On the micro issue, within the classroom, most experts say that overcrowding can be better managed if the instructor is positive, engaging, and committed to teaching with whatever extremes occur. Keeping lessons relevant and interesting, modeling empathy and courteous behavior, and changing the classroom set-up to reflect openness whenever possible will, in the long run, improve many of the general problems engendered by too many students in a class (Green, 2010). The more engagement from either the parent, para-professional, or teacher, the less the ramifications are from overcrowding. Many researchers recommend dedicated aides in overcrowded situations, so that students can break out into groups that are more skill level appropriate for their learning needs. However, this assumes that paraprofessionals are trained and that there is adequate opportunity for teacher's to engage with any aide or help that might be necessary for their classroom. It is thus important that the teacher continue with a cohesive and robust curriculum, one that the teacher continues to monitor and control, regardless of the number of helpers within the classroom (Global Enrichment, 2010).

Recommendations -- Certainly similarities abound in the literature regarding overcrowding. No one, nor would one expect them to, believes that overcrowding is a good thing for students or teachers. However, sad as it may be, economic realities are such that it is impossible to find blanket funding that would make the problem disappear entirely. There are a number of things, though, that can be done to help alleviate some of the potential issues to classroom overcrowding:

Assume a strong leadership role, maintain classroom discipline, ensure students understand classroom rules

Pay attention to seating arrangement in the classroom; pay attention to traffic patterns within the class, as well as student movement. Teach and reinforce these patterns (recess, to the bathroom, to the pencil sharpener, etc.).

Reduce off task behavior by monitoring, using a seating chart, and establishing noise guidelines.

Maintain a strict organizational level so that one does not get behind; do not allow anarchy, stick to a strict routine.

Find a way to speak to each student one-on-one every day; this can be before school, before, during or after recess,

Finally, advocate at the local, regional, and state level for additional funds that...

(September 22, 2011). The New York Times. Retrieved from: http://cityroom.blogs.nytimes.com/2011/09/22/classroom-overcrowding-at-10-year-high-union-says/
The Crisis: Overcrowding in California's Schools: An Epidemic That Is Getting Worse. (2011). Just Schools: California. Retrieved from: http://justschools.gseis.ucla.edu/crisis/overcrowding/index.html

Global Enrichment Solutions. (2010). The Overcrowded Classroom. Retrieved from: http://www.myglobalenrichment.com/OVERCROWDED_CLASSROOM.html

Green, T. (2010). How to be Successful in Your First Year of Teaching Elementary School. Ocala, FL: Atlantic Publishing Group.

Infante, M. (May 9, 2010). Overcrowded Schools and Student Learning. InterACT. Retrieved from: http://accomplishedcaliforniateachers.wordpress.com/2010/05/09/overcrowded-schools-and-student-learning/

IUME Research Report. (1995). A School System at Risk. IUME Research Report #95-1. Retrieved from: http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED379381&ERICExtSearch_SearchType_0=no&accno=ED379381

McMullen, S. And Rouse, K. (2012). School Crowding, Year-Round Schooling, and Mobile Classroom Use: Evidence from North Carolina. Economics of Education Review. Retrieved from: http://www.sciencedirect.com/science/article/pii/S0272775712000635

Thompson, J. (January 18, 2012). How to Cope with an Overcrowded Classroom. Retrieved from: http://juliagthompson.blogspot.com/2012/01/how-to-cope-with-overcrowded-classroom.html

U.S. Department of Education. (7 Public School Principals Report on Their School Facilities: Fall 2005. National Center for Education Statistics. Washington, DC: Department of Education # 2007-007. Retrieved from: http://nces.ed.gov/pubs2007/2007007.pdf

Walsh, K. (2007). Becoming Part of the Solution, Not Part of the Problem. Journal of Teacher Education. 58 (2): 117-23.

Log into the Interactive Graphic to see how individual states compare to the national average. For instance, the U.S. Average in 2008 was 15.4:1, California was at 20.9:1. See: http://cironline.org/sites/default/files/legacy/files/class-size/ratio.html