An Emotional and Intellectual Survival Manual for Students - Assignment Example

Sociology Final Paper of Sociology Final Paper Life at the or college is not an easy ride. join these institutions unaware of what to expect. At the point of joining, one has one target in mind – to graduate after four years or so with a good grade. All students have this goal in mind to be precise. However, the bumpy road in campus life must be navigated with precision to avoid all pitfalls that could bar one form achieving the goal. One has to balance studies and social life to survive at the campus. The institution itself is a social institution owing to the large number of students and staff one has to interact with each day. On top of that, one is attached to the outside society, including friends, siblings, and family all of whom have an interest in one’s smooth learning and success at the campus. This Book Is Not Required captures the experiences on campus and gives crucial tips as to survival in the bumpy terrain of student life. I was victim to the harsh realities of campus, but this book molded me into a hardcore student. Mastering all the tips therein could be hard, but one should have an idea of what life is at the institution of higher learning. One thing about campus is that the level of control by parents and teachers is so reduced that the student who was previously dependent on these is seriously challenged. Students on campus are adults as far as the law is concerned, and they have the right to make choices and decisions with little interference. Making choices include choosing whether to learn or pursue other interests. This Book Is Not Required points out that students educate themselves at the campus. The resources available, including books and instructors are mere facilitators with the bulk of the study work falling on the student (Bell, McGrane and Gunderson 2013). Misuse of these resources could be the difference between getting good grades and failing miserably. The book gives a powerful experience of what to do during the first days at college. One would definitely be scared of the strange culture, multitude, and the classroom population. Common things that one used to do in high school become a challenge in college. A top performer in high school meets top performers from various high schools who seemingly are brighter than him or her. Seniors at the college look down upon newcomers and call them names such as “freshers” and “freshmen.” The book advises that one should look into oneself to gather the confidence. Soul-searching is a crucial tool for adapting in campus as a new student. One should select the right friends by doing great investigation about them. Every new student goes through the same pressure. Therefore, one should not feel as if he or she is the odd one in the classroom. Confidence can elevate one to the darling of the classroom and forestall the bullying by seniors (Bell et al. 2013). Asking a question in class as the lecture goes on may seem an uphill task, but doing it a few times makes one feel on top of the world and above fellow students who have been subdued by the pressures of shyness. This technique helped me a great deal. I developed the talking attitude in class and ensured I participated in all lectures. I was also keen in choosing my colleagues. I looked for characteristics in them similar to my colleagues at high school – go-getters, focused, and time-keepers. According to the book, students should not be too much into good grades. Unfortunately, students have been programmed since childhood to perform better. Getting A’s is rewarded highly than scoring C’s and D’s. This pattern since kindergarten has made students more obsessed with passing rather than mastering the concepts. If a third-year student is asked about the concepts learned at first-year, chances are higher that the student will be blank. It worries, therefore, what kind of students today’s learning institutions release to the job market. The transcripts of most students indicate impressive A’s but the competence of the student for the job is quite low. The authors insinuate that the students who get low grades are usually the best performers in the job market because they tend to master the concepts of the course and its applicability (Bell et al. 2013). Although this is not the rule per se, there is some sense in this argument. Grades are but an assessment of one’s answer to a set of questions set. The questions do not cover all the course contents. It is prudent for students to internalize what they learn, as this will help them much in future. Mere cramming of answers for exam purposes does not help much. Once the exams are over, the student is nothing but an empty container. In my stint in campus, I have rechanneled mu energy to studying for internalization rather than getting good grades. I have often strived to make the two go together although prioritizing the former. I feel I am better placed than some of my classmates who are in a gold rush for better grades. Technology has taken over every aspect of education. The internet is awash with information to the extent that the classroom lectures, group discussions, and the library have become irrelevant. Many students today have access to the internet and possess digital devices such as laptops, expensive mobile phones, and tablets. Access to information has become much easier through the internet with online databases and journals coming handy for research and referencing purposes (Bell et al. 2013). Students who still attend the library use it solely as an environment to study. They go there with laptops and tablets. The books at the library have become irrelevant, as most of them are dusty and rarely opened. However, technology has taken away the facial interactions that existed prior. Students have been turned into shy bodies walking around in school. Interpersonal communication has become a serious challenge to students. Most students champion hiding behind the internet screen to communicate with fellow students and lecturers. Although the outcome is greater than face-to-face interactions, in terms of speed and convenience, the value of interpersonal relationships is lost. This Book Is Not Required advice that students should balance the use of technology with traditional modes of learning. Connecting with people physically is useful for bonding purposes and knowing people deeper. Students can understand each other’s feelings when they interact physically compared to online interactions. I have been an addict of the internet and social network sites. Truly, my confidence has declined especially the approach I give lecturers. Although technology is central to my studies, I have learned to balance my online presence with the physical associations with friends, instructors, and family. Teaching is becoming a cheap profession, and the same has extended to institutions of higher learning. Students no longer value their lecturers despite these people being the source of knowledge that turns them into prominent doctors, lawyers, and engineers. The thought of becoming a medical doctor after graduation gives students the pride that elevates them above the lecturers who spend time sweating and talking before a multitude. Gauging the classroom interaction alone reveals that lecturers are no longer valued. Students tend to ask demeaning questions in class, questions that are aimed at harassing the lecturers and making them feel mediocre in the subject area. In certain cases, the students become mute even when the lecturer tries to engage them (Bell et al. 2013). The impression of this silence is nothing but dishonor and the expression of discontent with whatever the lecturer is teaching. This trend dilutes the quality of education, as lecturers feel demoralized. The students are the ultimate losers because they do not get the best instructions as required. If there is anything to be respected, it is the teaching profession. At childhood, I had the dream of becoming a teacher because I admired my kindergarten teacher. She was very friendly. She took us through exciting lessons both inside and outside the classroom. I also admired most of my primary school and high school teachers because of the efforts they made in molding me into a successful student. I found no need of looking down upon my lecturers in the campus. However, the culture in campus influenced me into believing I was more superior and cleverer than the lecturers were. It is high time I abandoned this belief and acknowledged the value my lecturers add to my life. Becoming a top employee out there depends on the relationship I have with my instructors currently and how well I utilize the instructions. Finally, life after graduation is never the concern of college education. The institution does not care whether students will secure jobs thereafter. Having done its part and flagged off the hundreds of brilliant minds, the student takes the burden of coping with life thereafter. The only savior, maybe, is the student’s family members or well-connected friends. Graduation itself is a big event in one’s life, which requires proper preparation. The graduation is a defining moment, which most people have viewed as the true point of entering adulthood. Though I am yet to graduate, This Book Is Not Required has given me the insight to prepare early for the big day and know that after the big day, I have to fight for myself to survive. Things come gradually. Composure and focus will get me there… In conclusion, This Book Is Not Required is an inspirational book. Lessons abound in this short text that help a student balance the emotional and academic pressures of college life. Personally, I have benefited much from the insightful messages in the book, which include firsthand accounts of professors and students who have gone through college life. I recommend this book to all students especially those waiting to join college. I wish I had accessed the book way back in high school. All the same, it I still helpful now and in the future. Reference List Bell, Inge, McGrane Bernard D. and Gunderson John A. 2013. This Book Is Not Required: An Emotional and Intellectual Survival Manual for Students. New York: SAGE Publications. Read More