Schools throughout America are facing economic problems. There is an issue with money in the schools, a lot of school districts are facing budget cuts. People are worried that with the budget cuts are gonna result in less improvement in the achievement of students. Class sizes are increasing and support services are decreasing and due to that, it is resulting in negative effects on students in poverty, second language learners and students who live in rural areas. As the number of students are increasing, the stress is increasing because of the economy. As a teacher, you can determine the stress of your students by seeing if they are having trouble focusing, depression, sensitivity, agitation, and withdrawal.
Macroeconomics: The larger state of the economy, region, a nation and the world.
Microeconomics: How people and businesses are affected by economy. Taxation is involved in microeconomics and how governmental policies are affected.
Everyone is affected by economics and when teaching economics, it crucial that that each and every student is actively engaged and that the material being taught is not too hard or too easy. The economics that is being taught should also relate to the economic state of their setting and community. "Hooks" can be used when teaching economics that are hard. "Hooks" can increase engagement! You can use humorous economic songs or something that could possibly increase your students. Other examples of "hooks" include; charts, pictures, and graphs. Teaching economics can make students make wiser choices regarding to what they NEED and what they WANT.
Students should understand:
The definition of scarcity
Opportunity cost
That they are responsible for the choices that they make.
The resources that are available.
That they should do research on how to make good economic choices.
Topics that we as teachers can include are:
Earth Day
Endangered species
Global warming
Recycling
Reducing
Reusing
We should talk about entrepreneurs because our students should be educated on how products are made.
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