How to bring soft skills into the business English classroom

Richard Cleeve
A woman standing at a whiteboard in a office with two others sat down.

Anyone who’s ever taught a business English class knows that their students are busy people. Sometimes they get sidetracked by their other tasks - even during class. This means we have to make the most of the time we have with our learners and focus on what they really need.

How you do this depends on the sector your students work in (or plan to work in), their previous experiences studying English and their own strengths and weaknesses.

Teachers often focus on teaching hard skills, such as writing reports or running meetings. We do this because it can be challenging for many business students to do these things in English and also because hard skills have an immediate and positive impact on their workdays.

But, if there’s one thing that all business people can benefit from, it’s soft skills.

Soft skills are interpersonal or people skills. They include things like active listening, teamwork, decision-making and influencing skills. Mastering these skills will help students progress more rapidly and become more independent learners. However, isolating the specific vocabulary or grammar structures that these skills use is complex and they often get overlooked in language learning classes as a result.??

Bringing soft skills into the Business English Classroom
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Five essential communication skills for business students

1. Listening actively

People mistakenly think that communication is just about speaking. However, one of the best ways to be a good communicator is to listen to the person you are talking to.?Learners can show interest in what someone is saying by asking clarifying questions and rephrasing what they've said to ensure they've fully understood.

2. Influencing others

In order to manage employees and clients effectively your students will need to be able to influence others. This can be done by building rapport, explaining why they are doing something, asking the right questions and selling themselves in a certain way.

3. Negotiating successfully

The key to closing sales, obtaining a favorable price for a product or service, or maintaining a cohesive team lies in the art of negotiation.?Successful negotiators determine their objectives before starting, prepare fully to support their positions and always leave their emotions at home (or in the office).

4. Dealing with different communication styles

In the world of business, students will come across people who communicate differently. The three basic communication styles are aggressive, passive and assertive. They’ll need to know how to deal with these different styles if they want to succeed.

5. Speaking clearly and concisely

Students need to learn to express themselves clearly and convey their message in as few words as possible. It’s easy to ramble when you are nervous, so?encourage them to think about what they want to say and, if necessary, make some brief notes beforehand.

How they apply these skills will depend on the issue at stake, the situation and who they're talking to, so they will need to adjust their behaviour accordingly. The more time you spend on this in class, the easier it will become.

If you need any guidance there are courses like?Business Partner, which is a?business English course that teaches real-world language and business skills which helps to teach the above skills mentioned. The course raises students’ awareness of different communication styles to help avoid misunderstandings and so they can be more perceptive and adapt their own styles according to the audience.

Read our post 'Tips for teaching business English to low-level learners'

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    5 STEAM myths debunked

    By Sarah Hillyard
    Reading time: 4 minutes

    STEAM (Science, Technology, Engineering, Art and Maths) sounds like an overwhelming combination of subjects to teach – and only suitable for expert educators. But the reality is doing STEAM is simpler than you think. Here are 5 common STEAM myths and the truth behind them. We also outline a number of simple activities you try with your students.

    1. STEAM requires a lot of time

    STEAM projects encourage curiosity, creativity and collaboration in the classroom – but they have a reputation for being preparation-heavy and for requiring a lot of teaching time and energy.

    But to get the full benefit of STEAM, there’s no need to plan out a full-blown project that lasts a whole month. In fact, you might integrate just one STEAM lesson into your syllabus. Or a lesson could contain a one-off 10-minute STEAM challenge.?

    Here are some easy, low-preparation challenges your classes can take part in:?

    10-minute STEAM challenges:

    • Winter unit: How tall can you build a snowman using paper cups??
    • Shapes theme: Using five toothpicks make a pentagon, two triangles, a letter of the alphabet.?
    • Bug project: Can you create a symmetrical butterfly?

    2. You need fancy materials to do STEAM

    The biggest misconception is around technology. When you think of STEAM, you might imagine you need apps, computers, tablets and robots to teach it successfully. It’s true that you will certainly find STEAM challenges out there that involve extensive supply lists, expensive equipment, knowledge of programming and robotics.?

    However, in reality, you probably have everything you need already. Technology doesn’t have to be expensive or complicated. It can refer to simple, non-electronic tools and machines, too. Think funnels, measuring cups and screwdrivers, for example. You can use low-cost regular classroom or household items and recyclable materials that learners' families can donate. Toilet paper rolls and cardboard boxes are very popular items in STEAM.

    Here is a low-tech activity you can try:?

    Combine engineering, art and math using cardboard and a pair of scissors

    This challenge involves creating 3D self-portrait sculptures in the using only cardboard. First, teach about parts of the face by observing and analyzing some Cubist portraits (eg, explore Georges Braque and Pablo Picasso). Then have learners cut out cardboard shapes and make slits in them to attach together. They create their self-portrait sculptures by fitting the pieces together using the slits so that the final product will stand by itself. Display the self-portraits and talk about them.

    3. STEAM is targeted to older learners

    Young children are naturally curious about the world around them, and STEAM experiences begin very early in life. They explore with their senses and test their hypotheses about the world, just like scientists do. Much of their play is based on engineering skills, such as building houses with LEGO?? bricks. They learn to manipulate tools while they develop their fine motor skills and their awareness of non-electronic technology. They use dramatic play and enjoy getting their hands full of paint while engaged in art. They learn about maths concepts very early on, such as size (big and small toys), quantities of things, and even babies start using the word “more” if they’re still hungry.?

    Check out this simple STEAM experiment to learn about plants and their needs.?

    How do plants eat and drink??

    Have students put water and food dye in a pot. Put a white flower in the water. Ask students to guess what will happen.?

    After a few days, students should check their flowers and observe how it has changed color. They must then record their results. Extend the experiment by asking if they can make their flowers two colors.