MB>I keep seeing references to class size.
MB>And lord help us if the class size is near 30!
MB>I guess I have a different take on this.
MB>From my own experience in the classroom, I have found that
MB>the correlation between class size and teaching effectiveness
MB>is not nearly as strong as generally accepted.
MB>As far as I'm concerned, it's the chemistry that counts.
MB>Give me the right group of kids, and I'll have great results
MB>with 50 in the classroom.
MB>I have had classes of 15-20 kids that just didn't click.
MB>We just didn't have the right "mix".
MB>I've had classes of over 30 that were delightful.
MB>Now, there still is a correlation, especially for lower track
MB>classes. These classes tend to have students with shorter attention
MB>spans who need more individual attention. Admittedly, as that class size
MB>increases, you get a much higher probability of that good "chemistry"
MB>deteriorating!
MB>Any thoughts?
Only that the larger the class may be, the more likely it is
that the chemistry is going to a problem; especially when we
are looking at heterogeneous groupings....
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