I saw an interesting infomap on the result of most lecturing: One year after a lecture more than 95 percent of the students recalled little more than students who never attended the course. Only 8 percent of lecturers take any account of research in teaching in preparing classes. Would there be a link? In legal lecturing there sure is.
I have met few legal lecturers who have a decent notion about what professional lecturing is all about. Most have no clue about learning processes. Most lecturers deem their legal expertise sufficient to achieve succes in lecturing. A few lecturers are aware of their deficiencies in teaching. Some legal educational organisations provide their teachers with a basic course about teaching. All this is strange.
A professional car racer learns how to race; a doctor learns how to exercise his profession. But a lecturer is simply expected to know how to teach without even learning how to do it. No wonder lecturing results are so poor.
Suggestion for legal lecturers: press your institution to fascilitate your teaching by providing you with some good teaching skills. Or start reading a book on for example learner-centered teaching. A relief for lecturer and students!