Effective Teaching Strategies for Business Engagement and ESL

The report highlights the importance of teachers as stakeholders in education reform and the need for innovative teaching methods to engage students in learning culture. It also explores specific strategies for teaching business engagement and ESL, including creating impactful learning experiences, using technology, and addressing misconceptions about language learning.

RUNNING HEAD: REPORT 1
REPORT
Student Name
Institute Name

REPORT 2
Contents
Engagement and teaching strategies in teaching business engagement.....................................3
Teaching strategies in teaching ESL..........................................................................................3
Reference....................................................................................................................................5

REPORT 3
Engagement and teaching strategies in teaching business engagement
The partnership between business as well as education has constantly seen as the added
values in society worldwide. The most crucial factor for deciding the overall quality of
education that the students in today's time receive are based on the quality of their teachers. It
is important to understand that teachers are important stakeholders in the current education
system and have been mainly on the sidelines of the reform procedure of education (Collins,
Weber & Zambrano, 2014). However, as the focus is increasingly aiming at improving the
teaching effectiveness, teachers can no longer take some rest and think about the change that
is happening around.
The most important strategy is to encourage innovation and impactful learning experience in
the schools and societies. It will students to successfully make the change or transition from
school to higher education and finally in work environment. There is a number of students
that are engaged in learning culture that focus on the values associated with academic
engagement and excellence. It is important that education institute work in a diligent manner
at the individual or collectively with business and many non-profit organizations, to give
right options and impactful student support (Shernoff, Csikszentmihalyi, Schneider &
Shernoff, 2014).
There is no single formula for success. But the interesting thing is that the educational
institutes that are functioning on their own can never meet the rising and complicated
learning needs of the students. The important thing to note is that the time along with
technology has changed in so many ways and the isolated impact will not help the way the
society and the collective efforts will help the student to move in a right direction
(Hagenauer, Hascher & Volet, 2015).

REPORT 4
Teaching strategies in teaching ESL
1. Classroom learning vs. outside practice: teachers have no luxury to make the
assumption that students know everything and can practice everything effectively. It
is important to think from an English learning advisor as well (Ovando & Combs,
2018).
2. Creation of in-class strategies to effectively translate to external activities: the main
accountability of the teacher is classroom instructions. Teachers usually don't have
any interest in keeping a tap of student movement outside class. It is important to pay
attention to in-class strategies and new ideas that will help student outside as well.
3. Teaching students' basic principles of English: the teacher must also take some time
out to teach the student some fundamentals of the second language. There is a number
of studies which proves that more than 80% ESL students have misconception related
to the actual learning process of the second language (Temple, Ogle, Crawford, &
Freppon, 2017).
4. Use of technology: there are studies which also shows that motivation is a primary
and major factor in enhancing the student's ability to learn the second language.
Therefore, teachers can use technology to garner motivation and increase the interest
of the student in the second language (Richards & Rodgers, 2014).

REPORT 5
Reference
Collins, D., Weber, J., & Zambrano, R. (2014). Teaching business ethics online: Perspectives
on course design, delivery, student engagement, and assessment. Journal of Business
Ethics, 125(3), 513-529.
Hagenauer, G., Hascher, T., & Volet, S. E. (2015). Teacher emotions in the classroom:
associations with students’ engagement, classroom discipline and the interpersonal
teacher-student relationship. European journal of psychology of education, 30(4),
385-403.
Ovando, C. J., & Combs, M. C. (2018). Bilingual and ESL classrooms: Teaching in
multicultural contexts. Rowman & Littlefield.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching.
Cambridge university press.
Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2014). Student
engagement in high school classrooms from the perspective of flow theory.
In Applications of Flow in Human Development and Education (pp. 475-494).
Springer Netherlands.
Temple, C. A., Ogle, D., Crawford, A. N., & Freppon, P. (2017). All children read: Teaching
for literacy in today's diverse classrooms. Pearson.