Many teachers complain about their overcrowded classrooms. With forty pupils, there is no doubt that it is harder to have original and “personalized” teaching methods than with 20 pupils. In fact, smaller classes are more effective not simply because they are smaller, but because they offer an educational setting in which it is easier and more feasible to be close to pupils and do lively activities. But since large classes will undoubtedly conti nue to be part of the instructional landscape in Mauritius, here are some tips about how to incorporate into large classes the elements that make small classes effective by creating a small-class atmosphere in a large-class setting.

One of the challenges of large classes is overcoming the anonymity and distance that can exist between teacher and students. If students are to be actively involved in and feel personal accountability for the learning process, they must be more than anonymous spectators and passive recipients of information. In order to facilitate discussion, feedback, and active learning, the instructors of large classes can work to create the kind of group identity and individual rapport that make smaller classes so effective and enjoyable.

● Learn students’ names. Using names appears very important to establish an atmosphere of mutual interest and responsibility.

● Come to class early. This time can thus be used to talk informally with students so you get to know each other as individuals.

● Move around the classroom. It brings the teacher closer to pupils and breaks down the distance between them. In addition, moving into the aisles and around the room makes the class seem smaller and encourages student involvement.

● Encourage Class Participation. Class participation is an important part of active learning which gives students a chance to arrive at their own understanding of the material. However, speaking in front of a large group can be intimidating for some pupils. The latter may thus appreciate having the class divided into groups. Give participation points, plan participation – by dedicating ten minutes at the end of each class to a sort of “question time”.

● Have students contribute material for class. Bringing in relevant newspaper or magazine cuttings which can be used during the class allows the pupils to contribute to the course material and to relate it to a larger context.

● Use demonstrations. Using interesting and even fun demonstrations may help students understand the basic principles involved in the lesson.

● Show your own enthusiasm for the subject. If students see why teachers love the material, they’re more likely to develop an interest themselves. If appropriate, teachers may share with their students a problem in the field that currently occupies them, or, when going over difficult material, stress how they struggled with it and were gratified by their efforts.

● Free yourself from your lecture notes. Teachers need to be so well prepared that they should be able to work without their notes. This allows them to be more aware of students’ understanding, to alter the lecture if necessary, and to encourage student feedback.