I don't understand at this point what I want. I don't understand where I fit in and where I will be satisfied with my personal aspirations. . . At this point, revisiting the personal statement becomes a double-edged sword. Once students are challenged to summon and strengthen their heartfelt resolve to become excellent attorneys, the attention shifts to the law teacher. This brings us to the second day of class and the use of the personal statements as an educational resource.
Students arrive with their newly revised personal statements in hand.
The mood swing from the first hour is dramatic. I inform the class that we will engage in an exercise with their updated personal statements that makes plain the limitations of conventional legal study, sheds light on additional problem-solving skills that are otherwise neglected, and sets into motion an instructional pattern that will improve learning relationships among them. In other words, I broaden the purpose of their critical reflection, saying that they revisited their personal statements not only to reinvigorate motivation but moreover to set the stage for our learning adventure together. I begin the exercise by asking students to list the problem-solving skills that law school training is sharpening. In revisiting my Personal Statement, I am amazed at how optimistic I was about what I could do with my law degree and how I could 'make a positive difference'. . .