Law School Academics - 3. Class Participation

A small handful of law students can’t seem to stop talking in class—perhaps oversharing or going off-topic at times. But for the vast majority of students, this isn’t the case.

Some of us might feel anxious about contributing, or worry about what others will think—especially if we get the answer wrong. Others might simply not know the answer at all. I’ve experienced all of these feelings before, and I’m sure many others have too.

Yet we all know that class participation is important. It often makes up 20% of your final grade in each course, and more broadly, it helps you develop the legal communication skills that are essential for your future career.

Today, I’ll offer you some actionable steps to improve your class participation. This guide is structured in two parts: first, how to best prepare for class participation, and second, how to gain confidence to contribute.

Preparation for Class Participation

I think of class participation as an assessment where the effort you put into writing comprehensive notes often outweighs its actual impact on your final mark—typically 10-20%. Nevertheless, it consistently forms a core part of your assessment and arguably provides 'free marks' without the stress of a midterm or final exam.

Personally, I aim to spend an optimal amount of time on note-taking—enough to participate meaningfully in class but not too much that it feels like overkill. It’s all about return on investment. I try not to spend too long on readings, but also not too little. However, achieving the right balance is easier said than done.

Everything depends on your specific lecturer. The first few lessons of the term are crucial for identifying your lecturer’s style and how they assess class participation. For example, I’ve had lecturers who:

• Always ask students to outline the facts, ratio, and outcomes of cases.
• Only ask evaluative legal questions about why the case was decided a certain way and its merits.
• Don’t provide students any opportunity to participate unless they ask their own questions about concepts they didn’t understand.
• Favor asking academic or policy questions.
• Provide discussion questions ahead of the lesson to guide participation.

Figure this out early in the term, and it will inform how you approach your readings. For example, if your teacher always asks about facts, you need to know the details! If not, there's no need to spend long writing elaborate notes on them. If they ask legal and academic questions, then spend some time figuring out your unique perspective on the issue and offer that!

Confidence to Participate

Class participation can seem daunting, especially if you lack confidence in the value of your answer or constantly compare yourself to others. It can feel overwhelming and stressful.

One actionable step is to decide in advance what sections you want to participate in. For example, you might choose to explain the facts of a certain case or offer the outcome of another. Alternatively, set a timing goal—aim to contribute once in the first half of the lesson and once in the second half.

Another step to prevent waffling or going off-topic is to structure your responses. Start with a direct answer to the lecturer’s question and then explain your reasoning: e.g., “I believe this for two reasons. First, … second, …” Signposting your argument is a logical and effective way to contribute.

If you’re concerned about how others will perceive you, here are some mental frameworks I’ve used:

• It’s not embarrassing for others to see you study hard for a midterm or final exam, so why should it be for class participation, which is also part of your final mark?
• If you fear being put on the spot or stuttering, view it as a challenge to step outside your comfort zone. University is the safest environment for you to practice; it’s far better to learn here than in court.

And, as commonly said but worth repeating: most people are not thinking about you as much as you might fear. Ask yourself—do you remember every contribution your classmates made in class? Most likely not, only a few that stood out to you.

In short, other people aren’t scrutinizing every word you say, every time you stumble, or when you make a mistake. So go ahead and take small steps towards improving your class participation!

In Summary

1. Prepare Smartly: Identify your lecturer’s expectations early and tailor your preparation to their style.
2. Set Goals: Decide ahead of time which parts of the lesson you will participate in or set specific timing goals.
3. Mental Frameworks: Try and identify the mental obstacle that prevents you from participating confidently and rationally reason whether it is as scary as it seems.

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