Large Classes FAQ

How large is a large class?

It depends on your department and experience. If you usually teach 15 and have to teach 40, then that is a large class. If you usually teach 70 and have to teach 120, that is a large class.

Do you have suggestions for the logistics of large classes?

To prepare for problem, make policies explicit. Have clear guidelines and procedures for attendance, participation, make-up tests, late assignments, etc. Include rationales for these rules.

When handing out papers, give them to the front row to pass back through the audience.

When handing back assignments/exams, have a permanent file folder alphabetically arranged for each student at the front of the class. Students can put in and retrieve assignments daily at the beginning or end of class. You might even set up “stations” where students can find their work (A–C, D–F, G–J, …).

To announce exam answers, give out a photocopy of your answer sheet (or post it to the class web page or mailing list), so that each student can have a copy immediately after the exam. This gives fast and accurate feedback.

To keep in touch with students, use email. It is an efficient way to communicate with students, and one to which students pay attention.

How do I keep control of a large class?

To keep order, enforce strict discipline about chattering during lecture. First gesture politely (point, finger to lips) then look at them and speak out about disturbing the class, then stop lecture, approach the offenders, and politely ask them to stop because they are disturbing the people around them. Explain this on the first day of class, with a talk about mutual respect and civility.

Be aware that cheating is prevalent, especially in large classes. To prevent cheating, check IDs as students get a copy of the exam to make sure no one has sent a surrogate exam taker. Have students sit in alternate seats to minimize cheating. If there is not enough room, use two exams, or simply change the order of the exam questions and print the two versions on different color paper. Have students take alternate exams. (See the TRC handout on cheating for more suggestions.)

What should I do differently to plan for a large class?

Your preparation must be all the more careful and complete–it’s risky to “wing it” in a large class. You might even need to practice what you will say and to try out any activities in advance.

To organize yourself better, color code your lecture notes for procedural directions to yourself. For example, put the time you wish to spend on each section of the lesson plan, when to change overheads, when to ask students questions or move them into groups, etc.

Always put a skeletal outline of the coming lecture on an overhead or on the board. Refer to it as you move from point to point. Use clear transition sentences when moving from one part of the lecture to another.

I do a lot of writing and group work in my smaller classes. Can I do any of those things in a larger class?

You can still require written assignments. Since students tend not to read lengthy comments anyway, use “correction codes” or minimal marking instead. When grading essays or papers, common errors can have a code, the number of which you write in the margin instead of repeating yourself each time. This will reduce the time it takes to grade papers. For more information, call the Campus Writing Program at 855-4928.

In-class student activities, buzz groups, and discussions can be even more important in a large class. Students probably will not pay attention the entire class period if you only lecture, so it helps to plan attention breaks (which we call change-ups; see the TRC handout).

I’m used to small classes—how do I help students feel they can participate in a large lecture?

Learn as many names as you can to create a more personal atmosphere (see TRC handout on learning student names). Even more importantly, use activities which encourage students to learn one another’s names early in the semester. You might require students to sit with their lab partners or discussion groups in the large lecture. When grading assignments, start your comments by addressing the student by his or her name. You can do this even if you do minimal marking and use a correction code. The less anonymous students feel, the more responsible they will become for taking an active part in the class.

Arrive at class 15 minutes early and stay until students are gone after the class ends. Tell students that this is a good time to catch you for quick questions. Train the class to use office hours for longer discussions on the subject matter.

How do I know if/what the students are learning?

Use some form of Class Assessment, the simplest of which is the Minute Paper. At the end of a class session, students answer these two questions (or some variation) on a piece of paper to hand in: What was the most important thing you learned today? What questions remain?

Professor Jim Craig (Psychology) writes about Minute Papers, “I understand [student] knowledge of the subject better, and I believe it helps me improve my lectures and the course accordingly.”

How do I get students to do the readings?

In large classes, students will avoid doing the reading unless they know that can’t get away with that. Random, unannounced quizzes, or microthemes will build in consequences to encourage students to do the reading.

How do I make the best use of my AIs?

Clearly communicate to the AIs the role they are to take (grader, discussion leader, note taker, lab assistant…) and what those duties entail.

Have regular (weekly?) meetings during which you clearly explain your expectations, get updates on what is happening with the discussion sections, let AIs know what you will expect in terms of content knowledge from the students. Look ahead at the coming week and prepare them for any unusual event.

Make sure all course-related policies are clear, including attendance, grades, tests, office hours, and participation.

The Campus Writing Program (855-4928) will lead you and your AIs through a session on grade norming, which will help assure similar results across graders.

When possible, use your AIs as a team. Include them in decisions about the syllabus if they are hired early enough, and possibly let them suggest exam questions. At the very least, let them see old exams so they will know the objectives of the course.

How should I adapt my presentation style for very large classes?

The overhead projector will help ensure that all students can see important material. A microphone will ensure that students can hear. Also, you will be less tired at the end of the class, and your voice will keep its natural inflection, since you won’t be straining to be heard.

Written by: Joan Middendorf (Director TRC), Christine Reimers (Instructional Consultant, TRC), & Michael Tansey (IU Professor of Biology), January, 1997.