An Inspired Classroom or Meeting: Re-Inventing Yourself & Your ApproachSEAALL Annual Conference 2017 (2017)
Judging a Book by Its Cover: Your students are passing judgment on you before your class even truly begins. Most frequently, they are judging you based solely on your gender or gender identification, the way in which you carry yourself, and your ability, or inability, to command your classroom. This session will help to provide attendees with things to think about prior to walking in the door, how to best present themselves, how to implement what some may call non-traditional teaching methods and/or roles in a legal research course, and how to overcome these challenges by rising above and dealing with these issues head-on all while being successful. Panelists will discuss their own personal experiences, as well as experiences of colleagues, and how they could have responded more appropriately or prepared themselves ahead of time to avoid, or improve, an already sticky or difficult situation. Some topics that will be explored are: • Managing your personal image when it comes to gender or gender identity. How does one create an equitable environment in which they can proudly represent who they are all while maintaining control and respect in the classroom or meeting? • Perceptions of authority in the classroom and how to communicate the correct, or desired, message. As a professor, you need to consider not only how you prepare your teaching materials for each class session, but also how you prepare yourself. What is the role you are trying to fill: friend, mentor, professor, etc.? In this desired role, how much authority do you really have? How do you respond to their perceptions and, if incorrect, how do you change their perceptions without becoming the “mean professor?” • The idea of implementing what may be seen as non-traditional teaching methods in a legal research course to create a “flipped classroom on steroids.” Is it possible to use the Socratic method outside of doctrinal courses? How can one change up what has been seen as the “traditional” legal research classroom to create a more dynamic, innovative environment? Will this bring more legitimacy to legal research as a course when students start to compare it with their other substantive courses? For example, the Socratic method and how it can be used outside of doctrinal courses, changing up the “traditional” legal research classroom, etc.
Publication DateMarch 31, 2017
Citation InformationJennifer R Mart-Rice, Caroline L. Osborne, Alyson Drake, Alexis Fetzer, et al.. "An Inspired Classroom or Meeting: Re-Inventing Yourself & Your Approach" SEAALL Annual Conference 2017 (2017)
Available at: http://works.bepress.com/jennifer_mart-rice/14/