By Fatskills Exam Guides Team — the exam nerds behind 28,500+ quizzes and 2.1M practice questions across 500+ global exams.
Organizations and Literature In order to take full advantage of the resources available to the modern business teacher, it is important for prospective teachers to familiarize themselves with the appropriate organizations and literature. The National Business Education Association and its affiliate, the National Association for Business Teacher Education, provide a host of online and print publications to serve business instructors. The website for the NBEA also provides an online bookstore that allows business teachers to procure the most recent texts on business and vocational education. There are also a number of other free sources of valuable information on the internet, including the federal government's Department of Education homepage. Promoting Business Education Teachers should be familiar with some ways of promoting their classes to the local community, so that they can develop helpful relationships with local businesses. One good way to do this is by interacting with the community advisory councils from local businesses and municipal groups. These are committees whose only purpose is to discover ways in which the business can create positive connections with their community. Obviously, a great way for them to do this is by setting up relationships with local schools, and so they can become a wonderful resource for business teachers. Through partnerships with community advisory councils, business teachers can set up mentoring, job-shadowing, or internship programs, organize class trips, or simply acquire useful information about contemporary business practices. Available Resources In an effort to promote their programs and to establish relationships with local businesses, business teachers should avail themselves of every possible resource. One good way to access the outside community is to create a business class newsletter. This kind of document can be created with any basic desktop publishing program, and sent home with students or through the mail to local businesses. Often, the parents of business students are leaders in the business community themselves, and will be glad to help out if the class' needs are made clear. Business teachers may also find it helpful to advertise their requests for community involvement in the school newspaper, the school bulletin, or the newsletter for the local parent-teacher association Classroom Equipment Most business classes currently have a broad array of technology available to them. Teachers should anticipate having several computers (if not one for every student), a printer, a scanner, a television with VCR and DVD player, and a projector. Typically, all of the computers will have broadband access to the internet, so students can receive up-to-the-minute information. Students will probably also have access to graphing calculators, which can be used to demonstrate economic concepts as well as to calculate accounting data. Some teachers may want to make use of the telephones that most classrooms are equipped with in order to help their students with proper telephone etiquette. Simulations In the past, business classes have relied mainly on case studies to give students some experience looking at real-world applications of business concepts. Unfortunately, business case studies have some drawbacks: they don't allow students to experience events as they happen, they don't allow students to make business decisions themselves, and they don't allow students to test out what might have happened if different decisions had been made. It is a great aid to study, then, that computer simulations have been created. Business simulation software enables students to act out any number of scenarios, immediately see the results of their decisions, and adjust all kinds of variables to see their effects on business. Many teachers have discovered that this is an excellent way to show students how business concepts apply to real economic exchange. Current Research Many teachers find it useful to include in their curriculum any modern research and topics that can help enliven their subject matter for students. There are always new studies of business behavior being published in magazines, journals, newspapers, and on the internet, and it is wise for students not only to have access to this information, but to have learned the proper way to interpret it. Business teachers should strive to inculcate the same sort of skills in regards to research as they do in their consumer education program; that is, students should be trained to determine the quality of research, the source of that research, the potential interest of the source in presenting information of a certain type, and the usefulness of the research to the student. Vocational Education Vocational education is the training of individuals to perform certain jobs. Often, large communities will have separate schools whose sole purpose is to cultivate workplace skills. These schools may work in conjunction with local industries to tailor the students' education to the anticipated job market. Vocational classes and schools may also offer cooperative training opportunities, in which students gain first-hand experience in their field of interest. As industrial work becomes more and more specialized, companies are requiring extensive vocational training and on-the-job experience for their employees. Public vocational education is designed to enhance the entire life of the worker; to this end, non-vocational classes are required so that students can earn a secondary degree as they gain work skills and experience. Competency-Based Instruction Most vocational classrooms now feature what is known as competency-based instruction. Loosely defined, competency-based instruction is a style of teaching in which progress is determined by students' mastery of skills rather than some arbitrary time limit. For example, in a business class, the teacher will ensure that every student is reasonably adept at making a basic budget before moving on. In a teacher-based classroom, a certain number of days would be allotted to each subject, and the teacher would adhere to this schedule whether students learned or not. Research has shown that a more learner-focused style of instruction, like competency-based instruction, ensures that students will retain the most of the curriculum. Teachers using competency-based instruction methods will be required to issue periodic assessments, so that they can gauge whether students have mastered a particular concept or skill. Computer Technology There is a wide range of uses for computer technology in business classes. Using computers, students may improve their visual presentations, hone their skills of enquiry, perform any number of business simulations, and gain access to a wealth of information that is pertinent to the course material. For teachers, computers can provide the latest business information, enhance presentation through the use of slide show presentation programs, and serve as a virtual forum for students to access course information and discuss concepts outside of the time and space restrictions of the class. Many teachers develop their own course web pages, on which they provide course outlines, copies of important forms, further discussion of difficult concepts, grades and assignments, and any news pertaining to the course. Some Considerations Regarding the Use of Computer Technology in a Business Class In deciding when and how to use technology in a business class, teachers should bear in mind a few things. First, they should consider their degree of access to equipment. It is important that there be enough equipment for all students to remain involved throughout the course of the program. Teachers should also consider the amount of time available for the activity; most teachers have found that short, specific activities encourage the best use of time and equipment. It is important that teachers take into account their students' experience with the technology to be used, so that there is no delay and confusion over how to do the work. In this same line, teachers should have a back-up plan in case of a technical malfunction. Finally, the teacher should ensure that students will be monitored, and that, particularly when the internet is involved, all the subject matter will be appropriate to the age group. Multicultural Classes One of the great aspects of teaching in most American classrooms is the diversity of the student population. This diversity can be a great advantage to a class, though it can also be an obstacle if it is not handled properly. Too many teachers take the easy way out and make their instructional methods the same for all students, when it would be to their benefit to modify their methods to best suit the student. Research has found that teachers are most successful when they focus on academic achievement, and allow their students to maintain their cultural differences. The best teachers are also those that attempt to cultivate in their students a fair-minded view of diversity; that is, a pride in their own culture and respect for the cultures of others. Exceptional Children A great deal of time is spent trying to equip teachers to handle students labeled 'exceptional' for one reason or another. Furthermore, Public Law 94-142 mandates that schools must identify those students that require special treatment, whether from being extremely gifted or disabled. Many schools, however, feel that the best way to handle exceptional students is simply to include them in the regular classroom. Advocates of this program assert that specialists can come in to the class and help exceptional students as necessary, and that otherwise these students will benefit from being in contact with students of a wide range of abilities. However, many classroom teachers feel overwhelmed when they are asked to instruct a very wide range of students. Learning Disabilities Learning disabilities are physiological disorders that may damage a person's ability to store, process, and retrieve information. For the most part, learning disabilities affect reading and language skills. It is important to note that learning disabilities do not indicate that a student has a lower level of intelligence, or is more likely to be emotionally disturbed. Teachers should be aware of their students with learning disabilities, so that they can avoid discriminating against them for their handicaps. The most common learning disability is dyslexia. One reason why learning disabilities can be so frustrating is that they are so specific, so that a student who excels in almost every area of school may be terrible in one particular area. Apraxia, Dysgraphia, Dyslexia, Dyssemia, Auditory Discrimination, and Visual Perception There are a few common learning disabilities that teachers are likely to encounter. Apraxia is the inability to plan motor activity; that is, the inability to move correctly to accomplish a particular task. Dysgraphia is difficulty in writing, and difficulty with spelling. Dyslexia is difficulty with language that extends beyond just reading. Dyssemia is any difficulty an individual may have distinguishing social cues and signals. Problems with auditory discrimination mean that a student has a hard time telling the differences between sounds and their sequence. Problems with visual perception are those in which a student has trouble identifying and assigning meaning to the things that he or she sees. Enabling Students with Learning Disabilities There are a few common ways for teachers to minimize the problems their learning-disabled students face in a normal classroom. One way is to break complicated tasks down into a series of small steps; often, students with learning disabilities have a difficult time imagining the chain of tasks they will need to perform to accomplish some larger goal. Establishing a regular routine is also a good way to keep students involved in class. Learning-disabled students may need to learn abstract concepts through drawing, movement, or conversation. Finally, teachers can help remove some of the anxiety associated with having a learning disability by assuring their students that it is alright to make mistakes, as long as the best effort is given. Recognizing Learning Disabilities in High School Students Some students may struggle for years without ever realizing that they have a natural learning disability. For this reason, secondary school teachers should be familiar with the signs that a student may be learning disabled. One sign of a disability is spelling the same word several different ways in the same document. A teacher may also become alarmed if a student is unable to answer open-ended questions, or accomplish basic reading and writing tasks. If students seem to be consistently misreading information, or having a hard time grasping abstract concepts, they may be battling an undiagnosed learning disability. Finally, students with learning disabilities frequently have a hard time focusing on details and working at a fast pace. Attention Deficit Disorder Teachers should have little trouble identifying those students who may be suffering from attention deficit disorder, as the behavior of these students will probably be disruptive. Students with ADD usually make careless mistakes in their work and have a hard time sustaining their attention during long lecture periods. They are typically disorganized and are often losing things. They may fidget a great deal with their hands, and just seem to have a great deal of nervous energy. They often talk too much and out of turn. They may have a difficult time working quietly and keeping their hands off of the other students. Many students are so afflicted by attention deficit disorder that they almost seem to be driven by some internal motor. Although dealing with students that have attention deficit disorder can be a challenge for teachers, there are a few ways to manage this behavior effectively. It is essential first of all to provide a consistent schedule and routine for students, so that they will not have idle time in which they are not sure what they need to be doing. Students with ADD may need help keeping themselves organized. As a teacher, one should always allow kids with ADD to take frequent movement breaks, so that they can work out some of the nervous energy that may drive them to distraction. It is also a good idea for teachers to maintain good communication with parents, so that both can determine the best strategies for dealing with a particular student. Importance of Regular Assessment for Students with Special Needs Even students with special needs must be regularly assessed, so that teacher's can determine their progress and also determine how best to serve them. According to the present system, students with special needs will be subject to all the normal state assessments, although some allowances may be made for them. These allowances may include untimed exams, or isolation during examinations for students with attention-deficit disorder. Students with severe cognitive disabilities may be assessed against their level of previous achievement, rather than at their grade level. Teachers may also discover that some students are better able to perform during oral examinations, or that students may respond positively to indirect questioning. Gifted Students Education Consolidation and Improvement Act of 1981 and its Effects on Gifted Students Not all exceptional children are designated as such because they are disabled in some way. Many students are considered exceptional because they are more intellectually advanced than their peers. Gifted students may be able to think faster and to solve more complex problems than their peers. They may be able to think creatively and empathetically, and to have profound insights. According to the Education Consolidation and Improvement Act of 1981, gifted children are those that surpass their peers in reasoning, leadership, artistic, and academic fields. These students, according to the government, are entitled to special treatment from the school so that they can fully develop their abilities. Three Basic Types of Programs for Gifted Children There are three basic types of programs designed to serve gifted children. Enrichment programs are those that extend the regular classroom work, either by providing more topics of study or giving a deeper treatment of the material covered in the normal class. Enrichment seems to work best when it capitalizes on the interests of the student. Acceleration programs are those in which the student moves ahead to content that normally he or she would receive later in life. This may involve grade skipping or early entrance to school. Affective programs are those that are designed to address the social and emotional needs of gifted students. These students may have greater trouble assimilating into social groups because of their intellectual differences. Teaching Strategies for Teaching Gifted Students Teachers may find that helping gifted students work to their potential is just as difficult, if not more difficult, than helping their disabled students achieve their potential. One way to help gifted children succeed is to give them some independence and allow them to determine enrichment materials. It is also a good idea to partner gifted children with one another, so they can work on social development while not sacrificing academic difficulty. Gifted children should be challenged; sometimes it may be good to let them struggle with advanced subject matter rather than continually gliding through less complex material. They should not be required to spend too much time going over material they have already learned. Finally, gifted students should be given the chance to develop their critical thinking skills through independent study. Gender Issues Gender Discrimination Teachers need to be aware that not all discrimination in the classroom is based on race or ethnicity. Too often, teachers make assumptions about students based on their gender. Although research has shown that there are some differences between the learning styles of males and females, every child should receive the same chances to grow and develop in the classroom. Often, discrimination can be totally unconscious, the result of cultural assumptions about the interests, strengths, and weaknesses of boys and girls. This is harmful if it inhibits children from pursuing the fulfillment of their potential. The result of gender discrimination can be low self-esteem, low achievement, and even open conflict. There are a number of ways, both intentional and unintentional, that teachers may discriminate against students because of their gender. Research has shown that teachers tend to give boys more attention and approval than girls. There seems to be a broad cultural assumption that boys are better suited to mathematics and science, while girls are better at reading and the arts. Teachers often expect boys to be more assertive and active, and girls to be docile and passive. Boys are more frequently asked to assume leadership positions in the classroom. Boys are also more likely to be punished harshly for breaking the rules. In general, girls are criticized more for deficiencies in skill, while boys are more frequently reprimanded for bad behavior. Avoiding Gender Discrimination There are a few easy ways that every teacher can make his or her classroom a more equitable environment for students of both genders. The most important thing is to be conscious of discrimination, and make a point to avoid treating students differently. Specifically, teachers should make sure to assign leadership roles to both boys and girls, and to discourage students from breaking up into groups that are segregated by gender. Teachers should encourage their students to participate in those activities that are considered atypical for their gender; that is, boys can be encouraged to pursue the arts, while girls can be pushed to excel in science and math. It is always a good idea to reinforce instances of intergender cooperation as they occur in the class. Crisis Intervention Some students may be having personal problems during the school year that prevent them from working to their potential. When this is the case, teachers have an obligation to intervene and do whatever they can to help the student. One of the most important things a teacher can do is to provide an example of a stable and protective adult. If the student is struggling with a parent's divorce or with an abusive parent, it is essential for there to be a steady nurturing presence in their lives. In other situations, it may be important for a teacher to work with parents to help the student through a personal crisis. School administrators and counselors should always be available to help teachers who feel overwhelmed by a situation. Benjamin Bloom Benjamin Bloom and his team of researchers redefined education by declaring that it is not simply the acquisition of knowledge, but the development of three distinct spheres of knowledge-based skills. These spheres are the cognitive, affective, and psychomotor, and they are known collectively as Bloom's taxonomy. The cognitive sphere is the ability to make a sequential reasoning, and depends on the individual's knowledge and comprehension of a given topic. The affective sphere has to do with the way the individual reacts emotionally, and their ability to imagine other emotional states. The psychomotor sphere has to do with the ability to physically manipulate a tool or instrument. Six Levels of Bloom's Taxonomy According to Bloom, the development of every sphere of knowledge (that is, the cognitive, affective, or psychomotor) passes through six successive levels. At the first level, knowledge, one can recite facts or concepts from memory. The next level is comprehension, in which one can demonstrate an understanding of facts through organization and comparison. After comprehension comes application, in which the individual can use the acquired knowledge to solve new problems. One then acquires the ability to analyze the new information, breaking it down into parts and identifying causes or motives. After analysis comes synthesis, in which one can compile information in a different way, and propose alternatives to some of its parts. Finally, one should be able to evaluate the new knowledge, developing opinions about it that can be supported with reasonable arguments. Intelligence Too often, teachers recognize intelligence solely in terms of verbal and mathematical ability. Recent research has shown that there are a number of different ways to be intelligent. Teachers must be familiar with these various ways of expressing knowledge so that they can best work with each student. Instead of focusing on reading ability alone, teachers should try to identify creativity, innovation, group maintenance, visualization skill, strength and dexterity, reasoning skills, problem-solving skills, curiosity, and persistence. These are all forms of expressing intelligence. By becoming attuned to their students' various strengths and weaknesses, teachers can determine the best way to present their material. Howard Gardner The renowned Harvard psychologist Howard Gardner determined after long research that there are eight major forms of intelligence. They are logical-mathematical
Gardner is currently exploring a ninth intelligence: existential (the capacity to reflect on questions of life, death and ultimate realities). Socratic Method of Instruction The Socratic method of instruction is patterned after the pedagogical style of Socrates, the ancient Greek philosopher. The Socratic method consists of a free-form conversation in which the teacher explores the ideas of the student by asking him or her a series of questions. In order to be effective, a Socratic dialogue must have the full participation of students. Teachers should also be comfortable with some long silences in class, as one of the results of an effective conversation is that it forces students to stop and think. Likewise, there must be some flexibility on a teacher's behalf if a Socratic session is to be productive; the improvisatory nature of the conversation means that the subject matter may differ wildly from what the teacher had anticipated. Cooperative Education Cooperative education is a method of providing students with academic instruction and practical, hands-on experience at the same time. As the job market has become more competitive, employers have increasingly valued on-the-job experience, so cooperative education gives students the chance to earn valuable training while not sacrificing their education in other areas. Research has shown that cooperative education increases motivation and clarifies career choices for students. For employers, cooperative education helps create a trained workforce and gives businesses some control over school curricula. However, observers have noted that cooperative education programs are still stigmatized as 'non-academic' by some, and may isolate students from the academic community at large. Experiential Education Experiential education is simply the process of engaging students in real-life scenarios as a means of educating them. In business education, this might mean encouraging students to take on internships or part-time jobs so that they can gain first-hand experience of the business world. This notion of education as 'learning by doing' has been around forever, but it has been seized upon by vocational educators as a means of making their subject matter vivid to students. In an effective instance of experiential education, students will be forced to describe and analyze their experiences when they return to the classroom. Many educators have noted the positive changes that occur when students are required to take full responsibility for their education; concepts that may be seen as boring when they appear in a textbook can become fascinating to students engaged in experiential education. FBLA-PBL Future Business Leaders of America-Phi Beta Lambda is a non-profit education association that works to prepare students for careers in business. The Association is divided into four parts: high school students, middle-school students, postsecondary students, and business people, teachers, and parents who support the mission of the group. FBLA was founded in 1940 and added Phi Beta Lambda as an independent division in 1958. The organization is funded by membership dues, corporate contributions, conference fees, and grants. Two of the most important FBLA-PBL meetings are the Institute for Leaders, a four-day seminar at the state and local level that aims to educate students about entrepreneurship and communication, and the National Fall Leadership Conference, an annual gathering of educators and business leaders. DECA (formally known as both Delta Epsilon Chi and/or Distributive Educations Clubs of America) is an organization aimed at promoting marketing skills in students. DECA works specifically to aid the development of marketing in areas like hospitality, finance, sales, business administration, and entrepreneurship. To this end, it provides students with technical training, academic help, and conferences on employability skills and human relations. More broadly, DECA strives to build self-esteem in students by involving them in community service and giving them leadership experience. DECA publishes a number of journals and newsletters, holds frequent conferences around the country, hosts competitive events, and provides classroom resources to teachers and students. Junior Achievement Program Junior Achievement is a combination of teachers, parents, and volunteers that seek to educate children about free enterprise, economics, and business. Junior Achievement runs programs for children all the way from elementary school through high school, in the hopes of preparing students for their future participation in the business world. At the high school level, Junior Achievement focuses on four areas: economics, personal finance, business and entrepreneurship, and work preparation. JA also offers a number of scholarships for students who have completed JA programs and plan on studying business or economics in college. JA is a non-profit organization funded by the contributions of corporations and individuals. Business Professionals of America Business Professionals of America is an organization devoted to helping high school students successfully enter the business community. It was created after the passing of the 1963 law expanding the role of vocational education in American schools. BPA conducts a number of programs and conferences aimed at advancing business education. The Workplace Skills Assessment Program is held all over the country, and gives students a chance to see how they measure up to other people in the job market. BPA also offers a number of scholarships and leadership awards to students who distinguish themselves. Every year, BPA holds a National Leadership Conference to set goals for the year and discuss how best to promote the organization's agenda. Vocational Acts The Vocational Education Act of 1963 and the 1968 Amendments to the Vocational Education Act of 1963 The Vocational Education Act of 1963, also called the Carl D. Perkins Act of 1963, broadened the government's conception of vocational education. It established some procedures to provide part-time employment to students, and established a federal advisory council on vocational education. It also set aside some federal money for the construction of local vocational schools. This act also established some work-study programs enabling students to get real-life experience while earning some school credit. Some amendments were made to this act in 1968, including some direct support for cooperative education and a renewed emphasis on postsecondary education. The amendments also included new provisions for funding an expanded vocational curriculum. The Carl D Perkins Vocational Education Act of 1984 and the Carl D Perkins Vocational and Applied Technology Act of 1990 The Carl D. Perkins Act of 1984 was issued in the hopes of improving the basic skills of the labor force and preparing students for the job market by enhancing vocational education. Specifically, the Perkins Act sought to establish equal opportunities for adults in vocational education, and to aid in the introduction of new technologies in vocational instruction. In order to meet its objectives, the Perkins Act set aside money for research into vocational education, as well as money to ensure access to vocational studies for people with disabilities, adults in need of retraining, single parents, and ex-convicts. This act was enhanced in 1990 with the issuing of the Perkins Vocational and Applied Technology Act. This act sought to integrate academic and vocational studies, as well as to fund better technology in vocational classrooms and better cooperation between the business and education communities. Business Education Objectives Business education has a host of applications for students. Although it is typically assumed to be only relevant for people who are planning to make or sell goods or services for a living, the skills that are essential to business are also used by charities, governments, and farmers, just to name a few. Students may reconsider their future plans after learning a bit about business, especially if they live in an area with seemingly narrow career choices. Business studies will acclimate students to the set of standards they will be held to in their future life as a contributing member of the economy. Moreover, the skills in manipulating numbers and creating and analyzing various graphs and charts will serve students well in many different endeavors. School Advisory Council A school's advisory council can help a great deal in fostering a positive environment for business classes. First, business teachers can use the advisory council as a sounding board for new ideas regarding curricula. The school advisory council may also have connections to the local business community that can be helpful for business teachers. By communicating well with the advisory council, business teachers can ensure that their equipment needs are known. An advisory council can also officiate any disputes that may arise between members of a business department, business teachers and the administration, and business teachers and their students. Developing Business Programs In order to put together an appropriate business education program, a teacher must conduct a needs assessment and determine what material needs to be covered, what students to need learn, and what the costs will be of achieving those goals. The first step in conducting a needs assessment is performing a gap analysis; in other words, comparing the performance of the school's business department with the standard set by other schools. In order to do this effectively, the department head has to be aware of the technologies that the school already has, those that they will need, and the other strengths and weaknesses of the school. This may result in the purchase of new equipment, some new training for teachers, and perhaps a new philosophy for the department as a whole. Appropriate Needs Assessment for a Business Education Program In order to construct an appropriate needs assessment, a business education department head needs to first conduct a gap analysis. After this is done, though, he or she needs to identify priorities for the department and rank them in importance. Sometimes a cost-benefit analysis is helpful in figuring out which are the most important actions that the department can take. Next, teachers will try to identify whatever problems may be keeping the department from reaching its potential. Possible problems might include under-trained staff or a failure to make department goals clear. Finally, the effective needs assessment will identify solutions to these problems, as well as any chance for improvement in other areas. The completed needs assessment provides a basis on which the whole department can work in the future. Developing Teaching Plans A teacher cannot be effective without properly planning every aspect of class. Good plans give a teacher confidence, security, and a definite direction in class. Teachers that are successful planners typically follow four steps when they plan an activity. First, they have a total understanding of the activity: what it will involve, what it is designed to teach, what potential problems it might have. Next, the teacher imagines its implementation in the classroom, and makes whatever modifications to the environment are necessary. Then, the teacher evaluates the strengths and weaknesses of his or her class, and alters the activity to suit them. Finally, an effective teacher will create a mental image of the finished activity, and imagine exactly how it will be accomplished. Long-Range Plans For teachers, long-range plans are those that stretch out over a grading period, a semester, or a school year. They typically are closely related to state curriculum standards. Usually, a teacher will start a long-range plan by studying a calendar to determine exactly how many instructional hours will be available. Next, the teacher should consider which activities are most appropriate for which time of year. Many teacher use long-range plans to decide how they will try to develop a certain theme throughout the school year. These long-range plans will be frequently referred to when teachers are developing their weekly and daily lesson plans. Long-range plans serve as a sort of point of orientation for the rest of the planning process. Weekly Schedules Every teacher needs to compose a weekly schedule in order to ensure that progress is maintained. Most teachers use their long-range plans to determine the amount of progress they need to make from week to week. In making weekly plans, teachers should consider which activities are appropriate for classes at the beginning of the day, and which are more appropriate for those after lunch and later. Next, teachers should consider how much direct instructional time will be necessary to give students the abilities to complete any assignments. Many beginning teachers run their weekly plans by more experienced colleagues to make sure that they are viable. The weekly schedule serves as the basic framework for the daily lesson plan. Daily Lesson Plans Effective teaching always includes composing clear, detailed, and well-considered daily lesson plans. Many schools place such a high value on daily plans that they require teachers to show their plans to the principal every week. A good daily lesson plan should include the specific content and activities that will be covered in each class period. It will also detail whatever procedures, assignments, student groupings, and materials will be necessary to meet the day's objectives. The composition of a lesson plan is a good chance for a teacher to consider whether his or her plan has an appropriate balance, and whether they are right for a particular class. In other words, plans should be made with the results of recent assessment in mind. Lesson plans are essential to maintaining an organized class and making sure that all of the goals of the syllabus are attained. Just as businesses create detailed budgets to ensure that there is a clear path to their objectives, so must teachers plan every class in advance to ensure success. When drawing up lesson plans, a teacher should consider several things. First, he or she must have a clear idea of what content is to be covered. Second, he or she should know the time and resources available, as well as the ability level of the students. Third, the teacher should have an idea of what teaching method is most appropriate to deliver that particular lesson. Finally, the teacher should make sure that the lesson has a clear introduction, and an end that brings the material together and gives the student an idea of what they need to remember. Maximizing Instruction Time Too many teachers allow time to be wasted in class and cheat their students out of valuable instructional time. There are a few basic ways to remedy this problem. For one thing, teachers can minimize the amount of time students are given to socialize at the beginning or end of class. Next, teachers can try to make transitions between activities as smooth as possible by having the necessary materials ready at the beginning of class. Many teachers try to avoid giving students too much seatwork that could just as easily be completed out of class. Also, teachers should have a clear policy on restroom breaks, so that their time is not wasted by constant requests to be excused. Managing Time Teachers are always being pulled in several different directions, and sometimes they may feel that the responsibilities they have outside the classroom are making it difficult for them to meet their teaching goals. There are a few good ways to avoid this problem. First, teachers should list and prioritize their responsibilities, so that they do not get caught up in performing insignificant tasks. If necessary, teachers should avoid being drawn into committee and volunteer work organized by the school administration. Teachers should always have quiet space in which they can concentrate. Also, managing time effectively means abandoning perfectionism and procrastination. Setting firm time limits for open-ended tasks is a good way to avoid spending too much time on things less important than teaching. First Day of School The first day of the new school year is a nerve-wracking event for any teacher, much less a first-year professional. In order to make the first day a success, a teacher should arrive early and make sure that everything is ready for the arrival of students. Most teachers write their names on the board and post a schedule so that students will know what to expect. Some teachers find it helpful to have an activity laid out for students when they come in, so that they will be immediately drawn into the flow of the class. Finally, and most importantly perhaps, teachers should relax: if they have planned properly, the first day of school should be an exciting and hopeful day. A teacher always wants to make the right first impression at the beginning of every school year. It is a good idea to greet students individually as they come in, and start the year with some ice-breaking activity. The first day of school is also the right time to acquaint the students with the class rules and goals, as well as to give them a brief idea of your background and expectations. Some teachers use the first day of school to develop a contract with students. If all of this is accomplished with time left in the period, it may be a good idea to review some of the previous year's material with students, or to outline in brief the topics the course will cover. Some teachers use the first day to try and stir up some enthusiasm for the subject matter by previewing some exciting topics or activities. Navigating First Weeks The first few weeks can make or break a school year, so it is crucial to maintain effective control over activities. A good teacher will make sure to be firm and consistent in enforcing the rules; if students get the impression early in the year that they can get away with disobedience, they will bedevil their teacher for the rest of the course. Frequent assessment should be a feature of the first few weeks, so that the teacher can get a sense of what skills students already possess, and what they need to improve upon. The first few weeks are the time to drill into students the routines of the class, as well as the things that they will need to bring to class each day. In order to make the first few weeks of class a positive foundation for the rest of the year, students should be closely supervised as much as possible. Syllabus A syllabus is essential for effectively organizing and administrating a business class. Preparing a clear and detailed syllabus before the start of the school year allows teachers to be sure that all of the essential areas will be covered, that there will be enough variety among assignments to hold the interest of the class, and to make sure that all the students will understand the program and the expectations. A proper syllabus should include a defined aim for the course, clear assessment objectives, an outline of the assessment structure (that is, how students will be examined), the content of the curriculum, and a grading scale. The grading scale should include a sufficient description of the quality of work that merits each letter grade. Assessment Objectives
An effective syllabus will adequately describe the assessment objectives for the class. The assessment objectives are the skills that the class will be trying to develop in the student. In business education classes, there are considered to be four basic assessment objectives. The first is knowledge and understanding, meaning that the student should be able to recall the basic facts and concepts of the course. The second objective is application, the ability of the student to take the facts and concepts he or she has learned and apply them to the appropriate situations. The third objective is analysis, the ability of the student to select, order, and interpret information, whether in the form of text, chart, or number. Finally, students should be assessed on their ability to evaluate material; that is, to develop and justify arguments based on the content of the course. General Structure Although there is no one way to order the material of a business course, some ways seem to make more sense than others. For instance, most teachers will want to begin the course with an overview of the general themes of the course, so that students will have an idea of the structure of the course and will be prepared for its various transitions. Most teachers cover the nature of business activity, the types of businesses, and the objectives of various businesses early in the year. From there, it makes sense to move on to organizational structure and then to close studies of the various divisions within a large business: accounting, marketing, and so on. From there, the class may want to move to a larger view of business within the context of the whole economy, and to a consideration of macroeconomic trends. Differentiation In business classes that consist of students with varying abilities, it is crucial that a teacher practice differentiation: that is, distinguishing between students and adjusting the class material to engage all of them. This of course is a great responsibility for a teacher: more time must be spent planning, and teachers must guard against settling for lessons that appeal strictly to the middle level of the class. Besides differentiating between students, teachers must also differentiate between classes. Some classes may have a different 'character' than others, depending on the time of day when they are held and their composition. Differentiation is especially important in business classes because they are frequently available to all students, regardless of aptitude. Student Vs. Teacher-Centered
Am effective business class will have a mixture of student-centered and teacher-centered instruction. It is important for students to acquire a base of knowledge before they try to apply it, and teacher-centered instructional methods will tend to be more appropriate for this. Although the lecture is the traditional form of teacher-centered instruction, teachers may also use textbooks, newspapers, the internet, or CDs to accomplish this goal. After this, it is desirable to move on to activities in which the students are required to do something with the knowledge they have acquired. Group discussions, individual problem-solving exercises, and case studies are all student-centered instruction methods that force students to analyze and evaluate situations based on what they have learned. Worksheet Design Worksheets are a typical way to underscore key points in a reading assignment and ensure that students understand the basic material covered in a business class. Traditional worksheets may require students to fill in a blank, answer a multiple-choice question, or provide a short written answer. When designing worksheets, teachers should consider whether the language used is likely to be understood by all the members of the class. Also, teachers should try to vary the difficulty of the questions, so that there will be some way to discern the differentiation among the students. It is also important that the teacher have a clear idea of what material is to be covered by the worksheet, and makes sure that the worksheet fully and fairly covers the material. Assignments Business teachers will typically assign students a task or series of tasks to solidify and assess learning. Class assignments encourage students to manipulate and analyze course material. When making assignments, teachers should make sure to have a clear idea of what knowledge they are seeking to reinforce. Assignments should have varying degrees of difficulty, such that the least able students can attempt everything and the most able students will feel challenged. If research is required to complete the assignment, the teacher should have established the means for the students to perform this research. Finally, teachers should always grade every particular part of an assignment separately, so that students will have a better idea of what is expected of them and of what areas they need to improve in. Performing Investigative Assignments Teachers should encourage students to apply their knowledge by performing investigative assignments involving research. Investigations are especially useful in reinforcing difficult concepts: students can try to apply their knowledge of a subject to a real-life example, record their findings, and hopefully enhance their overall understanding of the concept. For example, a teacher might have students investigate the marketing mix of a familiar product. For a short assignment, students might isolate one aspect of marketing for a major product (say, price control), and discuss how it is adjusted to meet market demands. A longer assignment might require students to investigate all the aspects of the product's marketing mix, and describe how the business adjusts them to achieve its goals. A teacher should keep a few things in mind when developing an investigative assignment for his or her class. First, it is better to assign several short tasks than one long task; students are more likely to become confused and flustered by long and unclear assignments. Also, the teacher should leave some of the questions open-ended, so that students can distinguish themselves by their enthusiasm and understanding. Teachers might consider whether a particular investigation would be better carries out by a group or by an individual. Some investigations are more beneficial when students have a chance to talk amongst themselves, whereas in others it may be essential that a student handle every element on her own. Teachers should make clear requirements about the way the investigation should be presented; it is wise to vary the format throughout the course, so that students gain experience giving speeches, writing reports, and creating visual presentations. Teaching Methods Case Studies Business teachers can effectively use case studies to solidify conceptual knowledge that has been taught in a particular unit. In a case study, the teacher provides specific information, and students are required to analyze and evaluate the information. For example, students might be presented with a business plan and asked to describe its strengths and weaknesses. When developing case studies, a business teacher should make sure that the information is comprehensible to all the members of the class, and that no untaught concepts are required to perform an adequate analysis. It is also important to limit the amount of information given: too much data may confuse students and detract from the power of the exercise. Finally, teachers should ensure that there are some areas of the assignment that require creative thought, rather than simply recitation of the course material. Role Plays In a role play, students are required to assume the roles of the various parties in a debate or discussion. This kind of instruction is especially useful for subjects in which students must understand and empathize with the parties concerned. In a discussion of industrial layoffs, for instance, it might be helpful for students to see the pressures acting on both the management and the laborers. It is very important that students are well prepared for their roles, and that the subject of the role play is appropriate for the age group and the progress that has been made in the course. Lastly, teachers should take great care to emphasize that students are merely acting out roles, and that any disagreements should not be personal. Class Discussion Class discussion is an effective teaching method when going over difficult concepts or covering material on which there are varying viewpoints. Sometimes, teachers might want to organize discussion by giving an agenda or a list of questions to be collectively answered, while other times teachers may want to allow the conversation to flow where it will. One of the main concerns in a large class is that some students will dominate discussion, while others will remain silent. Teachers may want to make participation mandatory to remedy this, or they may want to divide the class up into smaller discussion groups. Teachers may also find class discussion more profitable if they plan ahead by providing students with a list of the topics to be discussed before the day of the discussion. Group Work Group work may be an effective way of encouraging students to master difficult material, because it forces them to describe the material to one another and agree on concepts. Group work also helps develop social skills and the ability to debate objectively and fairly. Teachers may want to select the groups themselves, to ensure that there is the desired distribution of males and females, of high and low ability students, and so that any disruptive students will not be grouped together. It is essential that groups be held responsible for presenting their work either to the teacher or to the rest of the class, so that time is not wasted. Also, teachers will want to set a series of small goals for groups rather than one large one, so that students are continually required to demonstrate progress in their work. Development of Synthesizing and Presenting Information to an Audience is Achieved It is important that students in a business class work to develop their skill at synthesizing and presenting information to an audience, as this will be necessary in the business world. Teachers may want to assign group presentations at first, if he feels students will be extremely uncomfortable speaking in front of the class. It is essential to provide a clear list of what is expected in the presentation. If multimedia equipment, such as televisions or video projectors, is necessary, the teacher should ensure that these are available to students. Students should probably be required to produce a handout accompanying their worksheet, in order to encourage an organized presentation as well as to aid the audience. Evaluation of presentations must be detailed and precise, so that students will know where they need to improve. Games and Simulations Games and simulations are an excellent way for students to model complicated business processes and thereby better understand some difficult concepts. Moreover, they are a fun way to conclude a unit while still ensuring that students have mastered the material. There are plenty of games available that deal with running a simulated business. Differentiation is key when assigning games to a class; teachers want to avoid creating unfair teams or creating situations in which some students will be embarrassed. On the other hand, game situations are more likely to encourage cooperation among students of different ability, as they strive to win a contest. As with other activities, it is essential that directions are clear and exact, so that controversy and confusion can be avoided. Assessments Formative Assessment A Formative assessment is the testing carried out by the teacher during the course of the school term. Its aim is to ensure that students understand the material, as well as to diagnose any gaps in their understanding. It should provide a clear view of the varying ability levels of the members of the class, and it should indicate some ways in which the teacher needs to improve his or her instruction. Formative assessment should often result in a different means of presenting information, or more time spent with troublesome material. It is a good idea to include self-assessment and peer-assessment, so that students can indicate how they feel about their progress in the course and alert the teacher to any problems in morale. Summative Assessment A Summative assessment is carried out less frequently by the teacher; it is appropriate for checking knowledge at the end of a unit of study or at the end of the course. Whereas formative assessment is an assessment for learning, in that it helps the teacher to make positive adjustments to the course, summative assessment is an assessment of learning. It is likely that the means of a summative assessment will be affected by the performance of students on formative assessments. It is important that summative assessments provide a comprehensive evaluation of students' mastery of the material, such that every area of knowledge is questioned and every skill is tested. Also, summative assessment should include questions of varying difficulty, so that students can distinguish themselves. Oral Questioning One easy way for teachers to conduct a formative assessment in class is to briefly quiz students on the material covered. Indeed, whether it is to be done for a grade or not, it is generally useful to recapitulate the previous day's lesson at the beginning of class. Oftentimes, this can be best accomplished by allowing students to articulate the material, and to critique one another's understanding. Some probing questions from the teacher can ensure that the recent material is understood in the context of the material that has already been learned. It is not always necessary to formally grade students on their participation or performance in an informal question-and-answer session; the main thing is to develop an idea of the students' progress. Written Comments on Class Assignments Perhaps the most important kind of formative assessment a teacher can provide is helpful written comments on student papers. This is the place for teachers to clarify the strengths and weaknesses of the student's work, as well as to generally assess the student's progress in the class. Moreover, this is the perfect venue in which to differentiate between students; in order to keep all of the students motivated, teachers must set different standards for them, and indicate these standards in their comments. Comments should always be positive and supportive, but not at the expense of being constructive: simply assigning a letter grade is inadequate. The important thing when commenting on student work is to indicate areas for improvement without alienating or embarrassing the student. Self-Assessment and Peer Assessment It is always a good idea to incorporate some self-assessment and peer assessment into a business class, so that students will be encouraged to think about their own progress relative to the progress of the class, as well as to stay focused on the goals of the course. Interestingly, students are usually much harder on themselves in their evaluations that they are on their fellow students. In order for self-assessment to be successful, the teacher must have clearly outlined the learning objectives of each activity. Furthermore, the teacher must have provided adequate constructive criticism, so that students will have a clear idea of where they stand. Sometimes, it may be useful to design a specific assessment checklist so that students will not resort to vague praise or criticism. Department Head The head of a business department occupies an important mediating role between teachers and school administrators. Along with the school's principals, he or she will be responsible for developing the aims of the school and crafting policy that fits the curriculum. As the head of the business department, he or she will be charged with making sure that all of the business teachers understand and employ the school policy, and that the business department cooperates with other departments to achieve school-wide goals. The department head is responsible for making sure that the staff is properly trained, and that all necessary technology is provided by the school. The department head will also be required to handle disputes between business teachers and their students, as well as any conflicts between teachers themselves. Equipment Needs A business department will typically require a few technological items in order to give students proper exposure to the methods currently employed in the business community. Obviously, a business department will need to have computer access, so that students can perform business simulations and get current information on economic and business topics. Most classrooms will need to be equipped with a video projector, so that students can practice creating and delivering slide show presentations. It may be useful for every room to have a television with a means of playing videos, so that instructors can take advantage of the many visual resources available for business education. Staffing Needs Assembling the proper staff for a business department can be a challenging task for the school administration and the department head. In order to adequately determine how many teachers will be required, the school officials will need to predict how many students are likely to register for business classes. Officials will then take this number and determine the number of teachers required based on the number of students they allow in a single class. Schools will often try to hire teachers with differing areas of expertise. For instance, a school may hire one teacher with a background in economics and another with a background in business law. If the department is large enough, the school may need to hire a secretary to help the department head and act as a liaison between the department and the main office. Budgeting Typically, the budget for a business department is developed by the head of the business department in consultation with the business teachers and the school administration. This collaborative process usually starts with the business department head making a list of the equipment and supplies that he or she feels will be necessary for the upcoming school year. Then, he or she shares the list with the faculty and encourages them to make suggestions and to prioritize the requests. Then, the department head presents the budget proposal to the school administration, who will decide which of the department requests can be fulfilled. Sometimes, the administration will provide a limit to spending to the department head before the creation of a budget proposal. Classroom Management There are a few things that a beginning teacher needs to do in order to be properly prepared for the start of the school year. It is always a good idea to familiarize yourself with the school layout, and to introduce yourself to as many of your colleagues as possible. Also, you should meet the staff: secretaries, custodians, and counselors. These people can help make your transition successful. It is also a good idea to read the school policy manual and the state curriculum standards. A beginning teacher should become familiar with the school's philosophy and goals by reading whatever promotional literature is available. Finally, a beginning teacher should have a detailed schedule for his or her first day on the job. Arranging the Classroom Space The physical arrangement of a classroom ought to suit the style of the teacher and the needs of the students. If most classes are going to be lectures, then it makes sense to arrange all the desks in rows facing the front of the room. If students are going to spend a lot of time working in small groups, then it is better to group desks together. Large group discussions are best held in a room in which desks have been arranged so that they face one another. It is also important for a teacher to create a generally welcoming environment in their classroom, by posting pictures, laying some rugs, or setting out some plants. The point of arranging your classroom is to make it the place most conducive to meeting your goals, so you should avoid things that will be distracting or unpleasant to some students. Creating a Positive Environment In order for teachers to engage the minds of their students at the highest level, they have to first make sure that certain lesser needs are taken care of. Lighting, for instance, is important for creating a good classroom environment. Some kids may prefer bright light to dim light, so it is a good idea to include areas that receive different amounts of light. It is not a bad idea for there to be some open space in one section of the classroom, so that kids can move around a bit if they get restless. Many teachers have some softer furniture in their classrooms, so that students can get comfortable and focus on their work. Last but not least, teachers should try to determine what temperature is most popular in the classroom, and encourage students to bring whatever clothing they will need to be comfortable at that temperature. Basic Rules of Conduct Just as a business posts its internal rules for employees, so do teachers need to post a set of basic rules for students to follow when they are in class. The most important and all-encompassing of these rules is simply to treat others the way you would like to be treated. Students should also be told to respect the property and personal space of their teachers and fellow students, and to keep their hands off of one another. Students should never laugh at one another. Students should be responsible for their own learning and work together to create an environment in which they can be successful. This includes being on time for class each day and handing in all assignments on time. Managing Paperwork Most beginning teachers are overwhelmed at first by the amount of record-keeping and procedural paperwork they are required to fill out every day. The barrage of paper coming at a teacher can include attendance reports, lesson plans, lunch counts, report cards, homework, class reports, etc. There are a few good ways to avoid being bogged down by paperwork. First, teachers can minimize their grading by having students grade one another for small assignments. Students can even be encouraged to make up their own worksheets. Many teachers try to use a lot of small quizzes to assess their students, so that they do not get caught up in grading large assignments. Teachers can even administer oral exams to their students, and thereby remove the need for paper altogether. Grading Papers Grading papers can be one of the more time-consuming tasks for any teacher. There are a few ways to alleviate the burden of grading. One method that many teachers use is marking incorrect answers with an 'O,' so that when the student corrects the answer the teacher can just add a 'K' to indicate approval. Most teachers use one chart to keep track of all the student grades so that they can keep them well-organized. Students can often be enlisted to grade one another on short or insignificant assignments, and this may even be an effective learning strategy in some cases. Finally, many teachers use a variety of different ink colors to tell themselves whether a paper is late, or on-time, or to tell themselves how much of it has been graded. Parents and Teacher Relationships Teachers too rarely make use of students' parents, or run into problems later in the year as a result of not communicating properly with them. It is important to start off every school year by sending a letter home with your students. This note should generally welcome the student to your class, and also give out your contact information. Also, this is a great chance to make any requests for equipment or help that you might have. Some teachers ask parents to send them a list of their child's strengths and weaknesses. It is always a good idea to inform parents at the beginning of the year about your policies on homework, grading, and assessment. Also, an early note is a good chance to mention whatever supplies the students will need for class. Career Advice and Counseling One of the common tasks of a business teacher is to provide students with career advice and counseling. Because of a business teacher's area of expertise, students have a right to expect that teachers will be able to dispense valuable information about careers. In order to do so, a business teacher must stay apprised of changes in the job market and be knowledgeable on the responsibilities and functions of various professions. This is not to say that a business teacher must be an expert on every career. On the contrary, one of the most valuable functions a teacher may perform is directing students to online or text resources on a certain profession, or setting up a meeting between a student and a member of the community currently working in the student's area of interest. Job-Shadowing Job-shadowing is one of the many ways that students can gain some experience in the workplace. In job-shadowing, a student simply follows along with a worker in the field they are interested in as that worker goes through a normal day. Through shadowing a real worker, students can learn first-hand what skills they will need to hold a certain job and what exactly a job entails. Sometimes, students may discover that they are not as interested in a particular job as they originally thought. For instance, a research study showed that students that originally were interested in fire-fighting often changed their minds once they realized the real, day-to-day life it would involve. One of the limitations of job-shadowing is that students only observe; they do not actually practice any job skills.
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