Creating a Well-Arranged Learning Environment in Large Multilevel

Classrooms

Made Desya Somasari

081214002

A. Abstract

Most large classrooms consist of multilevel groups where students have different
needs, language proficiency, and learning styles. Language classes tend to be
heterogeneous, the characteristic which allows students to have more varied
interaction, knowledge, opinions, interests and ideas, as well as creates situations that
may challenge teachers' creativity. It may become more challenging as teachers have
to teach English as a second language while physically managing their classes. This
essay is trying to provide teachers with strategies which are meant to enable teachers
to cope with the problems in arranging the physical environment to promote learning.

B. Introduction

Defining a large multilevel class is not easy. Different people have different
ideas about what constitutes a large class. Some may say that a class with twenty
students is large enough; not until they see that some teachers are working in a class
which is packed with a hundred students (Hess, 2001, p.1).

Hess (2001) also proposed that “since all learners are different in language
aptitude, in language proficiency, and in general attitude toward language, as well as
learning styles, we can probably say that most language classes are multileveled”.
They have different cultural and economic backgrounds, maturity, as well as
personalities. This applies for any class, including classes with learners who learn
English as their second language. In brief, it can be said that what measures a large
multilevel class is “in the eye of the beholder”. It is only a “matter of perception”
(Hess, 2001, p. 2).

Problems rising in this type of classroom that related to the learning

environment are mostly about classroom management. Teachers should be aware of
the necessity to question whether the size of classroom is related with the success of
English learning and second language acquisition. This essay is trying to provide
teachers with strategies which are meant to enable teachers to cope with the problems
in this type of classroom in general.

C. Common Problems and Solutions in Arranging Classroom

Environment

Most language classrooms Asia are large multilevel classrooms with a good
number of students in each class (Haddad, 2006, p. 1). This type of classroom, with
25-50 students in it, gives teachers opportunity to face the challenge of creatively
organizing the classrooms into comfortable, welcoming teaching and learning
environment. Angel explained that a language class should be able to raise students’
interests as followed:

An English language class is to be interesting in order to catch the attention of

the learners. Especially when English is taught as a foreign language, it is
suppose to convey the characteristics of English language as a very fun
learning language which is why it has a large acceptability. (Angel, “The
challenges of teaching English as a foreign language in large classes”)

Most teachers who work in large multilevel classrooms often think “there is
no chance of getting so many students to learn” (Haddad, 2006, p. 1). Teachers
should learn to compromise with the fact that they cannot reduce the number of
students that they need to teach. They have to understand that what counts is the
quality of teaching, not the size of the class itself. Teachers must be able to develop
strategies used for teaching large multilevel class, starting from managing the
classroom environment.

Physical environment can promote learning. Students will feel less confused
and are able to focus easily in a classroom with good arrangement. Teachers can
create a classroom with larger space to accommodate students by removing
unnecessary tables and chairs, or putting them in group order to maximize students’
interaction. Seating arrangement can be troublesome sometimes, because not all
students can sit at the front part of the classroom, which seems to be the part that is
close to the teacher. In this kind of situation, teachers can facilitate learning by
moving throughout the classroom. In other words, teachers should try not to make
limitation of the classroom by thinking that every inch of the classroom in which
students are seated is an efficient teaching area.

If the space within the classroom is not large enough, teachers can maximize
the teaching area by using the outside part of the classroom. Students may need to see
the real things existing around them while learning the language to make the learning
activities become more interesting. Students can also make up real-world tasks
outside the classroom, such as learning how to bargain things in the market, going to
cinema, etc. This kind of activity may also help them to develop authenticity and
interpersonal skills since they can learn how to use the language while interacting
with others. Taking the students outside the classroom is not a bad idea as long as
teachers have control over their class. Here are some ideas for teachers about the
classroom physical arrangement:

At the beginning of the year, organize your classroom, and then ask your
students if they are comfortable with it. Better yet, divide them into groups
and ask each group to look around the room and its contents, and then to draw
a picture of how they would like the room to be organized... Change the
classroom arrangement if they feel a new one would be more comfortable.
Moreover, change it whenever you sense that your students are becoming
bored with sitting in the classroom. (Haddad, 2006, p. 8)

If possible manage the seats on such a way that you can conduct group works.
But at the same time straight rows are also helpful to maintain direct eye
contact that you can observe activities of all students. (Khati, 2010)

However, most of the time, teachers may feel that they lose control of their
own classes. Good teachers must have good classroom organization, which can
promote good control over the class (Hess, 2001, p. 4). Before beginning the real
teaching, teachers must be able to overcome the challenge created by classroom
management. Good organization may help students to know what is expected of them
and to work with their tasks effectively. Hess (2001) suggested the teachers to have a
special space in the classroom where homework assignments are placed or where
clear directions for the first activity of the day are written, and where all the
scheduled activities for the lesson are listed. This can help teachers to gain good
control over their classes. Finally, it is said that “once you have gained control of
your class, you can teach the students to manage some of their own activities”
(“Teaching English as a foreign language to large, multilevel classes”).

D. Conclusion

Most large classrooms consist of multilevel groups where students have

different needs, language proficiency, and learning styles. In order to be able to create
a good learning environment, teachers must prepare themselves with strategies that
they may use to overcome the challenges in arranging physical environment to
promote learning. Teachers have to consider the ways to optimize classroom space in
order to make the teaching and learning activities occur in a welcoming, comfortable
environment.

E. References

Angel, N. The challenges of teaching English as a foreign language in large classes.

Retrieved November 14, 2010, from http://www.helium.com/items/629310-
the-challenges-of-teaching-english-as-a-foreign-language-in-large-classes

Haddad, C (Ed.). (2006). Practical tips for teaching large classes: A teacher’s guide.
Bangkok: UNESCO Bangkok.

Hess, N. (2001). Teaching large multilevel class (pp. 1-6). Cambridge: Cambridge
University Press.

Khati, A. R. (2010, June 9). Teaching English in large multi-level classrooms.

Retrieved November 14, 2010, from
 http://www.teachingenglish.org.uk/blogs /ashok-raj/teaching-english-large-
multi-level-classrooms

Teaching English as a foreign language to large, multilevel classes. Retrieved

November 14, 2010, from http://multimedia.peacecorps.gov/multimedia
/pdf/library/M0046_tefllarge.pdf