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IdentityI have ample experience in applying appropriate teaching and assessment methodologies, and am expert at designing and developing educational objectives and preparing teaching material. I am prepared to become an immediate team player within your organization.
My strong initiative and exceptional organizational skills, combined with my ability to work well under pressure, allow me to play a crucial role in fast-paced teaching environment. Furthermore, I am capable of simplifying lesson plans to achieve curriculum objectives, without sacrificing quality. I believe I will reach and improve upon your school’s education standards.
In my view the teacher with ample knowledge of Economics are able to plan effectively for the introduction and organization of basic concepts. For example, they are able to relate the learning of new concepts to prior learning experiences of students.
Substantial knowledge of economics is needed to utilize an economic reasoning model, which Miller recommends as an effective means for organizing instruction (1988, 43-44). There are five steps in the process:
• State a problem or issue.
• Determine the goals to be attained.
• Consider alternative means for achieving these goals.
• Select economic concepts needed to understand the problem and use them to appraise the alternatives.
• Choose an alternative with desired consequences—the attainment of the most goals or the most important goals.
This model emphasizes application of economic concepts to problems and issues that are likely to be important concerns of citizens. A necessary condition for appropriate selection and presentation of significant problems is knowledge of economics and its applications in public affairs.
Students must be able to comprehend and use basic economic concepts in order to perform adequately as producers, consumers, investors, and voters in public elections. Widespread improvements in ability to perform these roles will yield enormous benefits to individuals and the nation.
Help students to integrate their understanding by re-working their understanding of previously acquired concepts in the light of threshold concepts. For instance, students may initially consider various ‘marginal’ concepts such as marginal cost, marginal revenue and marginal utility just as isolated ideas, but their understanding of the relevance of these may be enhanced as they acquire an understanding of welfare economics. In macroeconomics, the relevance of the distinction between money and income may only become clear when students start to understand the interaction between the goods and money markets in developing their understanding of the macroeconomy with models such as IS/LM.
