Some students may not ask questions because they feel isolated and unwelcome in the classroom for any number of reasons, including race, gender, sexual orientation, or their national origin. This essay deals not with factors that might affect individual students but with factors affecting the entire class. In response to this situation, a number of colleagues have had to devise useful ways to stimulate discussion in classes. The ideas presented here are by no means comprehensive. They may, however, offer useful suggestions to those who find themselves standing in front of a quiet classroom.
Students undoubtedly feel a great deal of anxiety in their law classes.
Some students are afraid to ask questions that might make them look foolish in front of classmates. I find that students will take more risks when I treat each question with respect, just as I treat each student with respect. I find that this approach is often appropriate for smaller classes. One colleague strongly disagrees with this approach, however. By forcing the student to rephrase the question, he hopes to help the student develop skills that will be useful before judges and in other high-pressure situations.