While walking the picket line of the Los Angeles teachers’ strike last Wednesday, Linda Bieber and her friend Jessica Rhee carried signs that outlined a primary grievance of their labor union, United Teachers Los Angeles: overcrowded classrooms.
“I can TEACH 43, but I can’t REACH 43,” said the sign that Mrs. Rhee held.
Ms. Bieber and Mrs. Rhee, along with more than 30,000 other Los Angeles Unified School District teachers, went on strike last week, demanding, among other things, decreased class sizes. The strike ended Tuesday with the district agreeing to cap class sizes, as well as to other resolutions.
Middle and high school math and English classes will be capped at 39 students — as elementary school classes already are — effective immediately. By 2022, academic classes at all grade levels will be reduced by four students.
When we asked teachers to tell us what it’s like to teach their largest classes, we heard from a wide range of them, some of whom teach classes of 60 or more students.
Here is a selection of their stories, which have been condensed and edited for clarity.
49 kids. 45 desks. Some students were sitting on the floor until I got extra chairs. They have nothing to write on; they’re using their binders as desks.
It’s impossible to do presentations. We never get through everyone, even in groups, and it’s impossible to give feedback effectively. I run around like crazy trying to get to everyone in class.
I teach marching band, and my largest class has 68 students. Most other teachers of bands my size have two split classes or have an assistant director to help out. Because I have to teach them all together, it is problematic. How can I teach 20 drummers while teaching the wind players?
Three mornings a week, the flag kids usually have to work by themselves — apart from the rest of the band, unsupervised, outside. When it is raining, it is even harder because my students are not supposed to be in a room without supervision, but I physically cannot fit all of the band students in my room at the same time to practice. How is this safe?
Also, I’m expected to have one chaperone for every 10 students, but when we play events outside of school during a school day, most parents are working. How am I supposed to have enough chaperones?
We recently performed the swearing-in for the new Los Angeles County sheriff, and I did not have enough chaperones. But we performed and traveled anyway, against district policy.
On top of that, most days, I am not able to give much individual feedback to my students. It also makes individual assessments impossible. I have to rely on my student leaders to assess most of my students for their individual grades.
It is just hazardous to have 42 students performing experiments in a crowded classroom. It’s not about my ability to teach, it’s about my capacity to teach.
A large class means that I won’t have time to go to every student during a lesson to ensure they “get it.” Teaching a large class also means I can’t provide very personalized tutoring opportunities for students who might need extra help.
With 44 kids, it is impossible to provide every kid with instruction they need. The kids know we are overwhelmed and take advantage — having their phones out and not working. I’m so busy helping the kids who are motivated that I don’t have any time to encourage or motivate the kids who aren’t.
In a smaller class, I’d be able to walk the room and make sure kids were on task. Also, it’s just not safe. In an emergency, kids would not be able to get out fast, and there are tripping hazards everywhere.I only have room for 36 desks. Eight kids in the class sit in folding chairs with no writing surface. I have had to resort to doing more virtual labs rather than “wet” labs, and even then kids must share Chromebooks.
I have two classes with 37 students each (I originally had 39), and those are my largest classes. When the bell rings, I stand at the door to greet students, but also to manage the crowds.
Oftentimes, it is a struggle for my students to make it into my classroom, since my neighbor is trying to get her class into her room, too. Once students are inside, I often have to craftily maneuver my way around the classroom without falling on a student or injuring myself.
I would like to meet with more parents and students one on one, but that is difficult when I have over 175 students AND other school responsibilities. There is never enough time. I'm only able to meet with the most urgent cases, hoping this could bring about a positive outcome.
I wish they knew how difficult it is to teach 46 students at once. With huge classes, it’s really become “this is what’s available to play.” There are a few classes where I have to use my own instruments or ask students to bring in their own to ensure everyone has something to play.
This was after four months of having no instruments last school year when we first opened, by the way.
I have two Advanced Placement English classes at 43 students each. At that size, you can’t get to everybody and you worry about the ones that you don’t get to. You have to make tough decisions about how thin you are able to spread yourself.
It is almost impossible to provide adequate feedback to that many people. Every time I assign an essay, I have to read almost 90 essays. It takes weeks to read all the essays.
As educators, we are encouraged to create meaningful connections with students, and this is just impossible with a class of 43.
Sometimes I lay awake at night, thinking of that 43rd student, how I haven’t had one meaningful conversation with him. What would make him want to learn in my class if I can’t even connect with him?Giving up ‘breaks and personal time’Deborah Raphael teaches 48 students in her largest class, theater, at Sepulveda Middle School in North Hills, Calif.
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濠江马报网【几】【乎】【失】【去】【所】【有】【手】【段】【的】【穿】【山】【鼠】，【怎】【么】【可】【能】【在】【擂】【台】【上】【活】【过】【一】【分】【钟】？ 【在】【愤】【怒】【的】【袁】【北】【的】【棒】【球】【棍】【下】，【连】【狼】【狈】【的】【逃】【窜】【都】【做】【不】【到】，【便】【被】【直】【接】【结】【果】【在】【擂】【台】【之】【上】，【为】【血】【迹】【斑】【斑】【的】【擂】【台】【再】【次】【增】【添】【一】【点】【血】【斑】。 【刚】【一】【出】【擂】【台】，【回】【到】【次】【元】【空】【间】【之】【中】。 【袁】【北】【第】【一】【眼】【便】【看】【到】【了】【站】【在】【一】【旁】【有】【些】【焦】【虑】【等】【待】【着】【的】【于】【向】【南】。 【见】【到】【袁】【北】【一】【出】【来】，【他】【便】
【令】【谨】【知】【道】【自】【家】【二】【哥】【合】【离】【的】【消】【息】，【是】【在】【第】【二】【天】【中】【午】【的】【时】【候】。 【一】【方】【面】【是】【大】【房】【有】【意】【识】【的】【遮】【掩】，【另】【一】【方】【面】，【大】【概】【是】【因】【为】【春】【困】，【令】【谨】【总】【是】【觉】【得】【睡】【得】【不】【够】，【今】【天】【更】【一】【觉】【睡】【到】【了】【中】【午】。 【因】【此】【倒】【是】【错】【过】【了】【阿】【月】【早】【上】【例】【行】【的】【内】【院】【八】【卦】【小】【报】。 【而】【令】【谨】【刚】【一】【醒】【来】，【梳】【洗】【好】，【便】【迎】【来】【了】【一】【个】【难】【得】【的】【客】【人】，【自】【家】【的】【五】【姐】【姐】，【崔】【五】【娘】。
【杨】【逸】【微】【微】【一】【笑】，【指】【着】【旁】【边】【的】【聂】【高】【杰】【说】【道】，“【不】【是】【我】【叫】【你】，【是】【聂】【高】【杰】，【你】【该】【问】【问】【他】【才】【对】！” 【廖】【胜】【杰】【却】【不】【停】【摇】【头】【回】【道】，“【不】【不】【不】！【我】【才】【不】【认】【识】【什】【么】【聂】【高】【杰】，【聂】【低】【杰】【的】，【放】【我】【走】！” 【这】【下】【可】【把】【聂】【高】【杰】【气】【的】，“【廖】【大】【师】，【您】【可】【是】【我】【们】【聂】【家】【请】【来】【的】，【不】【能】【这】【样】【不】【讲】【义】【气】【啊】！” 【廖】【胜】【杰】【却】【道】，“【这】【个】【小】【伙】【子】，【你】【怎】【么】【信】【口】
**【轩】【也】【是】【一】【愣】，【他】【没】【有】【想】【到】【秦】【溯】【会】【拦】【着】【他】。 【秦】【溯】【作】【为】【王】【爷】，【万】【事】【都】【会】【以】【国】【事】【为】【先】，【他】【们】【相】【识】【良】【久】【因】【为】【公】【事】【让】【他】【回】【避】【也】【不】【是】【一】【次】【二】【次】，【自】【然】【不】【会】【因】【为】【这】【样】【而】【有】【其】【他】【的】【想】【法】，【只】【是】【没】【想】【到】【秦】【溯】【这】【次】【会】【把】【他】【拦】【下】【来】。 “【可】【以】【让】【人】【带】【我】【去】【隔】【壁】【再】【选】【一】【间】【今】【天】【晚】【上】【先】【凑】【合】【一】【宿】，【你】【与】【陵】【王】【在】【这】【里】【可】【以】【放】【心】【好】【好】【聊】。” 濠江马报网【林】【岩】【自】【然】【知】【道】【如】【何】【回】【答】，【他】【淡】【淡】【一】【笑】，“【之】【前】【我】【其】【实】【并】【不】【了】【解】‘【蓝】【星】【海】【棠】’【的】【这】【些】【特】【性】，【但】【我】【却】【在】【昨】【夜】【认】【真】【观】【察】【了】【它】【很】【长】【时】【间】，【通】【过】【一】【系】【列】【看】【到】【的】【事】【实】，【又】【结】【合】【我】【曾】【经】【看】【到】【的】【一】【部】【药】【材】【典】【籍】【上】【关】【于】【灵】【物】【的】【介】【绍】，【最】【终】【得】【出】【了】【以】【上】【结】【论】。” 【他】【的】【回】【答】【半】【真】【半】【假】，【却】【也】【滴】【水】【不】【漏】，【主】【要】【还】【是】【他】【保】【留】【了】【更】【多】“【内】【幕】”，【所】【以】
“【嗯】？！”【奎】【恩】【发】【出】【了】【震】【惊】【的】【鼻】【音】，【完】【全】【顾】【不】【上】【阿】【尔】【达】【逾】【越】【的】【举】【动】，【走】【下】【王】【座】【来】【到】【阿】【尔】【达】【身】【前】，【大】【声】【道】：“【你】【说】【什】【么】！？” 【阿】【尔】【达】【自】【然】【是】【不】【敢】【撒】【谎】【的】，【而】【且】【也】【没】【打】【算】【撒】【谎】，【所】【以】【他】【一】【五】【一】【十】【的】【把】【自】【己】【的】【经】【历】【和】【见】【闻】【都】【说】【给】【了】【奎】【恩】【国】【王】【听】。 【从】“【鹰】【眼】【监】【察】【者】”【系】【统】【突】【然】【崩】【溃】，【到】【从】【新】【恢】【复】，【再】【到】【他】【看】【到】【的】【每】【一】【处】【教】
【鸠】【摩】【智】【的】【等】【待】【还】【是】【有】【用】【的】。 【不】【知】【道】【是】【觉】【得】【他】【死】【定】【了】，【还】【是】【觉】【得】【大】【橘】【已】【定】，【反】【正】【幕】【后】【黑】【手】【出】【现】【了】，【是】【一】【个】【老】【的】【掉】【牙】【的】【老】【头】【子】。 【如】【果】【穿】【越】【者】【同】【学】【在】【的】【话】，【就】【会】【从】【慕】【容】【复】【的】【记】【忆】【里】，【得】【知】【这】【个】【老】【头】【子】【的】【身】【份】——【燕】【子】【坞】【里】【的】【一】【个】【厨】【子】。 【这】【个】【厨】【子】【姓】【顾】，【名】【字】【是】【什】【么】，【就】【不】【清】【楚】【了】。 “【嘿】【嘿】……”【顾】【老】【头】【看】【了】【眼】
【听】【到】【奕】【宁】【儿】【开】【口】，【莫】【白】【总】【算】【是】【松】【了】【一】【口】【气】。【连】【忙】【点】【头】【道】：“【真】【的】，【不】【管】【郡】【主】【想】【要】【如】【何】【罚】【我】，【我】【保】【证】【都】【毫】【无】【怨】【言】！” 【奕】【宁】【儿】【真】【的】【觉】【得】【特】【别】【的】【奇】【怪】，【明】【明】【前】【一】【刻】【她】【心】【里】【还】【委】【屈】【又】【烦】【躁】【的】【要】【死】。 【可】【这】【一】【会】【儿】，【当】【她】【听】【到】【莫】【白】【这】【话】【时】，【心】【里】【的】【气】【竟】【然】【就】【消】【了】【一】【半】。 “【那】【你】【先】【帮】【我】【挑】【一】【款】【百】【花】【妆】【好】【了】，【至】【于】【别】【的】，【回】【头】