Amjad Al Khawam
Iris Rodriguez de Parrilla
Ndikumasabo Jean ClaudeLauren Mark’s Updates
does class size limit creativity?
In Taiwan, most elementary, middle and high school students spend all day long in classes that range from 40-50 students per class, in local public and private schools. Given the limited space in classrooms where desks can only be arranged back to back in rows, with scant room to walk down aisles in between, the small cluster formation that is quite possible in the States is impossible to arrange.
When teachers teach multiple classes this size, it's no huge surprise that grading consists mostly of multiple choice quizzes that take place almost every day by the time students hit middle school, but this sort of cut and dry definition of failure and success produces students who are largely terrified to fail. Producing multiple drafts of work, with built-in revisions that cultivate the understanding that even misplaced effort will ultimately lead to success is lacking as a part of the educational process.
My mom recently told me that some schools in our hometown, Milwaukee, WI, are also cramming up to 36 students in a single middle school class these days thanks to budget cuts.
If you had to grade 4-5 classes of 35-45 students, would you still assign them creative projects that require more time to assess them?
This is an interesting issue, and I feel for teachers, thinking that they would have to work so much overtime to grade so many papers/assignments. Several schools in my hometown have also faced budget cuts, which has forced them to increase the # of students in each room. I don't understand how teachers are going to effectively teach 35-40 students at one time, let alone assign them any creative assignments. I have done a little research on the topic and it looks like 15 students it whats recommended in a classroom to 1 teacher.
I can’t speak to 4-5 graders, but for middle school and up - hoping that you have the flexibility to try new things - yes – I would still have peer review projects. I would most likely break people up into a series of small groups, maybe five per group. I would literally work with students to set the culture of students functioning as the teacher in these settings. I would hope I have an aide, but if I did not have one I would have to find ways to move between the groups. Would a flipped classroom experience work for classes this large? I do not see why not. The planning to bring this type of learning into large classes is substantial. As teachers we can’t let the realities of large classes stop us from delivering the type of instruction that is truly needed.
Hi Lauren,
Thank you for the information on classroom logistics in Taiwan! That's very interesting. Is the tight space a logistical problem that there just isn't room to house all the students or is the issue a lack of teachers due to budget? I'm wondering if there was more budget to have 2 instructors in one of those learning environments? I feel very blessed to only have 24 students in my kids' classrooms. Though a few minutes ago I might have told you I thought 24 was too many! :-)
Lauren, that is really interesting about classes in Taiwan. I would say regardless of class size I think you can do creative activities and assignments. I think the key is to be very organized before you start. Although creative projects take longer to correct, often they take longer for the students too. I would suggest that you could do grading in stages. Walk around during class, grade if they have a section completed while working on the next section. Also, this gives students time to ask questions on the project, get ideas from you. Good luck with your class.
Hi, Lauren. I was not aware that Taiwanese classrooms were so packed. Is there a larger space that you could borrow in order to give your classes ample room to work on small group projects? The elective writing classes I teach have between 40-45 students and it would be pointless to give them quizzes on vocabulary all the time. Assigning roles in small groups (researcher, composer, spellchecker, etc.) has gone well, as each student documents the work that they do on a project together. That also decreases the total number of projects the teacher would have to grade. The final product is usually presented in front of their classmates or displayed in the school, so students have an incentive to do their best. If space is an issue, I try to reserve a bigger room or have them work in an area close to the classroom (even outside on a nice day). The students are good about not causing problems, as they are given a chance to break the memorize-quiz-repeat cycle. I hope you will have a chance to do creative projects with your classes!
Hi Lauren, it's really interesting to learn about the differences in classroom configuration and its consequences for learning. I did not understand why physical space is limited. In response to your question, I would say that it depends on the tools available as well as the support structure and workload. Does the school system reward group work? What are you seeing as the outcome of a MCQ-driven system and how does it compare to your teaching experience in the US?