Business Mastery3
Teacher's Manual
We make teaching business easy and fun with our online Teacher's Manual. Access to it is provided as a bonus when requiring and ordering Business Mastery! Customize your business curriculum to meet your students needs and time requirements.
Teachers find our manual indispensable: informative with its goals, objectives, competencies and test questions; creative, which appeals to the natural instincts of those who enter the complementary health care fields; and filled with lots of activities that inspire teaching and make learning the material fun.
The manual contains a section on Adult Learning Principles filled with specific techniques to improve teaching effectiveness. The chapter Lesson Plan Builders include:- goals
- objectives
- COMTA competencies
- classroom activities
- audio-visual recommendations
- homework assignments
- test questions
- Assorted Capers (extra activities such as ice-breakers and team-building exercises)
- Handout and Overhead Masters
- A reproducible Student Workbook
To complement the manual we've developed 16-, 36- and 70-hour syllabi. The syllabi and test question bank are in both Word™ and WordPerfect™ formats so that you can easily adapt them to your needs.
COMTA
When you use Business Mastery as a text, you can rest assured that
it exceeds the Commission on Massage Therapy Accreditation
(COMTA) standards. This updated Teacher's Manual and
syllabi include the COMTA competencies and clearly designate required
content and activities. Reduce your paperwork! We've made it easy to
relate each specific competency to an objective, activity, class and
evaluation.
What Others Say
| "The Business Mastery Teacher's Manual challenges the natural instincts of the bodyworker by providing ideas to make the learning experience about business more creative and artistic. We had fun in business for the first time!" |
| Gayle Nichol -- A Gift of Health School of Massage |
| "The Business Mastery Teacher's Manual is absolutely terrific!" |
| Iris Burman -- Educating Hands |
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The full Teacher's Manual is available for qualified schools and instructors.
Click here to sign up.
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Contents - Section One The Art of Teaching | |
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| Adult Learning Principles |
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| Presentation Skills
(Excerpt) |
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| Student Involvement
(Excerpt) |
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| Classroom Management
(Excerpt) |
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| Audio-Visuals |
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| Teaching Compendium |
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| Curriculum Development
(Excerpt) |
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| Copyright Guidelines |
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| Self-Care |
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Contents - Section Two Lesson Plan Builders for each chapter in Business Mastery | |
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Chapter 5 Excerpt Chapter 7 Excerpt Chapter 8 Excerpt |
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Contents - Section Three Assorted Capers | |
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| Assorted Capers |
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Contents - Section Four Handouts and Overheads | |
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| Handouts and Overheads |
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Contents - Section Five Business Mastery Student Workbook | |
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The Student Workbook is available as a PDF document from the
Business Mastery Library. If you have a library card (username/password), click
here to download it.
If you do not yet have a library card, you may request one here. |
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Contents - Section Six Syllabi and Lesson Plans | |
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The Syllabi and Lesson Plans are available as Microsoft Word
and Corel WordPerfect documents from the
Business Mastery Library. If you have a library card (username/password), click
here to download them.
If you do not yet have a library card, you may request one here. |
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| Excerpt - Presentation Skills |
- Overview
- Self Confidence
- Building Rapport
- Establishing Credibility
- Delivery
- Classroom Personalities
- Questions
- Tips
Some people are fortunate in that they are naturally good presenters: they feel comfortable in front of a class; easily relate to their students; and can think on their feet. Many instructors find themselves teaching classes because they possess knowledge and skills in certain subjects, yet have had very little or no teaching training. Even formal teaching programs often are bereft in the areas of content delivery. The material in this chapter highlights key areas.
Evaluate yourself periodically. Come up with several points in advance that you consider about a particular class and rate your performance. The best time to conduct this is immediately following a class, when you can easily remember what occurred. Note certain things you thought went well, and aspects that didn't, so that you can make improvements next time.
Fully develop presentation skills by taking classes (through your local community college, university or a private company) or join a public speaking group such as Toastmasters International.
| Excerpt - Student Involvement |
- Overview
- Types of Classroom Activities
- Activities Array
- Assigning Groups
- Selecting Leaders
- Hindering Student Involvement
Most people learn best by doing, thus it's wise to include a wide variety of activities in your curriculum planning. Be sure to address the multiple intelligences.
Including students in discussions and activities is crucial to the success of your presentation. Involving students is not always as easy as one would hope. The key is to encourage everyone to participate at a level that is comfortable for them.
This chapter provides guidelines for involving students, tips for assigning groups and selecting leaders, and a cornucopia of activities that you can utilize in your classroom. Some of these activities can be done spontaneously and take little time, while others require planning and a substantial amount of time to implement. There are activities sprinkled throughout this manual.
| Excerpt - Classroom Management |
- Overview
- Teaching a Multi-Aged Classroom
- Groundrules
- Classroom Control
- Diffusing Disruptive Behavior
- Learning Contracts
The most effective classes are conducted in an environment that's conducive to learning and self-responsibility. Three conditions that must be managed are: the conditions the students bring to class, the conditions you set up before class, and the conditions you create in class.
The conditions students bring to class are motivation, ability and attitude. Ultimately, you cannot motivate anyone to do anything, but you can set up an environment that encourages students to participate. Ability is the area that is the easiest to overlook: If a student lags behind the rest of the class, recommend taking a remedial class, a study skills class or getting tutored.
The conditions you set up before class dramatically influence the tone and flow of the class: design a thorough lesson plan that addresses multiple intelligences; have the appropriate types and quantities of teaching materials on hand; and schedule ample time to cover the topics.
The conditions you create in class are the activities you control. Incorporate experiential learning activities, allow time for practice and self-reflection, encourage participation and cooperation, use good questioning techniques, correct mistakes in a tactful manner, foster self-esteem and ensure that the students understand the material.
| Excerpt - Curriculum Development |
- Overview
- Purpose, Goals and Objectives
- Analysis and Adaptation
- Curriculum Design Tips
- Multiple Intelligences Toolbox
- Authentic Assessment
- Lesson Plan Outline
Curriculum development requires the following: determining the goals and objectives of the course as well as the specific classes; analyzing the class; researching topics; developing and updating lesson plans; choosing appropriate activities; designing authentic assessment tools; identifying and gathering audio-visual materials; and determining logistical needs.
This chapter provides an overview of those steps. It all culminates in the Lesson Plan Outline on page 56. Note that Section Three includes goals, objectives, activities, homework assignments, test questions and a list of audio-visual aides for each chapter of the Business Mastery3 book. Make copies of the Lesson Plan Outline (one for each class) for use as a checklist when you are designing your curriculum.
After you have drafted your curriculum, review the information in this manual and make any adaptations. Be sure that your teaching methods address a variety of intelligences. Jazz up your classes (awaken and amplify) with ice-breakers and activities that aren't necessarily specific to a given class topic (refer to the Assorted Caperssection).
| Excerpt - Lesson Plan Builders |
Chapter 5: Business Start Up
Chapter Goals:
| Students learn: | ||
| 5.1 | How to explore their career field. | |
| 5.2 | What options are available for financing a new or existing business. | |
| 5.3 | How to differentiate among the several types of business structures. | |
| 5.4 | How to choose a name for their business. | |
| 5.5 | What the considerations are for selecting their business location. | |
| 5.6 | How to design an office space. | |
| 5.7 | How to relocate a business. | |
| 5.8 | What licenses and permits are required by law. | |
| 5.9 | What insurance coverage is necessary and/or available for a business. | |
| 5.10 | How zoning laws affect the location of a business. | |
| 5.11 | How to set and change fees/rates for services. |
Chapter Objectives:
Students complete these objectives with a 70% or better accuracy. When choosing activities, be sure to include at least one from each numbered objective to fulfill the SMA goals.
| 5.1:I. | Students research/brainstorm their career field elements. | |
| 5.2:I. | Students determine the financing options available to them. | |
| 5.3:III. | Students identify several types of business structures. | |
| 5.4:IV. | Students choose name options for their business. | |
| 5.5:V. | Students identify considerations for selecting their business location. | |
| 5.6:VI. | Students design an office space. | |
| 5.7:VII. | Students identify issues involved in relocating a business. | |
| 5.8:VIII. | Students identify the licenses and permits required by law in their area. | |
| 5.9:IX. | Students identify insurance available for their business. | |
| 5.10:X. | Students identify zoning laws relevant to the location of a business. | |
| 5.11:XI. | Students determine their rates and how to change in fees. | |
| All Goals: XII. | Students take a written test on the material in the chapter. |
COMTA Competency Objectives:
| Element 1.4 | Students identify the components of a therapeutic environment. | |
| Element 1.4.I | Students define and demonstrate the interpersonal and physical components of a therapeutic environment. | |
| Competency 3 | Develop and implement a self-care strategy. | |
| Competency 4 | Develop successful and ethical therapeutic relationships with clients. | |
| Element 4.2 | Students establish and maintain safe and respectful boundaries with clients. | |
| Element 4.2.I | Students identify the qualities and characteristics of boundaries and discuss the need for professional boundaries and settings. | |
| Competency 5 | Develop a strategy for a successful practice, business or employment situation. | |
| Element 5.1 | Students identify and describe basic business practices relevant to the practice of massage therapy/bodywork. | |
| Element 5.1:I | Students identify and describe basic business practices and structures as applied to proprietorships, partnerships, and corporations in massage therapy and bodywork practice. | |
| Element 5.1:II | Formulate a business plan or outline an employment strategy, including short and long-term goals related to the students' professional goals. | |
| Element 5.1:III | Students identify basic aspects of legal agreements, contracts, and employment agreements and professional insurance. | |
| Element 5.1:IV | Students identify basic principles of accounting and bookkeeping suitable for various business structures. | |
| Element 5.1:VI | Students demonstrate knowledge of federal, state and local regulations as they pertain to massage therapy and bodywork practice. | |
| Element 6.2 | Identify strategies to attain new knowledge. |
Chapter 7: Financial Management
Sample Test Bank Questions:
Please note: The answers are not included here,
but they are in the Manual.
- 2. Two important reasons for keeping accurate financial records are:
- 4. What moneys are deposited in the business account?
- 5. When you are wearing your "bookkeeper hat," which of the following should you NOT do?
- a. Pay bills before they are due, unless you get a discount for paying early.
b. Keep receipts and bank statements for seven years.
c. Make cash flow projections.
d. Reconcile your bank statements monthly. - 7. A summary of all sales and cash receipts is titled __________.
- 9. In bookkeeping terminology "assets" can be defined as:
- a. The total resources of the business, including tangible and intangible items.
b. The amounts owed to you by another person or business.
c. The net worth of a business.
d. Where you record all your financial information. - 11. A record of money owed to other persons or businesses is kept in a __________ file.
- 12. Items and equipment purchased to be used in the business for an extended period of time (more than a year) are called what?
- 13. Products that are for sale in the business are considered business assets?
- a. True
b. False - 16. When giving gifts to clients, the maximum amount you can declare per year per client is:
- a. $15.
b. $25.
c. $50.
d. $100. - 17. When beginning a business, what do you call the expenses incurred before any revenues are collected?
- 20. Splitting income among several family members, and shifting income from one year to another are:
- a. Tax-cutting strategies that were once legal but are no longer.
b. Traditional ways to fool the IRS so that you can avoid paying as much tax.
c. Ways to make it appear that your business is operating at a loss even when you are actually making a profit.
d. Common legal tax cutting strategies. - 21. Why is it advisable to consult an accountant when preparing taxes?
- 22. You are a sole proprietor. Last year you had to pay $6,000 in Federal income taxes. This year you expect profits to increase by 30%. How much do you pay in estimated taxes?
- 23. How long should canceled checks and bank statements be kept for tax purposes?
- 24. How long should copies of tax returns be kept?
- 26. Barter income is taxable at the rate of:
- a. 10%.
b. 50%.
c. 75%.
d. 100%. - 27. The key to long-term financial success is:
- a. Raising your rates on a regular basis.
b. Taking courses in business management and marketing.
c. Diversifying your practice.
d. Assembling an excellent business support system.
Chapter 8: Therapeutic Communications
Classroom Activities That Support These Objectives:
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Completion of all these activities fulfill the COMTA Competencies. | |||
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Highly recommended by SMA for effective learning. | |||
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If time permits, select from among these activities. | |||
| 8.1:I<2> | In quad pods taking into consideration both individual and group communication, students discuss elements necessary for communication to be effective. Include listening, rapport, empathy, feedback, group dynamics, and negotiation. | COMTA 4, 4.1, I, 5.5, 6.1, II |
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| 8.1:I<3> |
Develop an awareness of Neuro-linguistic programming. In triads have
2 students converse (assign a topic such as communication skills)
while the third student takes notes on the types of words (auditory,
kinesthetic and visual), speech patterns and eye movements
used.
(Read Using Your Brain for a Change by Richard Bandler, Real People Press.) |
COMTA 4.1, I |
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| 8.1:I<4> |
Do the Actions Speak Louder Caper (see Capers at the end of this chapter). | COMTA 4, 4.1, I |
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| 8.1:I<5> | In dyads students practice active and reflective listening techniques. | COMTA 4, 4.1, I |
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| 8.1:I<6> | Do the Listening Caper (see Capers at the end of this chapter). | COMTA 4, 4.1, I |
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| 8.1:I<7> | In a class discussion students describe techniques of good listening used by one person in their life. | COMTA 4, 4.1, I |
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| 8.1:I<8> |
Do the First Impressions Caper (see Capers at the end of this chapter). | |||
| 8.1:I<9> | Do the Empathic Listening Caper (see Capers at the end of this chapter). | COMTA 4, 4.1, I |
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| 8.2:II<1> |
Invite practitioners to discuss what boundary issues they have encountered with a client and how they resolved them. | COMTA 2.1:V 4.2, 5.5 |
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| 8.2:II<2> |
Students collect a variety of policy and procedure forms that practitioners are using and evaluate them.\ | COMTA 4.2, I 4.3: II 5.5 |
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| 8.2:II<3> |
Do the Being Less Self-Centered Caper (see Capers at the end of this chapter). | COMTA 4.1, I 5.3 |
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| 8.2:III<5> |
In triads students develop telephone scripts for a single practitioner office and a multiple practitioner office. | COMTA 4, 4.1, I 5.5, I 5.6 |
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8.4:IV<1> |
Discuss what changes need to be made in actual language, office set-up, and
interviewing techniques to address the 3 different NLP styles of clients, including
but not limited to boundaries.
(Read Using Your Brain for a Change by Richard Bandler, Real People Press.) |
COMTA 1.4, I 4, 4.1, I 4.2, I |
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| 8.4:IV<2> |
In triads students practice thorough client interviews (client, therapist and observer). Make sure that each person gets the opportunity to experience all three roles. Utilize client forms from pages {BM:397-405} or your school forms. | COMTA 1.7:I, II 2.1, I, II 4, 4.1, I, 4.2, 5.5 |
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| 8.5:V<1> |
In dyads students practice telephone etiquette and critique their partner. | COMTA 4, 4.1, I 5, 5.1, 5.5: I |
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| 8.5:V<2> | In quad pods students discuss what constitutes exceptional customer service and poor customer service. A representative from each pod shares the results with the class. | COMTA 4, 4.1, I 4.2: I 5, 5.1, 5.3, 5.5 |
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| 8.8:VIII<5> |
In quad pods, students create an introduction letter and a referral note card. | COMTA 5.2, 5.4 |
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Note: Allow time after activities for reflection. Encourage students to make notes on what they've experienced, what they liked and disliked, new concepts, ideas that they want to be sure to remember, areas that need further study, and ways that they can apply this information and experience. An option after reflection is to share with a partner or in a small group.