Student learning and progress is often times hampered by three major aspects (read hindrances) and it is outside the control of teachers. They are namely; class size, the curriculum load and the time dedicated for imparting the lectures/course content. Our focus in this piece would be on classroom magnitude.
How to beat class size challenge? One of the toughest challenges faced by any teacher is the challenge of managing a very large class size. It is said that early elementary students are found to be the ones which are adversely affected as a result of greater class size as opposed to smaller sized classes.
For a full blown chemistry or physics or mathematics class, it becomes difficult for students to grasp concepts and the instructor can focus as much further as he can see. What happens is students at the back either can’t see or are left in a state where they feel they are not given enough attention.
In my experience, working as a close aide with teachers both private and public schools, it is a nuisance to handle a large class size and then ensuring that each student has understood what has been imparted in the class. Next to impossible is such task!
You only have to assume that since there are no questions, there isn’t any confusion because if teacher were to go to every student’s desk and inquire him or her of the course content or what they have learned in the class then that would be the end and the course will still be pending at the close of the semester.
Now, you wonder what could be the solution. Refer to professional academic writing services online. Well, first off transform the class into small learning teams. If the size is close to 40 or 50 students then for the teacher it is an extremely tiring job to cater their needs.
The idea is to divide the team in the group of four or five and assign them tasks which are akin to that group’s keenness level. With teams, you will have the comfort for internal support as the group members will first seek to address it within themselves and if even after that the problem persists they will call the teacher for help. As a teacher, your life will become easy.
Another step is to employ structured dialogue protocols to focus learning experiences. Students will only make sense out of things if they are left to reflect and review. If the protocols are structured they are usually time-dependent and if something is relying on time it needs to be addressed within that stipulated timeframe.
These protocols come automatically with the breakdown of steps for participating students and they, in turn, keep them engaged in completing the task at hand. Consequently, you have created an environment where product-oriented outcomes are yielded and the student has had an interactive learning experience.
The examples of such protocols are Save the Last Word, Socratic Seminars, Affinity Mapping and the likes thereof.
