A visit to Shanghai

From 10 to 14 March 2003, we paid a visit to five Shanghai primary schools, including Xipinglu No. 1 Primary School, Jinzhou Primary School, Shanghai Academy of Educational Science Experimental School, Yangpu Primary School and Pinglianglu No. 3 Primary School. All of them were implementing small class teaching. We observed classes and talked with school heads, teachers and district education officials in charge of curriculum development and research. We were also received by Professor Zhang Minsheng, Deputy Director of Shanghai Municipal Education Commission and again met Mr Mao Fang and discussed the policy initiative and implementation in Shanghai with them.

In all the schools, we asked teachers about the changes they had experienced after the implementation of small class teaching. Nearly all of them told us that small class sizes had led to significant changes in teaching and learning in the classroom. The interaction among teachers and students and the opportunities for activity-based learning had significantly increased.
Books published in Shanghai exploring the "big" issue of "small" class sizes

In one school, which still operated large and small classes at different class levels, we witnessed the huge contrast between the two. For the former, the students sat quietly in rows listening to teachers' exposition in a crowded classroom, while for the latter, the students were actively engaged in different kinds of activities and discussions with the teachers acting as facilitators.

The challenges of small class teaching

The implementation of small class teaching has been a challenge both to school heads and to teachers. The teachers mentioned to us that they had to learn through experience and proceed step by step. Some teachers explained that in the past they only had to prepare their lessons well, and adhere to their lesson plans during class teaching. "We taught; they listened. We asked; they answered. We designed the exercises; they practised. In short, we trained our students in the crowded classrooms to be passive receivers," the teachers told us. However, with small classes, the students were more active and often raised difficult questions for them. The students responded to their questions in various, often unexpected ways and teachers had to adopt more flexible approaches to cater for individual differences. "We realised the incredible potential of our students. They have become more expressive. They speak up. And they speak well."
Small class teaching has brought about changes in school culture. After teaching small classes, teachers were no longer satisfied with traditional teaching methods, and were more ready to adopt a student-centred approach, considering students' needs and interests more. Moreover, changes in the learning environment had also taken place. Classrooms had been reorganised to take advantage of the greater space available, enabling teachers to move among students sitting in groups and pay more immediate attention to their individual needs.