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SAHIL
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1st lesson free
- Economics
I am the Student of O-LEVEL currently studying in BHS. I am the best student of economics.
- Economics
Lesson location
About SAHIL
My name is Sahil Durrani. I am the student of O-LEVEL currently studying in BHS. I am 14 years old and living in Faisalabad. My strength is that I am a good problem solver and my weakness is that I can focus on one thing at a time.
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About the lesson
- Primary
- Secondary
- Matric/GCSE
- +7
levels :
Primary
Secondary
Matric/GCSE
AS Level
A Level
BTech
Adult education
Masters
Doctorate
MBA
- English
Languages in which the lesson is available :
English
My teaching is centered on clarity, relevance, and interaction. I use a combination of: Conceptual scaffolding: I start with foundational ideas (e.g., supply and demand, opportunity cost) and build up to complex models (e.g., IS-LM, game theory). Socratic questioning: I guide students to answer questions themselves by probing their reasoning, helping develop critical thinking. Real-world application: I link abstract theories to current events (e.g., inflation, fiscal policy, labor markets), reinforcing learning with relevance. Visual tools: I regularly use diagrams, flow charts, and graphs to make models tangible (e.g., PPCs, Keynesian cross). Active recall and spaced repetition: To boost retention, I review key concepts at intervals and quiz students with past paper questions. Tailored pacing: I adjust complexity and pace based on the student's background, progress, and goals. 2. A Typical Lesson Plan (60-90 minutes) Here’s a structure for a standard 60–90-minute session: Minute 0–10 – Warm-up & Review Quick recap of previous material or quiz. Brief discussion on how today's topic connects to prior lessons. Minute 10–30 – Concept Introduction Explain the topic using real-world examples (e.g., “Why do central banks raise interest rates?”). Introduce key diagrams or equations (e.g., AD/AS model). Minute 30–60 – Deep Dive & Practice Solve practice problems together. Discuss theoretical critiques or alternative schools (e.g., neoclassical vs. Keynesian views). Minute 60–75 – Application Use a case study (e.g., a country’s economic crisis). Write or outline an essay-style answer or exam question. Minute 75–90 – Wrap-Up & Assignment Summarize key takeaways. Assign readings or exercises (e.g., practice MCQs or short answers). Clarify doubts and set expectations for the next session. 3. What Sets Me Apart Contextual Clarity: I make difficult topics digestible by breaking them into real-life analogies and intuitive explanations. Cross-discipline links: I draw on psychology, politics, and history to deepen understanding (e.g., how behavioral economics reshapes classical assumptions). Adaptability: Whether it’s IB, A-levels, university undergrad, or graduate microeconomics, I tailor depth, terminology, and pace to the learner. Structured feedback: I give clear, actionable notes on essays, problem sets, and verbal answers to help students improve strategically. 4. Who the Lessons Are For I teach economics to students at the following levels: High School (IB, A-Level, AP Economics): Strong focus on understanding and exam success. Essay writing, multiple-choice strategies, and economic intuition. Undergraduate (BA/BSc in Economics, PPE, Business/Econ modules): Core micro/macroeconomics, game theory, econometrics support. Assignment, problem-set, and exam preparation. Graduate (MSc or MBA-level economics modules): Advanced micro, macro, and quantitative economics. Conceptual clarity and technical problem-solving support. Adult Learners or Professionals: Refresher lessons or learning economics from scratch. Business and policy-oriented applications.
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- R308
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- 5h: R1540
- 10h: R3080
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