Be positive in all your marketing materials – avoid negative words

January 24, 2011

There’s a theory that says if you project negativity, you will get negativity in return. So if you fill your marketing materials with rules and regulations about what students must not do and what the program will not provide, chances are you will not attract very many students.

Review your marketing materials looking for negative words – “no”, “not”, “never”, “can’t”, “won’t”, “shouldn’t”, “don’t”, etc. Then, change the sentences to give them a positive spin. For example, “Classes are no larger than 15 students” can be changed to, “Your class will have a maximum of 15 students.”

Another classic example: “Don’t hesitate to contact us” can be changed to a positive statement, starting with a strong action verb: “Contact us today to reserve your place in our course!”

Precisely because our schools often have strict policies and procedures, we find ourselves mentioning what can’t be done and what is not allowed. We need to remember that marketing materials are not the same as application and registration forms, policies, procedures or waivers. It’s important that every document serve its purpose. Marketing materials are meant to generate interest and make students want to take part in your courses. Tell your students what you will provide, what they will experience and what they can expect. Focus on a having a positive, simple, upbeat tone, filled with action verbs.

Fill your marketing material with positive, energetic words and you are likely to generate positive feelings in your prospects. That could lead to an energetic, “Yes, sign me up!”

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This post is adapted from “Idea # 12: Be positive in all your marketing materials – avoid negative words” in 101 Ways to Market Your Language Program

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

Do You Have What it Takes to Save Your Language Program?

January 22, 2011

Over the past several months, I’ve heard a lot about language programs closing or being cut. This is troubling not only because I’m a strong believer in second and additional language education, but also because it means that highly trained and committed professionals are losing their jobs.

So what does it take to save a language program that’s at risk of closure?

Time

If your program is scheduled to be cut at the end of the semester or even within the next two years, the best thing you can do is buy yourself some time. You will need it to build your campaign and garner support.

A campaign to save your language program

This is a bit tricky. You don’t want to be so zealous that you turn people against you. Your campaign needs to be well-crafted and thought out thoroughly. You’ll need the help of other people. Develop the plan together and monitor it as you go. Include things like letters of support from parents, alumni, local politicians or other champions.

Support

No matter how much you may love your program, you won’t be able to save it alone. You may find support in unexpected places and no support from people whom you think should back you. Surround yourself with like-minded people. Leave behind the whiners or those who are too burnt out to care. Build those relationships. Ask their opinions and advice. Include them in your activities.

Energy

Above all else, you will need unrelenting energy and a “can-do” attitude.  You’ll need to stay positive (but not nauseatingly so) as you lead the charge.

A focus on the future

This isn’t just about closing your program today. This is also about the effect it will have on an entire generation of students and possibly even the generation after that. You’re working for them. You’re doing this so that they continue to gain all the benefits of studying a second language that you know will make them more intellectually and culturally robust.

There is a ripple effect that happens when second language programs are cut from schools and universities. It’s worth the fight.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

2010 Recap: Literacy and Language Professionals who Lead by Example

January 14, 2011

In 2010 I started a new series to showcase the amazing work of some Literacy and Language Professionals who Lead by Example. Last year, I featured the work of 6 amazing educators in Canada and the United States, whose work focused on:

Brent David Novodvorski, a Deaf teacher of ASL and ESL.

  • Literacy, ESL literacy and Deaf literacy
  • American Sign Language
  • ESL
  • German
  • Spanish
  • French
  • Mandarin

I encourage you to check out their profiles and see the difference these people make to our profession:

Cheryl Haga (USA: French, Mandarin and Spanish)

Meike Thomson, German bilingual educator

Brent Novodvorski (Canada: American Sign Language (ASL), English as a Second Language (ESL), Deaf Literacy)

Paul Rogers (USA: ESL)

Martha Urquhart (Canada: Literacy, ESL Literacy)

Meike Thomsen (Canada: German, German-English bilingual education)

Felix Wöhler (Canada: English as a Second Language)

I’m now looking for suggestions for the 2011 series.

Here are the criteria I use for the series:

  • Literacy or language professionals should have practical classroom experience.
  • Their daily practice sets them apart as people who lead by example.
  • Their work inspires you and will likely inspire others.

Send me an e-mail at saraheaton2001 (at) yahoo.ca to nominate someone today. (I prefer nominations of others to self-nominations.)

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

You can’t please everyone: How language schools can target their market

January 6, 2011

One mistake I see language school directors or literacy program leaders make is believing that their courses are for everyone. This is fairly common among enthusiastic entrepreneurs who are so jazzed about their product or service that they assume everyone else will be, too. The problem gets worse when what you’re promoting is something that people need – like better literacy or communication skills.

Trust me about one thing. Your market isn’t the whole world. And if it is, you’re in trouble because the competition will claw your eyes out trying to get a piece of the same market.

Ask yourself three questions:

  1. How do you deliver your courses (over what time frame, using what materials and methods)? Courses offered at a local community centre have a different target market than online courses. Intensive week-long courses target a different population than programs lasting for an entire academic year. The method you use will work for some and not for others. No matter how much you may believe in the communicative method, for example, there will be students who hate that method and feel more comfortable reciting verb conjugations aloud and learning vocabulary by rote. Don’t worry about pleasing everyone. Worry about clearly articulating what you do and how you do it. That way, people who appreciate how you approach learning and teaching will be more likely to sign up with you. Spending your time trying to “convert” others to agree with your method takes much more energy, and gives you much less return, than focusing on those whose philosophy already aligns with your own.
  2. What concrete outcomes can your students expect from your courses? The word “concrete” is critical here. Now is not the time for vague promises or saying that learners will “improve”. How will they improve? What will change? Give examples. Do not confuse this with over promising. Be clear and realistic when you articulate your objectives. The changes a student can likely expect in a month are not as great as if he or she continues on at the same school with progressively challenging courses, delivered in the same way, over a year. Incorporating regular assessments that demonstrate a student’s progress and growth are also part of your marketing. Ultimately, if people take a course, they want to see change in a particular direction. Be clear in stating what students can expect from your courses, then deliver it. Document their progress to show them how far they’ve come. If anything, it is better to under-promise and over-deliver.
  3. Why would students register with your school? This is a simple question, but don’t let that fool you. It is critical. Really, why would they register at your school and not some other school? What makes you so special? What sets you apart? Do you have a great downtown location? Do all your teachers have a minimum qualification? Do you have specialized courses? You can have all these things, but really, students will register with you when they get results and enjoy the learning process. The learning environment needs to be safe, enjoyable, inspiring and challenging. The balance you strike among these things is what makes you unique.

Your target market is likely much more specific than you think it is. The more you focus on who your prospective students really are, the easier it will be go out and recruit them.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

The shocking thing my student said

December 16, 2010

At the end of our last Spanish class for the semester, a few of the students stayed behind to chat and visit for a few minutes. They were an excellent group and had interacted well throughout the semester. Many of them thanked me for a good class, which I always appreciate.

One student, Sam, we’ll call him, said something I’ve never heard before and it shocked me in a way that few comments from a student have in 16 years of teaching.

“You’re the first instructor at university to learn my name,” he said. “I really appreciate that.”

I reeled in disbelief.

“What year are you in?” I asked.

“Third year,” he replied. “I’m on schedule to graduate next year.”

“What’s your major?” I probed further.

“Sciences. This is the only class I’ve ever had that has fewer than 100 people in it. None of the other profs learn our names. I suppose they can’t with that many students.”

I nodded in agreement. My classes have grown in size since I started teaching and with 35 students this year, it took me longer than usual to learn everyone’s name.

He went on to say, “I want to be a science teacher, but not here. I want to work in a place where I can get to know my students. This place is a factory.”

Not wanting to enter a discussion on the state of post-secondary institutions today, I simply remarked that I thought he had many qualities that would make him a good teacher.

He’s got good, solid grades and comes to class on a regular basis. He’s interested and engaged, polite and congenial. He’s got a decent work ethic and works well with other students in class. His classmates like him and he gets along with just about everyone. He’s not a super-duper genius, and nor is he a complete trouble maker. That’s part of the trouble, I suppose. Not being at the far end of either side of the scale, he gets lost in the crowd.

How sad… this student pays thousands of dollars a year in tuition for higher education and even as he approaches graduation, almost no one knows his name. As educators, we make a powerful connection with our students when we learn their names (or at least try).

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

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