USING LEARNING THEORY TO CONNECT WITH LAW STUDENTS:
MOTIVATING OUR STUDENTS
Jennifer Rosato
Brooklyn Law School

1. INTRODUCTION
   How do you motivate your students to learn? Maybe you excite them with your passion for the material or dynamic teaching style. Maybe you use examples from “real life” to teach in context and show students the relevance of what they are learning. Maybe you intimidate them with the Socratic Method. Or give them regular, positive feedback.

   But do you know if any of these methods really work? This presentation will explore some of the existing literature on motivation and learning, and propose a variety of ways that we can motivate our students.

2. GENERAL PRINCIPLES
   1. Positive reinforcement is a better motivator than negative reinforcement
   2. It is better for students to possess intrinsic rather than extrinsic motivation
   3. Active learning is a more effective motivator than passive learning
   4. The students’ eagerness to learn is enhanced by interaction with the teacher and other students
   5. Students are more interested in learning when the material is perceived as personally relevant to them
   6. When motivation is fostered, learning is also fostered

3. TEACHING TO MOTIVATE
   1. According to learning theory, motivation is fostered when:
      1. The learning environment reflects an atmosphere of inclusion.
      2. Students are encouraged to develop a positive attitude towards learning.
      3. The meaning of the subject is enhanced by “creating challenging, thoughtful learning experiences that include students’ perspectives and values.”
      4. Students are made to feel that they are competent learners.
   2. Achieving these goals
      1. In the First Year
         -anxiety must be controlled so that it does not interfere with the students’ ability to learn.
         -learning should proceed at a steady pace, with small incremental steps.
         -teaching objectives should be clear, and should be articulated to students when appropriate.
         -active learning that resembles legal problem-solving should be encouraged.
         -students should be given positive feedback whenever possible (inside and outside of the classroom, oral and written).
         -students should be given group assignments in which they are encouraged to work together with other students towards a common goal.
         
      2. After the First Year
         -because anxiety is diminished and apathy more likely to set in, students must be given other reasons to learn: e.g., because the material is inherently interesting or because it has relevance to present or future professional goals.
         -teachers should use material that has more meaning to our upper-class students, including current events and popular culture such as tv shows, movies, or music.
         -students should to be given more responsibility for their learning by being called upon to lead class discussion, develop a role play, or present a paper. More generally, student participation should be encouraged and rewarded. The teacher’s expectations should remain high.
         -students’ voices and choices should be respected whenever possible: for example, by allowing opt-outs for participation, encouraging student-initiated paper topics, or assigning reflection papers.
         -students should continue to be encouraged to work together on group projects.
         -Overall, professors should model the values that they want their students to acquire: professionalism, hard work, passion, and creativity (to name a few). Students will identify with their professors and will strive to be like them.