Essay Example on Smaller Classes, Bigger Benefits: Improving Student Education

Every student joining a learning institution aims at studying in a serene environment and attaining good grades. The benefits of enrolling in a smaller class as compared to a bigger class cannot be overstated. Research has proven that the quality of education attained by learners increases with a decrease in the size of a class (Bedard and Kuhn, 2006). Students in a small class often have personal attention from the instructor, as there is efficient communication. There is also effective feedback from the instructors and more hands-on learning opportunities as compared to those in larger classes. It is, therefore, crucial that students seeking to enroll for classes seek small classrooms for the numerous benefits associated with this.

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Instructors in a small classroom are able to design a coursework schedule that fits the needs of the learners. This is contrary to a large classroom where the instructor has to strictly follow the set coursework schedule. Adoption of a suitable coursework schedule as per the students' needs reduces time wastage as the class does not dwell on already mastered topics (Bruhwiler and Blatchford, 2011). By tailoring a curriculum that fits the needs of the learners in a classroom, much time is dedicated to the challenging sections, and this makes the learning process in a small classroom much effective, and thus better grades for the students as compared to their counterparts in large classrooms.

Students become more motivated to pay attention and participate in small classes. They are encouraged to ask more questions as they seek to maximize their time with their instructors. Students in a small classroom also try as much as possible to attain the most out of it and, therefore, freely ask questions and share ideas of their own on topics they might find challenging (Arias and Walker, 2004). This is often unheard of in a large class. The active participation and more attentiveness mean better grades and better interpersonal skills for the students as they are also able to grow their self-esteem as they actively participate in class (Arias and Walker, 2004).

Enrolling in a small classroom helps students to develop lifetime friendships with their peers. This is because students in a small classroom are able to freely interact with their peers and hare their life goals perspectives and interests. This makes the classroom a community as students from different cultures and backgrounds connect. The interaction with peers results in much open minded students, as they are able to view life from different perspectives (Bedard and Kuhn, 2006). The students also are able to freely consult their peers on subjects they might be having weaknesses in, thus developing close learning ties among them. Students in international schools are also able to easily develop a global community in a world where globalization is much emphasized. This is almost impossible in large classrooms where students barely interact except with their closest friends (Bruhwiler and Blatchford, 2011).

Conclusion

Conclusively, the benefits of enrolling in a small class cannot the overstated. Research has proved that the learning process is much effective in small classes as compared to bigger ones. The various benefits associated with small classes include individual attention for each student, better grades, effective attention and participation by the students, more hands-on learning opportunities for the students, effective feedback from the instructors, tailored coursework as per the needs of the learners, improved self-esteem, and enhanced relationships among students among others.

References

Arias, J. J., & Walker, D. M. (2004). Additional evidence on the relationship between class size and student performance. Journal of Economic Education 35(4), 311-329.

Bedard, K., & Kuhn, P. J. (2006). Where class size really matters: Class size and student ratings of instructor effectiveness. Economics of Education Review 27, 253-265.

Bruhwiler, C., & Blatchford, P. (2011). Effects of class size and adaptive teaching competency on classroom processes and academic outcome. Learning and Instruction 21(1), 95-108.