In this qualitative study, the phenomenon of large class teaching in South African secondary schools is investigated. It was concluded that since large classes will be a feature of the South African teaching context for many years to come due to financial constraints, educators and educational planners should explore and implement coping strategies instead of becoming demoralised by the situation. The study provides several instructional guidelines for implementation in large classes in the South African context. The focus of these guidelines is on large class management and effective teaching in large classes. The possibilities of strategies such as whole group instruction, cooperative learning, peer teaching, groupwork and the proper organisation of classroom space are investigated. / Educational Studies / M. Ed. (Didactics)

In this qualitative study, the phenomenon of large class teaching in South African secondary schools is investigated. It was concluded that since large classes will be a feature of the South African teaching context for many years to come due to financial constraints, educators and educational planners should explore and implement coping strategies instead of becoming demoralised by the situation. The study provides several instructional guidelines for implementation in large classes in the South African context. The focus of these guidelines is on large class management and effective teaching in large classes. The possibilities of strategies such as whole group instruction, cooperative learning, peer teaching, groupwork and the proper organisation of classroom space are investigated. / Educational Studies / M. Ed. (Didactics)