DOES CLASS SIZE MATTER? How does the number of children in a class impact the learning environment?

Does

SIZE

Matter?

Does the number of children in a classroom vying for a teacher’s attention make a difference in the learning environment?

Class size is a hot topic in Hong Kong and is often a top consideration when parents are looking to enroll their children in school for the first time. To a certain extent, the perception is that a smaller class size equates to higher quality of learning. But does the number of children in a classroom vying for a teacher’s attention make a difference in the learning environment?

Several studies have shown that reducing class size increases overall student achievement, especially for younger children. One of the most respected studies was done in the US and is known as the STAR (StudentsTeacher Achievement Ratio) project. It was a study looking at class size reduction in Tennessee and was conducted with a controlled group of 10,000 students. Classes of 22–25 students were reduced to 13–17. The data showed that smaller classes resulted in substantial increases in the academic performance of children in primary grades.

Interestingly, the second phase of the project, called the Lasting Benefits Study, confirmed that the children who were enrolled in smaller classes continued to perform better than their grade-mates (whose school experience had begun in larger classes) when they were returned to regular-sized classes in later grades. So it seems there is a lasting benefit of starting off in a smaller class size where it’s more likely that students receive more individual attention and are able to interact more with the teacher.

Smaller class sizes also mean teachers have more time to teach because there are fewer discipline problems. With fewer students, there are often fewer distractions and students may be more likely to participate in class activities. Teachers may also have more time to cover additional materials.

Carmel School Hong Kong

As they celebrate their 30th year in operation, Carmel School’s experience has shown the importance of optimally balancing the number of pupils in a classroom for social, emotional, and personal development. Whilst they recognise that a high teacher:student ratio is favourable, throughout Carmel School the class ratios are managed to maximise both the individual and group’s potential.

The benefits of a small class size— Carmel School

For children, relationships and communication are key to lifelong personal growth and success. Small class sizes empower young children who are just starting their educational journey. Likewise, older children can gain confidence in both these areas when given the opportunity.

A high teacher:student ratio provides the teacher with increased time to focus on each child whilst small numbers of students stimulate and speed up the establishment of personal interaction leading to greater self-confidence for each child.

A teacher’s perspective— the benefits of a small class

At Carmel School, teaching is about learning - adapting content to each student's needs, being patient, answering questions, stoking interest as well as deepening and broadening the content delivered. Small classes allow teachers to deliver on all fronts more effectively. The passionate and energetic faculty at Carmel School find that smaller class sizes give them the setting and flexibility to match their students' needs.

Are smaller class sizes always the best?

To some degree, learning and teaching success depend on a variety of factors such as the composition of each individual class and the range of student needs in the group. At Carmel School, flexibility makes it possible to combine classes or divide classes as needed. For example, Physical and Health Education (PHE) classes are for whole grades, as are Music and Theatre, in order to ensure sufficient numbers for teams or ensembles. On the other hand, dividing classes into groups for units of inquiry at PYP level and in Math and Science at MYP, for example, lets teachers target different ability groups and for faster progress to be made. The negatives of small group settings turn into advantages when catering for differentiation, including fast tracking gifted and talented students.

More About Carmel School

Founded in 1991 to serve the small but growing Jewish community in Hong Kong, Carmel School was intended to be a small school from its inception. When the School adopted the IB curriculum, they found that the IB’s inquiry-led paradigm aligned to the principles, ethos and philosophy of Judaism—always asking questions, enquiring without limitation and having a thirst for knowledge. Today the School has grown significantly, and Carmel's belief in small classes has been proven in the consistently high academic outcomes of the graduating classes. The excellent IB DP results and the personal social development of each child are testament to the establishment of good relationships both with teachers and amongst peers as are the excellent tertiary destinations of all graduating cohorts.

Carmel is an all-through school from pre-K through to Grade 12, comprising an Early Learning Centre, an International Baccalaureate (IB) PYP School, MYP and DP High School. Serving both the Jewish and international community, Carmel strives to develop independent selfdirected learners.