What I Learned this Summer, Part II

This was probably the area where it is most difficult to evaluate my progress. Largely because I have not had any specific feedback from students about my lesson plans. I enrolled in a OISE/UT Additional Qualifications course and was able to communicate and exchange ideas with a plethora of business teachers facing similar concerns.

Consequently, I have a much better idea of what I teach, why I teach, who I teach, and how I should teach. Even if I forget the entire Business Studies component of this course, I will remember to ask myself those questions.

Throughout the course, we discussed how to best put ourselves in the shoes of the students who are enrolled in the course. While completing a technology based assignment, we talked about how challenging it can be to try a new task with no prior experience. Sometimes it seems that as teachers and coaches, we have done the same thing so many times we forgot what it was like to do it the first time. I will be sure to help students adapt to their new environment as they enter Grade 9 and comprehend new technologies which may be unfamiliar.

I don’t want to be in class talking about the politics of marketing or on the court talking about the triangle offence if the teenagers to whom I am speaking don’t understand the concept. As a leader, it is my job to break these ideas down into smaller specific instructions. I really want to incorporate more scaffolding in the classroom and in my practice plans. I can’t tell an M.D.P. team that the timing of the camp offence is off without explaining why this is important and how it scoring opportunities for everyone can be increased if we tighten up the execution. As Lao-Tzu said, “A journey of a thousand miles begins with a single step.”

Even Mike Krzyzewski spoke about how the Redeem Team had an attention-span of fifteen minutes and that he needed to mix things up with different speakers, different media, and rhetorical techniques, especially humour. In the The Gold Standard, Coach K writes about how instructing major concepts at the beginning of practice seemed to sap everyone’s energy. The articles and books that I read - along with my assignments for OISE/UT and the National Coaching Institute - demonstrated how much my first two goals for the summer are very interconnected.

What I Hope to Learn this Summer, Part II

Teaching ex tempore, incorporating current events, finding stories of local interest, and attempting to follow student trends in order to make them part of the course enhance my teaching style but I feel that I can do better. I really want to create lessons that are significant for the class and meet their needs, hopefully engendering the same enthusiasm for marketing and finance that I have. I want to discuss major issues and make students stop to think.

During the spring, I read No Logo by Naomi Klein. I think that it can be a good resource for both high school and post-secondary marketing instructors. To me, the book is meaningful because it advances issues initially raised by legends of the field like Theodore Levitt but illustrates the argument with examples that students can relate to. The publication date on some articles sometimes causes students to tune out so for that reason alone, excerpts from Klein’s exposé are more accessible.

(Obviously, globalization is one of a litany of pertinent issues in the field of marketing.)

In 1972, Al Ries and Jack Trout authored a paper entitled “The Positioning Era Cometh”; in 2000 Klein published her book. Both works - and countless others - describe brand dominance, beginning with the advent of the television age and continuing until today’s age of increased communication and information, and its effects on consumers. Ries and Trout look forward several decades whereas Klein recounts recent marketing history and analyzes what consumers should do next. Levitt’s prescient article about Globalization discusses how global companies will overtake the neighbourhood store and what will happen to local economy, although he is not as austere as Klein.

Once brands overtake products - from shoes and clothes to phones and communication to schools and politicians - and image supersedes quality, modern life bursts at the seams with noise. The public space is imbued with logos, conversation littered with slogans. Sometimes I feel that we don

I don’t think that we ask enough questions. What is the point of education aside from providing a critical framework to analyze the reasoning behind actions? The actual fundamentals of globalization - importing, manufacturing, transporting, storing products - are soon forgotten but the trend affects the lives of students on a daily basis. I want to imbue the marketing course with significance, inspiring inquisitiveness.

It’s like asking a student why they bought a gold-coloured Cavaliers baseball hat: did they buy it because New Era makes the most durable and comfortable hats on the market or because they think LeBron James is cool? Or it may be merely because Chris Brown wore it in a photo posted on TMZ. I don’t care either way but I hope they understand why they made the decision.

If it’s possible to delve that deeply into an subject these days...

I have far fewer answers to my problem than I would like and I hope to gain some insight by reading, studying, and learning from others at an OISE/UT Additional Qualifications course during the month of July.