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Sometimes when we study the marketing functions, students have trouble seeing them as real. I solved the problem by tying the Marketing and Marketing Functions LAPs to each student’s career goal. I teach these LAPs early in the first grade period as a way to introduce what we’ll be studying in more depth later in the year. The assignment is an essay requiring students to analyze each function’s application to their own goals. It works great for almost any student. Even the future doctor and lawyer, as they develop their essays, begin to understand the relevance of marketing and how the marketing functions are interrelated. Students seem to like this activity and actually remember the functions as we get back to them throughout the year.

How to: Write an Engaging/Interesting Essay | The …

Mid-term parent conferences are a part of our school’s routine. It’s not something all students (or teachers) look forward to. My students, however, being the marketing-driven group they are, take advantage of the moment. We develop a mid-term promotion, including direct mail to parents, inviting them to stop by and visit our store operation. We include a coupon or two for items we believe will help attract attention–and ultimately a store visit. It’s a great way to reach a primary demographic and to increase sales. Best of all, it allows parents, administration, and community members to see the store (and my students) in action. (And, it’s a great time to display substantive curriculum-oriented posters, student work, and program recruiting materials. –ed)

I teach a three-hour marketing class at an area career center. Each spring my students look forward to our mini-coop program. Students are asked to list six local businesses/corporations they would like to intern at to find out about a marketing career. I then contact the business and tell them that the student chose them because that is the place they most want to learn about. Rarely do businesses turn us down when using this approach. The students report at the business during class time for two weeks instead of coming to class. They get a chance to get some real hands-on learning this way. If the student does not have transportation, I transport them to the co-op site. I visit each student twice a week to make sure things are running smoothly. The student is required to fill out a daily diary and a bibliography on the business. The person training the student evaluates them on five check-off questions to give the student some immediate feedback on how they are doing each day. We complete a two-week co-op in April and a two-week co-op in May. The end of the school year races by. The students enjoy sharing their experiences with their classmates when arriving back to class. Each year several students are hired by the mini-coop employer, who got a chance to see the student’s work skills and train them before hiring, although the business is under no obligation to do so. I get the chance to make many great business contacts and see what is currently going on in our local business community. It is a win-win situation for everyone involved!