For most, class size means
everything
The Daily News (Kamloops)
Tue 30
Aug 2005
Page: A6
Section: Opinion
Byline: Susan Duncan
Source:
The Daily News

A report from the C.D. Howe Institute that categorically states large class sizes
are not detrimental to a child's educational advancement is a joke.

Yvan Guillemette, the author of the report, either applied
no common sense to that finding or he was simply trying to curry favour with
governments looking for cheaper ways to provide public education.

Guillemette said the smaller class-size argument is put forward by teachers
who want less work to do. He said he reviewed dozens of studies on the issue and
concluded student-teacher ratio has almost no effect on grades.

He would have produced a more accurate finding if he had studied the students
learning in large classrooms compared to those fortunate enough to find
themselves in one where the teacher has time for every student.

Students who succeed in large classes are the very best or the very worst
students. The very best work on their own and the very worst demand the
teacher's attention.

Students in between lose out because when they do need teacher support, it's
limited. While they might be able to enhance their understanding of a subject
with extra help, they don't because the teacher doesn't have the time to ensure
they have grasped the meaning.

The makeup of most classrooms today is far different from 30 years ago.
Students used to be from two-parent families and of average or above average
intellect. Students with behavioural problems or low IQs were segregated. Now
those students are usually mainstreamed into the classroom and, as well,
teachers are dealing with new immigrants who may not fully understand the
language. Teachers are also coping with a much higher expectation from parents
in their students' progression.

To suggest teachers just want a break from marking when they demand small
class sizes is foolish and washes over a serious issue in the public education
system.

One reason parents move their children into private schools is because class
sizes are smaller. Every time a child leaves the system, public education takes
a financial hit. Parents who care about public education should help teachers
lobby the government for smaller class sizes, not criticize them for wanting an
easier job.

The one accurate comment Guillemette writes in his report is that class-size
reduction is expensive. It is, but it's worth it. A progressive nation needs a
well-educated population and that starts with strong public education system.

Guillemette suggests that governments would be wiser to spend their money on
improved teacher training. Teachers are already well-trained through highly
developed university programs.

What they need are the tools to do their jobs in the classroom. Time is the
most important tool and if they are trying to mark, evaluate and help too many
students, no amount of training is going to help them overcome that problem.

Edition: Final
Story Type: Editorial
Length:
465 words