Anshika Garg

Years of Experience in Class 12 Tuition

5

Teaching Experience in detail in Class 12 Tuition

Teaching Accountancy to Class 12 students has been one of the most rewarding and intellectually stimulating experiences of my professional journey. The role of an Accountancy teacher at the senior secondary level extends beyond merely imparting textbook knowledge—it demands an analytical approach, constant adaptability, and a strong understanding of students’ learning patterns. Over the course of my teaching experience, I have evolved as an educator, embracing the challenges and responsibilities that come with shaping the financial acumen and ethical grounding of future professionals. **Understanding the Curriculum and Objectives** The Class 12 Accountancy curriculum, as prescribed by the CBSE board, is structured around two key parts: *Part A – Accounting for Partnership Firms and Companies* and *Part B – Financial Statement Analysis*. Both sections require a balance between conceptual clarity and practical problem-solving skills. My primary goal was to ensure that students not only understood the theories and procedures but also developed the ability to apply their knowledge to real-world scenarios. To begin with, I devoted significant time to familiarizing myself with the detailed curriculum objectives. This helped me align my lesson plans with the intended learning outcomes and examination patterns. I also placed a strong emphasis on understanding recent syllabus revisions and marking schemes, enabling me to prepare students with precision and clarity. **Planning and Execution of Lessons** One of the initial challenges in teaching Accountancy is to demystify the subject for students who may find financial concepts abstract or intimidating. To address this, I adopted a gradual and structured teaching approach, moving from basic principles to complex transactions. Each topic was broken down into sub-topics, and learning was scaffolded to build upon previously taught concepts. My lesson plans were designed to integrate theoretical instruction with ample practical exercises. For instance, while teaching partnership accounts, I started with the fundamentals of partnership formation and gradually moved to complex calculations involving admission, retirement, and dissolution of partners. Visual aids, flowcharts, and step-by-step examples were used to make the process-oriented topics more digestible. I made it a point to connect accounting concepts to real-life business scenarios. While teaching accounting for shares, I included live examples from corporate annual reports and news articles to explain terms like *issue of shares at premium*, *forfeiture*, and *reissue*. This approach helped students relate abstract concepts to concrete events, enhancing their comprehension and interest in the subject. **Use of Teaching Aids and Technology** To ensure engagement and effective learning, I incorporated a variety of teaching aids and digital tools. PowerPoint presentations were used to summarize key concepts, while spreadsheets helped students visualize ledger entries and financial statements in a dynamic format. Interactive quizzes and polls were conducted periodically through online platforms like Kahoot and Google Forms to assess retention and identify learning gaps. I also used smart boards and projection tools for live problem-solving sessions, allowing students to observe each step clearly. These sessions encouraged active participation, as students were often invited to the board to solve problems or explain concepts to their peers. During online or hybrid learning periods, I utilized platforms such as Google Meet and Zoom effectively. Lessons were supplemented with shared worksheets, recorded explanations, and collaborative tasks using Google Classroom. This digital integration ensured continuity of learning and kept students connected with the subject even outside of school hours. **Student Engagement and Classroom Environment** Creating an inclusive and encouraging classroom environment was central to my teaching philosophy. Accountancy, by its nature, involves a high degree of precision, and students often fear making mistakes. I worked consciously to remove this fear by promoting a culture where errors were viewed as learning opportunities rather than failures. I encouraged students to ask questions, participate in group discussions, and share their problem-solving strategies. Peer learning activities were organized, where students worked in pairs or small groups to solve practical questions, compare answers, and discuss errors. This not only reinforced their understanding but also built confidence and teamwork. To address the needs of diverse learners, I conducted differentiated instruction sessions. For students who needed additional help, I offered remedial classes and one-on-one doubt-clearing sessions. On the other hand, high-performing students were challenged with advanced problems and encouraged to mentor their peers, fostering leadership and deeper engagement. **Assessment and Feedback Mechanisms** Regular assessment was integral to my teaching approach. Formative assessments included class tests, short quizzes, and project work, while summative assessments were conducted in line with board examination standards. I also designed mock board exams to help students manage time effectively and adapt to the pressure of high-stakes testing. Feedback was always timely, constructive, and personalized. In addition to written comments on answer sheets, I scheduled feedback sessions with individual students to discuss their performance and suggest targeted strategies for improvement. I also involved parents through periodic meetings to ensure a holistic support system for the students. One of the assessment methods that stood out was the use of project-based learning for the Financial Statement Analysis unit. Students were asked to analyze financial data from real companies and present their interpretations in class. This activity not only enhanced analytical skills but also gave them a practical taste of how financial data is used in the corporate world. **Challenges and Learning Outcomes** Teaching Accountancy was not without its challenges. One recurring issue was helping students overcome the fear of numerical subjects and instilling confidence in their calculation and interpretation abilities. To address this, I emphasized consistent practice and celebrated small wins—be it correctly balancing a ledger or identifying the correct treatment of an adjustment. Another challenge was managing the transition between theoretical understanding and practical application. Many students grasped the definitions but struggled with applying concepts to problems. To bridge this gap, I used real-world analogies and conducted revision drills focused on pattern recognition in questions. Despite the challenges, the outcomes were deeply satisfying. Most students showed a remarkable improvement in both their conceptual clarity and problem-solving efficiency over time. Their performance in board examinations and internal assessments reflected this growth. More importantly, many students expressed a newfound interest in commerce and some even pursued Accountancy at the undergraduate level, which I consider a testament to the effectiveness of my teaching. **Professional Growth and Reflection** Teaching Accountancy at the Class 12 level has significantly enriched my professional journey. It has sharpened my pedagogical skills, deepened my understanding of adolescent learners, and reinforced my belief in the power of education to shape future professionals. The experience has also taught me the value of patience, empathy, and continuous self-improvement. I have regularly participated in teacher development workshops, collaborated with colleagues on best practices, and kept myself updated with changes in curriculum and pedagogical trends. These engagements have helped me remain a reflective practitioner, always seeking to evolve with the needs of my students. In conclusion, my teaching experience in Class 12 Accountancy has been both a challenge and a privilege. It has allowed me to play a vital role in preparing young minds not just for exams, but for the larger responsibilities of financial reasoning and ethical business practices in life beyond school.