Scientific workshop
Joao Pompílio Armazém
Velasco Carneiro Francisco
Quelimane
September 2013
What is large classes?
According to HAYES (1997), there can be no quantitative definition of what constitute a large class as perception of this will vary from context to context.
Large classes’ problems
According to DAVIS, (teaching and learning forum 2001) There are three categories in large classes’ problems, which are:
Physical ;
Psychological;
Technical problems.
Strategies for solving large classes’ problems
Literature;
teachers’ experiences;
student’s opinions and the researcher’s views.
Pros of large classes
A survey made in chine among Chinese English learners in large classes reveals the following:
The learning environment of classes is safe and relaxing. For Chinese English learners, ‘safe’ and ‘relaxing’ environment means that:
In large classes, students are very active, they have nothing to fear about;
Students can learn well without pressure of being asked by teachers to answer questions.
Cons of large classes
Large classes have some negative effects on the teaching and learning process, such as:
Teachers often do not give special attention to individual students;
Students are unlikely to be asked to stand up and answer a question; therefore they tend to be more relaxed and more attentive to the teacher.
Teacher is usually no teacher-student interaction in large classes-lessons are teacher cantered;
Students often have to find their own seats and bring them into the class and sit down wherever they find, sometimes to incite misbehaviour or fight for a good sight on the blackboard or where the teacher’s voice reaches them clearly.
Different classroom management
The classroom environment encompass the physical environment- including learning resource for lessons. As well as the psychological environment- for instance using ways to promote learning as community.
(Practical Tips for Teaching Large Classes, A Teacher’s Guide. 2006)
Coping with misbehaviour
Social factors were pointed to be misbehaviour
producers, yet, literature indicates that teachers and
schools make a dramatic difference in the lives of
many children. “During use; early pregnancy; school
failure and delinquency, influence students’ learning
and behaviour. Moreover, young people seek models
to assist them in their development of identity”. –
(Jones 2001).
Getting to know your studentLearning students’ name quickly in large class is not easy.However, Hass (2001) says it is important because:
It improves good basic human relationships;
Calling people by their names is basic recognition that theyare individuals and are being respected as such;
Calling students by their names helps us to call them toorder;
We begin to feel more comfortable with a class as soon aswe know our student’s names.
a way of creating a positive environment
“It is worth emphasising that the establishment
of a code will be done differently, depending on
the age of the students. With adult you may
discuss the norms of behaviour that should
apply, whereas with young children you may be
a dictatorial” – HARMER, (1991).
The End
João Pompílio ArmazémVelasco Carneiro Francisco
supervisor:dr Bernardo Caramba
Thank You!
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