“I knew I wasn’t cut out for law school.”
“I’m just bad at multiple choice.”
“I always mess up essays.”
ASPs hear statements like this all the time. After a disappointing grade or difficult practice set, many students judge themselves instead of evaluating their performance. A single outcome becomes evidence of who they are, rather than information about what they need to improve.
This tendency is understandable. Performance in law schools is constantly measured, compared, and evaluated. Law students tend to be driven to get the best grade or the best opportunity. But, if students want to become stronger learners (and stronger lawyers), they must develop a different mental habit. They need to think like coaches instead of critics.
The Difference Between Coach and Critic
Imagine watching a basketball game where the same player has missed ten free throws. A critic says: you’re terrible at this, you’ll never improve, you’re not good enough for the team. A coach says: your elbow is drifting, your follow-through is inconsistent, let’s make this adjustment then try again.
The difference is profound. The critic only focuses on identity, whereas the coach focuses on the behavior. The critic shuts learning down. The coach creates opportunities to learn and improve.
Many high-achieving students believe that they have to be hard on themselves to stay motivated. They think if they stop criticizing themselves, they’ll become complacent. But learning research suggests the opposite. Harsh self-judgment often narrows attention, increases anxiety, discourages risk-taking, and reduces willingness to seek feedback. Criticism rarely produces sustained improvement because it doesn’t identify how to improve. A coach mindset does.
Teaching a Coach Mindset
One of the most valuable habits we can teach is separating performance from identity. Teach students to ask questions like which strategies worked; what did I misunderstand; and what should I try differently next time. This shifts their attention from self-worth to skill development. Each practice set and exam is data for the next one.
ASPs can help students describe what happened on a particular assessment objectively, instead of resorting to self-judgment. The language we use to help students matters. Instead of “you missed too many issues,” say “let’s identify what cues you overlooked so you’ll recognize them next time.” This helps shift the mindset into a more objective performance review, with a focus on what they can change for the next exam. Students learn to speak to themselves in the way we speak to them.
This isn’t all about mistakes, either. Students should also be acknowledging their wins. Ask students about what improved since their last assessment, which strategies worked, and what they would repeat. Students often want to focus on their weaknesses without taking time to acknowledge and nurture their strengths. But growth shows that improvement is possible, which then fuels continued effort.
At its core, learning to have a coach mindset draws on metacognition. Students are learning to monitor how they learn, how they perform, and how they can adjust. Rather than reacting emotionally to outcomes, they can become investigators who are curious about their learning. This is not only a key still for law students, but also for lawyers.
(Dayna Smith)
