We All Have Choices! Does Class Size Matter?

“We can all agree that the quality of teaching is vital, but smaller classes can help teachers provide a more effective education.”-Peter Blatchford- Professor in Psychology and Education. The narrative surrounding education is never short of insights and counter arguments. In a number of instances the views expressed by “experts” are done solely to assuage a particular interest group and not necessarily to fix the broken education system. We must be discerning and interrogate wisely positions concerning educational policies. The current discourse is rooted in literacy and what can be done to increase reading levels of our students. Unfortunately, not much is being said about the impact of class size on students’ outcome. Class size is problematic at both the primary and secondary levels. The more students are in a class the less effective the teacher is. The research is there to support this position. Yet, our classrooms are overcrowded and extremely hot. Poor Indoor Air Quality and Ventilation. Children spend much of their time in school; it is the indoor environment where they spend most of their time besides in their homes. It is therefore important that schools have a good indoor air quality (IAQ). Poor indoor air quality is thought to influence both children’s health and performance. Poor ventilation in classrooms can negatively impact student learning outcomes. Insufficient ventilation can lead to increased levels of carbon dioxide (CO2) and other pollutants, potentially causing headaches, drowsiness, and difficulty concentrating. These factors can hinder a student's ability to focus and perform well on academic tasks. The issue of ventilation in our classrooms must also be taken into account regarding measureable outcomes. In classrooms where both the teacher and students are hot and uncomfortable what do you expect will happen? Once again, the effectiveness of the teacher will be negatively impacted and the achievable output of students will diminish. This is not rocket science although we behave at times as if it is. Lack of Leadership. A few years ago, a principal told a colleague, “We all have choices”, after he brought to her attention the fact that 80 students were in his class. This was clearly an experiment, not your average teaching and learning environment. Yes, this was at the secondary level, not tertiary. These grade ten students were of mixed abilities with varying learning challenges. The ages of the students ranged from 15 to 17 years old. To add insult to injury, my colleague was not a trained teacher of English. The English Language sessions were just placed on his timetable. This is the sort of uncaring attitude and unprofessionalism that exists in our education system. Regrettably, the culture of disrespect goes all the way up the chain of command. Sadly, many of those who lead have immersed themselves in a separation- like model where they believe they have arrived. In this mind frame it is no longer about the students but about self. This mindset is characterized with little or no accountability and transparency. Out of Field Teaching. This out-of-field teaching occurs too often in the education system especially in schools that are overstaffed. This practice is problematic and is really a disservice to both the teacher and subjects involved. Out-of-field teaching occurs when a teacher is assigned to teach a subject without specific training in that subject area. Unfortunately, few have spoken about this issue due to its ubiquity. The practice is also unprincipled. Highly qualified teachers may actually become highly unqualified if they are assigned to teach subjects for which they have little training or education. Out- of-field teachers should be concerned about the negative impact their teaching might have on student learning, such as lower achievement scores. Out-of-field teachers are usually overstretched and stressed. Sadly, little attention has been given to the effects of out-of-field teaching on the teacher’s well-being, as well as on student attainment and participation. Does Class Size Matter? Professor Diane Whitmore Schanzenbach argues that smaller classes are better for students, particularly in the early grades and for low-income families. Research in Tennessee, USA, with randomly assigned students in small classes, proved that students achieved higher levels throughout their schooling. This applied even through high school where they were more positive about participating in their learning and they were more likely to graduate from high school and go on to higher education and training. Undoubtedly, students perform better in small classes. Small class sizes enable teachers to give of themselves more equally to all students. In other words, small class sizes fosters a culture where teachers are more effective and where students benefit more from the instructional leadership of the teacher. There is less burnout of teachers and classrooms become safe spaces for both students and teachers. In a era of small class sizes, no student will be left behind. The teacher who operates within a culture of small class sizes will not only be able to plan individualized intervention plans (IIP) but will be able to execute those plans accordingly. Small class sizes can be transformative not only for the students involved, but for the schools as well. Undoubtedly, this can lead to a generational shift. Let us be reminded that all stakeholders within the education system are connected. Other benefits of having small class sizes are rooted in the fact that teachers will be able to identify learning disabilities early and put in place intervention plans or refer the students to get additional help. Additionally, behavioural issues are handled much more fluidly and effectively with smaller class sizes. This clearly will result in a better teaching and learning environment for both teacher and students. Clearly, the argument opposing small class sizes will be how expensive it is, however, the investment pays off in the short, medium and long terms and therefore is worth it. Regrettably, in this dispensation the vision regarding small class sizes is dimmed and the general system suffers as a result. "Does Class Size Matter?", a research study conducted by Diane Whitmore Schanzenbach of Northwestern University, and published by the National Education Policy Center (NEPC), finds that research supports the common-sense notion that children learn more and teachers are more effective in smaller classes. Larger class sizes also increase teacher attrition. The nation is already faced with teacher migration and to add larger class sizes will only make a bad situation worse. Large class sizes are stressful and trigger frustration on both the parts of teacher and students. It is an exhausting process that eventually leads to failure. As we approach the start of another academic year class size reduction should become a priority as we work to foster an educational policy that is inclusive. During this Emancipation period we owe it to our students to ensure that the education system is geared towards their total development. In the words of Professor Diane Whitmore Schanzenbach, the evidence suggests that increasing class size will harm not only children’s test scores in the short run, but also their long-run human capital formation. Money saved today by increasing class sizes will result in more substantial social and educational costs in the future. Wayne Campbell is an educator and social commentator with an interest in development policies as they affect culture and or gender issues. waykam@yahoo.com @WayneCamo © #ClassSizeMatter