Since the Ontario Government announced its intention to increase average class sizes there has been considerable debate. Much of this debate revolved around the impact on teacher workload and it has created considerable unrest throughout the public education system. 

We think of this issue differently at Walden and in this post I’m going to separate the dialogue from the politics.

How am I able to do that? For starters, as a private school we are not bound by this aspect of governmental regulation. We are though highly motivated to create an education experience for students that delivers the many benefits that arise from keeping our class sizes small.

But what is small? The general definition is that in the elementary community a class with fewer than 20 students is a small. For the 2020-2021 academic year, Walden’s maximum class size is no more than 18 students while maintaining an average of an average of 15 students per class.

For me, the obvious benefit to smaller class sizes is greater opportunity for students to participate. They tend to feel more comfortable in taking risks which helps nurture student confidence which, ultimately, leads to success. 

Another benefit to smaller class sizes is that teachers are able to tailor learning engagements more specifically to students. It is more reasonable to ask teachers with fewer students to delve deeper into concepts and support students who require further assistance. They simply have more time to focus on developing a sense of community that often leads to happier, more engaged students.

There is also considerable research that shows students in smaller classes tend to be as much as one to two months ahead in content knowledge. These positive effects of small class sizes are strongest for elementary school students, and they become more powerful and enduring the longer students are in smaller classes.*

Academic performance is important, but it is not the only measure of student success. In the area of student engagement, findings consistently show the value of small classes. Students talk and participate more in smaller classes. They are much more likely to interact with the teacher rather than listen passively during class.**

There’s another aspect of smaller classes that I invite parents and prospective parents to observe when they visit. You may recall from your school days that in a big class the kids at the back of the room tended to talk, kibitz  and giggle. That very seldom happens at Walden because usually a teacher will gather all the children in a circle so everyone is intimately engaged and involved. That’s right - in small class a child is less likely to be disruptive and with fewer disruptions more learning happens. 

It’s not only about disruption though. In this learning circle it is easier for the teacher to interact with a child who might be withdrawn or inattentive which gets me back to my first point - increased participation in the learning process is greatly enhanced in a smaller class.

It’s just another example of how making good people comes into play at a very practical level at Walden. It’s a small thing with big implications!

* (Bruhwiler & Blatchford, 2011; Chingos, 2013).

**(Bedard & Kuhn, 2006; Dee & West, 2011; Fleming, Toutant, & Raptis, 2002)