Attending lectures
Education is a journey with institutional transition representing the various phases of the journey. Arguably, the college phase represents the most crucial part of the process. It is therefore on this premise that this essay will be presenting a strong case in support of the need for college students to attend and participate in regular class sessions.
Suffice to begin by posing a prying question about the overall rationale for enrolling in a conventional set up if the student in question has no intentions in participating in lectures? It is as good as not enrolling at all. The evidence to support this point will be presented as the paper advances.
In our contemporary college environment, lecture sessions have gone beyond the stage where the whole session will be dominated by the professor in charge of the course. It is common practice these days to observe that regular lecture sessions are complemented by small group tutorial sessions as well as open group seminars. One of the advantages of this system is that it creates the platform for cooperative discussion amongst students and their mates. During the seminar and tutorial sessions students are given the opportunity to research and compare the information delivered to them by the professor with the pieces they are able to individually gather. On such occasions the learning process assumes a new dimension of exchanges between the participating students and their professors.
It is also a glaring fact that, attending lectures imbues in the student such character traits as discipline, precision and respect for authority. The reasons being that students are obliged to turn up for lecture sessions at specifically stated times, without being late, they are also expected to carry out assignments and turn them in according to the time stated by the professor. The process develops a sense of punctuality and respect for time; a vital character trait that they will need to use in their future endeavors.
On the other there are people who are of the opinion that, the classroom confine is not all that there is to in the process of delivering educational knowledge. Much as this is a fact, it however has some fundamental flaws that render the argument very lame. Granted this is not the only means of imparting knowledge to students it is also worthwhile to acknowledge that it is by far the most effective and efficient medium among the list of diverse options. What sense does it make to go for less effective options when the most effective option is readily available?
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