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Our lives are filled with so much ambiguity right now, it's overwhelming for us all.
I've had some long talks with law students over the past few days, to try to really get in their shoes and walk around.
What does this pandemic crisis world look like for them?
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I've had some long talks with law students over the past few days, to try to really get in their shoes and walk around.
What does this pandemic crisis world look like for them?
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One big takeaway for law professors: we have the power to clarify some of the ambiguity.
By making our expectations crystal clear.
Hopefully, by lowering our expectations accordingly and communicating this with clarity and transparency.
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By making our expectations crystal clear.
Hopefully, by lowering our expectations accordingly and communicating this with clarity and transparency.
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We can tell students explicitly what "pass" looks like.
For example, one of my colleagues told his students that since they all passed the midterm, they pass the course.
His students are staying engaged. And this is because they want to. And they trust him.
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For example, one of my colleagues told his students that since they all passed the midterm, they pass the course.
His students are staying engaged. And this is because they want to. And they trust him.
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We can tell students what to expect on the exams in our courses.
I sense this is one of the biggest points of confusion and ambiguity right now for them.
Faculty generally have wide berth to handle exams as they see fit.
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I sense this is one of the biggest points of confusion and ambiguity right now for them.
Faculty generally have wide berth to handle exams as they see fit.
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And, your students deserve prompt, transparent communication about your exam.
If you're still figuring it out? Tell your students this. Be honest that this crisis is impacting you, as well.
Set *their* expectations.
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If you're still figuring it out? Tell your students this. Be honest that this crisis is impacting you, as well.
Set *their* expectations.
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Another big takeaway from my convos with students: they already trust you as the "expert" and brilliant person you are and therefore any authentic display of humanity and vulnerability on your part will only strengthen their trust and admiration of you.
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They are drawing strength from your humanity. Your imperfections.
This is the gift of this time for us, the teachers.
And I find strength in this.
Because I honestly have no idea if I'm doing the right things for students in my course.
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This is the gift of this time for us, the teachers.
And I find strength in this.
Because I honestly have no idea if I'm doing the right things for students in my course.
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I've agonized and lost sleep trying to figure it out. I've talked about it with certain people so much they probably have blocked my cell number.
And, ultimately, I've tried to put myself in students' shoes. If I were them, what would I need? I've asked this Q directly, too.
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And, ultimately, I've tried to put myself in students' shoes. If I were them, what would I need? I've asked this Q directly, too.
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And, I've tried to bring my own experience to bear, and that of my entire network, to figure this out.
I don't know what the process looks like for others (and am really curious about this, too) and I hope someday we have the chance to compare notes.
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I don't know what the process looks like for others (and am really curious about this, too) and I hope someday we have the chance to compare notes.
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All of this is a long way of saying I hope we are extending ourselves incredible grace right now.
And extending grace to students, by releasing expectations (or resetting them) and seizing this opportunity to provide a crucial sense of certainty in this sea of ambiguity.
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And extending grace to students, by releasing expectations (or resetting them) and seizing this opportunity to provide a crucial sense of certainty in this sea of ambiguity.
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