Strategies and Techniques in Managing Larges Classes in the Senegalese Context
INTRODUCTION
Large classes have become a fact of life in schools across Senegal. Academic funding has decreased whereas class enrollment has continued to rise.
But, there are different opinions about the causes of overcrowded classes in the developing world: reduction of school fees or rapid population growth. The reality, however, is that each of these factors can lead to large classes. This may affect the quality of education if effective strategies and techniques are not used to manage large classes.
Used interchangeably, overcrowded or large classrooms are those where the pupil-teacher ratios exceed 50/1. Such classrooms conditions are particularly found in the developing world where class sizes often enlarge and beyond 100 students.
Being aware that we have in the Senegalese context to work with large classes but also we must know how to cope with them, I find this research project very interesting. So I hope that it’s necessary to lead my research about large class management in order to find out the best ways to teach effectively in large classes. A large class is different from a small one.
Then, we should find out and share different strategies and techniques that can be used in a large class to improve our teaching and to make it more enjoyable and rewarding for us and our students.
When I say a large class is different from a small one, I mean teaching large classes is a big challenge. Both teachers and students find in it a lot of difficulties. For teachers, it’s too hard to reach their aims. The time seems to be short in large classes. There are so many problems in large classes such as tardiness, buzzing, chatting, backtalk, outbursts, out of context questions, defiance, showing off, managing discussion, cheating, motivating students, organizing work, scoring papers….
Teachers face many obstacles when attempting to teach in overcrowded classes: many students with different behaviours, discipline, evaluation, in short classroom
Large classes have become a fact of life in schools across Senegal. Academic funding has decreased whereas class enrollment has continued to rise.
But, there are different opinions about the causes of overcrowded classes in the developing world: reduction of school fees or rapid population growth. The reality, however, is that each of these factors can lead to large classes. This may affect the quality of education if effective strategies and techniques are not used to manage large classes.
Used interchangeably, overcrowded or large classrooms are those where the pupil-teacher ratios exceed 50/1. Such classrooms conditions are particularly found in the developing world where class sizes often enlarge and beyond 100 students.
Being aware that we have in the Senegalese context to work with large classes but also we must know how to cope with them, I find this research project very interesting. So I hope that it’s necessary to lead my research about large class management in order to find out the best ways to teach effectively in large classes. A large class is different from a small one.
Then, we should find out and share different strategies and techniques that can be used in a large class to improve our teaching and to make it more enjoyable and rewarding for us and our students.
When I say a large class is different from a small one, I mean teaching large classes is a big challenge. Both teachers and students find in it a lot of difficulties. For teachers, it’s too hard to reach their aims. The time seems to be short in large classes. There are so many problems in large classes such as tardiness, buzzing, chatting, backtalk, outbursts, out of context questions, defiance, showing off, managing discussion, cheating, motivating students, organizing work, scoring papers….
Teachers face many obstacles when attempting to teach in overcrowded classes: many students with different behaviours, discipline, evaluation, in short classroom