Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/6096
Title: Approaches to teaching EMS: The teacher-centred approach
Authors: Johnson, Lional
Van Wyk, Micheal
Keywords: Economics -- Study and teaching (Secondary) -- South Africa;Management science -- Study and teaching (Secondary) -- South Africa
Issue Date: 2016
Publisher: Oxford University Press
Source: Van Wyk, M. & Johnson, L. 2016. Approaches to teaching EMS:The teacher-centred approach. In Van Wyk, M. and Dos Reis, K., 2016. Teaching Economics and Management Sciences in the Senior Phase. Oxford University Press Southern Africa.
Abstract: After reading this chapter you should be able to: • Explain the teacher-centred approach and understand when to use it in teaching EMS • Discuss which teaching strategies are appropriate by using the teacher-centred approach • Differentiate between teaching methods, strategies and techniques • Select appropriate teaching methods for EMS lessons • Understand the generally accepted elements of good teaching and learning experiences in teaching EMS. Lional Johnson & Micheal van Wyk Case study: Dolly the novice teacher Dolly's teaching dilemma is how to best utilise the teacher-centred approach for teaching EMS in her classroom. She is a novice EMS teacher, teaching Grade 9s. She completed her undergraduate degree last year. She started this year highly motivated and wants to implement the teaching methods, strategies and techniques she learned last year. This will ultimately motivate her EMS learners. But after two months in the profession, she realised a real-life classroom is totally different compared to her teaching practice experiences. She is struggling with the following issue: 'As a new teacher, I am not always sure which teacher-centred method to use to transfer new knowledge, skills and content to learners in my classroom.' Dolly is not alone; most beginner teachers will experience this dilemma at one time or another. She has realised that EMS is a subject that constantly demands different approaches in order to make the subject relevant to learners. Her teaching philosophy is: 'I am eager and willing to do things differently in my classroom in order to empower my learners with relevant knowledge and skills. When I was a student teacher at university, I learned about many types of approaches and methods to apply in the classroom but when I started teaching, I preferred talking and chalking. When I do the talking alone, I feel in control of the class.' She asks herself: 'How can I best make appropriate use of the teacher-centred approach?
URI: http://hdl.handle.net/11189/6096
ISBN: 9780190407346
Appears in Collections:Edu - Books / Book Chapters

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