When Just a Few Becomes Twenty (Lesson Case Study 20251030)

Anne Bombard

Instructor

Setting:
A local senior center with a regular group of about ten experienced mah jongg players.

Scenario:
When two players overheard that newcomers felt intimidated by the established groups, they volunteered to teach an introductory class. Both had experience teaching individuals but had never led a group. Expecting a modest turnout of 5–6 learners, they coordinated with the center’s event organizer to collect registrations.

By the day of the class, over 20 students had signed up—plus walk-ins. The overwhelming turnout left the instructors scrambling to adapt their plans on the fly.

What Happened:
Seven tables were arranged, each ideally supported by a seasoned player. However, with limited volunteers, two tables had to share a single helper. The groups with dedicated mentors managed well and absorbed the basics. The others struggled to follow along, resulting in uneven learning outcomes and mounting stress for the facilitators.

Reflections & Lessons Learned:

• Cap the class size. Set a firm enrollment limit based on available instructors or helpers and use a waitlist for overflow.
• Restructure for smaller groups. Propose running two smaller sessions on different days to ensure attention and pacing are appropriate for true beginners.
• Condense the class with the Buddy System. Each player chooses a partner and works as a team when new concepts or skill builders are introduced. By doing this, eight tables function as four, cutting the instructor’s supervision load in half while promoting collaboration and confidence among students. It not only reduces overwhelm but also strengthens relationships and encourages peer learning—especially valuable in social environments like senior centers.
• Balance support. Tables with experienced guides had smoother sessions—reinforcing the value of planning instructor-to-table ratios.

Instructor Takeaway:
The instructors recognized that the biggest challenge was not having enough assistants to support each table and new player appropriately. Even so, they succeeded in planting the seed and sparking genuine interest in the game. To continue nurturing that enthusiasm, smaller private sessions were later offered to those who wanted to keep learning.

Good intentions can quickly outgrow capacity. What began as a friendly offer to help became an impromptu large-scale lesson—an excellent reminder that structure and scalability matter, even in casual environments. A capped class size, clear roles for seasoned players, and a plan for overflow ensure that every learner feels supported, not overwhelmed.

Discussion Prompt:
If you suddenly had double the number of students you planned for, what parts of your lesson could scale up—and what would need to change first?