233836238.

doc
Key Resource: Working with large and/or multigrade classes
Contents
Introduction 2
Organising the physical environment 2
Setting rules in large classes 4
Plan ahead for teaching large classes 5
Using a variety of teaching methods in large classes 8
Group exercises and cooperative learning in large classes !
Giving feed"ac# in large classes $
Giving exams in large classes $
Grading assignments and exams in large classes 4
%op 2! tips for teaching large classes 5
- 1 -
233836238.doc
Introduction
&any teachers in 'frica ( and you may "e one of them ( find themselves )or#ing in
primary school classrooms that contain many pupils* sometimes almost filling the room+
&any of us faced )ith large classes might "e tempted to give up* thin#ing that there is no
chance of getting so many pupils to learn, %he pro"lem is* ho)ever* that )e assume that
learning occurs in proportion to class si-e, %he smaller the class* the more pupils learn,
.o)ever* research sho)s that pupils in large classes can learn /ust as )ell as those in
small ones, 0hat counts is not the si-e of the class* "ut the 1uality of the teaching,
2vidence sho)s that pupils place more emphasis on the 1uality of teaching than class si-e,
&oreover* they may not mind "eing in a large class as much as you may thin# they do* or
as much as you mind it yourself, 3ut it is a challenge and for that reason this #ey resource
is much longer than the others+
Organising the physical environment
Ideally* a class is held in a "right* clean* )ell4e1uipped room that allo)s all pupils to move
around and )or# )ell either individually or in groups, %o encourage active learning and
pupil involvement* seats are arranged so pupils can see each other as )ell as the teacher,
Unfortunately* very fe) classrooms are ideal settings for learning and* especially in large
classes* space is usually limited, Often hot* cro)ded and noisy* small classrooms
overflo)ing )ith many pupils offer a poor learning setting for you and your pupils, 5ou )ill
need all of your resourcefulness and planning s#ills to create a classroom that is a
comforta"le place in )hich to learn, 3ut your hard )or# )ill "e )orth)hile* since it )ill ma#e
your /o" easier and more re)arding, 3elo) are some things that you might consider as you
plan ho) to reduce the pro"lems of large classes ( feelings of cro)dedness* confusion and
frustration,
Maximise classroom space
0hile many of us don6t have control over )here )e teach* )e may have the opportunity to
arrange our assigned classroom as )e see fit, %he arrangement of a classroom may "e
flexi"le or a challenge* "ut the idea is to dra) pupils into the group and to create a space
that ma#es them comforta"le and )ant to enter into a discussion or group situation,
In large class settings* space is often a luxury, %o maximise )hat learning space is
availa"le* consider removing unnecessary furniture to reduce the feeling of overcro)ding
and to ma#e movement easier, If you really don6t need a large teacher6s des#* as# for a
small one, Instead of des#s or chairs for pupils* consider using mats or rugs to seat your
pupils* so that everyone sees each other and feels a part of the group, In some classrooms
in 3angladesh* for instance* the lac# of des#s and chairs is a good thing, ' large learning
space* covered )ith a clean* locally made carpet or mat* can "e easily changed from a
science investigation space to a drama space* and groups can easily "e formed and
reformed )ithout distur"ing other classes, Several chal#"oards may also "e found around
the classroom at the pupils6 level* so groups can sit and use the chal#"oards for planning*
discussing ideas* pro"lem solving* etc,
Store "oo#s* instructional materials 7such as chal#* rulers* paper* paint* and scissors8* and
teaching tools 7such as porta"le chal#"oards* easels* chart paper* and )or# ta"les8 so that
they can "e got out and put a)ay easily* and* in cro)ded classrooms* do not ta#e up
valua"le space, If certain items ta#e up too much space* such as )or# ta"les* remove them
from the classroom and* if possi"le* place them outside* may"e under a shady tree* )here
pupils can use them easily, If possi"le* #eep your "elongings* lesson materials and any
other items that you do not use during class time in the teacher6s lounge or in another safe
place outside the classroom,
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Facilitate movement
>evelop plans in advance for ho) pupils can "est enter and exit the classrooms? for
instance* pupils )ho sit at the "ac# of the classroom can enter first* follo)ing "y those
seated in the middle* and lastly "y those seated at the front, ' reverse strategy can "e
used for exiting the classroom, Plan in advance ho) you )ill change the classroom
arrangement depending on )hat is "eing taught* such as moving from a )hole4class
arrangement for test ta#ing to small groups for art or science lessons, Plan ho) routine
activities )ill "e conducted* such as handing out )ritten assignments and then handing
them "ac# to pupils after grading, 'lso plan so that your pupils6 individual needs can "e
met* such as )hen they need to sharpen their pencils or to get supplies for learning,
Use space outside the classroom
School grounds can "e a rich resource for learning* and they can )or# )ell alongside
cro)ded classrooms, %hey are also important sites for pupils to learn important lessons
a"out cooperation* o)nership* "elonging* respect and responsi"ility, =oo# around your
school* identify good areas for learning* and incorporate them into your lesson plans,
>ifferent areas of the school grounds can "e used to support )hat is "eing learned a"out a
su"/ect in the classroom, In learning a"out geometric shapes* for instance* pupils can
explore the school grounds and identify as many geometrically shaped o"/ects as possi"le,
%hen they can sit under a tree and )rite do)n as many as they are a"le to remem"er,
&onitor their progress+ 3efore class ends* "ring them all together* either in the classroom or
outside* to present their findings,
Display pupil work creatively
Space is needed to display pupil )or#, @ather than display "oards or ta"les* )hich ta#e up
space* pupils6 )or# can "e hung on a classroom )all or displayed /ust outside the
classroom door for everyone to see, Strings can "e used onto )hich individuals6 )or# is
attached )ith clips* tape* or even "lunt thorns, >ecorating the room )ith pupil )or# )ill also
ma#e the room more attractive and )elcoming* even if there are a lot of pupils in it,
Involve your pupils
Pupils can "e very helpful in managing the classroom6s physical space* and it helps them to
develop a sense of responsi"ility, %hey can hang up pupil )or#* create "ulletin "oards and
put a)ay teaching materials at the end of each lesson, Pupils can also "e helpful in solving
space pro"lems, 0hen a pro"lem occurs* such as pupils "umping into each other or
inade1uate seating space* as# them to suggest solutions,
It is important to remem"er that )hat ma#es you feel comforta"le may not "e the same as
)hat ma#es your pupils feel comforta"le, 't the "eginning of the year* organise your
classroom* and then as# your pupils if they are comforta"le )ith it, Or* even "etter* divide
them into groups and as# each group to loo# at the room and its contents* and then to dra)
a picture of ho) they )ould li#e the room to "e organised, Use ideas from their dra)ings to
design your pupils6 Apersonal6 classroom, %ry the arrangement for one or t)o )ee#s* and
then as# your pupils if they are comforta"le )ith it, <hange the classroom arrangement if
they feel a ne) one )ould "e more comforta"le, <hange it )henever you sense that your
pupils are "ecoming "ored )ith sitting in the classroom,
Setting rules in large classes
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Establish reasonable rules for pupil behaviour
'll classrooms need rules in order to function )ell* and they are a necessity for large
classes, Pupils need to #no) the limits* as )ell as ho) to "ehave )ith others and respect
their rights, 2xplain your rules early on and stress the value of cooperation and
consideration, General guidelines for developing rules include the follo)ing9
Involve your pupils in developing classroom rules+ 5ou might ta#e a Arights4"ased6
approach "y starting )ith the principle that Ayou may do )hat you )ant in this
classroom* unless )hat you do interferes )ith the rights of others* such as your
classmates and your teacher6, %hen as# your pupils to identify )hat "ehaviours are
accepta"le and )hat "ehaviours are not accepta"le, >evelop rules to fulfil these rights
as )ell as penalties for violating the rules, @emem"er that penalties should "e
consistent )ith the nature of the mis"ehaviour and "ased on positive discipline to help
your pupils to learn good "ehaviour, Bor instance* ma#ing a pupil stand in a corner
facing the )all for "rea#ing a glass teaches the pupil nothing, .aving the pupil
apologise for his or her action and clean up the mess teaches him or her responsi"ility,
.ave your pupils develop a Aclassroom constitution6 or Aclassroom policy "oard6
containing the rules* and prominently display it in the classroom, 's# your pupils to sign
it so that they agree to #eep to the rules and* if they "rea# them* they )ill accept the
conse1uences, &is"ehaviour is less li#ely to occur if a pupil ma#es a commitment to
avoid "rea#ing the rules,
&a#e only a fe) rules that emphasise appropriate "ehaviour? neither you nor your
pupils )ill remem"er a long list, &a#e the rules as clear as possi"le and state them in a
positive )ay9 ACeep your hands and feet to yourself6 rather than ADo fighting6,
<onsider ma#ing rules for the follo)ing in order to create a smoothly functioning
classroom9
o "eginning and ending the period or day* including ho) attendance )ill "e ta#en and
)hat pupils may or may not do during these times?
o use of materials and e1uipment?
o ho) to as# permission for unexpected needs 7such as going to the toilet or
sharpening a pencil8?
o individual )or# and group )or# procedures?
o ho) pupils are to as# or ans)er 1uestions,
<hoose rules that ma#e the classroom environment orderly and promote successful
learning, >o not develop classroom rules that you are un)illing* or are una"le* to
enforce consistently, 2nsure that you choose rules that are agreed upon* or a"ided* "y
everyone in the school, If pupils learn that they can6t "ehave in a certain )ay in your
classroom* "ut can in other classes* they )ill test the limits to see ho) far they can Aget
a)ay )ith6 a mis"ehaviour,
@evisit classroom rules regularly to see if some are no longer necessary, If this is the case*
praise your pupils* and then as# them if other rules are needed,
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Use positive discipline techniques
Pupils in class )ill mis"ehave and violate rules* no matter if the class is large or small, It is
a normal part of their development and not a reflection on you, 0hen pupils mis"ehave*
some teachers use corporal punishment as a )ay to control the situation, %his excuse is
common among teachers )ho face large classes* especially ones in )hich there are no set
rules or routines, %he pupils do not #no) )hat is expected of them or )hat the
conse1uences for mis"ehaving are? and the teacher did not ta#e the time to "uild a positive
relationship )ith the pupils so they )ould )ant to "e good, %his may "e due to his or her
authoritative classroom management style* one that says* AI6m the teacher and )e6ll do
things my )ay+6
%here are many positive discipline techni1ues that can "e used, Some examples are given
"elo),
<atch pupils "eing good? praise them )hen they are not see#ing attention and
mis"ehaving,
Ignore the "ehaviour )hen possi"le* giving pupils positive attention during pleasant
times,
%each them to as# for attention 7for instance* ma#e Anotice me* please6 cards that they
raise )hen they have a 1uestion8,
Give them a stern Aeye6 7loo#8* "ut do not spea#,
Stand close "y rather than far a)ay 7there6s no need for attention4getting "ehaviours if
you are standing next to them8,
%arget4stop4do? that is* target the pupil "y name* identify the "ehaviour to "e stopped*
tell the pupil )hat he or she is expected to do at that moment* let the pupil ma#e the
decision a"out )hat he or she does next and its conse1uences,
>o the unexpected* such as turn the lights off* play a musical sound* lo)er your voice*
change your voice* tal# to the )all,
>istract the pupil* such as as# a direct 1uestion* as# a favour* give choices* and change
the activity,
Involve your pupils
Pupils can "e very helpful in managing a classroom6s environment, %o deal )ith
mis"ehaviour* pupils can elect a group to develop a code for classroom "ehaviour 7rules8*
to identify suita"le penalties* and to decide )hat should "e done in cases of mis"ehaviour,
'nother challenge for large classes is ho) to monitor )hat is happening )ith your pupils*
)ithin the classroom* and outside of it, <onsider developing a APupil &anagement %eam6 (
a group of "et)een four and six elected pupils )ho represent the interests of all the pupils
and have them meet )ith you to share concerns and ideas on ho) to ma#e the class
"etter,
Plan ahead or teaching large classes
Be comfortable with what you are teachin !topic" content#
%eaching large classes "ecomes much more difficult if you are not sure a"out )hat you are
teaching, @ead up on the topics you )ill "e covering so that you are confident in presenting
them and can #eep focused during your teaching, 5our pupils )ill "e a"le to follo) the
lesson more easily* and )ill "e less li#ely to "ecome "ored and disruptive, %hin# of
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1uestions to as# pupils* and try to anticipate 1uestions that pupils might as# you, @evie)
the course materials* assignments and reading lists of other teachers )ho have taught the
topic "efore, If possi"le* attend a class taught "y an experienced teacher to see ho) he or
she organises the content and pupil activities in his or her large class,
Be clear about why you are teachin this topic and its learnin ob$ectives
%hin# a"out the #no)ledge* s#ills and attitudes you )ant your pupils to learn* and choose
t)o or three to focus on in one lesson, 2xplain clearly to all of your pupils )hat you )ant
them to learn, Some teachers )ith large classes )rite the learning o"/ectives on the
chal#"oard or on a large piece of poster paper "efore class "egins, %hey then explain each
o"/ective to their pupils at the start of the class so everyone understands the lesson to "e
learned,
%tructure your lesson loically
%he "est )ay to lose pupils6 attention in a large class is to present topics* concepts and
activities in a random )ay, Some lessons and their content are "est presented
chronologically* such as historical events* or se1uentially in a step4"y4step approach 7'
leads to 3* )hich leads to <8, 't other times* you can descri"e a pro"lem and then illustrate
its solution* or* "etter yet* have your pupils )or# individually or in groups to illustrate ho)
they might solve it,
@emem"er9 .o) you organise information in your head may not "e the same )ay that your
pupils do, <onsider the difficulty of the material you are teaching and your pupils6 levels of
a"ility as you decide )hat information to cover* in )hat order and in )hat )ay 7teaching
method* examples* etc,8,
&lan your teachin stratey and activities in advance
'lthough you may "e tempted to do so* do not plan to lecture for an entire lesson period,
%he attention span of the average pupil is limited to !(5 minutes* so it is "est if you
change the format every so often so that all of your pupils )ill remain attentive, In large
classes especially* there is a tendency for pupils to start tal#ing amongst themselves 7or
even to fall asleep8 )hen they "ecome "ored, %herefore* plan on Amini4lectures6
interspersed )ith "rief activities* such as 1uestions and ans)ers or inviting pupils to share
related examples or personal experiences,
In planning your lesson* identify activities that all of the pupils can participate in* and select
one or t)o teaching methods for each class session9 lectures* small group discussions*
independent )or#* role4playing* demonstrations* etc, >ecide ho) you )ill9
prepare the class instruction?
present the ne) concepts?
have pupils apply )hat they have learned through activities 7for example* through
discussions* )riting activities or colla"orative )or#?
assess )hether pupils can put into practice )hat they have learned 7for example*
through a short 1ui-* )riting assignment* pro"lem4solving exercise or home)or#8,
0hile a lot of careful planning is needed to develop an appropriate learning activity* the
ma/or re)ard is "etter pupil learning in the large class, %o start* instead of as#ing A0hat am
I going to do in each class sessionE6 focus on A0hat are my pupils going to doE6 &a#e sure
that )hatever activities you choose* pupils )ill achieve the learning o"/ectives,
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@emem"er9 Pupils in large classes )ill "e more attentive if they are exposed to a variety of
learning activities and teaching strategies,
Identify resources and materials
0hat resources do you need for the lessonE %hese resources may "e physical resources*
such as posters or "oo#s* or they can "e human resources* such as community mem"ers
)ho are experts at singing* dancing or ma#ing local handicrafts, Bor your pupils to do an
activity* such as ma#ing a local handicraft* )hat materials do they need* and can these
materials "e shared "y several children* such as during group )or#E <an your pupils and
their families supply some of these materialsE
'ecruit teachin assistants in advance
0hile you* as the class teacher* are responsi"le for your pupils6 learning* you can get
others to help you, %hese Ateaching assistants6 can "e valua"le assets to the large class
"ecause they )ill allo) you to )or# )ith individual pupils* to manage activities effectively
and to have an overvie) of the )hole class, Bor instance* as# retired teachers* high school
graduates or parents to help manage your large class or to teach appropriate lessons,
%eaching assistants can "e particularly valua"le in helping your pupils to conduct group
activities, 5ou can even as# older pupils in the class to act as peer teachers, 2ncourage
Aexperts6 from the community to come to class to tal# a"out special s#ills and #no)ledge,
&ay attention to pupils( individual needs
're there pupils in your classroom )ho )ill need extra helpE 0hat #ind of support )ill you
need to provide to these pupilsE >o you need to help them on a one4to4one "asis* or can
other pupils help themE >o you need to ma#e sure that they are sitting in an appropriate
place in the classroomE Often it helps to have pupils )ho need extra help at the front of the
classroom )here you can easily help them* especially if your classroom is cro)ded,
Develop" and follow" a formal lesson plan
Good lesson plans achieve at least t)o o"/ectives9
%hey outline )hat the teacher hopes )ill happen during a class,
%hey let pupils #no) that their teacher has thought a"out the session and its activities,
Some of the )ays you can plan your lessons )ell are "y using a simple lesson planning
outline* daily lesson planning format or a lesson planning matrix as sho)n "elo), %ry to
use at least one of them in planning your lessons ( may"e start )ith /ust one topic or
lesson, %hey )ill give you a firm start in ho) to organise teaching a large class* a )ay to
monitor )hether or not your pupils are understanding )hat is taught* and a chance to thin#
a"out )hat to do next and ho) to improve your teaching,
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Sample lesson planning matri!
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Budet your own time carefully
%eaching a large class ta#es a great deal of time and energy, If you feel rushed or
over)helmed* your pupils )ill feel it too, Set up )ee#ly )or# schedules for yourself so that
you are prepared for )hat needs to "e done, Is it possi"le to reduce your other o"ligations*
so that you have more time to deal )ith the challenges of teaching your large classE
'sing a variety o teaching methods in large classes
Pupils in large classes )ill "e more attentive and their potential for learning )ill "e
increased )hen they are exposed to a )ide variety of teaching methods, Do one method is
"est? they all support one another,
)ectures
=ecturing is perhaps the oldest and still most commonly used teaching method* and it is the
one most often used for large classes, =ecturing has several strengths* as )ell as
)ea#nesses,
=ectures can actively communicate interesting aspects of the su"/ect "eing taught, %he
teacher can "e enthusiastic a"out a topic in a )ay that no "oo#* media or activity can,
2nthusiasm stimulates interest* and interested* stimulated pupils tend to learn more,
=ectures can "e used to organise material in a special )ay, %hey may "e a faster*
simpler method of presenting information to pupils, =ectures are particularly useful for
pupils )ho read poorly,
=ectures permit maximum teacher control, %he lecture format allo)s the teacher to "e
in control of the speed the class is )or#ing at and the accuracy and range of material
presented, =ectures can convey large amounts of factual information in a limited
amount of time,
=ectures can spea# to many listeners at the same time,
=ectures present a minimum threat to pupils* since they are not re1uired to do anything*
)hich they may prefer,
=ectures emphasise learning "y listening* an advantage for pupils )ho learn )ell this
)ay,
@esearchers and an increasing num"er of teachers* ho)ever* have identified the follo)ing
)ea#nesses of traditional lecturing,
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=ectures put pupils in a passive* rather than active* role and are less effective than
active learning in promoting thin#ing or changing attitudes,
=ectures encourage one4)ay communication, %hey lac# feed"ac# to "oth the teacher
and pupil a"out a pupil6s learning,
=ectures re1uire effective spea#ing s#ills and use of voice* )hich are usually not
stressed in teacher training curricula,
=ectures place the "urden of organising the content and ma#ing it coherent solely on
the teacher* )ith no pupil involvement 7and little learning8,
=ectures assume that all pupils learn in the same )ay* at the same pace* and at the
same level of understanding* )hich is never true,
=ectures tend to "e forgotten 1uic#ly, &ost pupils cannot listen effectively to a long
lecture 7over 5 minutes in length8,
If you choose to give a lecture to your large class* remem"er the follo)ing points,
3e comforta"le )ith the material you are teaching,
Plan on short mini4lectures supported "y pupil activities,
't the start of the lecture* raise a 1uestion to "e ans)ered "y the end of the hour* or
use another type of Aattention getter6* such as a personal anecdote or "y telling a funny
story or /o#e,
Provide an overvie) of the lecture 7or its learning o"/ectives8, =ist the main points or
areas to "e discussed on the chal#"oard or a piece of poster paper, %his is your
lecture6s Aroadmap6 and pupils can refer to it as you lecture,
2xplain the relationship of the lecture6s topic to the real )orld and the pupils6 daily lives*
as )ell as to previous lectures and materials,
Present your lecture in an interesting )ay, Pupils tend to remem"er lectures that )ere
presented "y teachers )ith good presentation s#ills, %hese are teachers )ho9
o vary their voice pro/ection 7such as raising and lo)ering their voices8* spea# clearly
and at an appropriate pace 7such as slo)ing do)n and repeating important points8?
o come out from "ehind their des#s and )al# do)n the aisles* getting close to pupils if
and )henever possi"le?
o spea# to the pupils* not to the chal#"oard* )alls* notes or floor* and maintain eye
contact )ith the pupils?
o use humour or other methods to sho) their enthusiasm for a lesson or concept,
's# for and respond to pupil feed"ac# "y9
o #eeping eye contact )ith pupils during the lecture to identify )hether they are
paying attention* understanding or agreeing )ith you?
o encouraging responses "y as#ing a specific 1uestion* such as* A<an anyone tell me
)hen )e use mathematics in our daily livesE6?
o involving pupils* even in large classes* "y as#ing for a sho) of hands* or hand out
different coloured index cards that indicate different responses, It often )or#s to call
on a pupil )ho gives the correct ans)er and have him or her explain it?
o using praise ( ma#ing positive comments )hen appropriate )ill increase learning,
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@estate the ma/or points at the end of the lecture* or as# a pupil to summarise the
lecture6s #ey concepts 7this may tell you 1uic#ly )hat )as learned and )hat )as not
remem"ered so that you can improve your lecture the next time8,
Invite 1uestions and comments "y as#ing for oral responses or through anonymous
surveys that are passed out and returned at the end of class,
(roup e!ercises and cooperative learning in large classes
*b$ectives" activities and desin
' group exercise can )or# as an in4class exercise or out4of4class assignment* and it is a
very good )ay to manage the active learning of pupils in a large class, Pupils )or# together
to discuss or solve pro"lems* a process that is also called Acolla"orative learning6 or
Acooperative learning6, In a large class* pupils )or#ing in pairs or larger groups can help
each other and learn from each other, %hey are less li#ely to get "ored than if they )ere
/ust "eing lectured "y their teacher, Group exercises give pupils an opportunity to meet and
)or# )ith one another* a good step to)ards "uilding a sense of community, In the Areal6
)orld* )or#ing )ith others is an important s#ill, Giving your pupils more opportunities to
)or# together can help them develop this s#ill, 'lso* small4group )or# encourages pupils
)ho may "e reluctant to participate in a large4class setting to participate more, <ooperative
learning also helps to hold pupils6 attention ( a special concern for large classes ( and to
increase pupil thin#ing,
%here are three main o"/ectives in using small groups in large classes9
, %o provide energy and interaction* ena"ling more pupils to thin# during class* to
participate actively and to generate more ideas a"out a text or topic,
2, %o give the teacher an opportunity to interact )ith more pupils as he or she moves
around the room,
$, %o provide a short "rea# and shift in energy* )hich )ill ma#e pupils more li#ely to listen
to the teacher6s next 2! minutes of lecturing,
5ou can use three ma/or types of group exercises to achieve these o"/ectives and
contri"ute to a variety of learning goals in large classes,
, Development exercises, Place a group of pupils in a real or simulated situation and as#
them to solve a pro"lem, 'lternatively* )rite a 1uestion or statement )ith mista#es in it
on the chal#"oard, %hese mista#es can "e structural 7such as grammatical errors8 or
mista#es in interpretation 7such as errors in /udgement or in the use of facts8, Using
language and terms that they can understand* as# them to )or# in small groups and
descri"e the pro"lem or mista#e* analyse its causes* determine )hy these causes exist*
and descri"e the possi"le solution7s8, In mathematics* for example* you can give a
group of pupils a Astory pro"lem6 to solve? in science* you can as# them to classify a
group of seemingly unrelated o"/ects into categories and /ustify )hy they chose these
categories,
2, Area exploration exercises, 'ssign each group a specific topic to study 7research8* and
give them access to resources they can use to learn a"out it, %hese resources can "e
"oo#s* or they can "e people in the community )ho have #no)ledge a"out ho) to do a
special activity, 0hen the groups are ready* they prepare and deliver a presentation
designed to teach the class )hat they have learned,
$, Simple exercises, %hese exercises focus on developing a particular s#ill* such as
dra)ing* editing* 1uic# pro"lem solving* etc, In groups* the pupils practise and are given
feed"ac# "y their fello) group mem"ers, 't the end of the exercise* volunteers
demonstrate their ne) s#ills for the class,
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0hen designing your group exercises 7or even individual exercises8* the tas# that the
pupils are to complete should "e specific and clear, Specific tas#s* such as completing a
)or#sheet* solving a pro"lem or ans)ering specific 1uestions* )ill #eep your pupils
focused,
Iust as the tas# should "e clear* your instructions to the groups should "e clear* simple and
focused on completing the tas#, If possi"le* tell them )hat the final product should "e li#e
7an example may "e helpful here8, <hoose a time limit that is appropriate for the tas# and
helps the groups stay focused, Bor example* you might say* AIn your group* come up )ith
four or five instances in )hich the a"ility to multiply num"ers is useful in everyday life* such
as )hen your parents sell their grain at the mar#et, 5ou have ! minutes to finish this
exercise,6 's# each group to assign one person to #eep a record of the group6s findings,
'fter the time is up* or )hen all of the groups are finished* randomly select a num"er of
groups to report their findings, 's# the other groups if they have different ans)ers to add to
the findings that have already "een made,
Plan a group exercise in )hich each group mem"er )ill have their o)n special tas#, 5ou
could even as# group mem"ers to sign a contract in )hich they agree to do their o)n tas#s
and finish them "y a certain date,
'nother challenge of teaching a large class is that you may not have enough "oo#s or
teaching and learning aids, Donetheless* group exercises can help you manage )ith fe)
text"oo#s* or even one text"oo#, In designing your group exercises* plan a variety of
activities that can "e used )hen you have only one "oo#,
&onitor the groups yourself, >uring group )or#* you need to move around the classroom to
see )hat progress pupils are ma#ing and )hat pro"lems are coming up, 5ou can give
advice* encouragement and extra individual help )here it is needed,
Evaluation
%here are several )ays to evaluate group exercises so that you #no) everyone )or#ed on
the tas# and learned from it, Bor example9
, @e1uire some type of group product for exercises that can "e graded, 7@emem"er9
grading ten papers or pro/ects is much easier than grading F!,8
2, <arefully o"serve the groups and their mem"ers, Grade individual participation as )ell
as the 1uality of group )or#,
$, Occasionally* re1uire an individual product "ased on group )or#* such as a one4minute
paper a"out an issue learned from the exercise* a short 1ui- or an oral presentation "y
randomly selected group mem"ers, %his re)ards pupils )ho )ere actively involved in
group learning and discourages Afreeloading6 or the non4participation of some group
mem"ers,
4, Use peer evaluations at the end of an exercise? for instance* give each pupil in a group
a Ascore card6 and as# him or her to give a grade to each of his or her group mem"ers,
3e sure to have the pupils fill out the cards individually and privately* )ithout the other
group mem"ers )atching, %his method is especially helpful for /udging ho) )ell the
mem"ers of a large class participate* )here it can "e difficult for you to evaluate all
individuals personally,
*ther active learnin strateies
%here are many other active learning strategies that you can use in large classes, Dot all of
your pupils need to participate in all of these activities, .o)ever* all of your pupils should
"e given the chance to participate in many of them, %he challenge lies in selecting the type
of activity to match the purpose or o"/ective you have in mind for your lesson,
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Round
2ach pupil has a t)o4 or three4minute opportunity to express his or her point of vie) on a
given topic* or passes* )hile others listen, Bor older pupils* the topic can "e controversial or
thought4provo#ing* such as A2ducation is valua"le for my daily life,6 Bor younger pupils*
choose a simple topic* such as A0hat I li#e a"out school,6 %his activity )ill provide you )ith
a range of vie)points to consider )hen delivering your lessons* as )ell as "uilding a sense
of Asafe participation6 and confidence among your pupils,
Brainstor m
's# pupils to thin# individually a"out an issue or pro"lem ( for example A0hy is )ater
"ecoming scarceE6 or A.o) can )e improve our schoolE6 ( and to list its possi"le causes,
Put your pupils into groups and as# them to share their ideas, Stress that people )or#ing
together can create more than an individual alone,
Simulati ons and games
's# pupils to role4play a situation? for instance* A0hat )ould you do if you )ere confronted
"y a "ullyE6 3y creating situations that are momentarily real* your pupils can practise coping
)ith stressful* unfamiliar or complex situations, 'lso encourage games that place pupils in
a ne) role* one that other pupils may "e facing* in order to encourage empathy, Bor
example* "lindfold pupils and as# them to identify their friends /ust "y listening to their
voices or touching their faces,
Concept model s
%his strategy )or#s especially )ell for science or mathematics lessons, Give pupils a series
of leading 1uestions ( either in handouts or as a list on the chal#"oard, Pupils )or# in small
groups 7or you could lead a )hole4class discussion8 to )or# out ho) something )or#s or
"uild a conceptual model, %hey can ma#e their o)n diagrams and record their o)n
o"servations,
Probl em solving and demonstrati ons
2ncourage pupils* individually or in groups* to explain ho) they arrived at a solution to a
pro"lem, 5ou can also as# them to demonstrate ho) something )or#s? for instance* ho)
does a thermometer )or# or )hat ma#es the )heels of a "icycle move,
Peer teachi ng
@andomly select pupils to read a"out a specific topic and then teach the "asics of the
material to a partner* group or the entire class,
Poster sessi ons
Groups of three to five pupils each complete a poster display that conveys the group6s )or#
in9
identifying and clarifying a pro"lem or controversial issue?
locating appropriate information and resources a"out the issue?
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reporting on the evidence they find,
%his method can also "e used to demonstrate concept models* as descri"ed a"ove, Bor
young pupils* as# them to dra) a poster on a topic such as A&y dream school6 and* if they
are a"le* to )rite a"out it in one corner of the poster, %his )ill help them to integrate and
improve upon their artistic and )riting s#ills,
(iving eed#ack in large classes
In large classes* it is very difficult to provide every pupil )ith individual feed"ac#, %o identify
)hich pupils need more personalised feed"ac#* and to manage the paper)or#* many
teachers use the Aportfolio6 method, ' portfolio is a file* such as a manila folder* containing
samples of a pupil6s assignments* such as essays* stories and reports? illustrations*
pictures* maps and diagrams? as )ell as mathematics )or#sheets* other assignments and
graphs, Pupils6 non4curricular activities can also "e recorded* such as ta#ing responsi"ility
in a classroom activity, %he material in a portfolio is organised in chronological order )ith
each item containing a date and the context in )hich it )as produced, Bor instance* the
context might "e9 A%his )as a piece of unaided free )riting, Only the theme )as given and
some "asic voca"ulary, $! minutes )ere given for this tas#,6 %he portfolio is* therefore* a
record of )hat each pupil has learned and ho) he or she has learned it, It follo)s the
pupil6s successes rather than failures, Once the portfolio is organised* you and your pupils
can evaluate their achievements, 't least t)ice every semester or term* revie) the )hole
range of )or# to identify those pupils )ho need more individual attention and in )hat
area7s8, 's# them in )hat )ays they learn "est* and decide )hat extra activities the pupil
can do to improve his or her learning,
(iving e!ams in large classes
Perhaps the most popular )ay to measure learning achievement is the examination, In
large classes* teachers and pupils ali#e fear them+ Pupils fear ta#ing and failing them* and
teachers fear grading them,
2xaminations can "e either o"/ective 7such as multiple4choice exams8* su"/ective 7such as
essay exams8* or a com"ination of "oth, In some cases* ho)ever* they may not really tell
you if your pupils have truly learned and can apply )hat you have taught them, %his is
especially the case for multiple4choice or true4false exams* )hich rely mainly on
memorisation,
.o) can the exam process "e improvedE Some options are "elo), <an you thin# of moreE
Create exams that look familiar to pupils
%his helps to relieve the exam anxiety that many pupils experience, 2xam 1uestions should
"e in the same form as those that you used in 1ui--es* home)or# assignments* lectures or
discussions, 0hen pupils can see a lin# "et)een the things they are as#ed to do during
class and their private study time* and the things they )ill "e as#ed on the exam* they )ill
"e more motivated to ma#e the effort,
Conduct revi ew sessi ons
's exam time gets closer* set aside class time to conduct revie) sessions* either )ith the
entire class or in groups, One third of the session time can "e spent in a short lecture
revising the ma/or points of a topic* and then the remaining time for pupils6 1uestions and:or
a short practice exercise, %hese revie) sessions )ill also give you feed"ac# a"out )hat
your pupils have actually learned* and they )ill help you to design more effective exams
that demonstrate that learning,
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Devel op exams that demonstrat e learni ng achi eveme nt
@ather than* or together )ith* standard multiple4choice exams* try one or more of the
follo)ing to see if your pupils6 can apply )hat they have learned,
'dd short essay 1uestions? control the length of responses "y providing pupils )ith a
limited amount of space for ans)ers 7an Aans)er6 "ox8, 0ith such a small space* your
pupils must get to the point, Grading F! four4line ans)ers is much easier than grading
F! full4page or even half4page ans)ers,
's# pupils to ans)er 1uestions using diagrams* flo) charts or pictures, %hese are short
and easy to grade* "ut can "e very informative a"out pupils6 analytical s#ills,
Bor some multiple4choice 1uestions* as# the pupil to choose the correct ans)er and
then provide a one4 or t)o4line explanation of ho) they got that ans)er,
Give group examinations. The same grade can be assigned to all members of the
group, based on the group product they produce. For individuals, ask group
members to anonymously grade each other, and then assign the average of the
groups grade to each pupil.
As a riting exercise, ask pupils to rite their on examination !uestions and
ansers based on your class lectures and activities. These can be used on actual
tests, and pupils may understand them better than ones that you develop.
(rading assignments and e!ams in large classes
ive prompt feedback on assi gnment s
In large classes* teachers often do not have time to grade home)or# assignments for F!J
pupils, 's mentioned a"ove* one )ay to minimise the amount of assignments to grade is to
as# pupils to do assignments in groups, 'nother method is to assign a short in4class
assignment for individual pupils and as# them to "ring you their completed assignments
)hen they finish, 5ou can grade these on the spot and give them instant feed"ac#, %his
1uic# response )ill have a more meaningful impact "ecause your pupils are still thin#ing
a"out the assignment, 'lso* prompt feed"ac# sho)s your pupils the importance of )hat
they are learning and that you are concerned a"out ho) )ell they are learning, %o avoid a
line at your des#* as# your pupils to ta#e num"ered pieces of paper )hen they have
finished their )or# and to come to your des# for feed"ac# )hen their num"er is called, %o
give them something to do )hile they are )aiting to see you* give them a short )riting
assignment* may"e for extra credit,
5ou can even as# older pupils in upper grades to help you grade your pupils6 assignments?
or your pupils can exchange their assignments and they can grade each other6s )or#, 5ou
)ill need to monitor their grading* ho)ever, 3ut it can "e a more en/oya"le exercise to see
ho) pupils assess each other* and you can get valua"le feed"ac# on )hat they understand
and )hat they do not,
If home)or# is an essential part of your class and you do not have anyone to help you
grade your pupils6 )or#* grade samples of home)or# assignments to save time, Bor the
assignments that you do not grade* give out an ans)er sheet so pupils can assess their
o)n )or#* or set aside class time to go through the ans)ers to the home)or# )ith the
entire class,
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!o combat the burden of grading man" exams# invol ve "our pupils
0henever possi"le* give short exams* not ones that ta#e up the entire class time, 5our
pupils can then help you )ith the grading process, Bor the o"/ective 1uestions as#ed on
exams* some teachers prepare ans)er sheets in advance, Once all of the pupils are
finished* they exchange their exams* and use the ans)er sheets to grade their partner6s
exam, %he teacher then collects the exams* chec#s the grading* and grades )hatever
su"/ective 7essay8 1uestions are on the exams,
'nother )ay to do this is for the teacher to read aloud the correct ans)ers to each
o"/ective 1uestion* )hile the pupils grade each other6s exams, Using this* or a similar
strategy* pupils don6t need to )ait several days* or )ee#s* to find out ho) they did and
)hat they need to improve,
"op )* tips or teaching large classes
, Plan ahead and prepare thoroughly? pro"lems can "e magnified in large classes* "ut
they can also "e dealt )ith effectively,
2, &aximise classroom space "y removing unnecessary furniture* and use space outside
the classroom for learning and activities, 's# your pupils for suggestions on arranging
the classroom in a comforta"le )ay,
$, >o everything possi"le to get to #no) your pupils, ' positive relationship )ith your
pupils means they )ill "e more )illing to actively participate in class,
4, Give opportunities for pupils to individually introduce themselves to the class,
5, &ove around the class )hen tal#ing ( this engages pupils* and it can reduce the
physical and social distance "et)een you and your pupils,
F, 3e natural and personal in class and outside of it ( "e yourself+
G, %ell your pupils you )ill "e availa"le "efore and after class to ans)er any 1uestions
they might have,
8, Ceep trac# of fre1uently as#ed 1uestions or common mista#es, Use these to develop
lessons and help pupils avoid ma#ing mista#es,
H, 3e a)are of the class, If you notice or even feel that there is something )rong* as# a
pupil )hat is going on, Invite small groups of pupils to visit you to discuss important
class issues, 0hen necessary* involve pupils and use positive discipline to deal )ith
mis"ehaviour,
!, %o chec# the content of your lessons and the #no)ledge and s#ills of your pupils* to
identify those pupils that need your special attention,
, @ecognise the attention span of pupils is limited9 5 minutes of lecture follo)ed "y an
activity and then additional lecture if needed is ideal, >etermine )hat information can
"e delivered in forms other than lecture and develop these methods, Bor instance*
group ork, role play, pupil presentations, reading outside class, and in"class
riting can be excellent ays to vary classroom routine and stimulate learning.
2, >evelop a formal lesson plan to organise your teaching? this is a )ay to monitor
)hether or not your pupils are understanding )hat is taught? and a chance for you to
thin# a"out )hat to do next and ho) to improve your teaching, In your plan* identify
)hat topic is to "e taught* the learning o"/ectives* teaching methods* classroom
arrangement* main activities* resources and assessment methods,
$, 2xplain to your pupils exactly ho) and )hy you are teaching in a certain )ay, Bor
example* A%his is )hy I give 1ui--es at the end of class 7to chec# on your
understanding,6
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4, >evelop a visual display of the day6s topics and learning o"/ectives 7such as a list on
the chal#"oard8, %his )ill ma#e follo)ing the flo) of the class much easier for you and
your pupils, Plan for a clear "eginning* middle and end to the class,
5, Use Aprompts6 to develop pupils6 1uestion and ans)er s#ills* and count to ten after you
as# a 1uestion to give time for the pupil7s8 to ans)er,
F, Give assignments that really assess )hether or not your pupils are learning )hat you
are teaching, <an they explain the process they used to solve a pro"lem* and can they
apply )hat they are learning to everyday lifeE Give clear and thorough instructions for
all assignments,
G, >evelop a portfolio system or other )ays to #eep trac# of pupil performance ( "oth
successes and areas needing improvement ( and to identify those pupils )ho re1uire
extra attention,
8, >evelop exams that really tell you if your pupils have learned and can apply )hat you
have taught them* not /ust )hat they remem"er,
H, Give prompt feed"ac# on assignments and exams, Involve your pupils in the grading
process to give faster feed"ac#,
2!, @eflect on your teaching, >iscuss )ith your colleagues and pupils ho) your class can
"e improved, Kisit the classes of colleagues )ho are also teaching many pupils* and
exchange ideas and materials, '"ove all* vie) the challenge of teaching a large class
as an opportunity* not a pro"lem,
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