Teaching Large Classes

Large class is a class with large number of students. Though there are different expressions from
different views, there is no agreed definition of a large class in the literature. One persons large
class is what some others consider as regular, small or normal. Some teachers simply define
"large" as "too many students to learn names by the end of the term or semester." Whether
something feels like a large class is partly a matter of the resources put into teaching it and of the
skill employed by the teacher.to say a class is large there are some indications. For example, the
resources can no longer cope with the number of students if you desire individual attention for
the students or the class is significantly larger than you are used to. The aim of this topic is to
make large classes feel small.

Large classes are found in institutions the world over. The size of the class doesnt count but the
quality of the teaching. Since we cannot wish large classes away, we have to devise techniques
for delivering good quality education in such settings. It is true that teaching small size class
might be more effective than teaching large classes and also, we might think learning occurs in
proportion to class size. The smaller the class, the more students learn. However, while research
shows that small classes provide more opportunities for feedback and discussion than large
classes, as well as greater student satisfaction, it does not suggest that class size is necessarily a
correlate of student learning. The students might be active and well followed in small class than
large one. What counts is not the size of the class, but the quality of the teaching. If the teaching
is well organized and systematic, the large class also is effective as the small one. Research
suggests that the key to effective instruction and student learning, regardless of class size, is
engaging students in active learning.

There is a difference between teaching large class and small class. Smaller classes have been
found more effective when instructional goals involve higher level cognitive skills including
application, analysis, and synthesis. Smaller classes provide for greater contact between students
and lecturer, which appears to be most needed for students with low motivation, those with little
knowledge of the subject matter, or those who have difficulty grasping conceptual material.
Smaller classes are also more effective than large ones in affecting student attitudes.

The main advantage smaller classes have over larger one is that they provide students with
greater opportunities for interaction with subject matter, with the professor and with one another.
Teaching large classes has been found to adversely affect morale, motivation and self-esteem of
teachers. Although many teachers could manage a class of almost any size successfully, this
could often be at the expense of the teacher's own well-being and the range of learning
experiences offered to students. Many teachers of large classes feel they spend too much time on
organizing and managing class activities and not enough on meeting the needs of individual
children. Large classes and overcrowded classrooms have negative effects on students' behavior
and learning. Since the students are not followed well, their behavior wont be managed. If there
is bad behavior it might grow up without been noticed and if there is a good talent it might be die
in a student again without been noticed or lack of resource to encourage the talent. It is easier to
follow, consult, guide, and give more individual attention for a student in smaller class than large
one.

Large class and small class have different demands over resource. So, different program should
be developed for large class. In developing program, we need to take in to consideration of
demand of space, demand equipment, demand of Evaluation, and demand of consulting time. In
addition, special consideration should be given in organizing the class room so it would be
suitable for participate the students well, making group discussion, showing their talent, capable
of enquiring knowledge and so on.

In large class, making a group work and discussion is somehow difficult. And also distributing
recourse for each might be impossible. The students do not get laboratory aided knowledge. This
causes to push the students to focus on the theory part and develop their knowledge hardly. Their
visualization for things might be poor because of lack of lab. For this reason, there should be
developed program for large class differently.

Due to lack of recourse different approaches and techniques should be used to teach the students
well and the large class feels small class. These are use of the stations approach, the Rotary
Approach, Use of Projects, sharing resources with nearby institutions, using demonstration, and
promoting equity in the Classes.

Stations approach assumes that materials and equipment are available only for a small fraction of
the students and that all experiments for the semester should be carried out by every student. And
Rotary approach is similar to the stations approach except that the same set of experiment is
carried out every practical session. Projects are a good way of developing knowledge and
scientific skill for large class. Students get practical skills in project work. In the other hand
having a demonstration also help students to visualize easily. Sharing materials from
neighborhood institutes and using their resource is also one technique of coming up with solution
for large class to overcome the problem with lack of resource. What will need to be worked out
include when to use, what to use, how to use, how to transport students to the laboratory or
workshop in the nearby institution, and inventory taking.

As discussed above, teaching large class need some mechanisms to make it as effective as small
class. A teacher with responsibility for teaching a large class will find the following tips useful.

Be organized: prepare or identify a variety of instructional aids, demonstrations, syllabus,

all project and activity descriptions, and handouts for the entire course.
Connect with your students: know the students name and use, walk throughout the class
while talking, get early in class, and so on.
Provide a variety of experiences: group small group to encourage discussion, interaction,
and involvement.
 Encourage participation: let students ask what they need to ask and try to response all as
can as possible.
Obtain and use feedback: let students to give suggestion and feedback freely and show
the change you make after the feedback.

Create a Small-Class Atmosphere in a Large-Class Setting is achieved by:

Learn students' names

Move around the classroom or lecture hall
Use a microphone
Elicit student feedback about the course
Give feedback early and often
Include Active Learning Strategies
Learn and use the names of your students.