275 IETE TECHNICAL REVIEW | VOL 28 | ISSUE 4 | JUL-AUG 2011

EDITORIAL
Reflections on Teaching a Large Class
With increased intake in educational institutes, large
classes have become an inevitable reality. Some think
that large classes are difficult to handle. There are
certainly some issues with large classes. The frst casu-
alty is our inability to know the students intimately and
provide individual attention. Remembering students
names is diffcult when the class size exceeds 60 80.
Some teachers may feel outnumbered or anxious in front
of a large class. Late comers, people who chat or display a
totally unresponsive attitude may distract or discourage
you. As both audio and video facilities are required in
large classes, you may be worried about their possible
failure and the consequences. Answer script evaluation
and grading are time consuming. Classes could be noisy
and so on.
However, it is important that we evolve methods to
handle these diffculties and adapt to the changing cir-
cumstances. There is no point harping on the good old
theme: small classes better interaction and better
learning. Large classes are here to stay. Let me share
some of my experiences or the strategies that I have used,
in terms of management, assessment, and teaching, to
enhance the learning experience in a large classroom.
This semester (January to May, 2011), I taught a large
frst year B.Tech course EEL102 Principles of Electri-
cal Engineering. There were 220 students in my class.
1. Visual Aids in a Large Class
My lectures were held in a large classroom with mul-
tiple big screens and a public address system. I always
used the PA system while giving lectures. This will help
you rise over the din and does not strain your voice.
Using a black board for such a large class becomes
impractical. This can easily be overcome bu using either
a tablet PC or a digital visual projector. Using a tablet
PC, one could save anything that is written in the class
for a later reference or for posting on the web for the
students to read. The digital visual projector was very
handy for me, for writing on a paper and projecting it or
for showing a three dimensional object such as a trans-
former. During the lecture, I could switch between the
two devices seamlessly. The biggest advantage I found
was that these devices helped me to avoid turning my
back to the students while writing. Before the semester
starts, get to know how to use these aids to avoid any
possible embarrassment and wastage of time during the
lecture when you cannot make them work. There is no
doubt in my mind that these tools are essential in a large
class for an effective engagement with the students, in
contrast to the good old blackboard writing.
2. Presenting the Course Objective
The frst daunting task for me was motivating the stu-
dents to get interested in Electrical Engineering, as the
students in my class were all from the Chemical and
Textile Engineering streams. Therefore, I frst painted
a broad picture of electrical engineering using some
interesting anecdotes of some mad scientists and
explained to them the difference between natural laws
and income-tax laws. It brought cheers on the faces of
the students. I then laid out a well-defned plan of what
we were going to learn in the whole semester. I frmly
believe that making the objective of the course known
to the students, right at the beginning of the semester,
makes them realize my expectations from them in terms
of the value addition to their knowledge and also defn-
ing their expectations from the course.
3. The Feeling of Todays Lecture has
gone well
To teach well, knowing the subject is not suffcient. One
needs to have passion and a well thought out plan for
each class, on how you will introduce and develop the
topic, mixed with some suspense and anticipation. Mak-
ing the concepts clear using simple everyday analogies
and following up with an application of the concepts
make the student confdent about what they have learnt.
This requires a good effort and I need to prepare for each
lecture as if I am teaching this course for the frst time.
During this semester, a lot of my time was lost in con-
ducting a national test called Graduate Aptitude Test in
Engineering (GATE) of which I was the Chairman, at IIT,
Delhi. As a result, on some occasions, after reaching the
lecture hall at 8.00 AM, as I was completely deprived of
rest due to the stress and work load in the GATE opera-
tions, I was almost speaking from sleep during the lec-
ture. It was on these few days that I did not get the feeling
of being in the clouds after the lecture. However, when
the lecture is delivered well, the feeling is ecstatic. On
Mondays and Thursdays, at 8.00 AM, I looked forward
to my 90 minute EEL102 lectures because facing these
students, with large smiles on their faces, and sharing
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276 IETE TECHNICAL REVIEW | VOL 28 | ISSUE 4 | JUL-AUG 2011
with them what I know provided an opportunity for me
to relax from my work pressure. Anything else could be
a burden, but certainly not teaching.
4. Questions in the Class
I was kept on my toes by curious students who did not
hesitate to ask questions. Although it is important to
moderate a persistent student, it is all the more impor-
tant to convey through your body language and attitude
that questions are most welcome. One wrong move, the
students will be put off. Often, in large classes, students
may not come forward to ask questions. To overcome
this problem, I used to ask the students questions;
particularly those who appeared a little disinterested.
Sometimes, I used to call a student to the dias to sum-
marize the key points of the previous lecture. I often
helped the student in providing the missing points to
complete the summary. This was very reassuring to the
students to know that they need not feel slighted in front
of everyone if they could not summarize effectively.
Pitting the left half of the class against the right half to
quickly give an answer to a question I posed, often led
to healthy competition and laughter.
5. Discipline in the Class
A disturbing atmosphere in the class can ruin your
lecture. During the lecture, I always used to scan the
class and look eye-to-eye at students with indications
of disruptive behavior. I always maintained my calm in
spite of a possible provocation. Perhaps that helped me
to retain my authority and the result was that my class
was disciplined in spite of its size. I rarely found any
student disturbing the class. However, these kids react
spontaneously. The whole class bursts into laughter
when I tell them a little joke or they express their displea-
sure with a loud, "No sir....," when I announce a sudden
quiz. I sometimes wonder what someone walking in the
corridor outside the classroom would think about 220
people suddenly laughing loudly or expressing their
displeasure in a loud voice. Is the teacher being taken
for a ride by the students? But it is fun because the stu-
dents' reactions are always childlike and spontaneous.
Deviations from a normal behavior within the class can
often be handled with a little bit of tact rather than being
a strict disciplinarian.
6. Interaction with Students
With a wireless microphone tugged to me, I moved
around freely in the class and kept a close contact with
the students. That was a bit uncomfortable to a couple of
students who always used to doze off. I often insisted that
those who doze should share their beautiful dreams with
the rest of the class. I was sure they might not have dared
to doze off again but unfortunately there was always
a different bunch of students dozing off on the next day,
to be woken up into the real world with my hand gently
shaking their shoulders. I still remember those two girls
in the second or third row, always murmuring to each
other. I told them about my painful curiosity to know the
secrets they were sharing with each other. Was it about
an evening outing with their boyfriends? After this query
in front of the class, the murmurs now turned into only
occasional and inaudible whispers between them. This
was a defnite improvement in their behavior without
even admonishing them.
Occasionally, I exchanged jokes in the class or played
a funny video to indulge in a little bit of fun. On one
occasion, I stopped the lecture and ran out of the class
to catch a student who left the class in the middle of the
lecture through the back door. I brought him back to the
class and he was sweating not knowing what I would
do next. The class erupted into a big noisy laughter.
Sometimes, dramatics helps in relieving the tension. It
helps in bridging the gap when students see the human
side of you even if you are by nature a reserved person.
7. Continuous Assessment for Enhanced
Student Performance
Students are invariably worried about their grades.
Considering that it is relative grading and there is a
cut-throat competition, their worries are not misplaced,
especially when there are stories foating around about
courses in which F grades are for the asking. During
the semester, I conducted about 10 quizzes, three mid
semester examinations and one end semester examina-
tion. I think continuous assessment is better than judging
the students based on only a couple of examinations.
This gives an opportunity for even a weaker student to
do reasonably well in the course, as all is not lost if the
student performs badly in a couple of quizzes or a test.
The frequent tests also force the students to revise what
is taught and help them to assess themselves on the cor-
rective steps needed for improving their performance.
Invariably, frequent quizzes or tests create an environ-
ment in which students align their learning goals with
their expected performance. A continuous assessment
throughout the semester ensured that no one failed in
my course unless their attendance was absolutely bad,
in which case I could not do anything. Rules are rules!
8. Time Management
My lectures were scheduled on every Monday and
Thursday from 8.00 AM to 9.30 AM. Coming to the class
sharp at 8.00 AM was very painful to many. No student
ever saw me coming to the lecture hall at 8.00 AM. Like
many of my young friends, it was painful for me too to
come at 8.00 AM. But, I was always there in the class
Kumar MJ: Refections on Teaching a Large Class
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277 IETE TECHNICAL REVIEW | VOL 28 | ISSUE 4 | JUL-AUG 2011
sharp at 7.45 AM and my lectures began when the clock
struck 8.00 AM. In the frst class itself, I advised my
students to be in the class before I started the lecture.
Initially, students did not realize what was to come if
they came late. One day I asked about 40 students out
of 220, who came to the class after 8.10 AM, to stand
up and take the notes or leave the class. They chose to
remain in the class standing. I told them that my
intention was not to insult them. The idea was to drive
home the point that punctuality and time-discipline
mattered. It was not something you could take lightly.
Next lecture onward, I saw very few students coming
late to the class. My classes always ended on time. Some
teachers may think that they cannot stop their lecture
on time because they are doing some earth shaking
derivation toward the end of the lecture. Eating away
into the next teacher's time does not matter to them! I
disagree. What message are we sending to the students?
Is not starting the class on time as important as stopping
the class on time?
9. Efective Use of Teaching Assistants
I used a biometric fngerprint device for taking atten-
dance. Students, of course, did not like this device
because it robbed them of the opportunity to give proxy
attendance. My research students used to come to the
class at 8.00 AM to take attendance using this device.
I wish to underline how important it is to have good
teachers aides (TAs) when you are teaching a huge class.
My M.Tech. students and research scholars helped me in
evaluating and distributing marked answer scripts to the
students and in maintaining marks lists and attendance
records. This was not a small job when there were 220
demanding students in the class. Two of my fnal year
B.Tech. students did a marvelous job in conducting
peer-assisted study sessions for my students twice a
week. Attendance was voluntary in these help sessions.
However, on some occasions, the number in the help ses-
sions, conducted after dinner from 8 PM 9 PM, swelled
to 90. Maybe my TAs were doing a better job than me!
Even as the TAs help gave me time to focus on other
components of my teaching, they too gained some insight
about teaching big classes. Who knows this mentoring
might help them in their smooth transition from being
research students to teachers. Today there is a dearth of
good teachers.
10. Student Feedback
I feel that when you are enthusiastic in the class, it
spreads like fre. However did my students feel the same
way? Did they appreciate my lectures? Did I create a
classroom environment for enjoyable and goal-oriented
learning? Is there something I need to improve upon?
Feedback from students is an effective way of knowing
this. I have often found that students give very objec-
tive feedback, which can be very useful for fne tuning
the teaching approach. A few representative comments
from my students are given below, which indicate their
feelings about this course. When I had the frst oppor-
tunity to read my students' feedback on my lectures, I
immediately called my wife and read out the comments
over phone and got a pat for a job well done! After all,
you always have a boss to whom you report.
10.1 Feedback from the Students
Really a good teacher, he knows his subject well.
The course was fun. Our professor kept us on our
toes with frequent quizzes and a minor 3 to help
us improve our grades. It was a nice experience.
Lively teacher and made the course interesting.
Brilliant teacher, he relentlessly tries to generate
interest in his discipline. A very selfess teacher,
gives his heart and soul to the course, deserves
an award!
The classes were very well conducted at just
the perfect pace!
Really a great course done.
Sir is one of the best faculty I have seen.
A very good professor who maintains a close in-
teraction with students. All in all a nice professor.
Awesome experience.
Best teaching efforts I have ever encountered.
It was a pleasure to study from him! Thank u.
Loved the course.
The professor was very sincere and keen on ex-
plaining to us, the real concepts.
Sir had taught us with full enthusiasm.
Very punctual professor.
Good course.
He is just an awesome professor, full of life and
passion.
The discipline level of our respected sir was just
awesome.
Of course, there were some critical comments too from
my students. While the positive comments help me keep
up my spirit, the critical comments drive me to improve
further. I cherish both since there is no end to learning.
Is there something to be underlined from my experience
and the strategies I have used from both a pedagogical
and management perspective? It is for you to judge, just
as my students did. I certainly look forward to teach-
ing another big class! I am sure that will provide me an
opportunity to improve my strategies further.
M. Jagadesh Kumar,
Editor-in-Chief, IETE Technical Review,
Department of Electrical Engineering
Indian Institute of Technology, New Delhi, India
E-mail: mamidala@ee.iitd.ac.in
Kumar MJ: Refections on Teaching a Large Class
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278 IETE TECHNICAL REVIEW | VOL 28 | ISSUE 4 | JUL-AUG 2011
AUTHOR
M. Jagadesh Kumar was born in Mamidala, Andhra
Pradesh, India. He received the M.S. and Ph.D. degrees
in electrical engineering from the Indian Institute of
Technology (IIT), Madras, India.
From 1991 to 1994, he performed postdoctoral
research on the modeling and processing of high
speed bipolar transistors at the Department of Electrical and Computer
Engineering, University of Waterloo, Waterloo, ON, Canada. While with the
University of Waterloo, he also conducted a research on amorphous-silicon
thin-film transistors. From July 1994 to December 1995, he was initially with
the Department of Electronics and Electrical Communication Engineering,
IIT, Kharagpur, India, and then, he was with the Department of Electrical
Engineering, IIT, New Delhi, India, where he became an Associate Professor
in July 1997 and was a Full Professor in January 2005. He is currently the
Chair Professor of the NXP (Philips) (currently, NXP Semiconductors India Pvt.
Ltd.) established at IIT Delhi by Philips Semiconductors, The Netherlands. He
is the Coordinator of the Very Large Scale Integration (VLSI) Design, Tools,
and Technology interdisciplinary program at IIT Delhi. He is also a Principal
Investigator of the Nano-scale Research Facility at IIT Delhi.
His research interests include nanoelectronic devices, device modeling,
and simulation for nanoscale applications, integrated-circuit technology,
and power semiconductor devices. He has published extensively in these
areas of research with three book chapters and more than 150 publications
in refereed journals and conferences. His teaching has often been rated as
outstanding by the Faculty Appraisal Committee, IIT Delhi.
Dr. Kumar is a fellow of the Indian National Academy of Engineering, The
National Academy of Sciences, India, and the Institution of Electronics and
Telecommunication Engineers (IETE), India. He has been recognized as a
Distinguished Lecturer of the IEEE Electron Devices Society (EDS). He is
a member of the EDS Publications Committee and the EDS Educational
Activities Committee. He is an Editor of the IEEE TRANSACTIONS ON
ELECTRON DEVICES and an Associate Editor of IEEE TECHNOLOGY NEWS.
He has been the lead Guest Editor for the following: (1) The joint special
issue of the IEEE TRANSACTIONS ON ELECTRON DEVICES and the IEEE
TRANSACTIONS ON NANOTECHNOLOGY (November 2008 issue) on Nanowire
Transistors: Modeling, Device Design, and Technology and (2) the special
issue of the IEEE TRANSACTIONS ON ELECTRON DEVICES on Light Emitting
Diodes (January 2010 issue). He is the Editor-in-Chief of the IETE Technical
Review and an Associate Editor of the Journal of Computational Electronics.
He is also on the editorial board of the Recent Patents on Nanotechnology,
Recent Patents on Electrical Engineering, Journal of Low Power Electronics,
and Journal of Nanoscience and Nanotechnology. He has reviewed extensively
for different international journals.
He is a recipient of the twenty-ninth IETE Ram Lal Wadhwa Gold Medal for
his distinguished contribution in the field of semiconductor device design
and modeling. He is also the first recipient of the India Semiconductor
Association VLSI Society of India TechnoMentor Award given by the
India Semiconductor Association, to recognize a distinguished Indian
academician for playing a significant role as a Mentor and Researcher. He is
also a recipient of the 2008 IBM Faculty Award. He was the Chairman of the
Fellowship Committee of The Sixteenth International Conference on VLSI
Design (January 4 8, 2003, New Delhi, India), the Chairman of the Technical
Committee for High Frequency Devices of the International Workshop on the
Physics of Semiconductor Devices (December 13 17, 2005, New Delhi), the
Student Track Chairman of the Twenty-second International Conference on
VLSI Design (January 5 9, 2009, New Delhi), and the Program Committee
Chairman of the Second International Workshop on Electron Devices and
Semiconductor Technology (June 1 2, 2009, Mumbai, India).
Email: mamidala@ee.iitd.ac.in
DOI: 10.4103/0256-4602.83548; Paper No TR_169_11; Copyright 2011 by the IETE
Kumar MJ: Refections on Teaching a Large Class
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