The start of a new academic year has me reflecting on the unplanned learning opportunities that can enrich students’ educations. While we meticulously develop curriculums, learning outcomes, and assessments, some of the most valuable lessons often arise spontaneously, sometimes even in an email.
An Unplanned Teaching Moment
I recall a student from years ago who sent a series of emails that, to put it mildly, were unprofessional. The tone and content were inappropriate, and the messages had not been copied to the student’s supervisor. Initially, I was taken aback and felt like teaching that individual a lesson. Soon after, I recognized the situation as a chance for growth.
I responded to the student, copying their supervisor, and later spoke with them about the emails. We discussed expectations for professional communication and the potential impact on a recipient. They apologized, and the issue was resolved. I realized then that not every learning opportunity is planned.
Turning Problems into Lessons
Requests for extensions, missed classes or assignments, academic misconduct, plagiarism, and unprofessional communication can all be frustrating. Our first instinct might be to focus on the problem itself: we consider what happened, which rule was broken, and what consequence should follow.
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Those considerations matter, but they are not the only ones we can explore. Consider a student asking for an extension. We could simply decide whether to grant it, remind them of the deadline, and move on. Or we could ask them to view the situation through a lawyer’s lens.
Lawyers may face deadlines they cannot meet. They may be unable to attend a scheduled appearance. They may need more time to respond to opposing counsel or file something with the court. The answer is not always to grant an extension.
Procedural requirements, consequences, and other parties can be affected. The lawyer may need to communicate with a supervising attorney, opposing counsel, the court, a client, or another stakeholder. The problem is the starting point, but the learning does not end there.
The Learning Opportunity in Response
Professional growth often begins with unexpected challenges.
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When something goes wrong, there is often something to learn. The important lesson is not necessarily whether the student receives the extension; it lies in helping them understand how the situation should be handled. Even plagiarism or academic misconduct can become a teaching moment, not by excusing the behavior, but by clarifying what occurred, why it matters, and how it might affect a professional context.
The same principle applies to lawyers in practice. Mistakes happen, and the response to those mistakes distinguishes a competent professional. A lawyer who recognizes a problem, takes responsibility, determines what needs to happen next, and acts appropriately demonstrates valuable professional behaviors that can be developed long before entering practice.
These unplanned learning opportunities are not about avoiding mistakes; they focus on what to do when mistakes occur. They support the development of professional judgment and clarify the next steps. Ultimately, they show that professionalism begins before practice.
