. Often their writing skills are superior to those of younger students, and they are usually diligent, eager, and conscientious learners.

In general, today’s learners and adult learners are active learners. They prefer being actively involved in the learning process rather than taking copious notes, reading a textbook, and then being tested on the material. This preference for active learning makes legal research and writing a fun and exciting class.

Because the best way to learn legal research is to do it, students will spend a great deal of time in the law library examining the books and acquiring skill and proficiency at research. The challenging task of using the law books and finding the answers to questions on an assignment is often a welcome change from the passive learning in other classes.

The most satisfying aspect of teaching legal research and writing is to observe the progress made by the students. Instructors who teach other courses often have no way of knowing if students have truly mastered the material or if they have simply learned to be skillful students and test-takers. Legal research and writing instructors are able to observe students gain skill and mastery as they progress from the first class, not knowing the difference between a case and a statute, to the last class, capable of locating primary and secondary authorities and then using those authorities to prepare a clear and cogent written project.

Effective Strategies

For a short period of time several years ago, I had the opportunity to serve as Acting Program Director of the Legal Assistant Program (later renamed the “Paralegal Studies Program”) at Georgetown University in Washington, D.C. In the course of my duties, I was able to observe other instructors, meet with students, and review students’ written evaluations of their instructors. I was thus able to learn from students their perspectives as to which teaching techniques were effective and what students believed hindered their progress. After reviewing numerous evaluations and conferring with students I was able to draw some conclusions relating to three critical aspects of teaching: effective teaching strategies; techniques to establish rapport and maintain control in the classroom; and common complaints about instructors.

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Effective Instructors of Adults:

1. Are excited and enthusiastic about their subject and are eager to impart information to their students;

2. Clearly outline course objectives;

3. Give all assignments in writing;

4. Have well-organized class outlines, handouts, and other materials to reduce copious note-taking;

5. Give substantive presentations every class;

6. Do not waste class time getting organized;

7. Expect that adult learners have intellectual capabilities equal to their own and treat them accordingly;

8. Support students’ efforts and are patient in helping students who have different educational backgrounds or experiences;

9. Are familiar with required texts, handouts, and other materials;

10. Give realistic assignments and projects using examples that approximate real-life situations;

11. Respond to students’ need to know how they are doing in class by promptly returning graded papers with comments so students can improve their work;

12. Handle controversial issues and difficult students firmly and fairly;

13. Know “inside” information about their field and are able to share journals, articles, and other news about the field and employment opportunities;

14. Are quick to learn students’ names;

15. Meet their commitments to the class and expect the class to honor deadlines; and

16. Are eager to involve participants and use a variety of teaching techniques in class and to communicate with students.

Strategies to Establish Rapport and Maintain Control

1. At the first class session, welcome students, announce the course title, introduce yourself, and give a little background about yourself and the class.

2. At the first class session, briefly review course objectives, distribute/discuss the course syllabus, discuss and perhaps briefly review the texts required for the class, and make announcements that include information such as scheduled class breaks, use of laptops, and location of restrooms and vending machines.

3. For all classes, start on time. This sets the tone for the following sessions and discourages latecomers.

4. Learn students’ names quickly and use them. Using first names establishes an atmosphere of joint learning.

5. Use “we” rather than “I” to remind students that learning is a collaborative effort.

6. Gain the respect and friendship of the class. Occasional hecklers or complainers will find no support for their conduct.

7. Respond to questions openly and directly. If you do not know the answer to a question, offer to find the information, and then do so.

8. Avoid criticism or remarks about the facilities, the administration, or other instructors.

9. Look directly at students. Establish eye contact.

10. Watch for signs of fatigue or restlessness and then change the pace of your delivery, move about the room, allow a break, or introduce audio-visual or PowerPoint presentations or a new topic.

11. Allow time for questions.

12. Avoid rapid-fire delivery. Repeat material if necessary.

13. Make assignments clear. Major projects should be given in writing as handouts.

14. Try to make your delivery interesting, well organized, and stimulating. Avoid reading from the text or other written materials.

15. Avoid excessive “war stories.”

Common Complaints about Instructors

1. Instructor is late or disorganized.

2. Instructor is unprepared for class.

3. Instructor rushes through the material without allowing time for comments, discussion, or questions.

4. Instructor fails to follow course syllabus and makes frequent changes in the class schedule, exams, or projects.

5. Instructor gives unreasonable assignments.

6. Instructor ignores questions or becomes defensive when questions are asked.

7. Instructor is unavailable for discussion or assistance.

8. Instructor does not explain the basis of grades.

9. Instructor is unfamiliar with current topics in the field or relevant journals.

10. Instructor delays in returning assignments to students.

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