Shaping the Way We Teach English: Module 06, Managing Large Classes

Main ideas / lessons conveyed

• Large classes are increasingly common (often 50–75 students), raising concerns about how they affect:
  • an instructor’s ability to teach,
  • a student’s ability to learn,
  • and the overall quality of education.
• Teachers may not be able to answer research questions directly, but they can improve outcomes by applying strong pedagogical planning and classroom-management techniques designed for large-class realities.
• The module is organized around three classroom-management perspectives:
  1. Pedagogical planning (how lessons are designed and prepared)
  2. Classroom learning systems (how learning procedures and routines operate)
  3. Student behavior/discipline (how expectations and conduct are managed)
• There is no one “recipe” for success, but careful planning, consistency, and some creativity can help create a more supportive “community” feel even in overcrowded classes.

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Detailed instruction / methodology (organized by video segment)

Video Segment 1: Pedagogical planning for large classes

• Create a caring, supportive environment that enables maximal learning.
• Plan lessons carefully with:
  • clear structure,
  • organization,
  • strategies to keep learners motivated and engaged.
• Use diagnostic tests at the beginning to identify each student’s:
  • strengths,
  • needs.
• Help students set their own learning goals and develop effective learning strategies.
• Treat students as having a range of abilities and ongoing progress (“works in progress”).
• Avoid labeling (e.g., “smart/stupid,” “never listens”).
• Individualize interactions as much as possible, including:
  • learning student names,
  • or using identifiers such as name cards so students feel recognized.
• Provide a plan for individual attention despite large numbers:
  • rotate so that over 2–3 days each student (or group) receives some individual attention.
• Coordinate with others:
  • work with administrators and fellow teachers to update curriculum regularly to meet student needs.
• Build student responsibility and independence by allowing freedom within established frameworks, such as:
  • making choices,
  • helping with classroom logistics,
  • supporting peer help.

Subtitle fragment references practical classroom behavior like “step by step, by practice, and especially listening/reading,” reinforcing the emphasis on actionable routines and skills.

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Video Segment 2: Classroom learning systems (physical setup + routines)

• Physically organize the classroom to support:
  • lesson flow,
  • expected learning procedures,
  • lesson goals.
• If possible, allow student movement around the room.
• Establish and move toward a calm working environment using:
  • clear expectations,
  • clear routines.
• Train students consistently at the beginning of the school year so movement and transitions work smoothly, including shifts such as:
  • moving from class activities,
  • entering/exiting group work quickly,
  • moving to other spaces (e.g., library, language lab, multimedia) without chaos.
• Use clear, brief explanations and directions.
• Set up routines for key logistics, such as:
  • attendance,
  • homework correction,
  • paper distribution and collection,
  • handling work completed,
  • and similar operational tasks.
• Post the day’s agenda on the board at the start of class.
• Use purposeful activities to keep learners engaged/on task.
• Provide additional self-directed activities for students who finish early.
• For multiple large classes, establish consistent routines across them, and:
  • use curriculum/lesson-plan templates that are general enough to adapt for each group.
• Create smaller teaching units within the larger group when helpful.
• When possible:
  • give learners responsibility for choosing and completing individual projects within a group.
• Display student work and projects.
• Use available aides/volunteers effectively.

A classroom example includes structured transitions—students “go first” in a planned way—and group-based roles with self-check/peer-check.

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Video Segment 3: Student behavior/discipline management

• Teachers should use authority selectively and wisely.
• Treat all students fairly and avoid humiliating them.
• If students are respected, they are more likely to respect teachers.
• Focus on being proactive rather than reactive:
  • establish clear rules and expectations,
  • apply them consistently to all students.
• Optionally involve students in co-creating agreed-upon conduct guides.
• Emphasize consistency, including teaching procedures from day one (example: when finished with a center, clean up before moving on).
• Post class rules and behavior expectations (including in first and second language).
• Use reward systems and peer reinforcement to promote shared behavioral goals.
• Establish consequences for inappropriate behavior, applying them:
  • fairly,
  • in a matter-of-fact manner.
• To preserve learning time, postpone individual discipline matters until after class when reasonable.
• Incorporate into lesson plans opportunities for students to get up and move.
• When discipline problems are consistent, try to discover the reason behind the behavior.
• Collaborate with administrators and colleagues to align with school-wide behavior models so expectations are reinforced across the whole system.

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Closing guidance (overall message)

• Success in managing large classes doesn’t come from a single method.
• The best approach combines:
  • careful planning,
  • consistency,
  • and creativity to build a sense of community in overcrowded conditions.
• The module references further readings in a manual.

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Speakers / sources featured

• “All” (group response): “FLY AWAY, JILL!” / “FLY AWAY, JACK!”
• Woman (teacher/leader in the examples): “I WANT YOU TO MOVE TO THE LANGUAGE LAB…”
• No named individual speakers or external sources are clearly identified beyond the role labels above.