Why Language Teachers Need Business Cards

February 28, 2011

Often, I have heard that schools or programs consider it too expensive to give out business cards to staff or faculty. How ridiculous!

Your staff and your faculty are ambassadors for your program. They talk to people all the time about what they do, where they work or what they teach… in business meetings, at family gatherings, at social events. Consider these two scenarios:

One of your teachers meets a foreign man at a social event. He wants to send his son abroad to study languages. He begins to talk to your teacher about the program and is impressed with what he hears. He asks for your teacher’s card so he can contact him for more details.

Scenario #1: Your teacher says, “Oh sorry… I don’t have a card… Let me write down the e-mail for you on a napkin… Ummm… Do you have a pen, by any chance?”

Or

Scenario #2: Your teacher says, “Of course! Here you go. All the contact information is right there. If you e-mail us at that address, we can get an information package out to you right away. We’d be delighted to have your son study with us!”

Information that can be included on a business card includes:

  • Individual’s name
  • Organization name
  • Organization street or mailing address
  • Organization phone number (with the area code, and if you are doing business internationally, your country code, too)
  • E-mail
  • Website
  • Facebook page
  • Twitter username
  • Skype username

There are many companies who offer templates for business cards. Big box office stores are a good place to start, but also check out online printing businesses. If you can’t afford a graphic designer, use a template to keep the design clean and professional.

In the big picture, business cards are not expensive when you consider the incredible marketing force your staff and faculty can be for you. By providing them with business cards, you are treating them as the professionals they are.

Not only will this help to build their loyalty to the program, it also demonstrates to others  that you respect and honour your staff enough to provide them with the tools necessary to endorse your school.

Order business cards for each and every member of your team today.

This post is adapted from “Idea #20: Give your staff their own business cards ” in 101 Ways to Market Your Language Program

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If you are interested in booking me (Sarah Eaton) for a presentation, keynote or workshop (either live or via webinar) contact me at sarahelaineeaton (at) gmail.com. Please visit my speaking page, too.


Kids and Gaming: Let’s Talk About It

February 25, 2011

Technology and gaming can cause tension in families. Some parents become exasperated at what they believe to be their children’s over-use of technology. Gamers enjoy the sense of achievement, exhilaration and “flow” they experience.

The notion of “flow” has been documented by scholars such as Mihály Csíkszentmihályi and others. It is difficult to explain, but when you experience it, you know.

Objectives

  • To watch an educational video focused on technology as a family.
  • To discuss the pros and cons of gaming for individuals, families and communities.
  • To explore the notion of responsible gaming and how to use technology skills for the benefit of others.
  • To offer perspectives on what activities offer a sense of achievement, exhilaration and “flow” to both children and parents.

Activity

Watch Jane McGonigal’s 2010 TED talk “Gaming Can Make a Better World” (20:02) together as a family.

Conversation questions

  • What do you think of McGonigal’s idea that gaming can make a better world? Do you agree or disagree? Why?
  • How are you using technology now in your daily life? Do you over-use technology? Under-use technology? What do these terms mean, anyway?
  • How can you use technology to help others? (This can include things like helping family members improve their technology literacy, using technology skills in volunteer and community work, etc.)
  • What other activities in your life give you a sense of achievement and exhilaration?

Further reading for parents

Csíkszentmihályi, Mihály (1996), Creativity: Flow and the Psychology of Discovery and Invention, New York: Harper Perennial.
Csíkszentmihályi, Mihály (1996), Finding Flow: The Psychology of Engagement With Everyday Life, Basic Books.
Csíkszentmihályi, Mihály (2003), Good Business: Leadership, Flow, and the Making of Meaning, New York: Penguin Books.

Download a 1-page copy of this activity from Scribd:

View this document on Scribd

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Share this: Kids and Gaming: Let’s Talk About It http://wp.me/pNAh3-yR

If you are interested in booking me (Sarah Eaton) for a presentation, keynote or workshop (either live or via webinar) contact me at sarahelaineeaton (at) gmail.com. Please visit my speaking page, too.


Live Internet Video for Language Learning

February 24, 2011

Web-based video is a hot topic in 21st century language education. The Internet offers a cornucopia of options for language students to include video and television in their target language in order to help them learn the language. Researcher Elizabeth Mejia points out that “video” can mean a variety of things including popular films, documentaries, television advertisements, materials produced by textbook companies to accompany their books and accompany classroom instruction, educational broadcast and amateur videos made by teachers and students.

Sites such as YouTube and Vimeo offer educational videos, as well as “how to” videos produced by language teachers and students alike. Students can get tips, study strategies and answers to question through such video sites.

In addition, news sites such as CNN, Deutsche Welle and the BBC offer multilingual live, real-time news casts, available both on television and via the Internet. At the time of this writing, for example, Deutche Welle offered current news in 30 langauges. The BBC has an entire section of its website dedicated to language learning that includes courses, testing and activities all centred around real world news.

Web-based, live video has become an valuable augmentation, and may eventually replace, static video that is stored on tapes and DVDs, as a means to offer studetnts exposure to relevant and current information and content in a multilingual context that connects them to real issues of pressing concern around the globe.

Live Internet video provides a means for language learners to make sense of the world around them, while making sense of the language they want to learn.

Reference

Mejia, Elizabeth. Video in Language Education:  Making News Broadcasts Work for You. Retrieved February 23, 2011 from http://lookingahead.heinle.com/cnn/mejia.htm


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