Teacher Issues: Classroom Crisis
How has the classroom changed in the modern era? Exploring teacher problems and how the classroom is affected.
A Good Teacher Makes Class Enjoyable and Engaging
I remember the first A I ever received on a report card in math class, it was in Mr. Ng's algebra class in the 7th grade at MS. 51 in Brooklyn, NY. I hadn't been good at math; I thought I was terrible. Middle school was a hard transition in the city; like many of my peers and classmates, my elementary school was a fraction of the size of MS. 51, a large middle school in the heart of Park Slope with a total student body of 1000+. My first year, 6th grade, was disastrous; with class sizes of 25+, sometimes 30+, I received little to no personalized help from my teachers. Inversely, I never sought help, but this is the issue with large class sizes and teacher bandwidth.
Recently, while explaining the difficulties of an extended coverage (30+ days of subbing in a row), my close friend, a substitute teacher at Sunset Park High School, said to me, "Public school works for the kids who want to learn or enjoy getting good grades, but it is so bad for kids who don't want to learn." He is 100 percent correct; when teachers can't connect with students or understand how to help them, the classroom becomes a bidding war for the teacher's time.
In my seventh-grade math class, Mr. Ng was highly organized and personally involved in my life. He tried to reach out to me, clarified that asking for help is good (often he asked me if I needed help, I did), and most importantly, that grades weren't representative of my learning ability. With Mr.Ng, I felt driven to get better grades, and he unlocked that through his facilitated classroom environment.
In 8th grade, I struggled in math again. A year after my first A in math, class activities and lessons consisted of listening to prepared presentations and little one-on-one time with the teacher, unlike the hands-on learning experiences in Mr. Ng's class, where I thrived. Eventually, my 8th-grade teacher left me behind due to mediocre grades and inconsistent homework, but I couldn't care less, as a 13-year-old, I struggled to enjoy school. Sadly, Mr. Ng is an anomaly in my schooling experience. Often, teachers get swamped by their students in large classrooms without physical or technological help.
Teacher Emotional & Physical Bandwidth
In New York City, class sizes typically range from 24 to 28 students per teacher or, in some cases, two teachers (DOE). While this may appear manageable, from an educator's standpoint, it becomes nearly impossible to provide equitable instruction to students with diverse learning abilities and developmental needs. The challenge is not due to a lack of effort on the part of teachers but rather a structural limitation. Expecting one or two educators to effectively cater to each student's needs within such a setting is akin to simultaneously processing information from 24 different sources—an overwhelming and unrealistic demand.
Large class sizes have been shown to contribute to teacher burnout, leading to frustration and reduced effectiveness in the classroom. Teachers report spending more time managing classrooms than providing individualized instruction. Research from Manlongat et al. (2021) highlights that teachers in large classrooms experience moderate emotional strain, with frustration, emotional exhaustion, and stress being the most significant challenges.
The physical toll on teachers is considerable, with prolonged speaking leading to vocal strain, fatigue from extended periods of standing, and increased stress-related health concerns. Despite employing various classroom management strategies—such as positive reinforcement, structured classroom rules, and rotating seating arrangements—teachers still struggle with the number of students they must oversee.
While class-size reduction is one potential solution, it is not the only answer. Instead, educational policymakers should prioritize better teacher support systems, including access to technology, that could help mitigate the adverse effects of large class sizes while enhancing overall teacher effectiveness and student learning outcomes.
The Grading Disconnect
Due to time constraints, teachers in overcrowded classrooms often resort to standardized grading methods that do not accurately reflect student understanding.
In classrooms today, completed work no longer has the same assumed knowledge or learned skills needed to complete the assignment. In the era of AI and education, there are already gaps in standard grading and learning assessments.
Standard grading methods, such as 0-100 percentage scales, are subjective and do not directly represent students' ability to hit learning goals.
Subjectivity in "standardized" grading is unavoidable. However, measures and practices are put in place and designed to "help" teachers produce more uniform and consistent grading outputs. Yet, studies in the early 1900s (Starch & Elliott) found that teachers were biased in their grading methods, and teachers at large inconsistently graded.
When teachers grade using a percentage-based assessment score, this practice indicates an overload of students in the classroom. Early studies showed that with the passage of compulsory attendance nationwide in 1918, students attended class daily, and classes rose rapidly (Guskey & Bailey, 2001). Percentage-based assessments became popular, and subject area instruction became more specialized in high school, where students who make better grades get access to better (personalized) class experiences.
Report cards are ineffective methods of communicating learning gaps and learning progress for students. Teachers need better tools that effectively and in detail communicate how the student learns to the teacher, student, and parent. Communication is the key to assessment, and any practical tool can report student teaching across many different assessments and grading methods.
A Major Gap in Tech & Administrative Expectations
Integrating technology into classroom instruction has become inevitable, yet many educators lack sufficient training and access to appropriate tools. This gap between administrative expectations, teacher preparedness, and student technological proficiency creates an imbalance in learning environments. While students are often well-versed in using digital tools, teachers frequently report difficulty effectively utilizing these resources for pedagogical purposes.
This technological gap isn’t just inconvenient for teachers and students; it profoundly impacts classroom engagement. Research indicates that student self-efficacy increases when students interact with technology, particularly AI-based learning tools. Even when their work remains incomplete or their understanding is superficial, students often perceive themselves as more competent learners. This phenomenon can contribute to higher student interest and engagement levels but does not necessarily translate into improved learning outcomes (Harefa et al., 2023).
Addressing this issue requires a concerted effort to provide educators with structured training programs, adaptive teaching tools, and ongoing professional development. By equipping teachers with the necessary technological skills and resources, schools can create a more balanced and effective learning environment where technology serves as a tool for enrichment rather than a source of disparity.
Technology for Grading (Students and Teachers)
The gap between practical teacher tools and effective learning is relatively high, with little to no tracking done on many aspects of student education and teacher assessment. Behind student learning efficacy, teacher tools should effectively communicate and critique how teachers teach, what they could change, and why.
Scaling and Developing Technology for Specific Grade Levels
Teachers should incrementally add technology to student tools, like calculators or A-Z reading levels. You don't give a graphing calculator to a 5-year-old because they don't know the Law of Sines. Technology in education should support the teacher and uplift the students' potential.
For example, teachers should ban smartphones in schools as a standard for all education, and educators should implement responsible AI tools based on age and generative level that increase as students gain non-generative learning skills.
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Work Cited
American Federation of Teachers, National Council on Measurement in Education, and National Education Association. Standards for Teacher Competence in Educational Assessment of Students. 1990. ERIC, ED323186, https://eric.ed.gov/?id=ED323186
Guskey, Thomas R., and Jane M. Bailey. Developing Grading and Reporting Systems for Student Learning. Corwin Press, 2001.
Harefa, D., Sarumaha, M. ., Telaumbanua, K. ., Telaumbanua, T. ., Laia, B. ., & Hulu, F. . (2023). Relationship Student Learning Interest To The Learning Outcomes Of Natural Sciences. International Journal of Educational Research &Amp; Social Sciences, 4(2), 240–246. https://doi.org/10.51601/ijersc.v4i2.614
Manlongat, Marites, Castor, Arlene, Chavez, Rosana, Abila, Regie, Festijo, Irish, Fajilan, Trixie, & Zuela, Joseph. (2021). Impact of Large Class Size on Teachers' Emotional and Physical Conditions. International Multidisciplinary Research Journal, 3, 11-21. https://doi.org/10.54476/iimrj230
Great read! Such important insights.