Teaching Large Classes

Large Classes

One of the most important ideas that teachers need to embrace is how to use large class groups as an advantage, rather than viewing them as a challenge.

A teacher normally does not have any choice regarding the actual class size, although private tutoring would be the exception. In teaching classes of 40 or more, students could effectively learn together more easily by providing a humorous and cohesive class structure. Students who are comfortable and happy in their surroundings tend to be eager, excited and more interested in the learning process, which is the ultimate goal. 

Many discussion topics are relevant to the teaching of large classes, various types of seating arrangements being one of them. Each has a specific advantage depending on the class and the subject matter. However, by having a large class, students could be broken into smaller groups that are more manageable, or in some cases pairs. Issues that may arise in groups include students not being cooperative with others, or the fact that one student may attempt to dominate the group. There is also a greater chance for students reverting to using their first language more frequently, rather than improving on their Oral English skills. A class with five or six groups will obviously become noisier.

In support of group work, as the teacher you have the advantage to flow in and out of each group as needed, to assess how well they are doing on the given task. The purpose is to monitor their activities, not attempt to control each group. The students create a cooperative for discussion, essentially learning from each other?s actions, ideas and speech. It gives them the chance to become more independent and to participate equally within the group. In this forum, they will develop confidence in speaking English publicly, as well as have the chance for limited experimentation. Role-play may have them use the language freely, not being bound by the strict rules of grammar. In the group, they form a safe haven not pressured by the entire class listening as they speak, or possibly hear any mistakes they may make.

Study groups provide alternatives and advantages over the teacher as a whole. A lower-level student within his or her peer group will always become more talkative as they learn. The fear of direct speech to the teacher is removed, and others in the group normally provide some coaxing for the shy students. The younger students are more likely to ask questions regarding an unfamiliar topic. Higher-level students could be group leaders, the added responsibilities will certainly challenge their skills further. It is quite easy for a teacher to determine which students are weak or strong participants when observed from outside the groups. In that case, a new group could be formed entirely of those students provided there are sufficient numbers to warrant it.. 

By having large classes working in groups, it enables teachers to perform other functions. Tasks including reviewing homework, correcting tests, creating worksheets or designing future lesson plans are possible when the students are otherwise engaged in this manner. Conservative planning, with respect to the limited class time, gives the teacher an excellent opportunity to provide personal attention within a group, and in any capacity. Problem areas that are not evident when addressing the class body, could be corrected on an individual basis as well. It is an excellent teacher use of multi-tasking for the classroom.

An often forgotten point in using group work is setting a specific time limit and adhering to it. This is imperative so students focus on the given tasks. There should be always be class time left for students to demonstrate whatever skills they have learned. The teacher can then offer constructive suggestions and feedback on the content, which will encourage future motivation. 

A teacher should not be intimidated in facing 40 or more students. Welcome them with a smiling face, and a lesson plan that can be useful in saving your voice. The teaching of Oral English suggests that the students be coerced to do as much of the talking as possible, you are there to help them in achieving that goal, by providing the necessary guidance and support.

Large Classes: Inherent Problems and Teaching Solutions

The phenomenon of large classes in the EFL world is very common. In Many countries a classroom of fifty or more students is not uncommon. More often, a classroom of 35 or so is most common. The sheer number of students involved presents a great problem to the teachers of an EFL class. Understanding the problems associated with large groups and some techniques to deal with these problems can make the best out of a situation that is not always preferable, but is unfortunately necessary.

The main problems that are common in large classes fall into two main categories: behavioral problems and educational problems. With a large number of students confined in all too often a very small room, the temptation to talk and the frequency of idle chatter is greatly amplified. This talking is problematic in a smaller class, but in a large class the number of students talking can create an impossible learning environment. Even small amounts of talking will be quite loud and interruptive in such a large class.

Educational problems associated with large classes result in the large student to teacher ratio. This cuts down on the time that the teacher has to dedicate to each student, if, in fact, the teacher has any opportunity to work one-on-one with any of the students. This will greatly diminish the amount of practice time that a student can have with the native speaking teacher. It also makes individual pronunciation correction by the teacher virtually impossible.

Educational problems also include the problems that a native speaking teacher has coping with large classes. Native teachers, for the most part, come from countries where class size is deemed optimal at twenty to twenty-five. When confronted with a larger number of students, they are immediately overwhelmed and concerned with the quality of education that the students will get. (Zhao & Grimshaw, 24) Native speaking teachers that are trained as educators have never encountered such large classes and know no methodology to deal with the groups effectively.

Confronted with these problems, the native speaking teacher is forced to adopt a different style in teaching, in order to deal with the above mentioned problem. As the native speaking teacher has most likely never been in front of a class so large, their comfort level with these classes is likely to be quite low. For any kind of learning to take place, the will most likely need to be split into varying groups. By splitting the large class into mixed- ability groups, the teacher can have stronger ability students helping those that are struggling. This will free up the teacher from explaining simple items and allow them to focus on more important matters. (BBC World Service) Group work also allows the students more interaction with each other, allowing for greater speaking practice. This can lead to greater volumes within the class, making learning and listening more difficult for many students. 

Giving students in-class work to do will better serve the students than a standard lecture. (Felden) Allowing the students to discover for themselves the techniques and practicalities of English through in-class work frees up the teacher to help and address major problems and to circulate throughout the class, assisting where necessary. When students discover the grammar rules or intricacies of a specific topic without being ?spoon fed? the information from the instructor, they feel a greater sense of accomplishment and become more energized for learning English.

Problems with behavior within such a large class must be addressed. The expectations of the class on the part of the teacher need to be outlined completely for the students at the beginning of the term. These rules and expectations need to be periodically reiterated so that students know exactly what is expected of them and what is and is not acceptable behavior in the classroom. Talking can quickly become out of control in such a class. To handle this type of behavior, electing more serious and advanced students to act as classroom monitors (BBC World Service) can be a useful practice. These students can help to reduce the talking and behavior problems within the class. The can also help the teacher as assistants, collecting and handing out papers, and clearing up directions for the groups.

If the problems associated with large classes are analyzed and handled one at a time, they can be dealt with in an organized and effective manner. The day-to-day problems of group management and classroom behavior can be eliminated if the teacher simply sets specific guidelines and is able to divide the class into well thought out groups of mixed abilities with group leaders. Delegating authority and responsibility allows the teacher to address the main problems of learning English. While large classes are not ideal, they are not an insurmountable problem that the EFL teacher needs to fear.