Experiences

Trying to work effectively to achieve the goal of economic classes-economic regularities meaning and learning

Brigita Bržeska

Latvia

Vocational School

Science

Teaching in class

Direct

Teaching economics I encounter such difficulties as systematic lack of homework, delayed presentations of reports and business plans. Doing worksheets during the lessons students superficially read the task requirements and then they do the tasks superficially. Majority of students are good at theoretical lessons.Therefore we calculate costs, percentage , gross internal product , inflation which cause some difficulties to the students. Students make their notes superficially and make their conspects without 'crystallising 'the sense. In order to overcome these difficulties I organise my
lessons in the following way:
1. I evaluate homework as 'tested'or' not tested'. If student has at least two 'not tested 'home tasks , he gets one mark less in the monthly attestation.
2. Delayed presentation of reports, course papers, business plans get two marks less . Of course, it does not relate to the students with justified reasons.
3. All the time control tasks are used to check students'comprehension of the theme.
4. Seminars, discussions , economic games, group work take place during the lessons which carry away and give freedom to students.In these cases theory often reciprocates with practice , therefore the student gets a chance to understand economic trends better.
5. The utmost attention is given to solving the tasks. So it is very important to start with easier tasks gradually crossing to the next degree of difficulty.The tasks should be varied , not after one pattern.
6. The lessons are oriented to cooperation , students do not have to be afraid of the teacher.