One of the biggest challenges that comes up time and again with our communities, is the issue of teaching larger group sizes. Many teachers have student groups higher than 35, and in some cases reaching numbers of 84.
Therefore, we would like to share some strategies and ideas that may perhaps help support effective teaching in the classroom.
Our Teach2030 Ambassadors are highly experienced and have offered many insights into their own experiences when dealing with larger groups.
Alicia, in Jamaica, teaches primary children and a key strategy that she uses is groupings.
Alicia suggests testing the students initially to establish their levels of attainment and by collating this baseline data, it enables the teacher to group students by ability. This then allows the teacher to adapt teaching and learning to the different levels of attainment in a more suitable and measured style.
As a result of this kind of grouping, teaching can be focused and ability-orientated leading to improved behaviour and progress.
For example, higher attainers are more likely to be able to work independently, so once you have set the task and explained the objectives you could perhaps designate roles within the group to ensure all have a task to do.
Weaker attainers will need more focused support from the teacher and perhaps more simplified tasks with objectives that are more suited to their ability allowing them to achieve success and feel more motivated. If weaker attainers feel unable to complete a task, this is when their
Our middle attainers are likely to be a larger group, but again the teacher could allocate roles and tasks, so students feel a sense of responsibility towards their own learning. The teacher will need to facilitate all groups to ensure progress and development is happening but perhaps you could use some of your higher attainers to support the other groups.
The Independent Learning course on our Teach2030 site will help support this kind of teaching and learning strategy in the classroom.
Alicia also has shared how she has table monitors to help ensure successful learning and behaviour, encouraging responsibility and leadership skills within the groups.
Although Alicia is a primary teacher, the grouping strategy and adaptive teaching can be used for all year groups.
Another strategy which is key to productive teaching of any size group is establishing rules, routines and consistency at the start of the year. As a leader in the classroom, it is important to set high expectations for learning and behaviour from the outset, enabling the students to understand acceptable and expected behaviour.
Alicia also suggests that involving the students in this process is helpful too. When students identify and are a part of creating the classroom routines, they are more likely to adhere to them therefore allowing students the right to have a voice in their place of learning. In this way they will have a deeper understanding of how to behave in a way conducive to their learning as well as that of others. You are showing them the respect you would wish to receive in return, right from the outset and by including them you are giving them rights and responsibilities.
Although it may be at times challenging and difficult to uphold these routines, it is paramount to remain consistent at all times and eventually there will become a time when classes settle and understand that this is the way things are done in your classroom thus leading to more successful learning for all.
There is no doubt that larger class sizes are a challenge for all involved – teachers leading the learning and students developing their learning, but with these initial strategies there may be some progress towards a successful teaching and learning journey.
