Educator Discourse 3
Classroom size plays a huge part in how a classroom will be managed. Teaching strategies will need to be adjusted depending on whether the class is large or small. With the demand for nurses growing, there has been a push for programs to increase their enrollment (Lee, Dapremont, & Sasser, 2011). This results in larger class sizes. Some programs do have the resources to keep class size small even with the increase in enrollment. The number of faculty plays a large part in the size of the class (Lee, Dapremont, & Sasser, 2011).
Several studies have been done on perceptions of nursing students on class size. In the large classroom active student participation has been found to be lowered (Leufer, 2007; Lee, Dapremont, & Sasser, 2011). Passive learning takes over (Leufer, 2007). Large classes seem to inhibit the interaction between the students and the instructor (Leufer, 2007). In the literature review done by Leufer (2007) it was found that with increased class size the grade point average of students would decrease even though there was no correlation found between the increase in class size and degree program outcome. Students perceive larger class size to be less conducive to active learning (Lee, Dapremont, & Sasser, 2011), however it is the teacher’s job to provide meaning and make sure that learners actively engage with the material (Leufer, 2007). In the large class student participation must be encouraged (Leufer, 2007). Instructors need to motivate learners (Leufer, 2007).
Students become more interactive in smaller class sizes (Leufer, 2007). Smaller classes also had a positive impact on student’s ability to perform (Lee, Dapremont, & Sasser, 2011). Studies have shown that students are more satisfied with their education opportunities in smaller classes (Lee, Dapremont, & Sasser, 2011). Students stated that there was the ability to have class discussions and the time allotted for class time was adequate (Lee, Dapremont, & Sasser, 2011). Satisfaction with socialization among students and faculty was also cited as a positive aspect of the small classroom (Lee, Dapremont, & Sasser, 2011).
Additional resources need to be made available to faculty in order to implement changes that will support teachers in the classroom, whether large or small (Lee, Dapremont, & Sasser, 2011). Group work was used in one study to encourage student interaction in the large classroom setting (Leufer, 2007). Leufer (2007) suggests that teaching strategies and classroom layout have a bigger impact on student learning than the actual size of the class. Teaching style also has an impact on how students experience the classroom (Leufer, 2007). Course organization needs to be such that it holds the students’ attention (Leufer, 2007). The instructor with a large class may be restricted in space, time, and resources. Evidence-based teaching strategies should be utilized by faculty in large and small classrooms to actively engage students in learning (Lee, Dapremont, & Sasser, 2011).
Examples of teaching strategies to be used for both the large classroom setting and the small classroom setting are as follows:
One technique that can be utilized in the large classroom is the continuing case study (Herrman, 2016). This is a case study that unfolds as lecture progresses (Herrman, 2016). As new information is presented to the students, the case study advances incrementally (Herrman, 2016). This allows the instructor to present the required material as well as actively engaging the students thinking. Critical thinking will be the outcome that faculty desires to see in students from this teaching strategy.
The Six Hats Exercise is most often effective in the small class/group setting (Herrman, 2016). When there is an ethical issue or a situation that can be looked at from different perspectives, this is an excellent exercise to use. The six hats/colors represent emotion, overarching values, logic, creativity, optimism, and pessimism (Herrman, 2016). By taking six different colored hats represent six different perspectives and handing them out to students, then asking them to discuss the situation from the view point of their assigned perspective, the students will be actively engaged in finding a solution to an issue (Herrman, 2016).
As I begin to think about my own career as a nurse educator, I see myself fitting more comfortably into a small class setting. I desire to be more intimate and open with my students. I plan on starting out teaching a clinical group and slowly transitioning to the classroom setting. I feel as if I would become overwhelmed in the large classroom setting. With more experience I hope that I would be flexible enough to take on a large class. Flexibility is an attribute, which I often find helpful in my practice. Patience is much needed and advised as well. Bringing this to the academic theater will be favorable.
Several studies have been done on perceptions of nursing students on class size. In the large classroom active student participation has been found to be lowered (Leufer, 2007; Lee, Dapremont, & Sasser, 2011). Passive learning takes over (Leufer, 2007). Large classes seem to inhibit the interaction between the students and the instructor (Leufer, 2007). In the literature review done by Leufer (2007) it was found that with increased class size the grade point average of students would decrease even though there was no correlation found between the increase in class size and degree program outcome. Students perceive larger class size to be less conducive to active learning (Lee, Dapremont, & Sasser, 2011), however it is the teacher’s job to provide meaning and make sure that learners actively engage with the material (Leufer, 2007). In the large class student participation must be encouraged (Leufer, 2007). Instructors need to motivate learners (Leufer, 2007).
Students become more interactive in smaller class sizes (Leufer, 2007). Smaller classes also had a positive impact on student’s ability to perform (Lee, Dapremont, & Sasser, 2011). Studies have shown that students are more satisfied with their education opportunities in smaller classes (Lee, Dapremont, & Sasser, 2011). Students stated that there was the ability to have class discussions and the time allotted for class time was adequate (Lee, Dapremont, & Sasser, 2011). Satisfaction with socialization among students and faculty was also cited as a positive aspect of the small classroom (Lee, Dapremont, & Sasser, 2011).
Additional resources need to be made available to faculty in order to implement changes that will support teachers in the classroom, whether large or small (Lee, Dapremont, & Sasser, 2011). Group work was used in one study to encourage student interaction in the large classroom setting (Leufer, 2007). Leufer (2007) suggests that teaching strategies and classroom layout have a bigger impact on student learning than the actual size of the class. Teaching style also has an impact on how students experience the classroom (Leufer, 2007). Course organization needs to be such that it holds the students’ attention (Leufer, 2007). The instructor with a large class may be restricted in space, time, and resources. Evidence-based teaching strategies should be utilized by faculty in large and small classrooms to actively engage students in learning (Lee, Dapremont, & Sasser, 2011).
Examples of teaching strategies to be used for both the large classroom setting and the small classroom setting are as follows:
One technique that can be utilized in the large classroom is the continuing case study (Herrman, 2016). This is a case study that unfolds as lecture progresses (Herrman, 2016). As new information is presented to the students, the case study advances incrementally (Herrman, 2016). This allows the instructor to present the required material as well as actively engaging the students thinking. Critical thinking will be the outcome that faculty desires to see in students from this teaching strategy.
The Six Hats Exercise is most often effective in the small class/group setting (Herrman, 2016). When there is an ethical issue or a situation that can be looked at from different perspectives, this is an excellent exercise to use. The six hats/colors represent emotion, overarching values, logic, creativity, optimism, and pessimism (Herrman, 2016). By taking six different colored hats represent six different perspectives and handing them out to students, then asking them to discuss the situation from the view point of their assigned perspective, the students will be actively engaged in finding a solution to an issue (Herrman, 2016).
As I begin to think about my own career as a nurse educator, I see myself fitting more comfortably into a small class setting. I desire to be more intimate and open with my students. I plan on starting out teaching a clinical group and slowly transitioning to the classroom setting. I feel as if I would become overwhelmed in the large classroom setting. With more experience I hope that I would be flexible enough to take on a large class. Flexibility is an attribute, which I often find helpful in my practice. Patience is much needed and advised as well. Bringing this to the academic theater will be favorable.