Manock

Madison Manock
Mrs.Frierman
20 November
VTFT II 2B
Class Size and its Implications on the Classroom

Class size is defined as the number of students in a given course or classroom,

specifically either (1) the number of students being taught by individual teachers in a course or
classroom or (2) the average number of students being taught by teachers in a school, district, or
education system. The term may also extend to the number of students participating in learning
experiences that may not take place in a traditional classroom setting, or it may also refer to the
total number of students in a particular grade level or class in a school (although this usage is
less common in public education) (Class Size p.1). Class size serves as a possible educational
barrier when not closely dealt with. It is a big issue among the nation today, because some
students are not receiving the proper dedication to education from their teachers that they need. It
should not be the teachers onus, and is truly something they cannot help. The issue is derived
from the lack of funding in schools therefore there is low staffing, including teachers. The
number of students does not change, but with less teachers this constitutes abnormally large class
sizes, and an eventual struggle for attentive learning.
Recently, studies have found that as class size is reduced student performance is
enhanced. As student performance grows, so do test scores, school ratings, and even school
funding. The idea that a smaller class helps students grow and learn is rooted at the idea of the
student to teacher ratio. The smaller number of students, the more attention the teacher can give
to each individual learner. The issue is that funding for schools has dropped due to budget cuts in
local cities. With less funding fewer teachers remain employed in those schools. Although there

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are fewer teachers, the number of students is not cut back with the funding, so the few
remaining teachers are then challenged to oversee more and more children in the classroom. This
easily creates a chaotic and confusing atmosphere that is not only displeasing, but makes
learning and teaching a difficult task. Among the imperfections in schooling, class size largely
affects many aspects of a students ability to learn, the teachers communication, and the
administrative efforts to follow protocol in efforts to fix the issue.
The issue of class size reaches all demographics and every corner of the classroom. Each
student is faced with a challenge of entertaining their work while waiting for their turn to speak
or ask the teacher a question. The teacher must struggle on a daily basis with copious amounts of
paperwork, questions, and individual situations.
Teaching is one of the most demanding professions. A teacher has several unwritten titles
in their job description; they are a mother or father, they are a nurse, they are a janitor, they are a
helping hand, a joke when someone needs to be cheered up, a blanket when a heart needs to be
warmed, and a friend when someone is in need. Teachers face some of the most difficult
situations day in and day out. For approximately 183 days in the year the teacher sees the child
more often than their own parents, and influences their choices not only in school but in their
every day life. Smaller class sizes allow teachers to devote their efforts to more individuals than
a larger class size would allow. Since the early days of education students have had personal
tutors. Tutors are implemented so that one on one expertise and commitment to a subject will
give an in depth and thorough understanding for the student. The idea of a tutor can be translated
to the necessity of smaller class sizes. Although it would not be one on one, a smaller class size
allows for a better student teacher ratio. Teachers prefer a more intimate class setting because it
produces an environment that is manageable for learning and understanding.

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Administration is toward the top of the hierarchy in the issue, because they can
implement actions in reducing class size and hiring more teachers to work in classrooms
together. They face challenges of funding, and following specific legislative protocol. Which ties
in with the one factor at the very top of the hierarchy, school funding from governments.
Government allocates only so much money for each cost on their budget ("Budget Breakdown:
The Lowdown on Your School Dollars").
If the public system cannot pay for it, and the school funding is short this is when the
parents begin to reach into their own pockets past the factor of taxes.
Research shows that class size is a significant factor in parents' decisions to send their
children to private schools. Despite the enormous emphasis on test scores in public
schools, parents report little interest in these scores when choosing a school. Instead, two
of the top five reasons parents give for choosing a private school are "smaller class sizes"
(48.9 %) and "more individual attention for my child" (39.3%). The other three reasons
are better student discipline, better learning environment, and improved student safety, all
of which are influenced by class size (Kelly & Scafidi, 2013)
This begs the question about the demographics. What about those who are unable to afford to put
their child in a private school system? Does that mean their child will receive a poorer
education? Here again another issue arises of monetary situation and the education that is
received, because later on when translated to colleges typically the student with better grades
coming from the better school will be accepted, and if the private school answers to both of those
stipulations then that child will proceed. This is further evidence that the class size largely
contributes to factors of success further in life for the average students.

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An education is what happens during school, but learning is what happens throughout
ones entire life. School teaches children to think and make decisions on a daily basis. It is the
root of success and achievement in a pupils life, and should never waver from the position it
holds. The ability to learn starts in the classroom, and if the education one receives is unclear,
then the chaos from the classroom goes on to cluster the brain. Smaller class sizes allow for
students to receive devoted time from the teacher. It has been noted in many studies by
universities that it directly leads to higher academic achievement. The issue is not about funding
for schools, and raising test scores, but giving the students a fair ability to learn.
The positive and negative outlooks of both large and small classes work inversely to each
other. For smaller classes the basic rationale is that if teachers have fewer students, they can
devote more time and attention to each student, including more time diagnosing specific
learning needs, critiquing work products, and giving students one-on-one instruction and
academic support(Class Sizes p.1). But the negative factor is that smaller class sizes only calls
for more funding in school systems to hire teachers. Inversely, large class sizes demand less
funding, but create a chaotic atmosphere for students.
I have witnessed first-hand how largely class size affects both teachers and students. I
intern with a woman whom I hold to the highest regards-she is truly a role model. Her name is
Betsy Neal and she is currently teaching 2nd grade at Linkhorn Elementary School in the Virginia
Beach City Public School system. Previously stated, she currently teaches second grade, but that
is not how this school year began. She was originally assigned to a 1st grade class, which is what
she had taught in previous years. According to administration and probable city or state
educational statutes, her first grade class was deemed too small so the class dissolved and was
divied up amongst other classes. The other classes are now larger than before, and Mrs. Neal

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was assigned to a new large second grade class. Confusion, chaos, and quick thinking on her feet
(and the other teachers) was the result.
It is now a month and a half later, and Mrs. Neal (as expected) handled the situation with
a smile and elegance. All of her last minute second graders adore her. But, if you ask her the
issue still remains that she wishes she had more time to meet with the children to instruct and
give one on one academic support (Neal, personal interview 2015).
As I have observed at Linkhorn Elementary, the school has several specialists that pull
students out of the classroom to work on reading, math, or science procedures. But many agree
that pulling the student out of the class is distracting from the curriculum. The simple solution is
that local and federal governments need to apply regulations to raise funding within the school
system. It will take local efforts to then reach a state level and then even further the federal level
to speak with the government and pass legislation to further funding. If full funding can not be
appropriated, it is suggested to consider the class size among different disciplines (Why Class
Size Matters, 2014). For example an art class may not need as much attentiveness as a math
class might, due to the flexibility in the curriculum and goal of creative expression in the art
class. The math class environment should be a bit stricter and more attention based because they
are important to own full attention during that period. But, then it may delve into another issue of
a hierarchy of class importance, and cutting funding for elective classes would bring about a
worse issue. It is viable that it is realized how important it is to give each and every student the
attention they need in an education. Thomas Jefferson once said, The glow of one warm thought
is worth more than money. Funding should not inhibit the ability for a student to properly learn.
Class size is a crucial issue that should be dealt with, so that one day the earth will be heated
with warm thoughts.

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Works Cited
"Budget Breakdown: The Lowdown on Your School Dollars." Virginia Beach City
Public Schools -. N.p., n.d. Web. 13 Jan. 2016.
"Class Size Definition." The Glossary of Education Reform. N.p., 15 May 2013. Web. 20
Nov. 2015.
"Class Size: An Educational Barrier." Personal interview. 12 Dec. 2015.
Kelly, J., & Scafidi, J. (2013). More Than Scores: An Analysis of How and Why Parents
Choose Schools. Friedman Foundation for Educational Choice. Retrieved from
http://www.edchoice.org/CMSModules/EdChoice/FileLibrary/1031/More-Than"Why Class Size Matters Today." NCTE Comprehensive News. N.p., Apr. 2014. Web. 13
Jan. 2016.