Teaching Tuesday: Class Size

Sure, you can read the studies and position papers all you want, but no one has written a more eloquent treatise on the subject of class size than teacherken:

I have told you about three students. And the other 29? I don't know what any student understands until I hear or read his or her words. Then I should respond. But this class has 32 students, and I have 45 minutes...

If I use 15 minutes for direct instruction, I have less than a minute per student to ensure understanding, answer questions, or pursue ideas invoked by the instruction. What might I be missing about my students? Of what are they thereby deprived? I don't know, because I have too many students, and not enough time to find out. [. . .]

I agonize over the students that I might not reach because I don't have time to find out what makes them tick. Is Shoshana not talking because she is shy, or because she doesn't understand what is going on? How about Wolodimir a few years ago, who actively participated in discussions, yet never handed in any written work? Why did it take me 15 weeks to realize that despite being promoted every year, he was reading at a third grade level in 8th grade? [. . .]

I'd like to be able to talk with all of my parents at least once a term, but I can't. Which would I choose: talking with Roy's parents about why he can't sit still, advising Nancy how she can reorganize her essay, or making the modifications to my lesson to account for Daniel who is blind and Maria who is hard of hearing and needs to read my lips?

Each student is entitled to be called by name without my having to look at a seating chart. I have a pretty good memory, but how does Ophelia feel when I'm still calling her Aurelia after three weeks? What about Sandor, who passes me in the hall with a cheery ``Hello, Mr. Bernstein" the second week of school, and I'm desperately trying to remember his name, and cannot respond except with a neutral ``How are you?"

Each student is due respect for personal integrity. [. . .]

Perhaps you are overwhelmed by the costs of reducing class size, such as building more classrooms and hiring more teachers? But what about the savings? We know from a recent federal study how poorly many people write. Miscommunication in business and government costs a fortune. Had I more time to correct Scott's essays, perhaps his parents wouldn't have to pay for a remedial writing course in college. Could not a reduction in class size also reduce miscommunication?

Now excuse me while I trundle off to school to my classes of 37 and 40 . . .