Various approaches to the management of large classes identified in the literature are categorized, with information drawn especially from earlier findings of the Lancaster-Leeds Language Learning in Large Classes Research Project. The discussion makes use of sources appearing during the last 150 years, but emphasizes the period since 1960. Three broad categories are identified: (1) two plenary approaches ("There is no alternative!" and "Let the people sing!"); (2) interactive approaches; and (3) compromise approaches. The plenary approaches are both teacher centered and teacher controlled, and the lesson is primarily a lecture but may include audience involvement. Teachers who use them likely see no available alternative. In the interactive approach, actually a continuum of approaches, the teacher deliberately grants opportunities to learners to interact. Compromise approaches, seen primarily in postsecondary institutions, may include inspirational lecturing, written-oral interaction, revolving roles, the "SHOP" experiment, and "repackaging" the combination or required class sizes. Examples of each approach are cited from around the world. Contains 19 references. (LB)