Hello first time and regular Readers,
I hope you are enjoying the last few days of your March Break before the kiddies have to return to school. And, as I mentioned above, returning to small classes sizes, like at those at The Study Academy, can definitely make the whole “having to get up early again for school” less of an issue.
There has been several studies on class size reduction that have yielded rather interesting results. For example, research has shown that students in smaller class sizes tend to learn more as measured by standardized tests, their engagement in learning is enhanced, and overall students expend more effort academically and initiate own learning. The effects of small class size has also been shown to have long lasting affects as well, indicating that in the future they continue to do better academically and socially as evidence by highschool graduate rates and grades.
There is something to be said for the influence this academic research on class size has had on educational decisions that has taken place in Ontario, across several jurisdictions.
Primary class size reduction sprang into being as a specific well defined election promise that very quickly became a provincial government objective. It was the government’s way of improving student achievement and reduce difference in educational outcomes across groups of students. Implemented incrementally from 2004, it has been influencing our Educational system ever since and yet still remains a highly debated topic.
One of the reasons for this is because there are perceived costs in reducing class sizes that are recognized, yet highly arguable in the scientific and educational communities. Firstly, while I have stated that smaller class sizes can provide the opportunity for teachers to provide more specialized teaching for students, there are those who disagree.Just because a situation can allow an opportunity does not mean that an opportunity will necessarily happen. Just because a teacher has the opportunity to specialize their lessons towards the needs of the student or the small student groups, does not mean that they will.
This argument is particularly interesting in so that it calls in question the motivation of teachers. Perhaps some will not, but you cannot discount the idea based off a simple “if”. Motivation affects every realm. Gosh, who’s to say that just because you order a coffee next morning that the server will not simply give you a darker blend than you prefer, simply because they don’t have the motivation to brew another batch. I know my example is a bit out there, but I hope you get my point.
Secondly, there has been the assumption than a reduction in class sizes meant there had to be additional space must be found or invented. If such things are not taken into account, schools districts may discover budget short falls later on. I don’t believe this is necessarily always the case, because it is very easy to have small class sizes within the same room, however just increasing the number of teachers. Students can be put into small groups and assigned to teachers. Heck, for different subject matters the student groups can rotate to the next teacher too!
There are many variables to consider, some of which are constantly changing depending on the circumstances of the situation. In the case of Education, nothing is ever “cookie cutter” simple. However, scientific research has been increasingly showing the benefits of such an educational structure. Hopefully, there will be a continual push for smaller class sizes throughout Canada, so students can benefit as they do at The Study Academy.
I do encourage you all to read more on this topic if it is of interest, and for that reason I have provided several additional readings.
Tell me what you think!
American Federation of Teachers. (2010). Benefits of small class size. Washington, DC: AFT, 1-7.
Bascia, N. (2010). Reducing class size: What do we know? Toronto: Canadian Education Association, 1-19.
Bascia, N., et al. (2010).Ontario’s primary class size reduction initiative: Report on early implementation Toronto: Canadian Education Association, 1-121.
And even more if you follow the links available at this website: