Grades 2 to 3

How My Classroom Economy Works

The classroom economy program is a robust classroom management system that benefits both teacher and students, and has minimal impact on the curriculum. Implementing the program is an easy three-step process:

First, you spend a few hours before the school year starts—gathering materials and planning how to customize the program for your school and your own classroom.
Second, you spend a few classroom hours in the first month of school introducing the program and training the students on how to complete their tasks.
Third, you monitor the students' progress throughout the year and provide support and guidance when necessary.

As they perform their tasks, the students are rewarded for helping you manage the classroom efficiently. At the same time, they will learn valuable skills—such as responsibility, the value of saving, and delayed gratification—that they will carry with them throughout their lifetimes.

The beauty of the program is that you don't need to teach these lessons; rather, your students will experience them and learn for themselves. As one teacher told us, there's a thrill in seeing "the lightbulb go on" when a student realizes he or she should have saved money for the next month's rent instead of overpaying for an item at the auction.

Core objectives for students in Grades 2–3

Through My Classroom Economy, students learn valuable life skills in an experiential way.

Specifically, they are able to:

Participate in a classroom economy designed to mimic real-world economic activity.
Perform specific classroom jobs to earn salaries.
Budget money and balance checking accounts.
Discover that every decision has an opportunity cost.

At these grade levels, students earn and spend single- and double-digit dollar amounts to match their math skills. Maintaining a balanced bank log is a critical component of the program.

Connections to core standards

The classroom economy is designed in an experiential way to ensure that it supplements rather than interferes with a classroom's core curriculum. It allows students to learn valuable life skills and make progress on topics that are integral to the curriculum. This page is designed to help you make connections between common lessons and the experience of the classroom economy. Our connections are based on the Common Core State Standards.

Standard	My Classroom Economy
Mathematics: Represent and solve problems involving addition and subtraction.	Students will maintain a bank log requiring them to add and subtract numbers throughout the program.
Add up to four-digit numbers using strategies based on place value and properties of operations.	As the year progresses, students will have the opportunity to save their money and compile four-digit bank accounts. To do so, they will need to be able to add properly.
Solve problems involving the four operations, and identify and explain patterns in arithmetic.	Because of the repetitive nature of balancing the bank logs, students are likely to identify patterns and explain them to each other during transactions.
Reading: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 3 topics and texts, building on others' ideas and clearly expressing their own.	Students routinely meet and collaborate with their Banker and Police Officer. Because all ledgers must be balanced, the students are forced to clearly express their own views.
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.	The students are expected to understand the rules of the classroom economy, including their individual roles. If they are unable to understand the information presented by the teacher, they are required to ask appropriate questions.
Writing: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.	Students must demonstrate proper grammar when filling out job applications and when speaking to others.

Estándar	My Classroom Economy
Matemáticas: Poder representar y resolver problemas que impliquen la suma y resta.	Los estudiantes mantendrán un registro bancario que los obligara a sumar y restar números atreves del programa.
Poder agregar números de cuatro dígitos usando estrategias basadas en el valor del lugar y las propiedades de las operaciones.	A medida que avanza el año, los estudiantes tendrán la oportunidad de ahorrar su dinero y compilar cuentas bancarias de cuatro dígitos. Para ello, tendrán que ser capaces de añadir correctamente.
Poder resolver los problemas que implican las cuatro operaciones , e identificar y explicar las tendencias en la aritmética	Debido a la naturaleza repetitiva de equilibrar los registros bancarios, es probable que los estudiantes identifiquen tendencias y se los expliquen entre ellos durante las transacciones.
Lectura: Poder participar de manera efectiva en una variedad de discusiones colaborativas (individualizadas, en grupos y dirigidas por el maestro) con compañeros diferentes sobre temas y textos del tercer grado, aprovechando las ideas de los demás y expresando claramente sus ideas propias.	Los estudiantes rutinariamente se reúnen y colaboran con su banquero y oficial de policía. Debido a que todos los libros deben ser equilibrados, los estudiantes se ven obligados a expresar claramente sus propios puntos de vista.
Poder preguntar y responder preguntas sobre la información de un orador, ofreciendo una elaboración y detalles apropiados.	Se espera que los estudiantes comprendan las reglas de la economía de la clase, incluidos sus roles individuales. Si no pueden comprender la información presentada por el maestro, deben formular las preguntas apropiadas.
Escritura: Demostrar el dominio de las convenciones de la gramática y el uso del inglés estándar al escribir y hablarlo.	Los estudiantes deben demostrar una gramática adecuada al completar solicitudes de empleo y al hablar con otros.

Program Outlilne

Planning and preparation

Begin planning your classroom economy before the school year starts.

Choose the jobs and responsibilities you will assign to your students, and create lists of bonuses and fines that will be used in your classroom.
Prepare the materials you will need for the classroom economy activities. You can download and print the materials or order a free kit.
Begin to gather rewards for students to purchase at auctions.

Allow 2 to 3 hours to choose jobs, bonuses, and fines, and an additional 2 to 3 hours to prepare all of the materials.

Introductory activities

On the first day of school, introduce your students to the classroom economy. Approximately a week after the introduction, assign jobs to students and provide short training sessions.

Allow 2 to 3 hours of class time to complete these activities. Keep in mind, this time does not need to be taken from your curriculum time because it can replace time that you would otherwise spend explaining your class rules.

Ongoing activities

Every month students earn paychecks and bonus money, pay fines, pay rent for their desks, and purchase prizes at auctions, all with classroom economy currency. Teachers typically have used two strategies to schedule these activities: you can conduct all of these activities on the same day, or spread them out over the course of the month.

Allow 2 to 4 hours per month to complete these activities. Because students will become more efficient at banking as the year progresses, we encourage you to have students bank during transition periods, such as at the beginning and end of the day. You may also allow students to complete classroom economy activities when they finish curriculum materials early.

Year-end wrap-up

Bring the classroom economy program to an end with a discussion and a chance to reflect. Distribute certificates to highlight student successes.

Allow approximately 1 hour for the year-end wrap-up.

PLANIFICACION Y PREPARACION

Comience a planificar la economía de su clase antes que comience el año escolar.

Elija los trabajos y las responsabilidades que asignará a sus alumnos, y cree listas de bonos y multas que se utilizarán en su clase.
Prepare los materiales que necesitará para las actividades de la economía de la clase. Puede descargar e imprimir los materiales o solicitar un kit gratuito.
Comience a reunir recompensas que los estudiantes puedan comprar en las subastas.

Permita 2 a 3 horas para elegir trabajos, bonos y multas, y 2 a 3 horas adicionales para preparar todos los materiales.

ACTIVIDADES INICIALES

En el primer día de clases, presénteles a sus alumnos My Classroom Economy Aproximadamente una semana después de la presentación, asígneles trabajos a los estudiantes y proporcione sesiones de entrenamiento breves.

Permita 2 a 3 horas de clase para completar estas actividades. Tenga en cuenta que esta vez no necesita agregar más tiempo a su currículum porque puede reemplazar el tiempo que hubiera usado para explicar las reglas de su clase.

ACTIVIDADES EN CURSO

Todos los meses, los estudiantes ganan sueldo y bonos, pagan multas, pagan alquiler por sus escritorios y compran premios en las subastas, todo con la moneda de My Classroom Economy. Los maestros generalmente han utilizado dos estrategias para programar estas actividades: puede realizarlas todo el mismo día o distribuirlas en el transcurso del mes.

Permita 2 a 4 horas por mes para completar estas actividades. Debido a que los estudiantes se vuelven más eficientes con las transacciones bancarias a medida que avanza el año, los animamos a hacer que los estudiantes banquen durante períodos de transición, como al comienzo y al final del día. También pueden permitir que los estudiantes completen las actividades de la economía de la clase cuando finalicen los materiales del currículo temprano.

ACTIVIDADES DEL FIN DE AÑO

Termine el programa de la economía de la clase con una discusión y una oportunidad para reflexionar. Distribuya los certificados para resaltar los éxitos de los estudiantes.

Permita aproximadamente 1 hora para las actividades del fin de año.

Establishing Your Economic System

To start the classroom economy program, you'll need to select:

A set of student jobs.
A level of monthly rent.
A list of opportunities for bonus money.
A list of fines for violating class rules.

Your selections can be from the lists we provide or based on the classroom rules you've already developed. As an option, you may choose to involve your students in creating the bonus and fine lists.

Once the lists are ready, post them in your classroom and refer to them throughout the year. If you wish, you can use materials from this site for the posters and handouts.

Every student in the class needs a job. You can select jobs from the list below, and you can create additional jobs to meet the specific needs of your classroom. We do recommend that you include four core jobs: Banker, Police Officer, Messenger, and Clerk.

Each job needs an appropriate salary. The highest pay should go to the most responsible positions.

This list shows suggested duties and monthly pay for some of the more common jobs.

Jobs	Job Description	Monthly Salary
Banker 1 for every 5 students	Keep banking records for about five students. Accept money for deposits. Pay out money for withdrawals. Keep some cash ready to meet requests. Deposit remaining cash in the Central Classroom Bank. Requires a recommendation.	$70
Police Officer 1 for every 5 students	Leads the line as students walk through the hallway. Requires a recommendation. Requires a recommendation.	$65
Clerk 2–3 per class	Hand out papers to students. Hand out materials such as art supplies. Collect papers or homework from students when asked. Organize the class supply shelves and keep them neat.	$60
Messenger 1–2 per class	Deliver written or spoken messages to people throughout the building. Answer the class phone.	$55
Custodian 3–5 per class	Keep the writing boards and countertops clean. Tidy up classroom areas when they need it. Make sure recycling items are placed where they should be.	$60
Librarian 1 per class	Keep a record of books checked out of the class library. Remind students to return the books if they are late. Keep the class library organized. Take books to the school library as scheduled.	$55
Attendance Monitor 1 per class	Take daily attendance and record absences. Report absences to the teacher. Provide students with make-up materials when they return to class.	$60
Homework Monitor 1–2 per class	Keep a daily record of students' completed homework assignments. Inform Fine Officers about incomplete or missing homework so they can write fine tickets.	$55
Substitute 1–2 per class	Perform the job of any absent student.	$40
Technology Supervisor 1–2 per class	Turn the lights and computers on or off at appropriate times. Assist with technology tasks such as setting up projectors, preparing cameras, or using audio equipment.	$55
Equipment Supervisor 1 per class	Keep a detailed record of all classroom equipment. Borrow and return gym equipment when necessary.	$50
Horticulture Specialist 1 per class	Water plants at regular times. Clean up fallen leaves or petals from plant pots. Dispose of dead plants when necessary.	$45
Store Clerk 1–2 per class	Manage the school store. Keep a record of inventory.	$50
News Director 1 per class	Keep the class updated on current events. Research topics of interest to the class. Write articles for the class newsletter.	$55
Meteorologist 1 per class	Check daily weather forecasts and report them to the class. Keep a record of weather that occurs throughout the year.	$55
TIPS: Consider creating jobs to match tasks you normally assign to students. For example, if you typically have a class pet, you might want to hire a Zookeeper to oversee its care. Avoid choosing jobs that will be difficult for you to teach or manage. In the classroom economy, the students should be able to perform their jobs without constant supervision. That way, they'll know that they have earned their pay—and they will have lessened the burden on the teacher, which is an additional goal of the program. Changing jobs quarterly or in the middle of the year is an option, but it could require a lot of retraining. If you decide to have the students change jobs, consider asking them to train each other. If some of your jobs will require a letter of recommendation, consider giving advance notice to your students' previous teachers. Rather than write a letter, some may prefer to contact you by email or phone, or in person. These are acceptable alternatives, and the teachers may appreciate knowing that in advance. The primary purpose of the letter of recommendation is to help you learn which students are capable of performing jobs with increased responsibilities. We believe that the prior-year teacher is the best person to provide that assessment.
Trabajos	Descripción del Trabajo	Salario Mensual
Banquero 1 banquero por cada 5 estudiantes	Tiene que mantener los registros bancarios para aproximadamente 5 estudiantes. Tiene que aceptar el dinero para los depósitos y distribuir el dinero para los retiros. También tienen que mantener un poco de efectivo listo para cumplir con las solicitudes. El resto del efectivo lo depositan en el banco central de la clase. Requiere una recomendación.	$70
Oficial de Policía 1 oficial por cada 5 estudiantes	Llega a la línea cuando los estudiantes caminan por el pasillo. Requiere una recomendación.	$65
Asistente administrativo 2–3 por clase	Entrega papeles y materiales tales como materiales de arte a los estudiantes. Recoge los papeles o las tareas de los estudiantes cuando se le pide. También tienen que organizar los materiales de la clase y mantenerlos limpios.	$60
Mensajero 1–2 por clase	Tiene que entregar mensajes escritos o hablados a las personas en todo el edificio. Contesta el teléfono de la clase.	$55
Custodio 3–5 por clase	Tiene que mantener los tableros de escritura y las superficies limpios. Tener la clase arreglada. Asegurarse de colocar los artículos de reciclaje donde deberían estar.	$60
Bibliotecario 1 por clase	Tiene que mantener un registro de los libros retirados de la biblioteca de la clase. Debe recordarles a los estudiantes que devuelvan los libros si llegan tarde. Tienen que mantener la biblioteca de la clase organizada y llevar los libros a la biblioteca de la escuela según la fecha planeada.	$55
Monitor de ausencias 1 por clase	Tiene que mantener lista diaria y registrar las ausencias. Le toca informar las ausencias al maestro. También le toca darles a los estudiantes los materiales para ponerse al día con las clases que perdieron.	$60
Monitor de tareas 1–2 por clase	Tienen que mantener un registro diario de las tareas completadas. También le toca informarles a los oficiales de las multas sobre las tareas incompletas o faltantes para que ellos puedan multar a esos estudiantes.	$55
Sustituto 1–2 por clase	Les toca realizar el trabajo de cualquier estudiante ausente.	$40
Supervisor de tecnología 1–2 por clase	Tiene que encender o apagar las luces y los computadores cuando sea apropiado. También tienen que asistir con las tareas tecnológicas como la configuración de los proyectores, la preparación de cámaras o el uso de equipos de audio.	$55
Supervisor de equipaje 1 por clase	Tiene que mantener un registro detallado de todos los materiales de la clase. Le toca pedir prestado y devolver los materiales de gimnasio cuando sea necesario.	$50
Especialista en Horticultura 1 por clase	Tiene que darle agua a las plantas cuando sea apropiado. También tiene que limpiar los pétalos muertos y botar las plantas cuando se mueran.	$45
Empleado de la tienda escolar 1–2 por clase	Tiene que administrar la tienda de la escuela y mantener un registro del inventario.	$50
Director de noticias 1 por clase	Tiene que mantener la clase actualizada con eventos y noticias. Le toca investigar temas de interés para la clase y escribir artículos para el boletín de la clase.	$55
Meteorólogo 1 por clase	Tiene que verificar y tener los estudiantes informados del clima atreves del año.	$55
Sugerencias: Considere la posibilidad de crear trabajos para que coincidan con las tareas que normalmente asigna a los estudiantes. Por ejemplo, si normalmente tiene una mascota para la clase, es posible que desee contratar a alguien para cuidarlo. Evite elegir trabajos que sean difíciles de enseñar o administrar. En la economía de la clase, los estudiantes deberían realizar sus trabajos sin supervisión constante. De esa forma, sabrán que han ganado su sueldo, y habrán reducido la carga del maestro, que es una meta adicional del programa. Cambiar los empleos cada trimestre o en la mitad del año es una opción, pero podría requerir una gran cantidad de entrenamiento. Si decide que los alumnos cambien de trabajo, considere pedirles que se entrenen entre ellos mismos. Si algunos de sus trabajos requieren una recomendación, considere avisar con anticipación a los maestros anteriores de sus estudiantes. Hágales saber que pueden recomendar a un estudiante poniéndose en contacto con usted en persona o por correo electrónico, teléfono o carta. El propósito principal de la recomendación es ayudarle saber cuáles estudiantes son capaces de realizar los trabajos con mayores responsabilidades. Creemos que el maestro de año anterior es la mejor persona para proporcionar esa evaluación.

The obligation to pay rent is central to the classroom economy. These are key concepts:

A student's salary should not quite cover the monthly rent. To make up the difference, students need to earn bonus money.
Students who do not meet their rent payments should face some loss of privilege within the system.
Those who make their payments and manage to save additional money should reap benefits.

Recommended	Amount
Monthly rent	$100
One-time desk purchase price	$300
Failure to pay rent We recommend that students who miss a rent payment be excluded from that month's auction. Although you may instead choose other privileges to be forfeited, remember that the program is designed to help students learn financial responsibility—it is not to punish them. When students miss rent payments, it's important to get them back on track as soon as possible. You can take the missed payment as an opportunity for a discussion about choices, then encourage the child to earn bonuses so that he or she can catch up on rent and get in on the Auction Day fun. Successful saving Students who make their rent payments and manage to save additional money can reap rewards: They get to be bidders on Auction Day. They can be recognized in front of everyone during the year-end wrap-up. Most temptingly, they have the chance to buy their desks outright and be forever free of rent.
Recomendado	Cantidad
Alquiler mensual	$100
Precio de compra de un escritorio	$300
Falta de pago de alquiler Recomendamos que los estudiantes que falten un pago de alquiler sean excluidos de la subasta de ese mes. Aunque en lugar de esto puede elegir otros privilegios para perder, recuerde que el programa está diseñado para ayudar a los estudiantes a aprender la responsabilidad financiera, no para castigarlos. Cuando los estudiantes faltan los pagos de alquiler, es importante volver a encarrilarlos lo antes posible. Puede tomar la falta del pago como una oportunidad para discutir otras opciones, luego trate de animar al estudiante a ganar bonos para que pueda ponerse al día con el alquiler y participar en la diversión del Día de la Subasta. Éxito en ahorrar Los estudiantes que hacen sus pagos de alquiler y logran ahorrar dinero adicional pueden obtener recompensas: Pueden ser licitadores el día de la subasta. Pueden ser reconocidos frente a todos durante la conclusión del año. Lo más tentador es que tienen la oportunidad de comprar sus escritorios por completo y estar libres de tener que pagar alquiler.

In addition to the salaries students earn from their jobs, they can earn bonus money by performing well academically and participating in extracurricular activities. Students need to earn bonuses to succeed in the classroom economy. In addition, they can be useful incentives for your own class goals.

The following bonuses should be included if at all possible. The dollar amounts listed are simply suggestions.

Activity	Bonus Amount
Earn 100% on a small test or quiz.	$10
Earn 100% on a major test.	$20
Earn 90% to 99% on any assignment.	$10
Complete an outside reading assignment.	$10
Get a compliment from another teacher.	$20
Join in an extracurricular activity.	$10
TIPS: You can offer bonuses for specific behavior you want to encourage, as well as for activities important to your school. For example, you might offer bonuses for coming to school early to get academic help, completing all homework assignments for the week, participating in a math competition or science fair, playing a sport, or joining the school orchestra. You can also offer bonuses to teams of students working together. With bonus money, it's far better to give away too much rather than too little. The more bonus opportunities you provide, the more often students will see their extra efforts rewarded. That means they'll be able to participate more fully in the classroom economy, and they'll enjoy it more.
Actividad	Cantidad de bono
Sacar 100% es un examen pequeno.	$10
Sacar 100% en un examen grande.	$20
Sacar 90% a 99% en cualquier tarea.	$10
Completar una tarea de lectura adicional.	$10
Recibir un reconocimiento de otro maestro.	$20
Inscribirse a una actividad extracurricular.	$10
Sugerencias: Puede ofrecer bonos por el comportamiento específico que desea promover, como para actividades importantes del colegio. Por ejemplo, puede ofrecer bonos por asistir temprano a la escuela para obtener ayuda académica, completar todas las tareas de la semana, participar en una competencia de matemáticas o de ciencias, jugar un deporte o unirse a la orquesta de la escuela. También puede ofrecer bonos a los equipos de estudiantes que trabajan juntos. Con dinero de bonos, es mucho mejor regalar demasiado que muy poco. Entre más oportunidades de para obtener bonos, los estudiantes verán que sus esfuerzos adicionales serán recompensados. Eso significa que podrán participar más plenamente en la economía de la clase, y la disfrutarán más.

In the classroom economy, the role of fines is to help students understand costs and consequences— it is not to punish them. The list of fines should be short and direct, matching your classroom priorities. Our list is an example.

Rule	Ticket Amount
Dishonesty	$50
Rudeness	$10
Messy desk or cubby	$10
Missing work	$5
Off-task behavior	$5
Tardiness	$5
Although the Police Officers write tickets for fines, you control the process through an offense log. As you correct a student, you can mention that you're adding the violation to the log. Then, when Ticket Day comes, the Police Officers write tickets based on the entries in your log. In this way you retain explicit authority over dealing with misbehavior. TIPS: The list of behaviors that elicit fines should reflect your own standards. As an example, our list allots the steepest fine to dishonesty, reflecting a belief that truthfulness is an essential value for children to absorb. Make sure the fines you choose fit the culture of your school. For example, promptness may be difficult to enforce in your classroom if it is not a priority in your school.
Regla	Costo por la multa
Deshonestidad	$50
Grosería	$10
Desorden en el escritorio o closet	$10
Faltar tareas	$5
Comportamiento no apropiado	$5
Impuntualidad	$5
Aunque los oficiales de policía escriben los tiquetes para las multas, usted controla el proceso a través de un registro de ofensas. Al corregir a un estudiante, puede mencionar que está agregando la infracción al registro. Luego, cuando llega el día de las multas, los oficiales de policía escriben tiquetes basados en las entradas en su registro. De esta manera, conservas una autoridad explícita sobre el manejo de la mala conducta. Sugerencias: La lista de comportamientos que provocan multas debe reflejar sus propios estándares. Por ejemplo, nuestra lista asigna la multa más abrupta a la deshonestidad, lo que refleja la creencia de que decir la verdad es un valor esencial. Asegúrese de que las multas que elija se ajusten a la cultura de su escuela. Por ejemplo, ser puntual puede ser difícil de imponer en su clase si no es una prioridad en su colegio.

Preparing Materials

Throughout the year, you will need classroom economy materials, such as money, banking paperwork for students, and handouts. You can download the materials or order printed copies for free. Gathering and preparing materials will take approximately 2 to 3 hours.

SUPPLIES

In addition to the materials we provide, you may wish to purchase or gather the following items.

No. 10 business envelopes so students can conveniently hold their cash.	1 per student (1 per student plus a few extra for Bankers)
Portfolio folders with clasps where students can store their bank logs and other materials.	1 per student
Cash drawer or box to store excess cash. Create one from a shoe box or use an item from an old board game, such as Monopoly.	1 per class
Popsicle sticks or paint stirrers for auction paddles.	1 per student
Sticky notes for convenience during auctions.	1 slip per student per auction
A clipboard where you can hold the offense log to keep track of fines.	1 per class
Items for students to purchase at auctions, such as toys, baked goods, or gift certificates.	3–7 per auction
No. 10 sobres de negocios para que los estudiantes puedan mantener su dinero en efectivo.	1 por estudiante (1 por estudiante más algunos adicionales para los banqueros)
Carpetas de portafolio con corchetes donde los estudiantes pueden archivar sus registros bancarios y otros materiales.	1 por estudiante
Cajón o caja para almacenar el exceso de efectivo. Cree uno de una caja de zapatos o use un artículo de un viejo juego de tablero, como Monopoly.	1 por clase
Palitos de paletas o agitadores de pintura para las paletas de subasta.	1 por estudiante
Notas adhesivas por conveniencia durante los subastas
Un portapapeles por el registro de ofensas por seguirle el rastro a multas.	1 por clase
Artículos para que los estudiantes compren en subastas, como juguetes, dulces o certificados de regalo.	3–7 por subasta

Student folders

Put the following items in each student folder:

Item	Quantity
Job application	1
Bank log	1
Envelope	1
Artículo	Cantidad
Aplicación de trabajo	1
Registro bancario	1
Sobre	1

Loan Procedures

Student determines if he or she would like to borrow money from the bank.
Student would go to the Loan Officer to fill out a loan slip and agree on the interest rate and term.
Student updates his or her bank log to include the transaction.
Student goes to the Banker to retrieve the money.
Once the student is ready to pay off some of the loan or the entire loan they will go to the loan office to obtain a signature, and go to the banker to withdraw money out of their account.

Offense log

We suggest keeping an offense log where you can keep a record of when students disobey the rules. The Fine Officers can write tickets based on what you write on the offense log. Using this system, the Fine Officers are involved, but you maintain the ultimate authority.

Cash box

Create a cash box with three slots, one for each denomination. This is where the class will hold excess cash throughout the year. We recommend that each Banker only hold about $2,000 in cash, and store the rest in the cash box.

Visual displays

When presenting and explaining the classroom economy to your students, we recommend using visual displays to aid their understanding. In particular, it is a good idea to display the jobs list, bonus money opportunities, and fines you will use in your classroom.

You may print and display our versions or create your own displays and presentations. Some suggestions include:

Item
Bulletin board
Posters ( jobs, bonuses, fines)
Presentation
Artículo
Tablón de Anuncios
Pósteres ( trabajos, bonificaciones, multas)
Presentación

TIP:

Print individual copies of display items and place them into each student's folder.

Print classroom economy cash

To start, print about $7,000 in classroom economy cash:

Denomination	Quantity
$5 bills	42 (seven sheets)
$10 bills	18 (three sheets)
$20 bills	6 (one sheet)
$50 bills	6 (one sheet)
Denominación	Cantidad
$5 billete	42 (siete hojas)
$10 billete	18 (tres hojas)
$20 billete	6 (una hoja)
$50 billete	6 (una hoja)

TIP:

Print the bills on colored paper.

Other materials

For the activities throughout the year, you will need the following materials:

Item	Needed for
Paychecks	Payday
Fine tickets	Ticket day
Unpaid rent notice	Rent day
Deed to desk	Rent day
Auction paddles	Auction
Auction record form	Auction
Certificates	Year-end wrap-up
Artículo	Purpose
Cheques	Día de paga
Boletos finos	Día de boleto
Aviso de renta sin pagar	Día de Alquilar
Escritura al escritorio	Día de Alquilar
Paletas de subastas	Subasta
Forma de registro de subasta	Subasta
Certificados	Cierre de fin de año

In addition, keep extra cash, bank logs , and cash on hand.

Rewards

Auction prizes

Think ahead about items your students might like to purchase at the classroom auctions. Gather both tangible and intangible rewards.

Examples:

Tangible	Intangible
Small toys. Sports balls. Pencils. Erasers. Fruit. Trophies. CDs/DVDs. Electronic video games. iTunes gift certificates. Coupons or gift certificates to local businesses. Movie tickets. Autographs.	Receive a free homework coupon. Lunch with teacher and two friends. Lunch with the principal or another teacher. Get extra recess or computer time. Book-reading time. Swap desks with the teacher for a day/week. Sit with a friend for a week/month.
Tangible	Intangible
Juguetes Pequeños. Balones deportivos. Lápices. Borradores. Fruta. Trofeos. CDs/DVDs. Videojuegos. Certificados de regalo para iTunes. Certificados de regalo para negocios locales. Billetes de cine. Autógrafos.	Un cupón de tarea gratis. Almuerzo con el maestro y dos amigos. Almuerzo con el director u otro maestro. Tiempo de recreo o computadora adicional. Hora de leer libros Intercambie escritorios con el profesor por un día o semana. Siéntate con un amigo por una semana/mes.

TIPS:

Get the community involved by asking local businesses or vendors to donate products.
Request autographs from local celebrities, such as the principal, a coach, the mayor, or business leaders. You can have your students write letters to ask for them.
Actively involve parents in finding or contributing auction items.
Involve your colleagues.

End-of-year rewards

In the year-end wrap-up, you could allow your students to pool their money and purchase a class reward, such as:

A class party.
A movie day.
A crazy hat day.

Advanced Modules

Teachers who are comfortable with the classroom economy may want to include some of these additional modules to enhance the learning experience for their students. These are not recommended for teachers implementing the program for the first time. Be certain your students understand the underlying curriculum components before adding these modules.

INCREASED RECORDKEEPING

You may wish to increase the amount of paperwork students handle. For example, students can sign a rental agreement on Opening Day and a job offer letter on Job Assignment and Training Day. Or they can fill in a rent log on each Rent Day and bank slips for every withdrawal and deposit. With such activities, the students take on more responsibilities and learn to pay closer attention to details. The records can also be used as teaching points during the year-end wrap-up and throughout the program. Such features can be adapted from our 4th– and 5th–grade program.

Taxes

Students are required to pay income taxes around April 15. Depending on your students' math skills, you can set taxes at a percentage of their earned income or at a flat dollar amount. You can also give students tax deductions for charitable contributions—either by donating classroom dollars or by donating time to actual community service events.

Inflation

After returning from a break in the school year (e.g., winter or spring break), raise the prices of students' desks based on inflation. You can also raise their salaries, but we suggest you raise the price of the desks more than any salary increase to stress the importance of saving and outpacing inflation. Depending on your students' math skills, you can make inflation a flat amount (e.g., $50) or a percentage of the current economy (e.g., 3%).

Student auctions

Allow students to bring their own items to be sold at the auctions. Require the students to pay a percentage of total sales back to the bank. For example, if the selling fee is 10%, a student who brings an item in and sells it for $1,000 at the auction will keep $900 and pay $100 to the bank for the right to sell. This helps students to understand vendor fees, which are common for internet commerce sites such as PayPal, eBay, and StubHub.

Disaster relief

Require students to pay a fixed amount (e.g., $100) for disaster relief. This can be especially effective if you are studying disasters in science or social studies. For example, if you are studying hurricanes in science class, you can pretend there is a hurricane in your classroom and everyone must pay to fix the damage.

Emergency funds

Help students prepare for their future by establishing an emergency fund. Assist the students in determining their monthly expenses, and then encourage them to build a nest egg that is greater than or equal to that amount. The overall purpose of this module is to teach students the importance of saving in a liquid investment such as a bank savings account, so they are prepared for unexpected situations that can occur in life. By building an emergency fund, students will be prepared to pay their bills, even if they do not receive bonus money or if they lose their job. Keep in mind, anytime students use their emergency fund, they will have to devise a plan to replenish it.

Insurance

Require your students (or simply give them the option) to pay renter's insurance on their desks. With the insurance, the students are given special benefits, such as being able to participate in the auction if they cannot pay the entire rent amount.

Being able to participate in the auction if they cannot pay the entire rent amount.
Avoiding messy desk fines.

Interest

Allow students to accrue interest by purchasing certificates of deposit (CDs). We suggest paying $10 in interest for every $100 the student holds in a CD.

Profesores que se sienten cómodos con la economía de la clase puede incluir algunos de estos módulos adicionales para mejorar la experiencia de aprendizaje para sus estudiantes. Estos no se recomiendan para los profesores implementar el programa por primera vez. Asegúrese de que sus estudiantes entienden los componentes subyacentes del currículo antes de añadir estos módulos.

MAYOR MANTENIMIENTO DE REGISTROS

Desea aumentar la cantidad de papeleo estudiantes asa. Por ejemplo, los estudiantes pueden firmar un contrato de alquiler el primer día y una carta de oferta de trabajo en el día de asignación de trabajo y día de entrenamiento. O puede rellenar en el registro de alquiler en cada día de alquiler y recibos de banco para cada retiro y depósito. Con estas actividades, los estudiantes toman más responsabilidades y aprenden a prestar más atención a los detalles. Los registros también pueden utilizarse como puntos de enseñanza durante el fin de año escolar y durante todo el programa. Tales características pueden ser adaptadas de nuestro programa de 4 y 5 grado.

Impuestos

Los estudiantes están obligados a pagar impuestos sobre la renta alrededor del 15 de abril. Dependiendo de habilidades matemáticas de sus estudiantes, puede establecer los impuestos en un porcentaje de sus ingresos o en una cantidad fija de dólares. También puede dar a los estudiantes fiscales deducciones para contribuciones caritativas, donando dólares de clase o donando tiempo real comunidad servicio de eventos.

Inflacion

Tras un descanso en el año escolar (ejemplos: invierno o primavera), elevar los precios de los escritorios de los estudiantes basados en la inflación. También puede aumentar sus salarios, pero sugerimos que subir el precio de las mesas más que cualquier aumento de salario para subrayar la importancia del ahorro y mayor inflación. Dependiendo de habilidades matemáticas de sus estudiantes, puede hacer la inflación una cantidad fija, por ejemplo, $50, o un porcentaje de la economía actual, por ejemplo, 3%.

Subastas de estudiantes

Permiten a los estudiantes a traer sus propios artículos para ser vendidos en las subastas. Requieren los estudiantes pagar un porcentaje de las ventas totales del Banco. Por ejemplo, si el costo de venta es de 10%, un estudiante que trae un artículo y lo vende por $1,000 en la subasta mantener 900 dólares y pagar $100 al Banco para el derecho a vender. Esto ayuda a los estudiantes a entender gastos de proveedores, que son comunes para los sitios de comercio de internet como PayPal, eBay y StubHub.

RELEVACIÓN DEL DESASTRE

Requieren que los estudiantes pagan un monto fijo ($100 por ejemplo) para el alivio del desastre. Esto puede ser especialmente eficaz si estás estudiando desastres en Ciencias o estudios sociales. Por ejemplo, si estás estudiando los huracanes en la clase de Ciencias, puede fingir hay un huracán en su clase y todos deben pagar para arreglar el daño.

Fondos de emergencias

Ayudar a los estudiantes a prepararse para su futuro mediante el establecimiento de un fondo de emergencia. Ayudar a los estudiantes en la determinación de sus gastos mensuales y luego animarlos a construir ahorrosque es mayor o igual a esa cantidad. El propósito general de este módulo es enseñar a los estudiantes la importancia del ahorro en una inversión líquida como una cuenta de ahorros del Banco, por lo que están preparados para situaciones inesperadas que pueden ocurrir en la vida. Mediante la construcción de un fondo de emergencia, los estudiantes estarán preparados para pagar sus cuentas, incluso si no reciben dinero de bonificación o si pierden su trabajo. Tenga en cuenta, en cualquier momento los estudiantes usar su fondo de emergencia, tendrán que idear un plan para reponerlo.

Seguro

Requieren sus estudiantes (o simplemente darles la opción) para pagar el seguro para inquilinos en sus escritorios. Con el seguro, los estudiantes reciben beneficios especiales. Algunos de estos pueden ser:

Ser capaz de participar en la subasta si no pueden pagar el monto completo del alquiler.
Evitando multas de escritorio desordenado.

Interés

Permiten a los estudiantes acumular interés por la compra de certificados de depósito (CD). Le sugerimos pagar $10 en interés por cada $100 el estudiante tiene en un CD.

First Day

On the first day of the program, you explain the rules and expectations of the classroom economy as you would with any classroom management system.

Preparation60–90 minutes

Create student folders to be handed out at the start of class.
Customize the visual displays of your jobs, bonuses, and fines lists (posters, bulletin-board items, handouts, etc.).

In class30–60 minutes

Welcome the students and inform them that they'll be earning and spending money throughout the year. Pass out the student folders you created.

Use your visual displays as you explain these key concepts:

Money is earned in two ways:

As a salary for completing a classroom job.
In bonus rewards for good achievements.

Money is spent in three ways:

To pay the monthly rent for the student's desk. The rent is $100 per month (but desks can be purchased for a one-time payment of $300).
To buy items or privileges at auctions, which are held approximately once per month.
To pay fines for not following classroom rules.

Display the class job list and tell the students they need to apply for a job. Explain that they might not receive their first choice, so they need to list their top three selections on the job application.

Describe the individual jobs. Then give the students time to fill out the application. Remind them that some jobs require a letter of recommendation. Explain how they can ask for such a letter from a previous year's teacher.
Collect job applications from all students.

TIP:

If you like to include your students in creating class rules and policies, feel free to let them suggest additional bonus opportunities, fines, and auction items.

Job Assignment and Training Day

Preparation30 minutes

Once you collect all the students' applications and any needed recommendations, take a few days to plan the job assignments. It's best to make the assignments in class about a week after the students apply.

To simplify the assignment process, start with the least-requested jobs. For example, if only two students put "Messenger" on their applications, then you know immediately who your Messengers will be.
Use the recommendations to help you decide on the Bankers. Because Bankers have such a critical role in the classroom economy, you'll want to be sure that each of them is qualified to handle the job.

For the Bankers and Police Officers, you need to decide which students will be their "clients." They should be assigned four to six students each. (It's a good idea to use the same groups for each purpose, so that the same set of students would share a Police Officer and a Banker.)

For each Police Officer, prepare a folder listing the names of his or her clients. Put some blank fine tickets in the folder.

For each Banker, prepare a folder listing the clients' names and containing the following items:

1 envelope per client to hold that student's bank slips and checks.
1 additional envelope to hold cash.
1 bank log per client.
3 unpaid rent notices.

Finally, plan an assignment that students can work on quietly at their seats. While the class works, you'll be able to train small groups of students on their job responsibilities.

In class30 minutes

Inform the students that they'll receive their job assignments today and will start earning their salaries.

Next, train students for their jobs:

Help the class to begin the assignment you prepared.
Pull students aside for training according to their job titles (i.e., train the Bankers together, then the Police Officers, then the Messengers, and so on). Take the students through each of their job responsibilities, giving them examples of what they would do.

Here are tips for teaching two of the more complicated jobs.

Police Officers:

Show them where you will keep the offense log. Explain how they will check it on Ticket Day to see whether any of their clients have committed infractions.
Show how to fill out a fine ticket.
Explain that students will be bringing their fine money to the Police Officers, and show the Officers where to put the returned fine tickets and cash.
Show them how to update the offense log once a fine is paid.

Bankers:

Explain to the Bankers that they will have a bank log and an envelope for each client, and that they should label these clearly with the students' names.
Explain that the bank log they hold for each student should always match the student's own bank log. If the balances do not match, then the Banker and the client must work together to figure out why.
Offer an example of a bank log showing entries for deposits, withdrawals, and balances. Explain how the Bankers will manage their logs by adding deposits and subtracting withdrawals.
Explain that each Banker should keep about $2,000 in cash on hand in case clients want to make withdrawals. Any extra cash should go into the classroom cash box, which you can show them.

TIP:

If time allows, you may want to have all the students practice a bank transaction. For example, you could have each student deposit $200, and then withdraw that $200. (Afterward, you might let them keep the money as a bonus for good behavior.)

Preparacion30 minutos

Una vez que coleccione todas las solicitudes de los estudiantes y las recomendaciones necesarias, tómese unos días para planificar las asignaciones de trabajo. Lo mejor es hacer las asignaciones en clase aproximadamente una semana después de la presentación de los estudiantes.

Para simplificar el proceso de asignación, comience con los trabajos menos solicitados. Por ejemplo, si solo dos estudiantes ponen "Messenger" en sus aplicaciones, entonces sabrá de inmediato quiénes serán sus Mensajeros.
Use las recomendaciones para ayudarlo a decidir sobre los banqueros. Debido a que los banqueros tienen una posición tan crítica en la economía de la clase, querrá asegurarse de que cada uno de ellos esté calificado para manejar el trabajo.

Para los banqueros y oficial de policia, debe decidir qué estudiantes serán sus "clientes". Se les debe asignar de cuatro a seis estudiantes cada uno. (Es una buena idea usar los mismos grupos para cada propósito, de modo que el mismo grupo de estudiantes comparta un oficial de policia y un Banquero).

Para cada oficial de policia, prepare una carpeta con los nombres de sus clientes. Ponga algunos boletos finos vacíos en la carpeta.

Para cada Banquero, prepare una carpeta que liste los nombres de los clientes y que contenga los siguientes elementos:

1 sobre por cliente para guardar los recibos bancarios y cheques.
1 sobre adicional para mantener efectivo.
1 registro bancario por cliente.
3 avisos de alquiler impagos.

Finalmente, planifique una tarea en la que los estudiantes puedan trabajar tranquilamente en sus asientos. Mientras la clase funciona, podrás capacitar a pequeños grupos de estudiantes en sus responsabilidades laborales.

En clase30 minutos

Informe a los estudiantes que recibirán sus asignaciones de trabajo hoy y comenzarán a ganar sus salarios.

Próximo, entrena a los estudiantes para sus trabajos:

Ayude a la clase a comenzar la tarea que preparó.
Reunirse con los estudiantes para entrenar de acuerdo con sus títulos de trabajo (es decir, entrenar a los Banqueros juntos, luego a los oficiales de policia, luego a los Mensajeros, etc.). Lleve a los estudiantes a través de cada una de sus responsabilidades laborales, mostrando ejemplos de lo que harían.

Aquí hay sugerencias para enseñar los trabajos más complicados.

Oficiales de policía:

Mostrarles donde se guarda el registro de la ofensa. Explicar cómo comprobará en Día de Multa a ver si alguno de sus clientes cometieron infracciones.
Muestra cómo rellenar un boleto de multa.
Explicar que los estudiantes traerán su dinero bien a los oficiales de policia y mostrar los oficiales dónde poner las devueltas entradas de multa y efectivo.
Muéstreles cómo actualizar el registro de delito una vez que se paga una multa.

Banqueros:

Explicar a los banqueros que tengan un registro de banco y un sobre para cada cliente, y que deben etiquetar estos claramente con los nombres de los estudiantes.
Explicar que el registro del Banco sostienen para cada estudiante siempre debe coincidir con el registro del Banco del estudiante. Si los saldos no coinciden, entonces el banquero y el cliente deben trabajar juntos para averiguar por qué.
Ofrecen un ejemplo de un registro de banco mostrando entradas de depósitos, retiros y saldos. Explicar cómo los banqueros administra sus registros de depósitos de sumando y restando retiros.
Explicar que cada banquero debe tener unos $2.000 en efectivo a la mano en caso de clientes desean hacer retiros. Cualquier dinero extra debe ir en la caja de clase, que les puede mostrar.

SUGERENCIA:

Si el tiempo lo permite, puede que desee que todos los estudiantes practicar una transacción bancaria. Por ejemplo, podría tener cada depósito de estudiante $200 y retirarse luego $200. (Después, usted puede hacerles guardar el dinero como una bonificación por buen comportamiento.)

Payday

Preparation30–60 minutes

Write a paycheck for each student, or ask the Clerks to write them.
Make sure there is enough cash in the cash box for the bonuses you're awarding.
Have extra bank slips and bank logs on hand in case students don't have them in their folders.
For the first Payday, prepare to show the online Payday video to the class.

In class30 minutes

On the first Payday, you'll need to explain how the process works.

The video below will show students an example of the banking procedures, and explain how to enter a deposit in the bank log.

Then the class can begin the Payday process. After distributing bonuses, you can oversee the students and answer any questions.

Payday procedures

The Clerks hand out the paychecks.
You distribute bonus money to students who have earned it. Use the honor system when appropriate (for example, you might ask "Who participated in the school chorus this month?" and reward those who raise their hands).
Each student updates his or her bank log with the amount of the paycheck and any bonus money received.
The student takes the paycheck and the bonus cash (if any) to the Banker.
The Banker updates his or her copy of the student's bank log.
The Banker places the paycheck in the paycheck envelope within the banking folder.

TIP:

Each Banker should keep about $200 in the bank folder at all times. The Banker should place any excess cash in the classroom cash box.

Fines

Preparation30 minutes

Have extra bank slips and bank logs on hand in case students run out.
Have extra blank fine tickets in case Fine Officers need them.
Make sure the offense log is ready for the Fine Officers to check.
For the first Ticket Day, prepare to show the online Fines video to the class.

In class30 minutes

On the first Ticket Day, explain that students who were fined for violating class rules over the past month need to pay up now. They'll have to withdraw the money from their bank accounts.

The video below will help explain the process. Then the students can begin the Ticket Day procedures while you oversee them and answer any questions.

Fine procedures

Police Officers examine the offense log, write tickets, and give them to the students being fined. Each student receiving a ticket fills out a bank slip to make a withdrawal.
The student also enters the withdrawal in his or her bank log.
The Banker updates a copy of the student's bank log, puts the bank slip in the student's envelope, and hands over the cash.
The student brings the cash and ticket to the Police Officer. The Police Officer marks the ticket paid and delivers it to the teacher along with the cash.
The Police Officer writes in the offense log that the fine was paid.

Rent Day

Preparation30 minutes

Make sure each Banker has copies of the unpaid rent notice.
Have extra bank logs on hand in case they are needed.
Have deeds available in case someone is ready to purchase a desk.
For the first Rent Day, prepare to show the online Rent Day video to the class.

In class30 minutes

On the first Rent Day, explain to the students that paying rent for their desks is one of their most important financial responsibilities. It's so important that unless they pay their rent, they won't be allowed to participate in Auction Day.

Emphasize the importance of planning and watching their spending so they'll always have the rent money ready when it's due.

Remind the students that they can escape rent payments altogether if they're able to save up $300 to buy the deed to their desk. Strongly encourage them to do this.

The video below will help explain the procedures for the first time.

Rent procedures

Each student updates his or her bank log to show the withdrawal of rent money.
The student takes the bank log and rent log to the Banker.
The Banker updates his or her copy of the student's bank log.
If the student is unable to pay the month's rent, the Banker fills out an Unpaid rent notice and puts it on the teacher's desk. Once the student is able to pay rent, he or she takes the money to the Banker. Both update their copies of the student's bank log.

On each following Rent Day, ask if anyone is able to purchase his or her desk that month. If a student can do so, celebrate the child and make a show of handing over the deed.

Then, on the next Rent Day, the student can bring the deed to the Banker to show that the account is paid in full and no rent is due.

Follow-up Discussion

Paying rent is a strong indicator that students are successful in the classroom economy program. If a student can't pay rent, it is important to get him or her back on track as soon as possible. The Unpaid rent slip is a mechanism to keep you informed about students who fall behind so you can reach out to them. You can encourage these children to participate in more activities so they'll earn enough bonus money to catch up on rent and get in on the Auction Day fun.

Preparacion30 minutos

Cada estudiante necesita un contrato y registro de alquiler.
Es necesario que cada banquero tenga copias de la noticia de alquiler no renumerado.
En caso de que no tengas suficientes registros bancarios, es importante tener adicionales.
Ten títulos disponibles en caso de que alguien esté lista para comprar un escritorio.
Para el primer Día de Alquiler, muestra el video de alquiler a la clase.

En clase30 minutos

En el primer Día de Alquiler explícale a los estudiantes que pagar el alquiler para sus escritorios es una de sus responsabilidades financieras más importantes. Si no pagan el alquiler, no se permitirá que participen en el Día de Subasta.

Destaca la importancia de planear y gastar con cuidado para asegurar que siempre tengan suficiente dinero para pagar el alquiler cuando se vence.

Recuérdales a los estudiantes que pueden evitar pagos de alquiler si pueden ahorrar $3000 para comprar la escritura de su escritorio. Aléntales que hagan esto.

El video siguiente explica este proceso.

Proceso de alquiler

Cada estudiante actualiza su registro bancario para mostrar el saco de dinero para pagar el alquiler.
El estudiante trae el registro bancario al banquero.
El banquero actualiza su copiadel registro bancario del estudiante.
Si el estudiante no puede pagar el alquiler, el banquero llena una noticia de alquiler no renumerado y lo entrega al maestro. Una vez que el estudiante puede pagar el alquiler, él o ella se lleva el dinero al banquero. Ambos actualizan sus copias del registro bancario del estudiante.

Cada siguiente día de alquiler, pregúntales a los estudiantes si alguien puede comprar su escritorio. Si uno quiere hacerlo, celebra la transacción.

Luego, en el próximo día de alquiler, el estudiante puede llevar la escritura al banquero para mostrar que la cuenta se paga en su totalidad y que no se debe pagar el alquiler.

Follow-up Discussion

Paying rent is a strong indicator that students are successful in the classroom economy program. If a student can't pay rent, it is important to get him or her back on track as soon as possible. The Unpaid rent slip is a mechanism to keep you informed about students who fall behind so you can reach out to them. You can encourage these children to participate in more activities so they'll earn enough bonus money to catch up on rent and get in on the Auction Day fun.

The Auction

The auction is an important component of the classroom economy. It lets the students reward themselves for working diligently to earn money. From a learning perspective, it links directly to the concept of supply and demand, and students quickly discover how impulse buying can shrink a bank account. In addition, children look forward to the auction because it is fun.

We recommend conducting auctions because they can be done quickly yet are extremely effective in teaching financial responsibility. However, you may prefer to use a school store as an alternative. You can open the store daily or weekly, allowing students to purchase as many items as they can afford.

Preparation15–30 minutes

Throughout the year, gather items and rewards for students to bid for at auctions.

First Auction Day

Make sure each student will have an auction paddle or another way to bid. If you wish, you can use our auction paddle template to create your own paddles or to have the students make their own.

Prepare to show the auction video below to the class.

Every Auction Day

Make sure you have an auction record form and extra bank slips ready.
Gather the items for sale and set a starting bid level for each one based on its appeal. A starting level around $50 should work for many items.
On the morning of the auction, display the items so students can preview the goods.
Identify the Auctioneer (either yourself or a volunteer student), who will announce the items and their starting bids. Also select an Assistant Auctioneer, who will document each sale; if you wish, this could be one of the Clerks. Review the auction procedures with the Auctioneer and Assistant.

In class15–30 minutes

Introducing the auction

Have the students watch the auction video below.

Explain that they can only spend the amount of money they have in their bank accounts, and that they're not required to purchase anything. This is a good time to reinforce the importance of saving, and to remind the students that they have the ability to buy the deed to their desks and thus escape rent payments forever.

It's also important to emphasize that an auction bid is a binding contract, and there's no going back on it, even if they later wish that they hadn't spent the money.

If necessary, explain the auction procedures before beginning the auction.

Auction procedures

Before the auction starts, allow students to quickly confirm their bank log balances with the Bankers so everyone knows what he or she can spend.

The Auctioneer displays the first item, explains what it is, and opens the bidding at the assigned price. Example: "We have an Ultimate Frisbee disc. The starting price is $50. Do I have any takers?"
Students who want the item raise their paddles.
Once a paddle is up, the Auctioneer acknowledges the bid and asks if anyone will go for a higher price. Example: "[Student name] for $50. Do I hear $60?"
The Auctioneer repeats this process until bidding stops. The last bidder wins the item. Example: "[Student Name] for $150. Any more bidders? …Going once, going twice, sold!"
The Assistant Auctioneer enters the sale on the auction record form.
The Auctioneer moves on to the next item.

Collecting payments

After the auction, each winning bidder needs to withdraw cash from the bank to pay for items bought. Do not give an item to the student until you receive the cash.

At this point some students may decide they bid too much and no longer want the item they won. It is very important that you require them to purchase it anyway. The auction is a vital tool in teaching the lesson of buyer's remorse.

To make the payment, each student should:

Fill in a bank slip with the amount needed to cover the auction payment.
Update his or her bank log.
Bring the bank slip to the Banker and receive the cash.
Bring the cash to you and exchange it for the item.

Follow-Up Discussion15–30 minutes

After an auction, some students will feel overwhelmed because they got caught up in the action and spent most or all of their money. This can be a tremendous learning opportunity.

You could use some of the following questions to guide a discussion:

What made you keep bidding even when the price was getting so high?
How do you feel now about the item you bought? Was it worth it?
What concerns do you have about the amount of money you spent?
How will you go about rebuilding your savings?
Will you be able to make rent the next time it is due?
Will you change the way you bid at the next auction?

La subasta, que permite a los estudiantes que se recompensan por trabajar con diligencia para ganar dinero, es un componente importante de la economía de la clase. Desde una perspectiva educativa, conecta directamente los conceptos de oferta y demanda, y les enseña a los estudiantes que compras por impulso reducen rápidamente el saldo de sus cuentas bancarias. También, los niños disfrutan de la subasta porque es una actividad divertida.

Subastas no requieren mucho tiempo y enseñan responsabilidad financiera efectivamente. Sin embargo, puedes utilizar la tienda de la clase como alternativa. Puedes abrir la tienda con frecuencia diaria o semanal y permitirle a los estudiantes que compren tantas cosas que puedan.

Preparación15–30 minutos

Durante el año, acumula cosas y recompensas las cuales los estudiantes pueden hacer ofertas en la subasta.

Primer Día de Subasta

Cada estudiante necesita su propia paleta o manera de hacer ofertas. Si deseas, tú o los estudiantes pueden utilizar nuestro modelo para crear paletas.

Muéstrales a la clase el video de la subasta.

Día de Subasta

Antes de empezar, asegúrate que tengas un formulario de registro de la subasta.
Asigna valores iniciales para cada artículo en la subasta según el interés de los estudiantes. $50 debe ser suficiente para muchas cosas.
Antes de la subasta, dales a los estudiantes la oportunidad de ver los artículos.
Identifica el subastador (tú o un voluntario de la clase) quien anunciará los artículos y sus valores iniciales. El subastador necesitará también un asistente cuya responsabilidad es documentar cada venta. Revisa los procedimientos de lasubasta con el subastador y su asistente.

En clase15–30 minutos

Introducir la subasta

Muéstrales a los estudiantes el video de la subasta.

Explícales que no pueden gastar más de la cantidad de dinero que tienen disponibles en sus cuentas bancarias y que no es necesario que compren algo. Esta es una buena oportunidad de reforzar la importancia de ahorrar y recordarles que pueden comprar sus escritorios para evitar el pago de alquiler.

Es importante enfatizar que una oferta es un contrato vinculante, y no se puede retractar de una oferta.

Si es necesario, explícales los procedimientos antes de empezar la subasta.

Procedimientos de subasta

Antes de empezar la subasta, los estudiantes deben confirmar el balance con el banquero para que sepan cuanto pueden gastar.

El subastador muestra el primer artículo en oferta y empieza la licitación al precio asignado. Por ejemplo: “La primera cosa en oferta es un disco de frisbee. La subasta empieza a $50"
Estudiantes que quieren comprar la cosa en oferta levantarán sus paletas.
Cuando una paleta se levanta, el subastador toma nota de la oferta y pregunta a la clase si alguien pagaría más. Por ejemplo: “[Nombre] ha ofrecido $50. ¿Alguien quiere ofrecer $60?”"
Este proceso se repite hasta que la licitación termine. El estudiante con la oferta más grande gana. Por ejemplo: “[Nombre] con $150. ¿Alguien más? A la una… a las dos… ¡vendido!”
El asistente del subastador registra la venta en el formulario de registro de subasta.
El subastador muestra la siguiente cosa en oferta a la clase.

Cobro de pagos

Después de la subasta, cada ganador tiene que sacar efectivo del banco para pagar por lo que compraron. El estudiante no debe recibir lo que compró hasta que te dé el dinero.

Es posible que algunos ganadores deciden que gastaron demasiado y ya no quieren la cosa que compraron. Es importante que les obligues a comprarlo. La subasta es un buen instrumento para enseñarles sobre el remordimiento del comprador.

Para hacer pago, cada estudiante debe:

Llena un comprobante de retiro con la cantidad que se necesita para el pago de la subasta.
Actualizar su registro bancario.
Traer el comprobante al banquero, que se le da el efectivo.
El estudiante trae el efectivo a ti para cambiarlo por lo que ha comprado.

Discurso de seguimiento15–30 minutos

Después de la subasta, es posible que algunos estudiantes sientan abrumados porque gastaron todo, o la mayoría de su dinero. Esto puede ser una oportunidad para aprender.

Utiliza las preguntas siguientes para guiar el discurso:

¿Por qué continuaron a licitar aunque el precio fue tan alto?
¿Valió la pena comprar lo que compraste?
¿Tienes inquietudes sobre el monto que gastaste para comprarlo?
¿Cómo vas a reconstruir tus ahorros?
¿Vas a poder pagar el alquiler cuando se vence?
¿Vas a utilizar una estrategia diferente para la próxima subasta?

Year-End Wrap-Up

Plan a time near the end of the year for students to reflect on what they have learned in the program and for you to tie everything together.

It is also a time to celebrate the students' successes and reward them for their hard work.

Certificates

Students who were able to save a significant amount during the year should be rewarded. We recommend passing out certificates to students who met the following savings thresholds:

Saver: $100
Super Saver: $500
Ultimate Saver: $1,000

Debriefing session

Hold a discussion with your students to reinforce what they have learned.

Here are some questions you can ask to guide the discussion:

What did you learn from the classroom economy this year?
What would you do differently if you could (e.g., how could you become an Ultimate Saver next time)?
Why do you think it is important to learn the things you learn in the classroom economy?
What was your favorite part of the classroom economy?

Class rewards

Allow students to pool their money together and purchase a class reward, such as:

A class party.
A movie day.
A crazy hat day.

Grades 2-3

Grados 2-3

Getting started

Empezando

Planning

Planificación

Activities

Ocupaciones

How My Classroom Economy Works

Como Funciona My Classroom Economy

Core objectives for students in Grades 2–3

Objetivos principales para los estudiantes en Grados 2–3

Connections to core standards

Conexiones para los estándares básicos

Standard

My Classroom Economy

Estándar

My Classroom Economy

Program Outlilne

Resumen del programa

Establishing Your Economic System

Estableciendo su Sistema Económico

1 for every 5 students

1 for every 5 students

2–3 per class

1–2 per class

3–5 per class

1 per class

1 per class

1–2 per class

1–2 per class

1–2 per class

1 per class

1 per class

1–2 per class

1 per class

1 per class

1 banquero por cada 5 estudiantes

1 oficial por cada 5 estudiantes

2–3 por clase

1–2 por clase

3–5 por clase

1 por clase

1 por clase

1–2 por clase

1–2 por clase

1–2 por clase

1 por clase

1 por clase

1–2 por clase

1 por clase

1 por clase

Preparing Materials

Preparación de materiales

Rewards

Recompensas

Advanced Modules

Módulos Avanzados

First Day

Primer día

Job Assignment and Training Day

Asignación de Trabajo y Día de Entrenamiento

Police Officers:

Bankers:

Oficiales de policía:

Banqueros:

Payday

Recibir y pagar multas

Payday procedures

Procedimientos del día de pago

Fines

Multas

Fine procedures

Proceso de multas

Rent Day

Día de alquiler

Rent procedures

Proceso de alquiler

The Auction

La subasta

1 for every
5 students

1 for every
5 students

1 banquero por cada
5 estudiantes

1 oficial por cada
5 estudiantes