Instead of focusing on specific teaching techniques that work best in smaller classes, most studies look at effective teaching practices in general and examine whether teachers engage in more of these practices in smaller classes. Smaller class size may simply enhance the instructional strategies already employed by effective teachers. Bohrnstedt and Stecher recommend that school officials pay careful attention to teaching practices in small classes so they can design professional-development programs to equip teachers with suitable new skills. Instruction is guided by a preplanned curriculum. Students are carefully oriented to lessons.
Instruction is clear and focused.
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.