Class Size and Teacher-Student Interaction

This was written by the Canadian Education Association and is an excerpt from their report Reducing Class Size: What do we know?

by the Canadian Education Association

The Ontario study reinforced many of the findings of other class size reduction studies with respect to teacher student interaction. Nearly three-quarters of the primary teachersreported that the quality of theirrelationships with students had improved as a result of the smaller classsize, and two-thirdssaid theirstudents were more engaged in learning than before class size reduction. Primary teacherstold the researchers that smaller primary classes gave them more time to help individual students experiencing learning difficulties and allowed them to carry out intensive, focused, teacher-guided activities effectively.

During group learning,the smaller groupingsmade possible by smaller classes enabledthe teacher to be more aware of, and to encourage, each student’s individual participation. Primary teachers noted that they felt better able to monitor children’s activities during work time, compared with larger classes where student behaviour might go unnoticed for a longer period of time. The more spacious classrooms often allowed for a dedicated location where the teacher could interact with one or a few students while the others worked independently on other activities. 

Improvement in student-teacher interaction appeared to contribute to improved classroom behaviour, as well.Teachers reported that students were calmer than in the past, a fact they attributed to easier and more frequent access to adult attention. Over half observed that peer relationships within the classroom improved, probably another benefit of reduced competition for adult attention.

There may also be child safety benefits to smaller classes. For example, in one context where students and teachers were rehearsing a lock-down drill,smaller classes were seen by teachers as important to ensuring a quick emergency response to account for all children. Similarly,teachersfound it easierto keep track of young children leaving the classroom to line up in the hallway to use the washrooms and to supervise students on class excursions outside of the school.

Reducing Class Size: What do we know?

This was written by Penny Milton who is the Chief Executive Officer for the Canadian Education Association. This piece is the forward in The Canadian Education Association's report Reducing Class Size: What do we know?

by Penny Milton

Smaller class sizes are an intuitively good idea. Both parents and teachers believe that smaller groups of students allow for more individual attention and result in higher achievement. In addition, teachers believe that smaller class sizes provide for more manageable classes and better relations with parents. After many studies of the impact of class size, and lively debate about their interpretation, a consensus has emerged that class size makes a small but useful improvement to achievement in the early grades. The impact is greater when accompanied by pedagogical change. 

Because of its widespread popularity, reducing class size is a relatively straightforward policy initiative; its implementation, however, is complex because it affects utilization of classrooms, recruitment and allocation of teachers, and grouping of students, and may require the creation of split or combined grades in the primary and junior divisions.

In 2007 and 2008, the Canadian Education Association (CEA), through a contribution agreement with the Ontario Ministry of Education, conducted a study of Ontario’s newly introduced class size reduction policy to provide a portrait of the teaching and learning environment created in smaller classes and to determine the policy’s impacts, both intended and unintended. CEA contracted with a group of researchers from the Ontario Institute for Studies in Education, University of Toronto, to undertake this research on its behalf. The research team reviewed the literature, analyzed statistical data, conducted field research in eight Ontario school districts, and surveyed parents. The final report was approved by the Ontario Ministry of Education in 2009. 

The research will be of interest to school districts and departments/ministries of education in other jurisdictions. Although the study focused on Ontario, we believe that key stakeholder groups across the country will find it valuable. This report enhances our knowledge of policy implementation at the district and school levels, and provides insights into how to maximize the positive impact of class size reduction policies directed at elementary schools. 

We appreciate the participation of the Ontario school districts and parents that took part in the study, and trust that readers will find this report useful and informative.

Teaching the way we aspire to teach

Teaching the Way We Aspire to Teach: Now and in the Future – a joint research report from the Canadian Education Association (CEA) and the Canadian Teachers’ Federation (CTF) – paints a national picture of who teachers are and articulates the support they need to teach at their best. The research involved extensive input from over 200 teachers who participated in CEA focus groups across the country and over 4,700 teachers who responded to a CTF online survey.

“Feedback from these focus groups was loud and clear. Teachers above all have a passion for teaching and a commitment to their students.” says CEA CEO Ron Canuel. “After 35 years in education, I can honestly say that the teacher voices I heard across the country have changed the way I think about teaching and how caring for students predominate their beliefs and actions. As a society, we tend to either forget or ignore this."

Focus group feedback exposed a difference between how teachers wanted to teach and how they felt that they were required to teach. Nearly half of teacher survey respondents (49%) indicated that they occasionally have opportunities to teach as they aspire to teach (and 9% indicated that they rarely or never have the opportunity to do so); 48% of respondents indicated that they are only occasionally able to be creative in their teaching practice (with 6% indicating rarely or never).

“What stands out for us in this report is the extent to which teachers thrive amid the myriad of external conditions imposed upon them,” says CTF President Paul Taillefer, “and the fact that they just want to be given the respect and flexibility they need to make the best decisions possible for their students’ academic success.”

This report also defines how provincial and territorial governments, administrators, and parents can best support teachers – from developing trusting relationships, policies and programs that increase flexibility in the classroom; and assessment policies that provide information useful to adapting learning. The focus groups were held from June 2011 to December 2011 and the online survey was conducted in May 2012.

You can download the full the report from the Canadian Education Association website.

What did you do in school today?

The Canadian Education Association (CEA) asked 67,000 students what did you do in school today?

From their website:

What did you do in school today? has provided CEA with insights into how more than 63,000 Canadian students feel about their experiences of engagement in school and learning. CEA has created an infographic of these student engagement results in Canadian schools. We invite you to take a walk through a school to see the national picture of intellectual, social and institutional engagement in elementary, middle and secondary schools and classrooms.

Click here to see their cool infographic.