Teaching credit classes:

challenges & solutions

 

 

Credit is a very complicated topic that's hard to teach.

Students think of financial education classes as dry and boring and don't want to be there. The nature of explaining credit can mean relying on PowerPoint, lectures and worksheets—which don't usually engage students.

It's hard to feel like an expert and hard to feel confident teaching a credit class when the topic is so important but so complicated.

The concept of credit and the idea of a mysterious credit score don't seem relevant in my students' eyes. Many of them have very little money, only use cash, don't own credit cards and aren't planning on making big credit purchases like a house or car soon. As a result, they aren't interested in the class and the material.

There is a ton of information related to credit—and a lot of it involves numbers and can be confusing and intimidating for students.

There is a lot of variation in terms of who the students are in a credit class. There may be a lot of variation in a single class and from one class of students to another.

Students may feel that financial literacy programs are judgmental and they might feel like they aren't "doing it right." The implication with being in a credit class can be, "Why do you have bad credit? Why isn't your credit better?" Even if no one is passing judgment on students, if they feel that way, it can make for a difficult teaching atmosphere for credit classes.

Teaching about credit can be full of philosophical landmines. Do you advocate using credit? Should you tell people to never use credit and only use cash?

It's hard to get people to attend classes on credit reports, credit scores and credit cards.

Financial educators often move from one location to another or from one classroom to another.

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The Good Credit Game is a credit curriculum kit that makes it fun and easy to teach financial education classes about credit.