My teaching experience
In this post I will talk about my teaching experience. In particular, I will describe what mistakes I made and how I fixed it. I will describe the methods that I used for training, as well as talk about my plans for the current academic year.
Foreword About me and how it happened
I work in a small company as a
I started teaching by looking at and studying information about what I should teach students. In the curriculum part, they provided me with a curriculum, explained that students should know in the framework of the curriculum to which the subject belongs, but when I asked for methodological developments or any other materials used by previous teachers, they answered that there were none. As it turned out, due to the rapid turnover of the teaching staff in this direction, no materials remained. This means that all tasks and materials must be sought from scratch, so my next step was to purchase two books:
- 1C: Educational version;
- Business operations in 1C: Bukhalterii 8 (version 2.0). Tasks, decisions, results.
Based on these books, I began to build classes.
For starters, I introduced tough discipline in pairs. Phones at the beginning of the pair put everything on the 1st desk, after the call no one comes in. All violations are punishable by sending for admission to the lesson. Director of Academic Affairs.
As a result, students were not distracted by their phones and were even a little immersed in the learning process.
My beginning is my main mistake.
The construction of classes was organized on the principle of Theory => Practice => Questions on the material covered.
The theory was completely built as a lecture. In the theoretical part, I told students about the principles of work in the program, what documents are used, what happens when documents move, fully believing that over the past year they have learned accounting material (assessments in the journal spoke about the assimilation of the material), which means they understand what I'm talking about.
In the practical part, they sat down at a PC and, under the guidance, they filled out documents in an information base, then they started 2-3 such documents on their own. With an increase in knowledge, combinational tasks were given, with the use of all the documents passed. At the end of the pair, control questions were asked about the material covered, questions were heard from students (if there were any).
After 10 pairs (1/3 of all pairs) I did a check test of students' knowledge. It included tests, knowledge of definitions, solution of situational problems. The maximum number of points was 100 for the test, of which 50 - satisfactory, 70 - good, 90 - excellent.
The test and situational tasks included tasks on knowledge of accounting accounts and postings.
Definitions only from area 1C.
The result shocked me.
94% of the group failed the test, gaining an average of 23 points.
Well, I'm shocked, but the conclusions are drawn.
My mistake was a blind belief that students had learned material in other subjects (accounting).
Conclusion and solution methods:
- It is necessary to include in the theoretical part materials on the basics of accounting;
- It is necessary to include polls at the beginning of classes to test the assimilation of the theory of the previous lesson.
Well, the conclusions are made, the material is processed into pairs. Now the training takes place according to the scheme Poll => Theory => Practice => Questions on the material passed.
After another 10 pairs, again a control test of knowledge. The conditions are the same.
Result: 62% failed the test - the average score for those who failed 30; 25% is satisfactory, 13% is good. No honors.
In the analysis of control works, it was revealed that students began to understand the accounts, but they still do not understand the postings, in a third I noticed an absolute misunderstanding of non-cash and cash.
Situational tasks showed that students can associate 2 operations in one, but they associate more than 3 operations with difficulty. Having examined all the tasks, I realized that a lack of understanding of the transactions affects the ability to verbally solve the problem.
By definition, the result remained the same, more or less knew.
- There was a lot of theory, from which students simply wrote without remembering the material, and even more so did not try to understand it. For answers during the polls, they simply read a notebook in front of a couple and then forgot;
- They learned the bills, but I didn’t teach them how to use them and make postings;
- He did not learn to navigate business operations;
- Practical tasks are solved by a template, not understanding the principle of operation. The pattern is not remembered.
- It is necessary to produce theoretical material in a more accessible and memorable form;
- To convey to students understanding of the principles of drawing up postings, what and where it is taken from, where and why it leaves;
- Increase the decision of business operations, with the preparation of entries and descriptions of documents that will be used to establish these operations in the program;
- Formation in the head of templates for solving various business problems.
Having received, thanks to the second test, new data, I again reworked the material. The pair process was carried out according to the same scheme. Poll => Theory => Practice => Questions on the material covered, but now the theoretical and practical part has changed.
In theory, the following changes occurred:
- In the form of a lecture, only basic concepts began to be issued;
- Documents and postings on them were issued in the form of diagrams that showed the process of a business transaction;
- The house was given links to videos on YouTube to fill out certain documents in the program.
- Solving problems taken from life (for example, “buying bread”, in which the student and his family are enterprises; the student needs to describe the process of buying bread with accounting entries and what documents they will use in 1C) with a detailed analysis of what is taken from where;
- Problem solving in the program, but when practical, it is necessary to explain the course of action to solve problems;
Scheme for reflection in 1C of the purchase of goods and materials
3 days before the end of the course, all the topics that were covered earlier were translated into a schematic view as above and a single presentation was made.
At the end of the course, students had a comprehensive accounting exam and 1C, on which students it was necessary to solve the situational problem first in the accounting entries, then fill out the necessary documents in the 1C program, and then defend your decision before the teachers.
Result: 100% of the group passed the exam (2 people, of course, regretted it, pulled it out so as not to to blame), of which 37% is a good mark.
From this experience I made several conclusions:
- Due to the human wages, many teachers do not ask for the amount of information that follows, as a result, students behave more relaxed, they do not bother with studies, because they know that they will be translated anyway.
- For successful student learning, there is no need to give them a large amount of information, most of which will be forgotten, it is better to give basic knowledge, but in such a way that they are remembered most and logically interconnected - diagrams and tables;
- Many articles describe what you need to be interested in for successful learning. It is impossible to interest a student if you do not deprive your phone / tablet / laptop;
- A good demonstration of solving problems in video tutorials works very well.
This academic year, I prepared the course of classes, taking into account all past mistakes.
- basic mechanisms and concepts of the program;
- schematic description of processes;
- video demonstration;
- Test questions.
- solving problems at the board with a detailed analysis of the progress of the solution;
- solving problems in the program.
4 comprehensive controls for assessing student learning.
Thank you for your attention, I am ready to listen to constructive criticism and advice.