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!