THE TEACHING PROFESSION

Teaching profession has originated from the social and economical

changes that have arisen in societies and can be described as
“a professional occupational group of education sector possessing social,
cultural, economical, scientific and technological dimensions”.

What is Teaching?

Many authors view teaching as organized, purposeful, and deliberate

efforts designed to bring about certain desirable ends in an individual. A
teacher is guided by his thorough understanding of what teaching is. This
affords a strong basis for his interpretation of the process and
consequently, in his performance as a teacher. Further, this identifies the
kind of direction he applies in every classroom work he engages his
students in.

As claimed by Acero, Javier, and Castro (2007), the word “teaching” may
be understood from different contexts, such as: 

Teaching is an occupation 

Teaching may also mean the myriad of activities like one explains,
asks, reviews, demonstrates, submits requirements, attends official
meetings, advises students, and checks on attendance. 

Teaching is an act itself. It involves the common activities in the

classroom and the teaching strategies and techniques, but focuses on the
intent to make teaching work to the full advantage of the learners by
effective interaction of teacher and students in the understanding of a
particular subject matter. 

How Can I Become a Teacher?

Your path will depend on lots of factors including your background –

both educational and otherwise, your location – you’ll need a state-specific
teaching credential and your desire – how motivated are you to become a
great teacher? On the path to becoming a great teacher there are tests, in-
classroom teaching requirements, applications to fill out, background
checks and more. Becoming a great teacher is not easy but it is well worth
the effort.

How do I start teaching accounting?

In order to learn accounting step-by-step, take an accounting course,

find an accounting book, take notes as you read, learn the general concepts
and principles of accounting, comprehend the basic equations, and learn
the typical bookkeeping procedures.

The term teaching method refers to the general principles, pedagogy

and management strategies used for classroom instruction. Your choice of
teaching method depends on what fits you — your educational philosophy,
classroom demographic, subject area(s) and school mission statement.
Teaching theories can be organized into four categories based on two major
parameters:

DIFFERENT APPROACHES TO TEACHING

Teacher-Centered Approach to Learning

Taken to its most extreme interpretation, teachers are the main

authority figure in a teacher-centered instruction model. Students are
viewed as “empty vessels”.  External link  who passively receive knowledge
from their teachers through lectures and direct instruction, with an end goal
of positive results from testing and assessment. In this style, teaching and
assessment are viewed as two separate entities; student learning is
measured through objectively scored tests and assessments.

Student-Centered Approach to Learning

While teachers are still an authority figure in a student-centered

teaching model, teachers and students play an equally active role in the
learning process. The teacher’s primary role is to coach and facilitate
student learning and overall comprehension of material, and to measure
student learning through both formal and informal forms of assessment, like
group projects, student portfolios, and class participation. In the student-
centered classroom, student learning is continuously measured during
teacher instruction

High Tech Approach to Learning.

Advancements in technology have propelled the education sector in

the last few decades. As the name suggests, the high tech approach to
learning utilizes different technology to aid students in their classroom
learning. Many educators use computers and tablets in the classroom, and
others may use the internet to assign homework. The internet is also
beneficial in a classroom setting as it provides unlimited resources.
Teachers may also use the internet in order to connect their students with
people from around the world.

Low Tech Approach to Learning

While technology undoubtedly has changed education, many

educators opt to use a more traditional, low tech approach to learning.
Some learning styles require a physical presence and interaction between
the educator and the student. Additionally, some research has shown that
low-tech classrooms may boost learning. For example, students who take
handwritten notes have better recall than students who take typed notes.
Another downside of technology in the classroom may be that students
exposed to spell check and auto-correct features at an earlier age may be
weaker in spelling and writing skills. Ultimately, tailoring the learning
experience to different types of learners is incredibly important, and
sometimes students work better with a low-tech approach.

Teacher-Centered Methods of Instruction

Direct Instruction (Low Tech)

Direct instruction is the general term that refers to the traditional

teaching strategy that relies on explicit teaching through lectures and
teacher-led demonstrations. In this method of instruction, the teacher might
play one or all of the following roles:

As the primary teaching strategy under the teacher-centered

approach, direct instruction utilizes passive learning, or the idea that
students can learn what they need to through listening and watching very
precise instruction. Teachers and professors act as the sole supplier of
knowledge, and under the direct instruction model, teachers often utilize
systematic, scripted lesson plans.

Direct instruction programs include exactly what the teacher should

say, and activities that students should complete, for every minute of the
lesson. Because it does not include student preferences or give them
opportunities for hands-on or alternative types of learning, direct instruction
is extremely teacher-centered. it’s also fairly low-tech, often relying on the
use of textbooks and workbooks instead of computers and devices

Flipped Classrooms (High Tech).

The idea of the flipped classroom began in 2007 when two teachers
began using software that would let them record their live lectures. By the
next school year, they were implementing pre-recorded lectures and sharing
the idea of what became known as the flipped classroom. Broadly, the
flipped classroom label describes the teaching structure that has students
watching pre-recorded lessons at home and completing in-class
assignments, as opposed to hearing lectures in class and doing homework
at home. Teachers who implement the flipped classroom model often film
their own instructional videos, but many also use pre-made videos from
online sources.

A key benefit of the flipped classroom model is that it allows for

students to work at their own pace if that is how the teacher chooses to
implement it. In some cases, teachers may assign the same videos to all
students, while in others, teachers may choose to allow students to watch
new videos as they master topics (taking on a more “differentiated”
approach). But despite this potential for more student-centeredness, flipped
classroom models are still mostly based on a teacher’s idea of how learning
should happen and what information students need, making it chiefly
teacher centered. From a technology perspective, the system hinges on
prerecorded lessons and online activities, meaning both students and
teachers need a good internet connection and devices that can access it.

Kinesthetic Learning (Low Tech)

Kinesthetic learners have a need for movement when learning.

Teachers should allow students to move around, speak with hands and
gestures.

Sometimes known as “tactile learning" or "hands-on learning",

kinesthetic learning is based on the idea of multiple intelligence, requiring
students to do, make, or create. In a kinesthetic learning environment,
students perform physical activities rather than listen to lectures or watch
demonstrations. Hands-on experiences, drawing, role-play, building, and the
use of drama and sports are all examples of kinesthetic classroom activities.
Though a great way to keep students engaged and, at times, simply awake,
very few classrooms employ kinesthetic learning activities exclusively. One
reason is that, despite the popularity of learning style theories, there is a
lack of researched-based evidence that shows that teaching to certain
learning styles produces better academic results. One upside is that
kinesthetic learning is rarely based on technology, as the method values
movement and creativity over technological skills. That means it’s cheap
and fairly low-barrier to adopt, as well as a welcome break from students’
existing screen time. Kinesthetic learning can be more student-centered
than teacher-centered when students are given the choice of how to use
movement to learn new information or experience new skills, so it’s also
adaptable to a teacher’s particular classroom preferences. Student-Centered
Methods of Instruction

Differentiated Instruction (Low Tech)

Differentiated instruction is the teaching practice of tailoring

instruction to meet individual student needs. It initially grew popular with
the 1975 Individuals with Disabilities Education Act, (IDEA), which ensured
all children had equal access to public education. The Individualized
Education Programs, (IEPs) that started under IDEA helped classroom
teachers differentiate for students with special needs. Today, differentiated
instruction is used to meet the needs of all types of learners. Teachers can
differentiate in a number of ways: how students access content, the types of
activities students do to master a concept, what the end product of learning
looks like, and how the classroom is set up. Some examples of
differentiation include: having students read books at their own reading
levels, offering different spelling lists to students, or meeting in small
groups to reteach topics. Though differentiation is focused on individual
student needs, it is mostly planned and implemented by the teacher. And
technology, though a potential aid, is not a hallmark of the differentiated
teaching style, making it a fairly traditional, low-barrier method to adopt.

Inquiry-based Learning (High Tech) Based on student investigation

and hands-on projects, inquiry-based learning is a teaching method that
casts a teacher as a supportive figure who provides guidance and support
for students throughout their learning process, rather than a sole authority
figure. In this method of instruction, the teacher might play one or all of the
following roles:

Teachers encourage students to ask questions and consider what

they want to know about the world around them. Students then research
their questions, find information and sources that explain key concepts and
solve problems they may encounter along the way. Findings might be
presented as self-made videos, websites, or formal presentations of
research results.

Inquiry-based learning falls under the student-centered approach, in

that students play an active and participatory role in their own learning. But
teacher facilitation is also extremely key to the process. Usually, during the
inquiry cycle, every student is working on a different question or topic.

At the end of the inquiry cycle, students reflect on the experience and
what they learned. They also consider how it connects to other topics of
interest. Inquiry-based learning can make great use of technology through
online research sites, social media, and the possibility for global
connections with people outside of the community. But depending on the
subject at hand, it doesn’t necessarily require it.

Expeditionary Learning (High Tech)

Expeditionary learning is based on the ideas of the educator who

founded Outward Bound, and is a form of project-based learning in which
students go on expeditions and engage in in-depth study of topics that
impact their schools and communities.

The learning in this model includes multiple content areas so that

students can see how problem-solving can happen in the real world--ideally,
their own worlds. A student in a big city, for example, might study statistics
about pollution, read information about its effects, and travel to sites in their
city that have been impacted by the problem. When they have a good
understanding of the circumstances, students and teachers work to find a
solution they can actively implement. Technology-wise, G Suite (Google
Docs, Sheets, and Drive) and internet access can aid student research,
presentation, and implementation of projects. But it's the hands-on work
and getting out into the community that’s the cornerstone of this
methodology.
 Expeditionary learning involves “learning by doing” and participating
in a hands-on experience. Students may participate in fieldwork, learning
expeditions, projects or case studies to be able to apply knowledge learned
in the classroom to the real world, rather than learning through the virtual
world.  Many types of vocational or practical training cannot be learned
virtually, whether it be a laboratory experiment or woodworking.

Personalized Learning (High Tech)

Personalized learning, is such a new educational model that its

definition is still evolving. At the heart of the model, teachers have students
follow personalized learning plans that are specific to their interests and
skills. Student self-direction and choice in the curriculum are hallmarks of
personalized learning. Assessment is also tailored to the individual: schools
and classrooms that implement personalized learning use competency-
based progression, so that students can move onto the next standards or
topics when they’ve mastered what they’re currently working on. That way,
students in personalized learning classrooms can progress to work beyond
their grade level as they master topics, while students who need additional
help have that time built into their daily schedules as well. There’s also room
for an emphasis on college and career readiness in personalized learning
environments. Students who don’t require remediation or extension work
can instead work with teachers to nurture social skills and other or 21st-
century skills lessons and receive mentoring. Personalized learning is
extremely student centered, but teachers are required to teach lessons, look
at frequent assessment data, and meet with students to make any necessary
changes to their learning plans. They’ll also need to have a certain comfort
level with technology: the differentiated and personalized instruction that
students receive often come in the form of online lessons and programs, so
teachers must be able to navigate virtual platforms with ease.

Through these different approaches to teaching, educators can gain a

better understanding of how best to govern their classrooms, implement
instruction, and connect with their students. Within each category of teacher
and student centeredness and tech usage, there are specific teaching roles
or “methods” of instructor behavior that feature their own unique mix of
learning and assessment practices.

How do I Start Teaching Accounting?

In order to learn accounting step-by-step, take an accounting course,

find an accounting book, take notes as you read, learn the general concepts
and principles of accounting, comprehend the basic equations, and learn
the typical bookkeeping procedures. Accounting provides information about
the financial position of a business or company. Accountants create
financial records of business transactions, and prepare statements
containing the assets, liabilities, and operating results of a business. They
maintain and audit these quantitative records, while preparing financial
reports such as the income statement, balance sheet, and statement of cash
flows. Here students will learn about the importance of accounting, and also
the basic steps, terms, principles and techniques used. In addition, we also
have included informative articles, helpful tips, and other topics related to
accounting.

INTRODUCTION TO ACCOUNTING  
What is Accounting?

Students accounting, learn the three importance of main types of

accounting information, GAAP, accounting principles, and accounting
reports.

Fundamental Concepts of Accounting

Learn the main accounting concepts and how they form the basis for
GAAP (generally accepted accounting principles).

Introduction to Transaction Analysis

Learn to use the basic accounting equation and understand how to

analyze basic business transaction. Learn about assets, liabilities, owners
equity, revenues, and expenses.  

Record Keeping and the Accounting Process

An introduction to formal record keeping and the steps involved in the

accounting process.  Includes transaction analysis, chart of account,
general journal, posting process, journalizing, and preparing financial
statements.  

Linking the Income Statement and the Balance Sheet

Learn how the income statement and the balance sheet

relate. Students are introduced to the two financial statements that are
reflected in the accounting equation.

Trial Balance and Financial Statement Preparation

Learn how to prepare a trial balance and financial statements

including the income statement and balance sheet.  

Accrual Accounting and Adjusting Entries

Understand how accrual accounting works, and the basics of

adjusting entries.  Learn revenue recognition and matching principles.  

Depreciation
 Understand the concept of depreciation, and how to calculate the
amount of depreciation

Closing the Books

Learn how and why the books must be closed every period and learn
the steps to do so.  

Ratio Analysis

An introduction to financial statement analysis using the various

ratios on and between the balance sheet and income statement.  

Business Ownership

Introduces students to the major forms of business ownership and

the advantages and disadvantages of each.  

Information and Articles of Accounting

Why do we Need Accounting? Accounting is the financial backbone

of business world.  Learn basic accounting terminology and concepts.   The
Cornerstone of Bookkeeping: Your Accounting Ledgers Learn about
bookkeeping and the debits and accounting ledgers.   What are Debits and
Credits? Understanding accounting credits.   What is a Profit and Loss
Report?

TEACHING PRINCIPLES
What are the Seven Principles of TEACHING? How can
undergraduate education be improved?

In 1987, Arthur W. Chickering and Zelda F. Gamson answered this

question when they wrote "Seven Principles for Good Practice in
Undergraduate Education." They defined what good education means at the
undergraduate level. The seven principles are based upon research on good
teaching and learning in the college setting. These principles have been
intended as a guideline for faculty members, students, and administrators to
follow to improve teaching and learning.

The goal of the seven principles is to prepare the student to deal with
the real world. What are the Seven Principles? 
Principle 1: Encourage contact between students and faculty. Building
rapport with students is very important. The contact between students and
teachers are vital to the students' success. One of the main reasons
students leave school is the feeling of isolation that they experience. The
concern shown will help students get through difficult times and keep
working. Faculty have many avenues to follow to open up the lines of
communication. For the regular classroom:  Invite students to visit outside
of class.  Know your students by name.  Help students with problems in
their extracurricular activities.  Personalize feedback on student
assignments.  Attend student events.  Advise students opportunities
regarding academic courses and career.  Seek out students you feel are
having a problem with the course or are frequently absent.  Encourage
students to present their views and participate in class discussions.  Have
regular office hours.  Help students to work with other faculty. Let them
know of options, research, etc. of other faculty.  Share personal
experiences and values.

 Use the one-minute paper at the end of class to get feedback on what the
student is learning and how well they are learning it.  Talk to students on a
personal level and learn about their educational and career goals. For
distance and online courses:  Try computer conferencing.  Use list
serves.  Clearly communicate your email response policy.  Encourage e-
mail correspondence and discussion forum use, especially beneficial for
those that are shy or are from different cultures because it allows them a
different avenue of communication that might be more comfortable.  "Chat
time" online with faculty (at various times, scheduled weekly).  Use
pictures of faculty/students.  Visit the distance sites, if possible.  Have an
on-site support person.  Maintain eye contact with camera and local
students.  Arrange for group work at a distance site. Technology, like e-
mail, computer conferencing, and the World Wide Web/Internet, now gives
more opportunities for students and faculty to converse. It is efficient,
convenient, and protected. It allows more privacy so that students are able
to discuss more openly without fear that other students are going to hear. E-
mail also gives student more time to think about what they want to say. With
these new alternatives to face-to-face communication, interaction from more
students should increase within the classroom.

Principle 2: Develop reciprocity and cooperation among students.

When students are encouraged to work as a team, more learning takes
place. Characteristics of good learning are collaborative and social, not
competitive and isolated. Working together improves thinking and
understanding. For the regular classroom:  Use cooperative learning
groups  Have students participate in activities that encourage them to get
to know one another.  Encourage students to join at least one organization
on campus.  Assign group projects and presentations  Utilize peer
tutoring.  Encourage students to participate in groups when preparing for
exams and working on assignments.  Distribute performance criteria to
students is that each person's grade is independent of those achieved by
others.  Encourage students from different races and cultures to share
their viewpoints on topics shared in class. For distance and online courses:
 Use chat sites and discussion forums for student-to-student
communication.  Set up teams to interact through e-mail or phone bridges
with enough people at each site.  Encourage students to respond to their
peers' work by posting it on the internet.  Have a question and answer time
online.  Use teleconferencing for idea sharing.  Encourage online
discussion groups that require interaction.  Work on group projects
through phone and e-mail.  Team-teach courses.  Include an "ice-
breaker" activity to allow students to share their interest and to learn about
others. Cooperative learning has several benefits. Students care more about
their learning because of the interdependent nature of the process.
Retention is higher because there is a social and intellectual aspect on the
content material. Students also find the method more enjoyable because
there is no competition placed upon them. Cooperation, not competition, is
more effective in promoting student learning.

Principle 3: Encourage active learning. Learning is an active process.

Students are not able to learn much by only sitting in classes listening to
teachers, memorizing pre-packaged assignments, and churning out
answers. They must be able to talk about what they are learning, write about
it, relate it to past experiences, and apply it to their daily lives. Students
need to make learning a part of themselves. For the regular classroom: 
Ask students to relate what they are learning to something in real life.  Use
journalizing.  Give students concrete, real-life situations to analyze. 
Encourage students to suggest new reading, projects, or course activities. 
Ask students to present their work to the class.  Use of simulation
software to run "what-if" scenarios allows students to manipulate variables
and circumstances.  Practice role modeling and use web-based case
studies to practice new thinking skills.  Encourage students to challenge
your ideas, the ideas of other students, or those ideas presented in readings
or other course materials in a respectful matter.  Set up problem solving
activities in small groups and have each group discuss their solutions with
the class. For distance and online courses:
 Allow flexibility in choosing material so that it is more meaningful to the
learner (e.g. students choose their own topic, project format, etc.).  Have
an interactive web page.  Debate on-line.  Present students work for other
students to review.  Talk about what students are learning by creating a
learning group through e-mail, telephone, chat room, or conferencing.  Use
e-mail for group problem solving. Promoting active learning in higher
education is a struggle because of the learning background that many
students come to classes with. This is due to the fact that the norm in our
nation's secondary schools has been to promote passive learning. A large
amount of information needs to be covered with not enough time, so
teachers resort to lecture in order to economize their time to cover as much
material as possible. Students progress from topic to topic with no real
understanding of the content and how it relates to their life. Effective
learning is active learning. The concept of active learning has been applied
to curriculum design, internship programs, community service, laboratory
science instruction, musical and speech performance, seminar classes,
undergraduate research, peer teaching, and computer-assisted learning.
The common thread between all these events is to stimulate students to
think about how they as well as what they are learning and to take more
responsibility for their own education.

Principle 4: Give prompt feedback. By knowing what you know and do not
know gives a focus to learning. In order for students to benefit from
courses, they need appropriate feedback on their performance. When
starting out, students need help in evaluating their current knowledge and
capabilities. Within the classroom, students need frequent opportunities to
perform and receive suggestions for improvement. Throughout their time in
college and especially at the end of their college career, students need
chances to reflect on what they have learned, what they still need to know,
and how to assess themselves. For the regular classroom:  Follow-up
presentations with a five minute period for students to write down what they
have learned in class.  Provide informative comments that show the
students' errors and give suggestions on how they can improve.  Discuss
the results of class assignments and exams with the class and individual
students.  Vary assessment techniques (tests, papers, journaling, quizzes).
 Offer on-line testing, software simulations, and web-based programs that
provide instantaneous feedback.  Have question and answer sessions. 
Use audio and/or video recordings to assess performances.  Return
grades for assignments, projects, and tests within one week. For distance
and online courses:  E-mail gives instant feedback instead of waiting for
the next lesson.  Use on-line testing, software simulations, and web-based
programs that provide instantaneous feedback.  Monitor bulletin boards
regularly and give specific information feedback to students.  Use pre-
class and post-class assessments.  Schedule a chat group where you, the
instructor are present. Use it as a question and answer session when
appropriate.  Send acknowledgment e-mails when you receive a students
work.  Post answer keys after receiving assignment from all students. 
Use of hyperlinks within text to provide feedback to questions raised within
the text. The importance of feedback is so obvious that it is often taken for
granted during the teaching and learning process. It is a simple yet powerful
tool to aid in the learning process. Feedback is any means to inform a
learner of their accomplishments and areas needing improvement. There are
several different forms that feedback can take. They are oral, written,
computer displayed, and from any of the interactions that occur in group
learning. What is important is that the learner is informed and can associate
the feedback with a specific response.

Principle 5: Emphasize time on task. Learning needs time and energy.

Efficient time-management skills are critical for students. By allowing
realistic amounts of time, effective learning for students and effective
teaching for faculty are able to occur. The way the institution defines time
expectations for students, faculty, administrators, and other staff, can create
the basis for high performance from everyone. For the regular classroom: 
Expect students to complete their assignments promptly.  Clearly
communicate to your students the minimum amount of time they should
spend preparing for class and working on assignments.  Help students set
challenging goals for their own learning.  Have realistic expectations (don't
expect 10 papers in 10 weeks).  Encourage students to prepare in advance
for oral presentations.  Explain to your students the consequences of non-
attendance.  Meet with students who fall behind to discuss their study
habits, schedules, and other commitments.  Be careful that time on task is
real learning, not busy work.  Do not use technology for technology's sake.
It must be relevant and useful to the topic.  Have progressive deadlines for
projects and assignments.  Teach time management.
 Discussion topics from class posted in a discussion group on the web .
For distance and online courses:  Understand that there will be problems
with the distance and technology along the way.  Identify key concepts and
how those will be taught. Given the amount of time, decide what realistically
can be covered.  Each distance class should involve some kind of
achievement expectation that is laid out at the beginning of the course.
Assign some content for out of class time.  Give up the illusion of doing it
all as you might in a regular classroom.  Vary the types of interaction. In
creating an interactive environment, it can be overwhelming to the students
and teacher if the types of interaction required are too time consuming. 
Consider both in and out of class time.  Make sure you know what your
goals are and that the learners understand them as well.  Have regular
discussions that require participation. An easy assumption to make would
be that students would be more successful if they spent more time studying.
It makes sense but it over simplifies the principle of time on task. Student
achievement is not simply a matter of the amount of time spent working on a
task. Even though learning and development require time, it is an error to
disregard how much time is available and how well the time is spent. Time
on task is more complicated than one might assume.

Principle 6: Communicate high expectations. Expect more and you

will get it. The poorly prepared, those unwilling to exert themselves, and the
bright and motivated all need high expectations. Expecting students to
perform well becomes a self-fulfilling prophecy when teachers and
institutions hold high standards and make extra efforts. For the regular
classroom:
 Give a detailed syllabus with assignments, due dates, and a grading
rubric.  Encourage students to excel at the work they do.  Give students
positive reinforcement for doing outstanding work.  Encourage students to
work hard in class.  Tell students that everyone works at different levels
and they should strive to put forth their best effort, regardless of what level
it is.  Help students set challenging goals for their own learning.  Publicly
acknowledge excellent student performance.  Revise courses when
needed so students remain challenged.  Work individually with students
who are struggling to encourage them to stay motivated.  Encourage
students to do their best instead of focusing on grades. For distance and
online courses:  Give a detailed syllabus with assignments, due dates, and
a grading rubric.  Call attention to excellent work in bulletin board postings
or class list serves.  Show examples of your expectations with previous
students' work.  Publish student work.  Provide corrective feedback.
State what you did and did not like.  Be a role model to students. Model the
behavior and expectations that you expect from students.  Expect students
to participate.  Try to make assignments interesting and relevant to create
interest.  Ask students to comment on what they are doing.  Clayton
State College requires students to exhibit seven different writing styles.
Several levels of proficiency are present for each of the seven criteria. All
students must pass writing assessments on four different occasions.
Although it is often only discussed at the instructional level, high
expectations also includes the students' performance and behavior inside
and outside the classroom. College and universities expect students to meet
their high expectations for performance in the classroom, but also expect a
personal and professional commitment to values and ethics. They include
the discipline to set goals and stick with them, an awareness and
appreciation of the diversity of society, and a philosophy of service to
others.

Principle 7: Respect diverse talents and ways of learning. There are many
different ways to learn and no two people learn the same way. Students
bring different talents and learning styles to the classroom. Students that
excel in the seminar room may be all thumbs in the lab or art studio and vice
versa. Students need the opportunity to show their talents and learn in ways
that work for them. Then, they can be guided into new ways of learning that
are not as easy for them. For the regular classroom:  Use Web
technologies to allow students to pick and choose learning experiences that
fits the way they learn.  Encourage students to speak up when they do not
understand.  Use diverse teaching activities and techniques to address a
broad range of students.  Select readings and design activities related to
the background of students.  Provide extra material or activities for
students who lack essential background knowledge or skills.  Integrate
new knowledge about women, minorities, and other underrepresented
populations into your courses.
 Use learning contracts and other activities to provide students with
learning alternatives for your courses.  Encourage students from different
races and cultures to share their viewpoints on topic discussed in class. 
Use collaborative teaching and learning techniques and pair students so
they compliment each others abilities.  Give students a problem to solve
that has multiple solutions. Guide them with clues and examples. 
Consider field trips.  Be familiar with Howard Gardner's research on
multiple intelligences. For distance and online courses:  Encourage
students to express diverse points of view in discussions.  Create learning
activities filled with real-life examples and diverse perspectives.  Provide
Saturday lab experiences by contracting with local high schools or
community colleges.  Some CD-Roms are available that offer a simulated
lab.  Balance classroom activities for all styles (some books, some hands
on, some visual).  Explain theory from a practical approach first then add
the structural approach. The meaning of diversity is very clear from effective
institutions. They embrace diversity and systematically foster it. This
respect for diversity should play a central part in university decisions, be
apparent in the services and resources available to students and resources
available to students, be a feature of every academic program, and practiced
in every classroom.
 Research for over 50 years on practical experience of students and
teachers supports these principles. When all principles are practiced, there
are six other forces in education that surface: activity, expectations,
cooperation, interaction, diversity, and responsibility. Good practices work
for professional programs as well as the liberal arts. They also work for a
variety of students: Hispanic, Asian, young, old, rich, poor. Teachers and
students have the most responsibility for improving undergraduate
education. However, improvements will need to be made by college and
university leaders, and state and federal officials. It is a joint venture among
all that is possible. When this does occur, faculty and administrators think
of themselves as educators that have a a shared goal. Resources become
available for students, faculty, and administrators to work together.

As long as there are businesses, there will be a need for

accountants. It is perhaps why a career in accounting continues
to attract many bright minds.

Students looking to learn accounting and prepare for the  CPA

exam usually start their journey full of excitement. The
responsibility of keeping this excitement alive and turning
these students into world-class accountants rests on the
shoulders of the tutors and teachers.

Thanks to technology, many of the traditional accounting

practices have become outdated. However, the teaching methods
haven’t evolved at the same speed. While old-school teaching
methods are effective to an extent, you also need to incorporate
other strategies into your teaching plans.
Here are a few sample teaching strategies and techniques for
accounting courses that will bring the course into the modern
world and help students learn better.

1. Use PowerPoint Presentations

Have you heard the saying that a picture is worth a thousand

words? Use it to your advantage by providing visual
representations of the accounting concepts.

PowerPoint presentations have multiple advantages that make

them one of the most popular new means of teaching
accounting. The slides can include briefs of the topic, making it
easier for students to take notes and revise. You can include
images, animations, and  videos in the presentation to
demonstrate various accounting principles.
If you are used to the traditional techniques for teaching
accounting, then presentations are also the easiest way for you
to modernize your way of imparting knowledge. They form the
bridge between traditional teaching methods and newer
techniques.

2. Case Studies

Textbooks can only take you so far. Accounting is a practical

subject, and students need to see the real-world applications of
various principles to gauge their importance and application.

Case studies help you do just that. These educational tools take

real-world data and study them to see how theoretical
knowledge can be applied practically. It gives students a chance
to truly understand the value of various accounting practices.

Case studies can also be used to foster creativity and critical

thinking. You can have discussions on what could have been
different or identify more efficient ways of managing the
situation. Students will also remember the concepts well when
they see them being used practically.

3. Engage in Games

Who doesn’t love games? Certain topics within accounting tend

to be less enjoyable by default. But when you learn while
playing, the subject ceases to be boring and is imprinted in
your memory. Gamifying the learning process can also motivate
your students to perform better in the classroom and increase
their participation.

Monopoly is a classic game you can use to teach accounting as it

contains a lot of monetary transactions. You can divide the class
into groups who play Monopoly and record the transactions.

Besides, you will find plenty of online games that include

trivia, flashcards, Bingo, etc., that can inject some fun into
your accounting course.

4. Run a Real-Life Business

Sometimes, the best way to learn is by getting your hands dirty.

To teach students about various costs involved in running a
business, have them run their own solo enterprise within the
classroom.

You can set up a small shop, such as a sandwich shop that sells
one or two different types of sandwiches. Have your students
procure the raw materials, let them log all transactions via
double-entry book-keeping, consider all the overhead costs, etc.

It is a fun activity that drives home the importance and logic

behind various accounting principles. It also helps students
understand what practice to apply in various situations.
Lessons learned this way stay in their minds for a long
duration.
5. Peer Tutoring

One of the biggest drawbacks of a large classroom full of

students is that it doesn’t take into account the fact that every
student has a different learning curve.

All students learn at a different pace, and it is impossible to

account for these variations while teaching a large classroom.
You will always end up with students who do not grasp many of
the concepts.

Peer tutoring is the best way to tackle this situation. Group the
students so that each group has at least one academically
advanced student, one average, and one slow learner.

You can then give various assignments to the group that tests
their understanding of the concepts taught in that week or a
module. The students will bond well and end up helping each
other tremendously.
6. Create Personal Budgets

What is the point of learning about finance if you do not apply

it in your own life? Have your students create personal budgets
as a project. They will have to research the salary trends in the
area, the rent, utilities, taxes, and other expenditures. Not only
does it reinforce the concepts learned in class, but it also helps
them plan better for their future.

Bottom Line

The onus is always on the instructor to keep up with the times.

With more and more  classes being held online, trainers and
teachers need to revamp their teaching methods to keep up with
the new medium.

If you want to ensure that your  CPA course has the maximum

impact on all your students, try one or more of the strategies
mentioned above. Keeping things light will refresh your
students’ minds and motivate them to learn more.