Large Class Size Management

Team teaching is defined as an approach used by two or more teachers working simultaneously with the same group of learners (Plank, 2011; Troen & Boles, 2012). This could be an effective method for teachers working with large classes. Unlike private schools in the country, Papua New Guinea secondary schools that are implementing the Free Education Policy do not have sufficient qualified nor specialised teachers. All the work is done by the one teacher. Students could be attended to more effectively if team teaching were used. Troen and Boles (2012) explain that team teachers can address issues of classroom management and get assistance from each other in helping students and sharing the workload. This

method could be effective during practical and science classes, especially when supervising and/or assessing students.

Having more than one teacher in a class facilitates classroom control and attending to students’ needs is less demanding (Murawski, 2009). Walker, Scherry, and Gransberry (2001) add that team teaching does change the culture of the school because of the way students learn and how teachers work together to support learning. The positive relationship that is projected to the students encourages them to be more motivated to learn and to work closely with the teachers. Team teaching also promotes professional growth and satisfaction, job satisfaction, and sharing of teaching techniques and styles (Troen & Boles, 2012). Walker et al. (2001) found team members in collaborative teaching to be dedicated in working together to meet common goals. Large class size secondary schools in PNG that lack specialised teachers would find team teaching an advantage not only to manage their class sizes but also as a tool for learning. However, team teaching will only work if teachers in the team collaborate effectively with each other (Montague & Warger, 2001; Murawski, 2009; Troen & Boles 2012). Team teaching can only be successful if teachers create a reciprocal relationship with each other in order to effectively manage large class sizes. The issue of communication plays a vital role in team teaching (Troen & Boles, 2012), whether teachers are working in pairs or in larger groups. Montague and Warger (2001) add that effective team teaching depends on sound communication skills. Through the enhancement of positive communication skills and the development of a rapport amongst members in the group, team teaching can become a useful tool for managing large class sizes. Therefore, teachers’ meetings and mentoring sessions are pertinent in deploying effective class presentations and classroom management. Montague and Warger (2001) and Murawski (2009) confirm that team teaching is developed when school leaders support classroom teachers by setting aside time for them to carry out their discussions and teaching preparations.

3.4.2.2 Collaborative Learning

Renkl (2007) defines collaborative learning as “the process of two or more students working together to find a joint solution to a group task at hand” (as cited in Kaendler, Wiedman, Rummel, & Spada, 2014, p. 2; Montague & Warger, 2001; Hill & Hill, 1990). A collaborative learning approach could be used to assist teachers manage large classes. Teachers could use this pedagogical approach to encourage students to become actively involved in their learning. Through collaborative learning, students become “problem solvers and designers of their own learning” (Villa, Thousand, & Nevin, 2010, p. 8). Classroom teachers therefore need to know how to maintain an active collaborative learning environment that is conducive to active student participation through cooperative learning (Tabot, Tufan, & Hamada, 2013). Kaendler et al. (2014) emphasise that teachers need to be trained to provide and supervise collaborative learning in classrooms. Albeit training teachers may seem unnecessary communication between school leaders and teachers on how to monitor and support this learning approach is essential. Guided communication should become a mechanism to assist classroom teachers in using collaborative teaching approach to their advantage (Dehler, Bodemer, Buder, & Hesse, 2010). Tabot et al. (2013) point out that, there is a wide range of techniques for active collaborative learning available to teachers. These techniques could be explored and trialled with the help of school leaders.

Though Papua New Guinea is host to many different cultures, there are similarities in the way knowledge is imparted to young people (Guthrie, 2011). The use of collaborative learning would be appropriate for secondary schools in PNG since in the PNG cultural setting, children learn not only by observing adults but also through peer games and practices. Despite a western influence, group participation and/or presentation give confidence to Papua New Guinean youth (Lewis-Harris, 2012). Individuals identify themselves to their culture or tribe, which would be interpreted as a group. Collaborative learning may not only be an achievement motivation for PNG children but is also a social one. Through group discussion and problem solving students can develop a social bond with other students (Nelson, O’Mara, McInerney, & Dowson, 2006; Villa et al., 2010). Hill and Hill (1990) add that collaborative learning also promotes self-esteem,

inclusive learning and develops leadership skills in students. Cooperation and not competition is also valued through collaborative learning (Peck, 2011). These are social values that can be developed through collaborative learning. That is, apart from being able to use collaborative learning for class size management, positive relationship principles may also be fostered. Furthermore, students are freer working alongside their peers. Damon and Phelps (1989) assert that students feel more comfortable presenting their thoughts to other students other than to teachers (as cited in Villa et al., 2010).

Studies show that the success of collaborative learning relies on the quality of students’ collaboration (Kaendler et al., 2014). Students need to get along well with each other in order for them to participate actively in shared learning. A lack of socio-cognitive relationships amongst groups could impede active and successful collaborative learning (Mullins, Deiglmayr, & Spada, 2013). Baker, Andriessen, and Jarvela (2013) add that a sound socio-cognitive relationship amongst students allows for effective participation in collaborative learning. Villa et al. (2010) affirm that students need to acquire social skills in order to achieve learning objectives through collaborative learning. To manage large class sizes, teachers therefore need students to be spontaneous and active in their learning. Hill and Hill (1990) argue that “collaborative learning skills are not inherited but learnt” (p. 9). Students need to know how to work successfully with others as a group. This means that classroom teachers would need to identify what those skills are and to teach them before applying collaborative learning as a teaching strategy for managing class size.

3.5 Teachers’ Well-being and Community Support