by John E. Bonfadini, Ed.D.,
Contributing Columnist
Professor Emeritus, George Mason University
John E. Bonfadini
Does lowering or increasing the number of students in
a teacher�s classroom significantly affect student instruction? The
answer to this question is constantly debated in educational and political
circles.
The Florida state legislature recently proposed
mandating maximum class sizes in elementary, middle and senior high
schools. The governor has stated his opposition to any legislation that
would establish state mandates for class sizes. He believes that the
matter of class size is a local issue and best handled at the local
school-board level. It�s ironic that leaders in Florida and many other
states believe they have the wisdom to establish mandated state-testing
schemes, but retreat when state-mandated class sizes are mentioned. I
believe the issue is one of money rather than of who is best qualified to
determine class-size limits. The cost of implementing testing programs is
a �drop in the bucket� when compared to the cost of reducing class
sizes; so, states opt for testing.
The scientific community has little problem
determining maximum capacities for material objects. All bridges have a
maximum capacity. Planes can only safely carry so many passengers and
cargo. We even determine what the maximum safe speed is for driving on
different roads.
Most public buildings have a maximum number of people
that can be safely accommodated in a given room. My Grady White boat has a
plate that tells me both the weight capacity and the number of people the
craft can safely handle. I wouldn�t think of challenging the
manufacturer�s recommendation. The state even determines the number of
fish of a given species that I can catch without hindering the fish�s
ability to reproduce. Your house has electrical breakers or fuses to
protect against overloading the wire in your home. Why then is it so
difficult to determine the number of students that a teacher can safely
and effectively teach in a given classroom?
I believe the answer to this question involves two
important factors or variables. The first is the intellectual- and
personal-traits capacity of a teacher to work with a given number of
students. The second is developing a measuring system that can determine
when reduced class sizes produce significant results. I know from my
personal teaching and administrative experience that different teachers
can handle different amounts of students, but there are limits. I taught
educational research at George Mason University, a course required of all
graduate students. The recommended class size was 20 students, because of
the high degree of academic/math-oriented subject matter, but I always had
more than 20 students in my classes. A few years ago I accepted as many as
45 students, thinking I was doing the students and the university a favor.
After several semesters of playing super teacher, I decided I was not
doing the students, the university, nor myself justice by attempting to
teach such an overload. I then established the parameter for class size,
which included a computer for every student. In some previous classes I
would have three or four students to a computer. The classes I taught that
were based on factors other than my personality or ability to handle mass
numbers, were far more productive when measured both quantitatively and
qualitatively by students. Common sense indicates that a teacher with
smaller classes can spend more individual time with each student and
that�s what education is really about � the interaction of teacher and
pupil.
Teachers are like fishing line; they come in
different sizes and types. One common factor among all the different types
of line is they all break. The more wear and tear on the line the sooner
it will break. Some lines, like monofilament, have bungee-cord qualities
and will stretch before they break. Braided line has little stretching
ability and instantly snaps when its rated capacity is reached. A question
that needs to be answered is how close to the breaking point should we
operate when teaching our children? I can remember when I would argue with
a school principal or guidance counselor not to put another student into a
vocational class. They would usually say it�s only one more student. My
evaluation of the environment concluded that one more student would cause
the line to break and fishing would be over for the entire class.
Whats
Your View?
Obviously, there are
at least two sides to every issue. Do you have a different view? This column is meant to
provoke thought, so keep sending comments. Each one is read with the utmost interest. Send
e-mail to: [email protected], or send written
responses to the editor. Mail will be forwarded to the author.
I choose my fishing-line size and type based on the
style of fishing and my individual ability to play and land a fish. Most
charter-boat captains choose heavier tackle than I use because they are
fishing with novices who are more interested in putting a fish in the
cooler than I am. The qualitative aspect or challenge of fishing is more
important to me: putting fish in the cooler is secondary. Counting the
number of fish in the cooler is easy, but measuring the intellectual gain
obtained from the interaction of fisherman, equipment, and fish is far
more difficult. Smaller class sizes give students more of the latter,
which is not easily measured with standardized testing. States have shown
a reluctance to consider qualitative measurements that are more directly
affected by class size than quantitative measures. The current
state-sponsored measuring system emphasizes counting fish in the cooler.
I realize that the decision to have smaller class
sizes creates many logistical problems. Where will we get the teachers in
an already stretched profession? Who will build the schools needed to
accommodate more classes? Are taxpayers willing to pay? I can�t answer
these questions, but I do believe that current class sizes are definitely
too large and need to be reduced. If a reduction is to occur, it must be
significant. Reducing from 25 to 24 students may keep the line from
breaking, but would have little effect on the overall quality of
instruction. The number must be smaller. Our kids� learning environments
are just as important as bridges, planes, roads, and houses. Classroom
capacities deserve to be evaluated with the same scientific care.
Finally, all this talk about fishing has motivated me
to implement one of the advantages of retirement. The intellectual battle
between man and fish is calling. See you on the water.
Teacher
Honor Roll
In our January issue we asked our readers to
nominate their best teachers for our teacher honor roll, and the
mail came pouring in! We will publish a few each month until we
have acknowledged all of our fine educators.
Nominator: Katie Walsh
Teacher�s Name: Ms.
Nancy Brittle School System: Fauquier County
Primary Subject: English, Art Heritage
Ms. Brittle is a teacher who desires deeply to make a
difference in the lives of those she teaches. She challenges the students
to seek beyond the mere acceptance of fact and to discover for themselves
the mysterious messages conveyed in the media of visual arts and
literature. But, beyond that, she opens her heart to her students to be
their mentor, advocate and confidante, and is a constant source of
comfort, support and motivation �- extending even beyond graduation.
Nominator: Dorothy Hawkins DeShazo
Teacher�s Name: Benjamin
Booten Shotwell School System: Culpeper High School, 1941
Primary Subject: Biology & Chemistry
Mr. Shotwell captured our attention by
�rabbit-hunting� (whatever we wanted to talk about?) as class began
(sometimes taking a whole class period). Then we really buckled down and
learned the sciences from a delightful and brilliant man.
Nominator: Mary A. Watts
Teacher�s Name: Mrs.
Ruby McDaniel Mickels School System: Campbell Co. School System
Primary Subject: Subjects for grades 1-7
Mrs. Mickels reached all her students. She knew all
strengths and weaknesses of her students and taught each student well to
their ability.
Nominator: Emily Tillery
Teacher�s Name: Mrs.
Herbert Brown School System: Brownsburg High School �Rockbridge
County
Primary Subject: 8th Grade
She was the best teacher I ever had. You never left
her class until you understood what she was teaching.