Classroom size has a profound impact on both students and faculty. There are strengths and challenges to both the large and small class sizes. As an educator, it is important to be aware of, and take into consideration, the various learning needs of the students as well as your ability to be an effective teacher in each setting. Regardless of the setting, it is imperative that the educator incorporates interactive and engaging teaching strategies to encourage learning.
Smaller classrooms allow for the educator and the students to get to know each other on a more intimate level. The educator is able to identify the student’s strengths and weaknesses and tailor their teaching strategies to encourage learning. The educator must remain energetic in order to keep the attention of the students and keep the students engaged in learning activities (Herrman, 2016). Having a smaller classroom allows the educator to be able to provide formative evaluation and 1:1 attention. This is beneficial to the student in terms of promoting more meaningful learning.
On the flip side, students who prefer to fly under the radar may feel more exposed in smaller classrooms because it lacks the anonymity of a larger classroom setting (Herrman, 2016). Small classroom settings often require active participation throughout the lesson and grades are usually dependent on participation. This can cause a lot of anxiety for students who are easily intimidated, are shy or do not wish to participate. Contrary to the weaker students, stronger students may show a force of dominance and thus take over class participation opportunity. The instructor must feel comfortable addressing this issue so that participation is shared among the students and everyone feels included.
One benefit of a large classroom setting is the ability to teach a greater number of students in a more time efficient manner. Large classrooms are also more cost effective. However, large classrooms may be very intimidating to students who are less assertive. Because less assertive students often feel vulnerable, they may be reluctant to participate or share their experiences (Herrman, 2016). These students may also avoid asking questions because they feel their contributions are not important or for fear of humiliation, and thus their questions may go unanswered (Herrman, 2016; Robb, 2012). When questions go unanswered, the student is not getting the information they need in order to make sense of the content in the lesson. Yelkpieri, Namale, Esia-Donkoh & Ofosu-Dwamena (2012) and Herrman (2016) also point out that large classroom settings do not allow for instructors to give personal attention to the needs of individual students and it becomes difficult to provide students with remediation.
One large classroom teaching strategy is the use of clickers. This concept allows for students to be interactive and involved in their learning as compared to more traditional measures that rely on a one-way form of communication where the instructor teaches and the student listens (Meedzan & Fisher, 2009) Because the answers are tallied as a whole, the use of a clicker system allows students to participate in class without the fear of humiliation if they choose a wrong answer. This method also allows the teacher to gain an understanding of where additional instruction might be necessary. A study by Meedzan & Fisher (2009) aimed to describe baccalaureate nursing student’s satisfaction with the use of clickers as a tool to promote active learning in the classroom. The results yielded that the majority of students thoroughly enjoyed this method and felt that it helped to promote learning (Meedzan & Fisher, 2009).
One interactive, student-centered teaching strategy for use in a small classroom would be the use of gaming. The purpose of gaming can vary; reinforcing content, assessing knowledge, summarizing a class, or reviewing for an examination (Herrman, 2016). One game that I always enjoyed in a smaller class setting was Jeopardy. Jeopardy allows the educator to create categories that are reflective of the class/course outcomes. Jeopardy boards typically consist of 5 categories. Each category will have a monetary amount ($100-$500) and the questions will increase in complexity as the monetary amount increases. If the class is paired into two teams, this method can also promote teamwork and collaboration as the team is encouraged to agree on an answer. Students often enjoy the competition and creativity that is associated with gaming and this makes learning fun (Herrman, 2016).
I believe that I would be better in small class settings. One of my greatest strengths is my ability to remain patient. Being a preceptor has provided me with the opportunity to work 1:1 with newer nurses to help them develop the skill and knowledge they will need to be an effective nurse. I enjoy being able to encourage problem-solving and prompt newer nurses to think through the process. I much prefer this method as opposed to speaking ‘at’ people, which is more commonly seen in larger classrooms. I enjoy the interaction that occurs during a shared conversation as it also provides me the opportunity to learn for students/new nurses.
Although I love to talk and could talk your ear off in casual conversation, public speaking in large groups gives me anxiety and is admittedly not my strongest attribute. Though I think with practice I could improve upon and become more comfortable with large group instruction, I know at this point in my career I am not ready. My plan upon graduation is to continue in my role as an assistant nurse manager, as I am not yet ready to give up bedside nursing in its entirety, and teach clinical as an adjunct. I feel that teaching in a smaller setting will give me the experience I need to build and improve upon my skills and confidence as an educator.
References:
Hermann, J.W. (2016) Creative Teaching Strategies for the Nurse Educator. (2nd Ed) Philadelphia, PA: F. A. Davis Company.
Meedzan, N. & Fisher, K. (2009). Clickers in nursing education: An active learning tool in the classroom. Online Journal of Nursing Informatics, (13)2.
Robb, M. K. (2012). Managing a large class environment: Simple strategies for new nurse educators. Teaching & Learning In Nursing, 7(2), 47-50.
Yelkpieri, D., Namale, M., Esia-Donkoh, K. & Ofosu-Dwamena, E. (2012). Effects of large class size on effective teaching and learning at the Winneba campus of the UEW (University of Educatino, Winneba), Ghana. US-China Education Review, (2)3, 319-332.
Smaller classrooms allow for the educator and the students to get to know each other on a more intimate level. The educator is able to identify the student’s strengths and weaknesses and tailor their teaching strategies to encourage learning. The educator must remain energetic in order to keep the attention of the students and keep the students engaged in learning activities (Herrman, 2016). Having a smaller classroom allows the educator to be able to provide formative evaluation and 1:1 attention. This is beneficial to the student in terms of promoting more meaningful learning.
On the flip side, students who prefer to fly under the radar may feel more exposed in smaller classrooms because it lacks the anonymity of a larger classroom setting (Herrman, 2016). Small classroom settings often require active participation throughout the lesson and grades are usually dependent on participation. This can cause a lot of anxiety for students who are easily intimidated, are shy or do not wish to participate. Contrary to the weaker students, stronger students may show a force of dominance and thus take over class participation opportunity. The instructor must feel comfortable addressing this issue so that participation is shared among the students and everyone feels included.
One benefit of a large classroom setting is the ability to teach a greater number of students in a more time efficient manner. Large classrooms are also more cost effective. However, large classrooms may be very intimidating to students who are less assertive. Because less assertive students often feel vulnerable, they may be reluctant to participate or share their experiences (Herrman, 2016). These students may also avoid asking questions because they feel their contributions are not important or for fear of humiliation, and thus their questions may go unanswered (Herrman, 2016; Robb, 2012). When questions go unanswered, the student is not getting the information they need in order to make sense of the content in the lesson. Yelkpieri, Namale, Esia-Donkoh & Ofosu-Dwamena (2012) and Herrman (2016) also point out that large classroom settings do not allow for instructors to give personal attention to the needs of individual students and it becomes difficult to provide students with remediation.
One large classroom teaching strategy is the use of clickers. This concept allows for students to be interactive and involved in their learning as compared to more traditional measures that rely on a one-way form of communication where the instructor teaches and the student listens (Meedzan & Fisher, 2009) Because the answers are tallied as a whole, the use of a clicker system allows students to participate in class without the fear of humiliation if they choose a wrong answer. This method also allows the teacher to gain an understanding of where additional instruction might be necessary. A study by Meedzan & Fisher (2009) aimed to describe baccalaureate nursing student’s satisfaction with the use of clickers as a tool to promote active learning in the classroom. The results yielded that the majority of students thoroughly enjoyed this method and felt that it helped to promote learning (Meedzan & Fisher, 2009).
One interactive, student-centered teaching strategy for use in a small classroom would be the use of gaming. The purpose of gaming can vary; reinforcing content, assessing knowledge, summarizing a class, or reviewing for an examination (Herrman, 2016). One game that I always enjoyed in a smaller class setting was Jeopardy. Jeopardy allows the educator to create categories that are reflective of the class/course outcomes. Jeopardy boards typically consist of 5 categories. Each category will have a monetary amount ($100-$500) and the questions will increase in complexity as the monetary amount increases. If the class is paired into two teams, this method can also promote teamwork and collaboration as the team is encouraged to agree on an answer. Students often enjoy the competition and creativity that is associated with gaming and this makes learning fun (Herrman, 2016).
I believe that I would be better in small class settings. One of my greatest strengths is my ability to remain patient. Being a preceptor has provided me with the opportunity to work 1:1 with newer nurses to help them develop the skill and knowledge they will need to be an effective nurse. I enjoy being able to encourage problem-solving and prompt newer nurses to think through the process. I much prefer this method as opposed to speaking ‘at’ people, which is more commonly seen in larger classrooms. I enjoy the interaction that occurs during a shared conversation as it also provides me the opportunity to learn for students/new nurses.
Although I love to talk and could talk your ear off in casual conversation, public speaking in large groups gives me anxiety and is admittedly not my strongest attribute. Though I think with practice I could improve upon and become more comfortable with large group instruction, I know at this point in my career I am not ready. My plan upon graduation is to continue in my role as an assistant nurse manager, as I am not yet ready to give up bedside nursing in its entirety, and teach clinical as an adjunct. I feel that teaching in a smaller setting will give me the experience I need to build and improve upon my skills and confidence as an educator.
References:
Hermann, J.W. (2016) Creative Teaching Strategies for the Nurse Educator. (2nd Ed) Philadelphia, PA: F. A. Davis Company.
Meedzan, N. & Fisher, K. (2009). Clickers in nursing education: An active learning tool in the classroom. Online Journal of Nursing Informatics, (13)2.
Robb, M. K. (2012). Managing a large class environment: Simple strategies for new nurse educators. Teaching & Learning In Nursing, 7(2), 47-50.
Yelkpieri, D., Namale, M., Esia-Donkoh, K. & Ofosu-Dwamena, E. (2012). Effects of large class size on effective teaching and learning at the Winneba campus of the UEW (University of Educatino, Winneba), Ghana. US-China Education Review, (2)3, 319-332.