|
Our Classroom Economy
Our students were actively involved in a year-long economy unit in which
they earn credits and debits. The activity is cross-curricular since students are learning major economic concepts, as well
as using math skills on a daily basis.
Throughout each week, students earned credits for any number
of things. For example, students who held classroom jobs each week earn credits on a daily basis according to our
agreed upon payroll. Credits were also earned sporadically for following rules, showing good character, putting extra
effort into school work, and being responsible. Debits were given to students when they broke laws (classroom rules)
in our community of learners. At the end of each pay period, students added up their credits and subtracted their debits to
calculate their weekly total.
All students had their own account book. It was a simple mini steno book with
a new credit and debit log glued into the book after every pay period. The teacher was the only person in the classroom
who added tallies to the log during school.
At the beginning of the year, the class determined daily jobs that were necessary
for students to do in the classroom. They also voted on a daily salary for each job by ranking the jobs in order
of importance and/or the amount of work required.
I wrote paychecks to all students at the end of each pay period that reflected
the amount that they had earned after balancing their credits and debits.
Students cashed their checks at the Elliottville Bank to receive the
money (EV dollars) that they earned. Each week a student who had no missing assignments was chosen to be the banker.
Students could, of course, choose to save the money that they earn each week
to purchase a more expensive item at the store.
|
