5 Marketing Lessons for Teachers (Part 1)

by Guy E. White on 14 August, 2014

Teachers don’t realize that they distinctly operate as two business types: they are in both the hospitality and the media business.

Do you feel like you don’t get the attention or enthusiasm you deserve from your students, administrators, or community? Over the past sixteen years, I’ve run three businesses and personally created over 10 products. I’ve worked with thousands of clients.

Here’s what every teacher should know about what I’ve learned in marketing.

I’ve heard more than one teacher in my life say, “It’s not my job to entertain my students.” Yet, these same educators often become frustrated when they see students not attending to the lesson at hand, are staring at their phones, or are engaging in conversations with others about God-knows-what. When students don’t like what you’re selling, they go elsewhere (sometimes while you are still sitting with them in the room).

Since my first day teaching, I brought into my classroom the customer service / hospitality skillsets from years of working in the restaurant business. Nowadays, I have seen time and time again how engaging with students like a media business has encouraged engagement, heightened mastery, and, frankly, made my job far more fun for all parties involved.

Here’s what I’ve learned that I think you could put into play in your own classroom.

1. Kids Don’t Buy Into Lessons - They Buy Into YOU

During my first period of my first day teaching, I began with the syllabus, with the class rules and policies, and with the stereotypical speech about “how hard this year is going to be.” Watching the half-asleep faces and the one kid in the corner seeing how far he could stick a pencil in his arm without drawing blood, I realized that a different tactic was needed.

In Robert Cialdini’s book “Influence: Science and Practice” he discusses how “likability” influences people’s desire to buy into what you are doing or promoting. As humans, we naturally want to be part of what likable people are doing. I wanted to push that button of influence with my students.

In the second period of my first day, I began with me. I talked about my life and how me being in this class fit with everything else. Being tender (yet powerful), open, and clear about who I am and what I am doing opens up the room to possibility and purpose. Now, it’s like a science (I open nearly all my talks this way when I’m meeting a group of people for the first time).

2. People buy WHYs: not whats.

How many times have you had a student ask, “What are we doing today?” This question means more than some realize. The real question that students are often asking is, “Am I going to be bored today?” or “Is this something important that will change my life?” Often, students being concerned about boredom can leave educators feeling put off. Personally, I think this is a bit hypocritical. I don’t walk around in the day looking to be bored, so why should my students?

At the start of my school year, I always talk about my passion for literature and WHY it has meant so much to me in my life. Further, I engage students in discussing their passion for literature (and film) and WHY (WHY WHY WHY) it is so meaningful to them!

As you are reading these first two points, I hope you’ll put them into action! In my next installment, I’ll be revealing the final two marketing lessons that I think you could put into place for your classroom.

(Update: You can find part 2 here)