Students Who Did Not Attend Residential
Students Who Did Not Attend Residential
Students who did not attend residential
Students who attend residential are those who stay in the school throughout their school days. They live within the school compound together with their fellow students and possibly their tutor or the administrators (Braxton, Hirschy, & Mcclendon 2004). The students who attend residential are also the borders. The students who do attend residential allude to their own personal experiences on how the residential play a vital role in supporting their learning experience. However, there are those students who do not attend the residential due to various personal reasons. These students miss the opportunities and experiences that their counterparts who attend the residential have (Colby 2003). This paper researches on teamwork and presentation skills that the students who do not attend the residential miss.
It is evident that most institutions of higher learning organize their study on an individual basis. This is do so to ensure that the tutors and the lecturers award degree grades to an own individual work (Bonk, & Graham 2006). However, the job market requires an opposite individual. The employers value people skills more than individual skills. For this reason, most universities are launching programmes that require more teamwork and group projects as opposed to the earlier individual work (Kuh 2005). Teamwork and group projects help to develop the interpersonal skills of the students. The students who did not attend the residential do not know how to build a good rapport with the others, they lack listening skills; they cannot communicate to different audiences, and they are not good team members (Braxton, Hirschy, & Mcclendon 2004). These aspects are significant; however, the students who did not attend the residential are unable to apply them in the job market. It is important for a student to attend the residential to equip oneself with these vital aspects.
In addition, students who did not attend the residential lack presentation skills. For instance, one may be asked to lead a seminar on his own or to lead together with his fellow students. This enables the individual to develop and equip himself with a wide range of presentation skills (Colby 2003). There are those who are perfect in oral presentations while others are good in written presentations. These skills are important in the work place for giving talks or also for the daily life public encounters. Although most people are nervous at making oral presentations, residential schools help to reduce and eliminate this (Gavin 2008). Therefore, students who did not attend residential encounter difficulties in presentations. Nonetheless, those who attended the residential have knowledge of presentation and are not nervous since they are used to living with the others (Tsai 2011).
Finally, it is important for students to attend residential since those who attend residential are better off than those who fail to attend residential. Of significant concern are teamwork and presentation skills that students who do not attend residential miss. Teamwork helps develop the interpersonal skills of an individual (Bonk, & Graham 2006). Moreover, it helps in building rapport and communication skills of the student. Presentation skills are significant in the life of a student and even to his future job. The students who did not attend residential lack the aspects of good presentation skills. It is of concern that the students who did not attend residential lack the skills of teamwork and presentation. There should be changes to ensure that the students who do not attend residential also acquire teamwork and presentation skills.
Bonk, C. J., & Graham, C. R. (2006). The handbook of blended learning: global perspectives, local designs. San Francisco, Pfeiffer.
Braxton, J. M., Hirschy, A. S., & Mcclendon, S. A. (2004). Understanding and reducing college student departure. San Francisco, Calif, Jossey-Bass.
Colby, A. (2003). Educating citizens: preparing America’s undergraduates for lives of moral and civic responsibility. San Francisco, CA, Jossey-Bass.
Garvin, A. M. (2008). A census of the directors of residential center schools for the deaf: perceptions of the impact on residential schools of the provision of outreach services. West Hartford, CT, University of Hartford.
Kuh, G. D. (2005). Student success in college: creating conditions that matter. San Francisco, Jossey-Bass.
Tsai, L.-J. (2011). Study of at-risk students’ experiences in a residential alternative girls’. [S.l.], Bibliobazaar, Llc.
Leave a ReplyWant to join the discussion?
Feel free to contribute!