Learning progress is monitored closely, and when students do not understand, they are retaught. Class time is used for learning, not discipline. Personal interactions are positive. Instructional groups formed in classrooms fit instructional needs. In smaller classes, Achilles reasons, classroom management is easier and basic instruction can be completed quicker, allowing teachers additional time to practice effective teaching techniques, such as planning for lessons and dividing the class into groups.
Additional time is also available to cover additional materials.
Pointing to data from Project STAR and other studies, Achilles asserts that smaller class size automatically guarantees that teachers will use effective teaching practices, regardless of whether they have small-class experience or not. Effective teachers are skilled teachers. In smaller classes, the key to teachers' success with student achievement is the know-how to be effective with fewer students. Conditions that foster good teaching will lead to improved learning for students. Small classes can facilitate these favorable conditions, but only with well-planned implementation guidelines.