WHAT IF THE CLASS IS VERY BIG

In multiple groups the teacher has to make an effort to maintain discipline and attention but
of the whole, at least of the majority of the group. With this starting problem, teaching in
groups large cannot be limited to the use of traditional exhibition methods exclusively, the
challenge for the teacher is to program a series of teaching methodologies and resources
that complement each other to achieve the development of competences, while helping
them to capture the interest and motivate students.

However, it is possible to captivate this kind of groups, as long as constant feedback is

used, and with it, the student takes responsibility for their learning process. Likewise, the
teacher can go to tools such as selective evaluations, group activities or request that
students write their doubts or a summary of the aspects worked on in class, all this in order
to identify learning difficulties, and how Last step, ask questions with a higher level of
connection, where the student is invited to think about what this knowledge brings to their
daily life.

Some of the strategies to mitigate these problems are: giving students the opportunity to
create class material, encouraging students to think of an individual question, which they
can then share with their classmates.

PLANNING THE CLASSES: This is one of the most important aspects during the
learning process in large groups of students, that is why the teacher must have prepared
each one of the activities that he will develop with his students.

COOPERATIVE LEARNING: this method is very effective when it comes to working

with large groups, since it allows forming small work groups, thus allowing for better
group control by the teacher. There are important aspects that must be taken into account
when starting a class, such as the correct use of each of the students and allowing the active
participation of all.

BIBLIOGRAPHY.

 Angrist, J. D. and Lavy, V. (1999). Using Maimonides’ rule to estimate the effect of class
size on scholastic achievement.Quarterly Journal of Economics, 114(2):533–575.
 Chetty, R., Friedman, J. N., Hilger, N., Saez, E., Schanzenbach, D. W., and Yagan, D.
(2011). How does your kindergarten classroom affect your earnings? Evidence from project
STAR. Quarterly Journal of Economics, 126(4).
 Fredriksson, P., Ockert, B., Oosterbeek, H. (2013) Long-Term Effects of Class Size. The
Quarterly Journal of Economics, 128(1)249:285.