Ask CTLT
QUESTION: I’m going to be teaching in a large classroom next semester for the first time, and I’m scared to death! Do you have any tips?
ANSWER:
You’re not alone! The first semester in a large classroom can cause real anxiety.
The good news is that you may discover the transition won’t be as difficult as you anticipate.
Much of what you do to create authentic learning in the small classroom can also be used in the large classroom, with modifications.
You should also remember that there is no one “right way” to teach in a large classroom. It’s important to consider your own teaching style, who your students are, and the goals of your course. But consider addressing
the following questions as a blueprint for your course planning, and maybe some of that anxiety will be relieved:
- What goals do I have for student learning in this course? Is it realistic to include the same goals as in a smaller class? Do my goals need modification?
- What am I already good at that I can still use in a large class? (Consider your mastery of the subject, organizational skills, encouraging/approachable personality, sense of humor, reasonably high expectations these don’t have to go away!)
- What do I know about student learning that is still important in a large learning environment?
(Consider active engagement, repetition and practice, sense of community, clear expectations, and relevance of examples.)
- What class activities and assignments do I currently use if I’m already teaching a smaller section of the same course that I would like to continue to use? What modifications do I need? (Consider length of written assignments, GA/TA assistance, change in grading strategies, importance to class goals, and managing collection/return of papers.)
- What challenges will I face in a large class that is different from a smaller class? What can I do to manage the challenges of a class this large? (Consider there may be increased distractions, “hiding” in the back or not attending at all, increased paperwork/grading management, easier/increased cheating and fewer teacher/student interaction opportunities.)
- Is there technology available that can help streamline my workload, and that I’m willing to learn and use? (Consider Blackboard and Classroom Clickers.)
Once you’ve answered these questions, you might also want to consider some general suggestions such as:
- Identify class rules and consequences, post them online and in the syllabus, review them, and solicit student feedback.
- Use class “contracts” or quizzes for points to confirm student understanding of rules and expectations.
- Reduce paper by using online quizzes, group projects, and electronic gradebooks.
- Reduce student anonymity by learning some names/providing name cards and using them; using “clicker” questions worth points, assigning small groups for discussion and reporting; encouraging group study or tutoring; making contact before/after class through greeting, smiling, eye contact, sharing examples in class, and moving around. Get creative!
- Address diversity by meeting the needs of a variety of learning styles.
- Establish anti-cheating plans for exams and include them in the class rules.
- Check with other experienced faculty to garner ideas.
- And above all, maintain a sense of humor it’s YOUR survival!!
