Classroom Management: Large Classes

1. Classroom Management: Large Classes Mark MacAlpine Electrical Engineering Department

2. Large Classes are Big Trouble – I • A good learning & teaching environment is not easy in a small class – it is much tougher in a large class. • Why? • Eye contact with everyone is impossible – in a class of 100 • 2 latecomers in a class of 20 is a minor irritant – but 10 successive latecomers a class of 100 over the first 20 minutes is a disaster – really disruptive!

3. Large Classes are Big Trouble – II • Interacting with 20 and getting responses from them is hard work – but 100?! • One ‘sleepyhead’ in a small class is easy to keep awake – but how do you keep a dozen dozers alert? • It’s tough enough keeping an eye on 20 guys in a test – how do you minimise the opportunity to cheat with 100? • I will describe some approaches which work for me. No guarantee they’ll work for you!

4. NO Latecomers! • Tell them in the first class that they must NOT be late • Lateness is • ill-mannered • troublesome to classmates • distracting for the lecturer • Latecomers will be refused admission if 10 minutes after the lecture starts • Lateness means coming after the lecture starts – which is 8.35 am for an ‘8.30’ class

5. What if someone is late? • If someone arrives 10 minutes after the class starts – I do not let him/her in. No-one will be so late again ! • If someone is just a little late, I ask them to explain why, before they sit down. (This embarasses them and discourages them from doing it in future). • If the front row has empty seats I usually ask the latecomers to sit there

6. Frequent short tests • I prefer several (20/30 mins) tests – short, unannounced and at the start of the class • A ‘mid-term test’ as the main component of ‘coursework’ is nonsense: it is just another exam! • ‘Several’ and ‘unannounced’ because it encourages them to revise continuously • ‘Short’ – because quicker to mark • At the start and unannounced – another encouragement to be on time ...

7. Tests in a Lecture Theatre? • A simple solution to the problem of accidentally – or intentionally – seeing his/her neighbour’s method or answer • 2 similar tests, one on white paper, one on yellow: alternate columns do alternate tests: white, yellow, white, yellow …. • When the marked scripts are returned, I give out the white test paper (plus solutions) and the yellow test paper (plus solutions) to each student

8. Keeping them alert • Wireless microphone, wireless mouse, laser pointer – who needs to be trapped at the front of the room? • So move around, lecture from the side or the back • This allows you to interact with the sleepy ones in the back row: why aren’t they taking notes? Why aren’t their files open? • In a large lecture theatre you may need to exaggerate your gestures and movements slightly – it is theatre

9. Getting them answering questions • Students prefer the quiet life for themselves, but prefer a lecture where there is interaction between the lecturer and (other!) students • If you ask a general question – if you are lucky – one front-row guy just might answer. No use. • So … ask the question generally, then ask“Well?”to those near you*, if no answer, ask a specific student. * I assume you are not at the front!

10. Getting them talking • Questions need to be easy enough not to cause huge embarrassment – don’t make him/her feel stupid. • The main object initially is to get them relaxed about answering questions, to expect to be asked questions. • Eventually they will actually start asking questions.

11. Break it up into short chunks • Adult attention spans are 15 to 30 minutes at best – what about the other 2½ hours?! • A series of 15/20 minute mini-lectures? • After 15/20 minutes lecturing – change the mode for a while so that the next mini-lecture has a new start • How? Classwork, buzz-sessions, PISER, video-clips, software animations and simulations …

12. Classwork • They • do a numerical example • read a case study • search for some (non-trivial) information in notes/textbook • 5 minutes – too long and you lose contact • Bonus: you walk around and – I bet you 10:1 – a student will ask ‘A-Sir’ the question he dare not ask ‘publicly’ Result: instant mini-tutorial and instant feedback on what they did not follow

13. Buzz Session • “OK – take 3 minutes for discussion – king hah gai – you understand what I’ve been talking about … but I think your neighbour needs help ...” • Again – go ‘walkabout’ – and immediately someone will ask you over. Result: again, instant mini-tutorial and instant feedback on what they did not follow

14. PISER • I invented the name but Laurie Snider invented the system. Brilliant. • If you want to see a class learning, arguing among themselves and having fun – all at the same time – then see it in action – and … try it out. • No time today ….

15. Videos, Software • Short video clips can be inserted into PowerPoint (use the ‘buttons’) • Ditto animations • Applications software – use ‘real’ software in class • finite element stress/strain software for beams, bridges or magnetic fields • accounting software • critical path software • Excel • etc. …

16. Miscellaneous • Why are we teaching this stuff? Because it is relevant and useful to their career, their first job – OK, so tell them • Anecdotes catch their interest, maybe help develop a kind of ‘bond’ with them • Use examples from your research and/or consultancy as often as possible – see both points above ... • Caucasians can use the occasional Cantonese phrase – this really catches their attention … if not done too often!

17. Finally • Reminder: at the beginning I only said “I will describe some approaches which work for me. No guarantee they’ll work for you!” But some may prove useful. • I hope this presentation has given you some useful ideas – now give me back some ideas!