Articling Recruitment Guidelines
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Articling students must successfully complete the Manitoba CPLED Program and 52 weeks of full-time articles with an approved principal. Articling students must complete the two components within 2 years from the start of either the CPLED Program or articles, whichever is started earlier.
It is up to the student to locate and secure employment with a principal. The following is a link to the Robson Hall website setting out guidelines for Articling Recruitment in the City of Winnipeg and providing links to other provinces’ guidelines: http://law.robsonhall.ca/career-support/researching-legal-careers
To be admitted as an articling student, an applicant must submit the following:
The Law Society will review all the submitted material and consider whether the applicant is eligible to enter articles.
The Law Society will consider requests for part-time or split articles on an individual basis. The request and articling schedule must be submitted with the Application for Admission to the CPLED Program and as an Articling Student for review and approval.
In addition to the above, the following must be submitted no later than 2 weeks following the commencement of articles:
- Articling Agreement signed by the applicant and a lawyer who has been approved as a principal by the Law Society. The applicant is responsible for ensuring that the lawyer signing the Articling Agreement has been approved by the Law Society of Manitoba to act as a principal.
- Education Plan
To become a principal, a lawyer must submit an Application to Act as a Principal to the Law Society. The application will be assessed based on the lawyer's insurance, discipline and complaints history. Except in special cases, the lawyer must have practised law for at least three years. The Law Society will consider whether the lawyer can provide adequate training to an articling student.
Principals are obligated to provide guidance, by instruction and example, to articling students on the practice of law and the practical application of ethical standards and rules of professional conduct.
Defining Good Students Means More Than Just Grades
Many people define good students as those who receive the best grades. While it is true that good students often earn high grades, I contend that grades are just one aspect of how we define a good student. In fact, even poor students can earn high grades sometimes, so grades are not the best indicator of a student’s quality. Rather, a good student pursues scholarship, actively participates in class, and maintains a positive, professional relationship with instructors and peers.
Good students have a passion for learning that drives them to fully understand class material rather than just worry about what grades they receive in the course. Good students are actively engaged in scholarship, which means they enjoy reading and learning about their subject matter not just because readings and assignments are required. Of course, good students will complete their homework and all assignments, and they may even continue to perform research and learn more on the subject after the course ends. In some cases, good students will pursue a subject that interests them but might not be one of their strongest academic areas, so they will not earn the highest grades. Pushing oneself to learn and try new things can be difficult, but good students will challenge themselves rather than remain at their educational comfort level for the sake of a high grade. The pursuit of scholarship and education rather than concern over grades is the hallmark of a good student.
Class participation and behavior are another aspect of the definition of a good student. Simply attending class is not enough; good students arrive punctually because they understand that tardiness disrupts the class and disrespects the professors. They might occasionally arrive a few minutes early to ask the professor questions about class materials or mentally prepare for the day’s work. Good students consistently pay attention during class discussions and take notes in lectures rather than engage in off-task behaviors, such as checking their cell phones or daydreaming. Excellent class participation requires a balance between speaking and listening, so good students will share their views when appropriate but also respect their classmates’ views when they differ from their own. It is easy to mistake quantity of class discussion comments with quality, but good students know the difference and do not try to dominate the conversation. Sometimes class participation is counted toward a student’s grade, but even without such clear rewards, good students understand how to perform and excel among their peers in the classroom.
Finally, good students maintain a positive and professional relationship with their professors. They respect their instructor’s authority in the classroom as well as the instructor’s privacy outside of the classroom. Prying into a professor’s personal life is inappropriate, but attending office hours to discuss course material is an appropriate, effective way for students to demonstrate their dedication and interest in learning. Good students go to their professor’s office during posted office hours or make an appointment if necessary. While instructors can be very busy, they are usually happy to offer guidance to students during office hours; after all, availability outside the classroom is a part of their job. Attending office hours can also help good students become memorable and stand out from the rest, particularly in lectures with hundreds enrolled. Maintaining positive, professional relationships with professors is especially important for those students who hope to attend graduate school and will need letters of recommendation in the future.
Although good grades often accompany good students, grades are not the only way to indicate what it means to be a good student. The definition of a good student means demonstrating such traits as engaging with course material, participating in class, and creating a professional relationship with professors. While every professor will have different criteria for earning an A in their course, most would agree on these characteristics for defining good students.
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