Abstract
The challenges of large classes and student classroom disruptive behavior have been a fact of life the world over. What has triggered examining both issues is that in the Tunisian context, little has seriously and wisely been devoted to them on the part of the parties concerned, namely inspectors, teacher trainers, administrators, and the relevant ministries (i.e., the Ministry of National Education and the Ministry of Higher Education and Scientific Research) with the object of dealing with them successfully. Relying on the author’s analytical and critical reflections, as well as his personal experience as an instructor, and on that of some fellows, this paper aims at discussing these challenges and attempts to suggest drastic measures that could help teachers meet them. As concerns the former issue, the paper will explore the concept of a large class, the reasons behind its prevalence, the ensuing difficulties it poses to teachers, and how it could be turned into a blessing in disguise. Regarding students’ disruptive conduct, the paper will look at the underlying causes of the frequency of the phenomenon and put forward a number of effective courses of action that could be taken to surmount it. On the other hand, this paper is meant to serve as an incentive for the aforementioned parties to attach paramount importance to sizable classes and student classroom misconduct, and have every intention of helping teachers manage both predicaments, and it may equally be utilized as a guide to assist them in achieving the same aim. DOI: 10.5901/jesr.2015.v5n2p107
Highlights
Large classes and student disruptive behavior in all educational institutions have been the subject of a considerable amount of literature, generally by reason of their substantial connection with the field of education, and their impact on the teaching-learning process
Due to weak budget, lack of teaching space, and shortage of human resources, large classes are common in almost all educational institutions
Large classes should be viewed from a positive perspective through making them advantageous in diverse ways
Summary
Large classes and student disruptive behavior in all educational institutions have been the subject of a considerable amount of literature, generally by reason of their substantial connection with the field of education, and their impact on the teaching-learning process. Where teachers are concerned, teaching a large class is physically tiring and psychologically annoying, which can impact detrimentally on the teaching effectiveness, and – as far as learners are concerned – on the learning achievement expected, in the sense that, as Wolne (2011) points out, “the large class environment can result in poor learning, a pronounced sense of student anonymity that can leave them less motivated to study, and subsequently lower retention and graduation rates later on.” Alongside these serious impediments, the author states that there do seem to be some real benefits to learners, instructors, and the university as a whole. These include: (a) addressing the student privately, respectfully and in a non-offending way, (b) attempting to take the steam out of the conversation; using a calm, non-confrontational voice, (c) explaining the effect of the disruptive behavior on the class, both as a whole and for individual students, (d) referring to rules regarding disruptive behavior (institutional and/or course rules), and (e) giving deadlines for improving or stopping the behavior
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