Dealing with large class by velasco carneiro
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Dealing with large class by velasco carneiro






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Dealing with large class by velasco carneiro Dealing with large class by velasco carneiro Presentation Transcript

  • 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 classeslessons 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 student Learning 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 they are individuals and are being respected as such;  Calling students by their names helps us to call them to order;  We begin to feel more comfortable with a class as soon as we 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 Armazém Velasco Carneiro Francisco supervisor:dr Bernardo Caramba Thank You!