Victoria Ball, Arwen Joyce, and Charlotte Mill
Teaching law for the first time can cause anxiety and lead early career academics to question their competence. This teaching best practice guide, which is grounded in the undergraduate law student voice, aims to quell new tutors’ fears and anxieties by surfacing the views and advice of our students and combining this with advice gleaned from the academic literature on effective small group teaching. As such, the guide adds a unique and valuable perspective to existing teaching resources. The guide is organised into sections that align chronologically with three different stages of teaching: preparing to teach, in the classroom, and interacting with students after class, including helping students prepare for assessments. It can be read as a whole or dipped into when specific issues arise. The guide aims to provide the kind of friendly advice and support that an early career academic might receive from a supportive peer network.
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