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Problems Found in A Large Classroom
Sarah G. Lusk
Department of Psychology, Grand Canyon University
UNV-104
Nikki Squire
September 8 20211 Problems Found in A Large Classroom
One of the hardest transitions society had to deal with from COVID-19 was going from the in-person classroom, to online learning. This was not something we had ever had to do before. One did not have to be a scientist to know how impactful this change would be on the way we did education moving forward, and to the classroom experience overall. For now, it is safe to assume that it may be alittle while before schools return to full capacity. This, however, does not negate the importance of schools knowing how to get the most out of the classroom experience once students do return. If we are going to return, we need to return stronger than when we left. Being in a large classroom has its drawbacks. Awareness of the things that can negatively impact kids’ learning beforehand can be beneficial to the future. Teaching style, instructor relations, and seat location are all factors that play a role in a student’s success when learning in a large classroom.
Teaching Style
It is common for instructors, especially in university, to teach in a lecture style. Although this monologue teaching is common, “conversation style”, has been proven to be more engaging for students, and helps them understand the information they are being taught (Roa, 2020). Cementing information can be difficult when a student is being talked at rather than talked to Additionally, by having to stay engaged with the material so that the students can offer a thoughtful response, they are not only processing the information more effectively, but they are also preparing for the real-world. It has been observed that students taught by the traditional lecture style are less equipped with professional skills due to their untrained focus (Roa, 2020). Being able to listen while also forming a response is an ability that many proffesional people 2
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