Placing a limit on classroom size is the best way to ensure that every student gets sufficient help and
resources from the instructor.
While it is true that the size of a classroom might have a significant impact on the overall teaching and learning experience but ultimately it is not the tools rather the user who determines how to use the tool that will determine the outcome of changing the type of tools used. Hence, although a smaller classroom might mean that students have more chances of interacting directly with the lecturer, however, if the tutor is not a good communicator or skillful enough to explain the topics to the students, then size will not be a factor which improves teaching quality.
Teaching involves imparting knowledge in a variety of ways, either through written lectures, presentation or seminars. Among them, the traditional classroom model involves a multitude of students listening to an experienced pioneer in the field to grasp the key concepts of the topic better. If the students have any confusion, then they will be able to ask the lecturers directly, but if there are too many students, then lecturer is unlikely to spend a lot of time facilitating the needs of individual students. Hence, a suggestion to decrease the size of the classroom to improve student learning experience is a logical solution. However, the type of resources available as well as the skill level of the tutor will determine how effective the learning experience is. Therefore, in my opinion, the focus should be on the learning pedagogy of the students and hence different methods required for different types of courses will be more effective.
Following on the last mentioned point, depending on the course requirement and the learning outcomes, the classroom may be designed in different ways. Students need to be in classrooms that inspire them—spaces that are light, airy, and filled with examples of work that they aspire to do. Each school will have a variety of spacious classroom settings. Some will be more traditional in the way that we envision classrooms now, but others might be set up outside or within an atrium or amphitheater. There might be desks, cushions, or benches arranged in rows or circles—however the teachers want them, as not every classroom will follow a template. Each classroom will be set up based on what is necessary to meet learning objectives. But schools will prioritize configuring classes to inspire learning first and foremost, and, where appropriate, reflect the diversity of environments that students are exposed to outside a school setting. Students will have beautiful spaces that make them feel good to be at school—with art, living plants, music where appropriate, comfortable seating, and fast internet access.
Every classroom will be properly apportioned for its purpose. A science lab needs scientific equipment. A music room needs instruments. All classrooms need enough desks for the students and enough books for every child. And teachers will arrange the room in the best possible way for their students’ learning. It is also important to look at the appropriate role of technology in the classroom. Technology can be a powerful tool, but it must be implemented with the intention of enhancing educator-facilitated learning, not replacing it. It must also be paired with real professional development for educators, not a “just add water” program of handing students a device and expecting positive results.
Therefore, with the points noted above, it is not only the size that matters, but the quality and effectiveness of classroom tools for specific purposes. If the educational institutions design their classrooms to facilitate the best possible resources and trains tutors who knows how to effectively use them, then the students will get sufficient assistance to become a scholar in that area of study.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2018-12-28 | tahmeed1993 | 66 | view |
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Grammar and spelling errors:
Line 1, column 116, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to experience'
Suggestion: to experience
...ct on the overall teaching and learning experience but ultimately it is not the tools rath...
^^^^^^^^^^
Line 3, column 601, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to experience'
Suggestion: to experience
...e classroom to improve student learning experience is a logical solution. However, the typ...
^^^^^^^^^^
Line 7, column 621, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
...essional development for educators, not a 'just add water' program of h...
^
Transition Words or Phrases used:
also, but, first, hence, however, if, look, may, so, then, therefore, well, while, of course, as well as, in my opinion, it is true
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 19.5258426966 138% => OK
Auxiliary verbs: 25.0 12.4196629213 201% => Less auxiliary verb wanted.
Conjunction : 23.0 14.8657303371 155% => OK
Relative clauses : 16.0 11.3162921348 141% => OK
Pronoun: 30.0 33.0505617978 91% => OK
Preposition: 72.0 58.6224719101 123% => OK
Nominalization: 12.0 12.9106741573 93% => OK
Performance on vocabulary words:
No of characters: 3180.0 2235.4752809 142% => OK
No of words: 605.0 442.535393258 137% => Less content wanted.
Chars per words: 5.25619834711 5.05705443957 104% => OK
Fourth root words length: 4.95951083803 4.55969084622 109% => OK
Word Length SD: 3.04342184089 2.79657885939 109% => OK
Unique words: 301.0 215.323595506 140% => OK
Unique words percentage: 0.497520661157 0.4932671777 101% => OK
syllable_count: 970.2 704.065955056 138% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 6.24550561798 48% => OK
Article: 7.0 4.99550561798 140% => OK
Subordination: 6.0 3.10617977528 193% => OK
Conjunction: 9.0 1.77640449438 507% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 26.0 20.2370786517 128% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 66.6613471744 60.3974514979 110% => OK
Chars per sentence: 122.307692308 118.986275619 103% => OK
Words per sentence: 23.2692307692 23.4991977007 99% => OK
Discourse Markers: 5.03846153846 5.21951772744 97% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 16.0 10.2758426966 156% => OK
Sentences with negative sentiment : 1.0 5.13820224719 19% => More negative sentences wanted.
Sentences with neutral sentiment: 9.0 4.83258426966 186% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.1643098983 0.243740707755 67% => OK
Sentence topic coherence: 0.0526849798659 0.0831039109588 63% => OK
Sentence topic coherence SD: 0.0415615760947 0.0758088955206 55% => OK
Paragraph topic coherence: 0.106111674978 0.150359130593 71% => OK
Paragraph topic coherence SD: 0.0291915332763 0.0667264976115 44% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 15.0 14.1392134831 106% => OK
flesch_reading_ease: 48.13 48.8420337079 99% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 13.52 12.1639044944 111% => OK
dale_chall_readability_score: 9.21 8.38706741573 110% => OK
difficult_words: 170.0 100.480337079 169% => OK
linsear_write_formula: 28.0 11.8971910112 235% => Linsear_write_formula is high.
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.