Use of various aids in commerce education

1. Graphic Aids

Of the various graphic aids snaps and globes are most important. In the words of McKeon and Roberts, “In these visual aids, which are commonly designated as graphic material, ideas, objects and principles and represented pictorially by lines, colours, figures and numerals.

For example a map, chart, graph, cartoon or diagram reflects something that would be impossible or impracticable for the individual in reality. Even such conventionalized representation as time- savers and space-savers”.

Mostly the graphic aids are highly symbolic and the learner has to translate them into reality before they can be understood.

“When the representation is planned, the represented selects those items which he wishes to show or emphasise, relatively few, eliminates or sub-ordinates non-essential and presents these few boldly, vigorously and often dramatically”.

In some types (e.g. cartoons) be frequently distorts and exaggerates so as to make his presentation more striking and more easily understood such representations are generally two dimensional only.

(a) Maps

Maps are useful teaching aids both for elementary and secondary schools. Wish the help of maps teacher can focus the attention of the whole class and can illustrate better than by oral description. Pupils may be asked to observe the under courses and land forms or topography of a region.

These maps should have the following qualities in them:

1. They should be drawn either by the students or the teacher. They may be drawn on a piece of paper or cloth.

2. A good map should depict as least one of the following things correctly.

(i) Shape,

(ii) Area,

(iii) Direction

If a map depicts two of these things correctly then it is all the more good.

3. The various symbols used for representing different items should be clear and distinct from each other.

4. These should be used as a subservient to the subject matter of commerce.

5. The colour used in the maps should be sober and beautiful. They must be such as appealing to the eye and the mind.

6. All out efforts are made to show as many details as possible in the limited space available in a map.

7. Special care is taken to use good hand writing and beautiful letterings while preparing maps.

(b) Charts

The charts are very useful teaching aids because they help the teacher to explain the points which otherwise would be difficult to explain. In teaching of commerce charts are inevitable material aids, charts can be used in almost every topic. The charts help in creating a suitable subject atmosphere in the class room and in elucidating various points. These charts can also pertain to different commercial products. Charts help in saving time because instead of drawing them on the black­board, the teacher can depend upon the pre-drawn diagram. Moreover it is not always possible to draw a diagram on black-board with accuracy.

It is better if the charts of the topic, being dealt with in the class, are depicted prominently in fairly good number. Charts should be changed with topic.

Suggestions for Effective use of Charts

Following points should be kept in mind while using charts as teaching aids:

(i) The charts should be neatly prepared. Important results or figures should be neatly drawn.

(ii) The size of a diagram, figure or shape should be appropriate. It should neither be too big or too small.

(iii) To draw attention to some specific points different colours

can be used while making a chart.

(iv) Charts should be accurate.

(v) The chart or portion of the chart should be depicted only for a short duration whenever it is needed.

(vi) It is desirable that the students are encouraged to prepare simple charts.

Types of Charts

Here we give a list of basic types of charts in terms of arrangements and kinds of ideas which they may express.

(i) The Narrative Charts

Such a chart is an extended left- to-right an arrangement of facts and ideas for expressing:

(a) The events in a process such as shoe making, oil cracking etc.

(b) The events in a development of significant issue to its point of resolution or to present status.

(c) Technological development over a period of years such as improvement in transportation, communication, manufactur­ing etc.

(ii) The Tabulation Chart

In them there is aleft-to-right, top to bottom arrangement of facts and ideas for expressing

(a) Numerical data for making comparison, and

(b) lists of products or the like in selected areas.

(iii) The Cause and Effect Chart

In it is usually a left-to-right arrangement of facts and ideas for expressing

(a) Relationship between standard of living and such factors as economic system, availability of natural resources, level of technological advancement etc.

(b) Relationship between a culture and neighbouring cultures.

(c) Relationship between rights and responsibilities.

(d) Relationship between a complex of conditions and change or conflict.

(e) Relationship between community workers and the community that supports them.

(iv) The Chain Chart

It is a circular or semicircular arrangement of facts and ideas for expressing

(a) Transitions

(b) Cycles etc.

(v) The Evolution Chart

It is a left-to-right arrangement of facts and ideas for expressing:

(a) Changes in specific items from beginning to date, perhaps with projections into the future, e.g. origin of automobiles, its subsequent development etc.

(b) Changes in the standard in food consumption, length of work, purchasing power of a rupee etc.

2. Display Boards (i) Black-Board

Black-board is an integral part of the Commerce class room. The black-board should be well polished and smooth. It should be black in colour and fit for writing with a chalk. In some countries the colour of black-board has now been made green. This has been done because the green colour is useful for eye-sight. The use of coloured chalk can be made to draw figures. Various ways in which a black-board is used are listed below:

(i) The teacher can illustrate his lesson on the black-board and draw the attention of the class to salient features in the lesson.

(ii) The lesson can be phased and summarised in the right manner.

(iii) Questions and problems when planning class-work or ap­proaching a new subject can be listed by the teacher on the

(iv) Pupils interest in class work can be stimulated by black-board writings and drawings.

(v) It can be used by a teacher for graphs, maps, graphic statistics, sketches etc.

(vi) It provides a lot of space for decorative and creative work.

(vii) The teacher can erase writings and drawings and start afresh.

(viii) It helps the teacher to focus attention of his students on the lesson. It takes into consideration the varying capacities and rates of group of students.

(ix) A teacher can review the whole lesson for the benefit of the class with the help of the black-board.

The use of black-board in class teaching creates an informal atmosphere and motivates learning. Teaching is no longer confined to any one instructional device. It is a help to ‘planning’ to ‘crystallizing’ main points and to ‘summarising’ and ‘reviewing’ results.