Dan Triplett writes to Melvin Billik:
-> In the class of 28 there was the chemistry you mentioned.  The kids
-> played well together, followed the class routine with simple
-> reminders, and were "nice" to each other.
......
-> My other group of 23 were little terrorists.
......
-> However, when just a few of my "boys" were absent for a day it made
-> all the difference in the world.  If that class had been 18 students,
-> it certainly would be more manageable.  Class size in this instance
-> would have been important--no, make that critical.
In reference to my last post on this topic to Melvin Billik, I think
this bears out my point. It isn't a matter of class size, but of having
a group of students that we would probably think of as "the better type
of student". I know that when I teach regular geometry, 30 students is
already a handful. That's because these kids tend to be less interested
in the subject material and less motivated and less likely to expend
much effort than their peers in the honors track. In honors geometry I
can easily handle 35-40 students MORE EASILY than 30 in the regular
class.
At our school we try (when possible) to make the remedial courses have
smaller than average class sizes in order to better serve these students
needs.
Sheila
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