Learning at the Leicester International Pathway College (Essay Sample)

Personal reflections on my Learning at the Leicester International Pathway College: my learning to date and how I will prepare myself to succeed in further graduate study.
Learner’s name
Professor’s name
Introduction
A reflective essay is a form of writing which involves the author taking time to think of the personal events/ activities of the past (Susan Lee Pasquerelli 2006). The author outlines the central focus of reflective writings as; personal events, other people, places and ideas which affect them. The author further states that, the idea behind reflective essays is to enable the writer assess his/her personal specified activities, with the aim of identifying the successes and failures.
Reflective essay is a particular type of article that focuses on the author’s personal life activities without outlining the opinion of the author (Susan Lee Pasquerelli 2006, pg. 91). In this way, reflective essays enable students to reflect on their own lives and understand how various would events affect their lives.
Reflections on my Learning at the Leicester International Pathway College
Leicester International University is among the high ranked universities, which keeps a strict monitoring of the teaching-learning activities. The University offers a very conducive environment for learning to take place. The approach of learner-centered education is one of the strengths of the College in remaining a high class. Since the time I joined this college, I have had to adjust to fit well in the curriculum of the school system. The following is my reflection on my learning at the University.
Class attendance
To ensure that all the learners prioritize class attendance, the University has strict rules on class attendance. I have been trying my best to attend all my classes in time since the day I joined this college. The school requires that learners be in classes before the actual time that the lessons are supposed to start. This is meant to ensure that the students settle down before the tutor enters the class. This is one of the areas I have been good at, in my programs in Leicester College. I have always attended classes early in time, and I the cases when I could not manage to attend or I was to arrive late, I always reported to my professor. On a few occasions, I have failed to report my inability to attend classes in time for some reasons, but I have always tried to reach the professors later on, to put across my apologies and explain the reasons why I could not manage to attend the class.
The reason, why I have tried to attend all my classes, is because I understand how a lesson missed can affect my performance in tests. I have once missed a class with apology since I was to attend a given function, but when I returned; to catch-up with my colleagues was not an easy task. I had to spare my time and request my colleagues to help me understand the concepts. Some of the concepts could not be actually explained to me, and I had to look for the professor to help me.
Active involvement in learning
Denicolo, Hounsell and Entwistle (1992), describe active learning as a form type of learning in which both the learner and the teacher participate in different ways. They further explain that, in active learning, the teacher doesn’t assume the active role, with the student becoming a recipient. It therefore, involves both the student and the teacher remaining active throughout the lesson, through techniques such as question and answering or class discussion. Active learning is a common phenomenon in learner-centered learning (Denicolo, Hounsell and Entwistle 1992).
In my lessons in Leicester University, I have always tried my best to remain active during lessons. Active learning does not only build a learner on the subject matter, but also develop the student on other aspects such as communication skills and ability to work with other people (Utexas.edu). These benefits go beyond school achievements, as it also prepares the learner towards the life after school, particularly in the work market, where he/ she will need to work with other people.
During lessons, I ensure that I remain active by asking the tutor relevant questions. Whenever the teacher teaches a concept that is not clear to me at the time, I don’t sit back dominantly. I always prompt the teacher through questions that I needed some more explanations. I always think critically about the question that I purpose to ask, before actually doing it. This is so because, I have found it beneficial when I ask a well-structured question, that puts across the specific clarifications which I need. Likewise, during group discussions or when there are group presentations, I always ask questions when need be. I have also found the question asking important, as sometimes it prompts the professor on some concepts which may have been left out. This helps the not only me, but also the other learners to learn more.
Another way through which I have remained active during learning in Leicester College is through giving my opinion. Lessons in our university are learner-centered, and hence learner’s opinion counts. Our professors encourage us to give opinions especially during group discussions. Discussion groups are most beneficial to the students when all of them participate in the debate though giving their opinions (University of Surrey). During group discussions, I ensure that I get maximum benefit from the discussions by giving my opinion on the subject matter. I have found it helpful when I give my opinion since my peers get an opportunity to accept it or correct me. It has been interesting that, the response I get from giving my opinion sticks in my mind for long and hence I can retain concepts in my mind for relatively longer than if I read on my own. I have learned that the best practice for me to benefit from the discussion is by accepting the fact that my opinion doesn’t have to be always correct and hence I have to accept others’ opinions.
I have also learned much through team working. In our university, we are occasionally given group tasks which need to be completed by each group. The ability and willingness to actively take part in the group work determines how a student benefits from a group task. In my studies at Leicester Unive...