1. Scientific workshop
Joao Pompílio Armazém
Velasco Carneiro Francisco
Quelimane
September 2013

2. What is large classes?
According to HAYES (1997), there can be no
quantitative definition of what constitute a
large class as perception of this will vary from
context to context.

3. Large classes’ problems
According to DAVIS, (teaching and learning forum 2001)
There are three categories in large classes’ problems,
which are:
 Physical ;
 Psychological;
 Technical problems.

4. Strategies for solving large
classes’ problems
Literature;
 teachers’ experiences;
student’s opinions and the researcher’s
views.

5. Pros of large classes
A survey made in chine among Chinese English
learners in large classes reveals the following:
 The learning environment of classes is safe and
relaxing. For Chinese English learners, ‘safe’ and
‘relaxing’ environment means that:
 In large classes, students are very active, they have
nothing to fear about;
 Students can learn well without pressure of being
asked by teachers to answer questions.

6. Cons of large classes
Large classes have some negative effects on the teaching and learning
process, such as:
 Teachers often do not give special attention to individual students;
 Students are unlikely to be asked to stand up and answer a question;
therefore they tend to be more relaxed and more attentive to the
teacher.
 Teacher is usually no teacher-student interaction in large classeslessons are teacher cantered;
 Students often have to find their own seats and bring them into the
class and sit down wherever they find, sometimes to incite
misbehaviour or fight for a good sight on the blackboard or where the
teacher’s voice reaches them clearly.

7. Different classroom
management
The classroom environment encompass
the physical environment- including
learning resource for lessons. As well as
the psychological environment- for
instance using ways to promote learning
as community.
(Practical Tips for Teaching Large Classes,
A Teacher’s Guide. 2006)

8. Coping with misbehaviour
Social factors were pointed to be misbehaviour
producers, yet, literature indicates that teachers and
schools make a dramatic difference in the lives of
many children. “During use; early pregnancy; school
failure and delinquency, influence students’ learning
and behaviour. Moreover, young people seek models
to assist them in their development of identity”. –
(Jones 2001).

9. Getting to know your student
Learning students’ name quickly in large class is not easy.
However, Hass (2001) says it is important because:
 It improves good basic human relationships;
 Calling people by their names is basic recognition that they
are individuals and are being respected as such;
 Calling students by their names helps us to call them to
order;
 We begin to feel more comfortable with a class as soon as
we know our student’s names.

10. a way of creating a positive
environment
“It is worth emphasising that the establishment
of a code will be done differently, depending on
the age of the students. With adult you may
discuss the norms of behaviour that should
apply, whereas with young children you may be
a dictatorial” – HARMER, (1991).

11. The End

12. João Pompílio Armazém
Velasco Carneiro Francisco
supervisor:dr Bernardo Caramba
Thank You!