“…there must remain space for children’s focus to shift to other learning opportunities during lessons”.
While working at schools with more than 500 learners, I have been struck by our human tendency to form smaller groups for work and play. Regardless of the size of the school, the real work happens in pods/classrooms/teams/clubs.
This is not really surprising when one considers the needs of students. They require a safe, enriching environment with at least one responsible, respected adult who guides the curriculum, encourages learning opportunities, and champions the child. Fellow students from the same developmental phase need each other to:
- practise collaboration,
- communicate effectively,
- co-construct knowledge,
- and think critically.
The teacher must be able to pay attention to students and respond to their experiences and stories. Time with learners is structured into sessions, but there must remain space for children’s focus to shift to other learning opportunities during lessons.
I find the above possible when I teach smaller classes. Children get the support and attention they require, while a teacher can offer them time and room for learning. And, parents may rest easy knowing that their children’s individual needs matter and are taken into account.
Good teachers know…
Good teachers know that large student numbers in classes do not give them the chance to guide a doubting child or ask a quiet child what he thinks or make a plan for a child who works at a different pace. When can a conscientious educator encourage a busy child to build respectful social skills instead of interrupting? How can teachers build a relationship with every child when they are busy with crowd control or taking disciplinary action?
Many schools support the above by ensuring classrooms do not exceed 25 students. At Bridgemore Academy our maximum class size is fewer than 18 students and final numbers depend on developmental phase. We know what children need, and we act in their best interest to create the right environment for growth.
Do children at Bridgemore benefit from being in a small school? Do learners have healthy relationships with their peers and teachers, do they feel safe, and are they seen as valuable individuals forming part of the whole?
I have no doubt.
by Carlien Walters, Bridgemore Academy