Re: Classroom Size -- EDPR 7/8112 Adolescence Sec. 001 0500-0800 R

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Date Posted: 19:29:12 04/18/07 Wed
Author: Elizabeth Hansen
Subject: Re: Classroom Size
In reply to: Erie Martha Roberts 's message, "Classroom Size" on 08:24:40 04/15/07 Sun

I was also in agreement with the study that said that the highest achievement occurred in classes with 20 or fewer students. I teach five classes, three of which are 21 or fewer students and two of which have 26 students. My smaller classes are significantly better in terms of academic achievement and management. Immediately following the information linking class size and achievement was a section describing three types of management strategies. There was an undeniable correlation between authoritative management styles and student achievement. I believe that this is also connected to the size of the classroom. In my experience, the classes that I utilize the authoritative management strategy effectively are the classes that are smaller where I can more closely monitor student behavior and activities. It is in the classes I teach that are larger that I have more management problems due to the fact that I have a much more difficult time montioring student activities in all cases. With all classes being 20 or fewer students, I believe management would increase along with academic achievement.

In Chapter 11, the book said that the the highest
>levels and gains in achievement occur with classes of
>20 or fewer students. I think this is a fasinating
>statisic, because I fervently agree with it. I teach
>in MCS and am lucky enough to teach classes of this
>size. (Side note, the reason why is that I teach
>American History at an ELL magnet school, so all of my
>ESL students--at least 5 per class--are taken to the
>special ELL American History). I find that I am able
>to give my students more individual attention, help
>their individual needs, and keep them on track better
>within the 55-minute class period than many other
>teachers with larger classes.
>
>I wish we could do this for all the teachers in the
>school. The problem is space. Smaller classes require
>more space. Instead of 30 in one classroom, you need
>2 to hold 15. In some ways, overcrowding and
>impersonal treatment isn't a result of a teacher
>shortage, it's a facility shortage. If the middle
>school were just a bit longer and we could fit in just
>4 more classrooms, then we could make sure every
>teacher had classes that small. Then it would be much
>easier and feasable for all driven teachers to make
>significant academic gains.

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Replies:

[> Re: Classroom Size -- Ethel McKinney (happy), 21:35:46 04/18/07 Wed

>I agree with you 100%. I also teach in MCS but in my regular classes,I don't have the luxury of small classes. My honors classes are small and students are ideal. I teach math by the way, and a classroom of 22 slow learners, 2 non-english speakers and 4 advanced, has exhausted me. Everyday is a struggle to help all my students find success during the day. An ideal situation would be that I had an aid for every 25 students. I am spread so thin trying to coerce my advanced students to help the slower ones and maintain control of the classroom when all the students want to do is talk and pace the room.I wish our superintendent of schools and our illustrious Governor Bredesen could read the articles and research we see in class. Maybe they would mandate a White Ribbon Plan for students who want to give up because they are lost in an overcrowded classroom.

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