business plan lesson high school

23+ Free Entrepreneur Lesson Plans (Projects, Worksheets, etc.)

By: Author Amanda L. Grossman

Posted on Last updated: December 14, 2022

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Need free entrepreneurship curriculum, lesson plans, and projects? Here's entrepreneur lesson plans for high school, middle school, and elementary.

So, you’re looking for entrepreneur lesson plans to help turn your kids or students into the innovators of tomorrow.

And not just to make them into entrepreneurs, but to benefit your kids and students with the following results of teaching entrepreneurship :

• Improved academic performance
• Increased problem-solving and decision-making capabilities
• Improved interpersonal relationships
• Higher self-esteem

But, exactly how are you supposed to teach entrepreneurship?

Entrepreneurs, among other qualities, need to be able to recognize opportunities in the marketplace. This means finding a need, and figuring out how to solve that need in a profitable way.

This can be as simple as a kidpreneur/kidpreneurship (or kidpreneur-in-the-making) opening a lemonade stand on a smoldering July day near a construction site, and as complicated as creating a machine knob specifically for tea growers in Japan.

And having this ability doesn't have to result in a person starting their own business; it works equally as well for your child if they work for someone else in the form of more merit raises, one-time bonuses for one-off projects, promotions, leverage in salary negotiations, etc.

In fact, the skill of recognizing an opportunity, and seizing it by writing my own job description resulted in me snagging my first job out of college (worth an awesome $40,000 + benefits to me at the time). More on that in a bit.

What are the other skills a child needs to learn to help them as an entrepreneur?

Psst: you'll also want to check out my resource list of youth entrepreneurship programs , entrepreneur biographies for kids , kid entrepreneur kits , and full review of the Teen Entrepreneur Toolbox . 

Article Content

How Do You Teach Entrepreneurship?

Teaching entrepreneurship is a bit trickier than, say, teaching algebra. With algebra, the equations come out with the same solutions, every time. But with entrepreneurship?

There are an endless number of variables that go into it, and an endless number of outcomes that can come out of it.

How are you supposed to teach for that?

One of the best ways to teach entrepreneurship is to choose entrepreneurial projects, activities, and lesson plans that aim at nurturing these entrepreneur skills:

• Ability to identify opportunities
• Self confidence
• At least basic knowledge of business finances/financial literacy
• Knows how to take measured risk
• Vision and creativity

Elementary School Entrepreneurship Curriculum

Excited to start teaching your elementary school-aged kids about entrepreneurship? Let me share some entrepreneurship lesson plans, resources, and curriculum with you.

Also, check out these 3 kid business plan examples .

1. Venture Lab

Who It’s For : Grades 1-12

Financial Aid : ( Free for non-commercial use ) Curriculum that organizations can purchase to use with students

Length of Program : 90-minute lessons

Location : N/A

Venture Lab offers a curriculum suited for 1st – 12th graders (curriculum is divided into lower elementary, upper elementary, and middle school/high school.) This is a course in a box with all of the lesson plans already completed and is meant to be utilized as part of regular coursework, after school programs, or camps.

Its focus is on teaching girls components of entrepreneurship such as STEAM concepts and design thinking.

2. Money Monsters Start their Own Business

Who It’s For : 4th – 8th grade

Students will read through the Money Monsters Start their Own Business book (PDF provided – 51 pages), and then play a game that has them experience the ups and downs of starting a business.

I love how a Toy Store Income Tracker is included so that each student can track their own earnings and see the numbers for themselves.

Psst: you'll also want to check out Federal Reserve Bank's webinar on teaching kids entrepreneurship , which will give you some lesson plan ideas. 

Starting a Business Lesson Plans for Middle School

Do you want to teach your middle school kid (or student) how to start a business, and you need a lesson plan? I’ve actually created a Take Your Child to Work Day printable which will give you lots of ideas for your starting a business lesson plan.

More middle school business lesson plans for how to start a business (all free):

• Federal Reserve Bank's Jay Starts a Business (Grades 3-6; comes with teacher's manual with lesson plans)
• Free Kid Business Plan Templates
• Biz Kid’s Crash Course on Entrepreneurship for Middle School
• EverFI’s Venture Entrepreneurial Expedition (for grades 7-10).
• Small Business Administration’s Young Entrepreneurs course
• Foundation for Economic Education’s Booms and Busts , What is Entrepreneurship? , What is the Entrepreneur’s Role in Creating Value? , etc. (students can earn a Certificate of Achievement)
• TeenBusiness’s Entrepreneur Lesson Videos series
• Parade of Entrepreneurs Lesson Plan
• Lemonade Stand Worksheets , and my best Lemonade Stand Ideas

Psst: Try holding a market day in your class. Here are 22 things for kids to make and sell , 17 boy crafts to sell , and help pricing their products in this market day lesson plan .

Teaching Entrepreneurship to High School Students – Free Entrepreneurship Curriculum

There are some great curriculum and materials out there for teaching entrepreneurship in high school, many of which include entrepreneur worksheets for students.

Psst: you also might want to check out these 5 business books for teens , and 11 business games for students .

1. Alison’s Entrepreneurial Skills Path

Who It’s For : Business students, and people interested in learning about creating a business

Financial Aid : Free

Length of Program : 6 lessons, each between 1 and 3 hours

Alison is a free, online platform with tons of courses, and one of the paths you can go down is an entrepreneurial skills one.

Teachers of the courses include venture capitalists, professors at Harvard, and professional entrepreneurs.

Lessons include:

• Characteristics of the Successful Entrepreneur
• Critical Skills for Entrepreneurs
• Creating an Entrepreneur’s Checklist for Success
• Entrepreneurship – Creating the Business
• Key Elements of Entrepreneurial Success
• Why Entrepreneurs Should Think Big

2. Youth Entrepreneurs

Who It’s For : Students

Financial Aid : Schools pay for this program, with the cost based on how many students get free and reduced lunches

Length of Program : 1 year

With this program, students first focus on economics, then they focus on starting their own businesses.

3. Diamond Challenge Business Curriculum

Who It’s For : Kids and teens

Length of Program : 14 modules

Looking for a video business curriculum with instructional guides? The Diamond Challenge’s program covers the following:

• What is Entrepreneurship?
• Opportunity Recognition
• Opportunity Screening
• Types of Businesses
• Building a Business like a Scientist
• Using a Business Model Canvas

They also offer a Social Curriculum track that’s 6 video modules long, including:

• What is Social Entrepreneurship?
• Wicked Problems and Grand Challenges
• Social Entrepreneurship Processes and Challenges

4. INCubateredu

Who It’s For : 10th and 12th graders

Financial Aid : Free (at schools where it’s available)

Length of Program : 1 year (followed by acceleratoredu for the 2nd year)

Through Uncharted Learning’s program, 10 th to 12 th graders develop their own business, pitch their idea ta a shark-tank style event, and even have a chance at receiving funding.

5. JA BE Entrepreneurial®

Who It’s For : Grades 9-12

Financial Aid : Free for students

Length of Program : 7, 45-minute sessions

Location : Anywhere

Through your child’s school, they can take Junior Achievement’s Entrepreneurial program. The course teaches students how to create a business plan, plus how to start a venture.

Lessons covered include:

• What’s My Business?
• Who’s My Customer?
• What’s My Advantage?
• Competitive Advantages
• Ethics are Good for Business
• The Business Plan

6. JA Company Program Blended Model

Length of Program : 13 classes (2 hours/class), or as a 1-year program with 26 classes (1 hour/class)

Location : Anywhere (online course)

This is an online program that teaches high schoolers how to solve a problem/fill a need in their community through entrepreneurship.

• Start a Business
• Vet the Venture
• Create a Structure
• Launch the Business!
• Run the Business

7. The Mint's Be Your Own Boss

Who It’s For : Teens

Length of Program : 3 lessons

Starting with the Be Your Own Boss Challenge , The Mint takes your teen through the following three lesson:

• Planning Your Business
• Money & Your Business
• The Law & Your Business

8. Wharton High School's Entrepreneurship

Who It’s For : High School students

Length of Program : 50+ lesson plans

These lesson plans go through the following:

• Entrepreneurs and Entrepreneurial Opportunities
• Global Markets
• Business Plans

9. YE$ Youth Entrepreneurship

Who It's for : high school students

Cost : Free

Location : Anywhere (it's a PDF)

Here's a free PDF with tons of entrepreneur lesson plans and research done for educators, that is meant to go along with a 4-H program. You'll find some nuggets in here, plus, it's free!

Now let’s take a look at entrepreneurial projects that can teach your kids and teens all about starting a business with hands-on experiences.

10. Build a Business Plan

Who It's For : Middle School and High School

Location : Anywhere (online)

Check out this plug n' play business plan creator! You could send your students to this page to work through a business idea of theirs.

Then, at the end, they can print out their business plan!

Questions they'll need to answer include:

• Your big idea
• Who will buy
• How you'll spend and make money

Entrepreneur Worksheets for Students

While I would recommend taking on one of the projects below, or one of the hands-on lesson plans from above, there are also entrepreneur worksheets students can use to learn about businesses.

Here's a few of my favorites (all free):

• Lemonade Stand Free Printables (here's my best lemonade stand ideas , too)
• Lemonade Stand Worksheets
• Family Guide to Getting a Family Business Going (kid-centered)
• Small Business Administration's Lean Startup Business Plan
• Take your students through the DECA Idea Challenge (you'll need to pick your own everyday item to challenge students with, as the competition has ended for the year)
• Take your students through the DECA Entrepreneur of Tomorrow Challenge (again, the competition is over, but the PDF is still available for you to set up your own)

Psst: you might want to check out my review on the Teen Entrepreneur Toolbox .

2 Entrepreneurial Projects – What is an Entrepreneurial Project?

Entrepreneurial projects are a smart way to teach entrepreneurship to kids, because, as with any project, it gives them a chance to dive deeper into a topic that interest them (all under the guise of teaching them how to start and run a business).

Entrepreneur Project #1: Winter Beverage Outdoor Tasting Contest

It’s soooooo easy to sit inside all winter long and slowly accumulate cabin fever (plus a few pounds). That's why you've got to look for fun things to do in the winter.

Well today? We’re going to switch things up. I’ve created a family date night for you ( family winter activities !) that has both an indoor AND an outdoor component.

But don’t worry – with this fun winter activity we’ll keep things toasty throughout.

So, what’s the game plan? Each of your kid(dos) will make (rather,  create ) a warm winter beverage recipe  indoors . Then here's the twist: you’re going to host a family taste testing contest around your fire pit in the backyard.

Not only will this make a fun family memory, but your kid(dos) will actually walk away with more money knowledge in the process centered around the all-important lesson of how to make a profit!

Psst: Now that’s a money lesson I could have used as a kid, specifically as I’ve gone into biz for myself as an adult.

Host a Winter Beverage Outdoor Taste Testing

Finding fun things to do in the winter doesn't have to mean you're freezing your tootsies off. There's nothing better to keep you warm outdoors in the wintertime than a toasty drink. Well, a toasty drink around a roaring fire.

Here’s how it’s going down:

Step #1: Choose an Event Date

Build the anticipation for your family by choosing a date 1 to 2 weeks out (so that there’s time for you guys to complete the rest of the prep work).

Fill out the invitation on Page 1 of the free printable, and display prominently on your family’s bulletin board/gathering center in the kitchen so everyone knows the date of the big event.

Set the stage for the competition by having your family read their mission out loud. Other cool factors you can add in: make it a Friday or Saturday family date night, under the stars. Let the kids stay up a little past bedtime to complete.

Step #2: Your Kid(dos) Research Hot Drink Ideas to Enter into the Competition

Your kids are the ones entering the competition. They’ll be in the driver seat of actually creating their own recipe from scratch (with some inspiration from below).

There are lots of toasty, kid-friendly drink recipe ideas to get them started:

• Hot caramel apple cider
• Vanilla steamer with cinnamon
• Harry Potter Warm Butterbeer

They’ll get lots of help not only from looking up recipe examples on sites like Pinterest, but also from the worksheet in the free printable (Page 2).

Step #3: Shop for the Ingredients

Once your budding restaurant consultant has determined possible ingredients they’ll need for their signature drink, they’ll need you, Mama Bear, to purchase them.

Take the list your kid(dos) have created and go to the store (solo, or with them) to make the purchases.

Having trouble coming up with a pool of possible ingredients to buy? Use the lists below for inspiration of what to pick up (a few of these ingredients you probably already have at home) and let your kids create what they can from it:

• Bases : hot cocoa, apple cider, chai tea, milk
• Flavors : cinnamon, nutmeg, vanilla extract, flavor syrups
• Sweeteners : sugar, brown sugar, caramel
• Creamers : milk, half & half, almond milk, heavy cream, etc.
• Top-offs : whipped cream, caramel sauce, orange peels for zesting

Save your store receipt, as your kid(dos) will need this information to price their drinks later on.

Step #4: Your Kid(dos) Tinker + Perfect their Drink

Using the purchased ingredients as well as anything in your home they can find, host a kitchen lab session where your kid(dos) tinker with ingredients and perfect their super-secret, signature recipes (talk about fun things to do in the winter inside!).

They’ll write down the exact portion sizes to each ingredient that they use as they go along, which is important for the next step.

Step #5: Your Kid(dos) Figure Out the Profit Margin of their Signature Drink

Remember, the goal is to create a new drink for this restaurant that not only costs less than $5, but has at least a 60% profit margin for the owner.

Ahem: between you and me, that means their cost needs to come in under $2.00.

So, as your kid tinkers with ingredients, they need to keep price in mind.

Note: this step can seem a bit unwieldy, but is SO important for the whole process. Just know – I’m outlining both how to do this all by hand, as well as giving you shortcuts to online calculators where your kid(dos) will still learn the process by setting up the inputs and thinking through how it all fits together.

Of course, we’re not talking about the cost of the entire ingredient that you’ve purchased. After all, it’s unlikely they’ll use an entire carton of milk to create one drink. We’re talking about the small portion size that they used of the product.

In other words, they’re not going to get the cost of a single drink they’ve created from your grocery store receipt as it is now. They need to do some calculating based on the measurements of each ingredient that goes into each drink.

You need to know how much it costs to create just ONE of your super-secret signature drinks so that you can calculate the profit margin.

What’s a profit margin? It’s the percentage of what you keep as profit from each $1.00. For example, a 20% profit margin means that we earn $0.20 on every dollar. That means that the other 80% or $0.80 are expenses. Remember that Jack, the man from The Yeti Slide, needs a 60% profit margin, or $0.60 on each dollar in profit after expenses are taken out.

Step #1: Write down your ingredients + quantities.

Step #2: Convert each quantity in your recipe to the quantity on the product label.

Divide your ingredients up by dry ones (like cocoa powder), and wet ones (like heavy cream or vanilla extract).

Then use the appropriate table below to convert the amount in your recipe to the amount that’s found on the ingredient’s product label (front of package).

For example, if you used 3 teaspoons of cocoa powder (dry ingredient), then your conversion is to a ½ ounce (the cocoa powder can is in ounces). Or if you used 2 tablespoons of almond milk, you find on the Wet Conversion table that you used 1 fl. Oz. (the almond milk carton is in Fl. Oz.).

Hint: Can’t find the conversion or a little confused? You can plug the exact quantity of your ingredients into  this liquid converter  or  this dry converter calculator  online and convert it into the measurement found on your product label).

Conversion tables:

Dry Conversions

Liquid Conversions:

Step #3: Calculate the cost of each quantity of ingredient used.

Now you need to price each converted quantity of ingredient by figuring out how much each ounce or fluid ounce costs, and then multiplying it by the amount you’ve used.

Hint: A good estimate to use for dashes of spices such as cinnamon or nutmeg is $0.05.

• Write down the overall price of each ingredient used.
• Write down the converted amount you used of it.
• Divide the total amount in the product package by its price to find what each ounce or fluid ounce costs.
• Then multiply that by the converted amount you used.
• Write down the cost. Then add all of the individual ingredient costs to get your total expense to create the drink.

Example: I used 1 tablespoon (tbsp.) of heavy cream. One 8 fl. oz. container of heavy cream at the store costs $2.99. That is $0.37/ounce. I look at the conversion chart below, and see that 1 tbsp. converts to ½ ounce. So, I divide $0.37/2 ounces, and see that this ingredient for just one drink costs $0.186 (you can round up to $0.19).

Ingredient Cost:   $2.99 _ Converted Amount Used:  ½ fl. Oz.  Total Product Amount:  8 fl. Oz.   Cost per ounce:  _$0.37/fl. Oz.  Cost of Ingredient Used:  $0.37 X ½ = $0.186 .

Looking for a shortcut?  Here’s a free online tool for pricing out beverages . You’ll need the converted amounts.

Step #4: Calculate Your Profit Margin

Figure out how high your profit margin is if you sell the drink for $5.00.

Profit on Drink: $5.00 –  total drink cost  = _ $ _________.

Profit Per Dollar:  Your answer from above  \  Cost drink is sold for ($5.00)  =  $ Profit

Profit Margin:  $ Profit  X 100 =  Profit Margin%

Step #6: Taste Judging Begins

By now you’ve set the scene for some fun things to do in the winter outdoors – think a crackling bonfire out in the backyard (or in your fire pit. Heck, you can de-hibernate the grill for some winter outdoor cooking/heating), plus a table/flat surface where your kids can place their super-secret signature creations.

Bust out some blankets, cover straw bales with table cloths…you get the idea. (And if you’re in Houston like we are? Well, a hoodie should suffice).

Have your kid(dos) place their drinks on the tasting mat, as well as fill in how much their drink costs and what the profit margin is (all calculations they’ll be guided through on the free printable).

Now they get to take a break, while the parents taste + score each one!

Included in the printable are both a tasting mat as well as a score card with specific criteria, such as inventiveness, taste, and profit margin.

Step #7: Declare the Winners

There are winners in a variety of categories, and then an overall drink that is chosen for The Yeti Slide's Yeti Roasts:

• Most Inventive
• Best Money-Maker
• Newest Yeti Slide Signature Drink

Looking for fun things to do in the winter? This two-part activity for your child that will leave them understanding profit margins like a pro, plus give your family an awesome family date night under the stars on a winter evening when you might otherwise be watching tv.

What could be better than that? If nothing else, you’ll have created quite the memory.

Entrepreneur Project #2: A System for Your Child to Identify a Need in Your Home + Propose a Solution

We want to encourage your child to come to you with things they see that could use improvement, and ways they could add value or provide a solution for you.

Let's go through how to do this.

Step #1 : Discuss with your child the idea that people need things + services.

Here's a conversation outline for you with a few blanks to fill in (where underlined) :

“People need things and services in their lives. They need things to maintain their health, they need things to make life more enjoyable. They need parts to make repairs to their belongings. They need really cool items to buy as gifts for others. They need better systems or processes to make things work more efficiently, which just means taking less time and less money and getting the same (or better) results. All over the world, people need things. In my own life, three needs that I've satisfied through purchasing something include  X ,  Y , and  Z . By purchasing them, they made my life easier because  <<FILL IN SPECIFIC INFORMATION FOR EACH EXAMPLE YOU GAVE>> . Generally, when people need something, they are willing to pay money for the solution. That's why there are so many companies, all which provide products + solutions for people's needs.”

Pssst: MAN I wish I could go back 17 years and give myself this talk! Would've saved me several adult years of banging my head against the wall trying to understand how to make money.

Step #2 : Task your child with identifying a need around the house/property/car.

What could this look like?

A Few Examples for you + your kiddo :

• Find a more efficient way to organize the “command center” in your home.
• Use Google Maps or another program to find a more efficient route for your commute.
• Organize the wood pile + create newspaper logs that are fireplace-ready.
• Find a better way to organize/clean/maintain the video game center in your home.
• Clean out your car (I used to do this for my parents!) + add a car trash can to the back area so that in the future the kids can just use that instead of throwing things on the ground.
• Introduce a better laundry system for the family's clothes so that they actually  all  end up in the laundry room, sorted, and ready to be washed.

The possibilities are endless, and specific to what needs your child sees in your family life.

Step #3 : Once they've identified a need and come to you with it, you must decide if it's worth it to you to move forward. Don't be afraid if, after they've told you a need they  think  you have but that you don't  actually  have, to tell them that it isn't a current need of yours. Hey, the road to success is paved with failed products! This is excellent feedback so that they start to understand their “customer” and dig deeper. Perhaps they'll even start to ask YOU what you want from them!

Step #4 : What are both of your expectations for this job so that you know when the job is completed correctly?

Let them tell you what they propose to accomplish and what that would look like.

Then you share what you, as a paying customer, expect in results. Hash this out if need be (just like a real negotiation between a biz and their potential client).

This includes a deadline.

Step #5 : Now you need to ask them for a price.

I know, I know. You might be wondering, “why on earth am I going to let my child choose how much I'm willing to pay them for something they want to do around the house? Isn't it MY money?”

I totally get that. But remember that the nature of this lesson is to ignite that entrepreneurial spirit in them. Instead of you offering what you're willing to pay, have them go through the exercise of pricing their efforts. Then the negotiations start.

This sets them up for good negotiation + valuation skills in the future.

Determine the market price you'll pay, which is where their price (the supplier) and your price (based on how much you need what they're offering + a dash of several other things) meets. $__________.

Step #6 : Your child completes the work + notifies you.

Step #7 : Using the checklist you both created, provide oversight and see if everything is as it was supposed to be.

Step #8 : Pay the agreed upon rate once everything is up to par. And if they don't quite complete the project + deliver what they promised, it's up to you whether you want to make a partial payment, or not pay at all (satisfaction guaranteed could be added to this lesson as well).

If your child makes it through this process, then they will have successfully figured out a “market” need, fulfilled it, and gotten paid from their initiative. This is something that will no doubt shape their futures.

And if they don't quite succeed? Well the lessons are vast for all entrepreneurs as they traverse through the mistakes, failures, and successes.

It's really a win-win situation.

Let me show you what I mean, with an example in my own life.

How I Used this Skill Set to Write My Own First Job Offer Worth $40,000 + Benefits

While some of my dorm mates were floundering around trying to find employment, I was busy enjoying my last two months of college before entering the “real world”.

Why is that? Because I had a job waiting for me. And the only reason why I had that job was I spotted a need in a local company, and wrote my way into it.

I had interned for an organization in my small college town, and they ended up building a start-up company set to open its doors sometime around when I was due to graduate. One day I asked them if I could have a full-time job there come June. The director looked at me, and said, “go ahead and write up a job description of what you propose you would do here. Then we'll see.”

So I went back to my college dorm and worked on a job description. I thought about what the company was trying to achieve, and tied this into what I wanted to do with my life (at least what I thought I wanted to do at the time).

I wish I had saved a copy of the actual job description, but my sharp memory tells me it went something like this:

“Amanda L. Grossman will be the International Marketing & Sales contact at Chesapeake Fields. The International Marketing & Sales Person is responsible for researching new markets around the world where Chesapeake Fields' products would be well received. Primary responsibilities include understanding these markets, making contact with potential wholesalers and distributors, sending samples, and being the brand ambassador for Chesapeake Fields within these markets.”

With one minor change − they put sales in front of marketing in my job title − I got an offer from them for $40,000 + benefits to do just that. Within the one year I worked there, I ended up negotiating an initial container load of $27,000 worth of our product to a major food retailer in Taiwan.

Unfortunately, my job AND that company went under not long after my first and only year there. But writing my way into a company right out of college based on a need I saw that I could fill? Well that was enough to impress future employers who then hired me.

See how lucrative learning this skill could be for your child? I'd love to hear below what needs (perceived or actual ones) your child comes up with to fulfill.

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Amanda L. Grossman

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Thursday 8th of June 2017

Uh, I totally love this post! My hubby and I are both entrepreneurs and want to instill the same in our children... definitely going to use these tips!!

Friday 9th of June 2017

*Squee*! Thanks, Lauren. I'd love to hear what your kiddos come up with:).

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Owning your own business is part of the American Dream. You might be wondering how a person could start their own company. What steps should be taken? How much money do you need to have saved up prior to starting a business? As a high school student, this possibility might seem more like an impossibility. In order to start the process of running your own operation, the first thing to do is throw all doubt out the window. The next step is obtaining a great education!

High schools all over the United States have classes dedicated to teaching business, marketing, and economics. These classes cover all of the basics needed to start you on your path to success. When taking such classes, a variety of topics will be covered. For instance, economics are a large part of learning about business. In an economics course, you learn more about the various markets in the world, supply and demand, and how the markets fluctuate. You will also need to take some financing courses. These will cover the money basics and how it is important to save money, invest money, and even how to spend money (wisely, of course). Other important business classes include accounting, human resources, operations management, and information and technology management.

If you are truly interested in the world of business, you might consider taking courses over the summer months, just to keep your mind fresh and full of the most up-to-date information. As an exercise, you might even consider creating your own business plan. How do you do this? It is simple, really. Start with an idea that you think could be profitable. The next step in creating your very own company plan is to write a mission statement. This should contain the purpose of your company as well as a brief overview of how or why your company will be successful. To run a proper business, there should be an unmet need in the market that your company will fulfill.

Next comes the steps you will take to fulfill that need. In your plan, be sure to include everything you will need to meet the need of the market. This can include (but is not limited to) employees, machinery, investors, marketing, advertising, and office or warehouse space. Another important component of a business plan is a description of what your product or service actually does. Be sure to mention the feasibility of your company’s product or service in this portion of the plan, also referred to as the business model. Also mention why someone would pay for what you are offering.

There are a few more steps to creating your plan. It is important to conduct an analysis of the current market. Take a look at other products that could be your competition. Look at what making your product or offering your services will actually cost you. Do not forget start-up costs! Before you turn a profit, you will need to spend some money. This may require you to ask of others in the form of investors. They are a great way for startups to get money to get your plan off the ground. Other aspects you might consider including in this portion are your sale projections and your qualifications for owning, running, and selling whatever it is that you are going to be doing.

Finally, here’s the fun part: Once you have covered the previously mentioned topics, you get to be a little creative. Consider how you will market your product. What will your ads look like? What will your advertisements say? In what other ways will you promote your product? How will you educate people about your product or service? These are all great considerations for the marketing portion of your plan.

That is how you create a very basic business plan. Try doing so with your next great idea. It could just become a real company one day.

Find out more about business and economics lessons through the following resources:

• Lesson Plans and Projects for Business Classes
• Wharton High School Marketing and Entrepreneurship Course Lesson Plans
• Business and Marketing Curriculum Resources
• Financial Education Resources
• Economics and Personal Finance Lessons for High School Students
• Crucial Business Lessons You Learn in High School
• Risk Management Lesson
• Practice Money Skills (Grades 9-12)
• Ted Talks: Economics
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Master Your High School Business Curriculum: Keep Your Classes Relevant and Engaging

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August 28th, 2020 | 6 min. read

Brad Hummel

Coming from a family of educators, Brad knows both the joys and challenges of teaching well. Through his own teaching background, he’s experienced both firsthand. As a writer for iCEV, Brad’s goal is to help teachers empower their students by listening to educators’ concerns and creating content that answers their most pressing questions about career and technical education.

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High school business teachers often struggle to keep students interested in foundational business courses. Between planning, grading, and implementing your business education curriculum, it can be difficult to find and present materials that truly engage and excite your students.

Working with teachers across the country has given us considerable insight into the challenges teachers face with high school business curriculum. You need to find the right curriculum resources in order to keep your students focused and learning.

But how do you go about choosing the right high school business curriculum for your students? 

In this article, we’ll talk about why it’s important to keep these students interested in your   Introduction to Business classes . Then, you will learn some tips and tricks other teachers rely on to do just that!

Why High School Business Education Courses Matter

Before students can master business course exams or take AP courses in specific business subjects, they’ll need the important basics provided in your   high school business lesson plans . This foundational content will carry students into future courses in this pathway.

Whether they’re going on to entrepreneurship,   accounting , or another year-long business course, they’ll need the foundation you provide in the introductory course. This foundation can not only impact their future high school courses, but also the careers they pursue.

An introductory high school business course is where a real interest in business can spark and burn into a passion for a fulfilling career.   Here, students will get a taste of all sorts of career options available in this pathway and hopefully determine their next steps.

Tip 1. Start with the National Business Education Association

Teachers have often shared with us that they don’t know where to start when putting high school business curriculum together.

As curriculum developers, we suggest getting familiar with state and national standards. Following the   National Business Education Association (NBEA)   standards should play a key role in your high school business curriculum. The NBEA develops nationwide standards for business teachers to make sure students across the country are prepared for the business world.

Here are some ways you can stay on track with NBEA standards in your own high school business lesson plans:

1. Get to Know the NBEA   Standards

The NBEA maps out guidelines of what all business students should know by the time they’ve completed their courses. The guidelines focus on performance standards and expectations about achievements.

By following these standards, you can be sure your students will leave your classroom fully understanding the way a business works and are able to use business techniques and skills to help them shape their careers.

If you’re an NBEA member, you can check out the   NBEA business education standards online . You’ll have to log in with your NBEA credentials to access the standards.

2. Align Your Lessons to the NBEA Standards

Once you have reviewed your state and national standards for business education, you can start putting your lessons together. Although, this can take much more time than you have to devote to lesson planning and   curriculum mapping .

The easiest way to ensure your lessons meet the standards? Find a high school business curriculum or other   business education resources   that are based on the standards you need to cover. There are several options available, including Business&ITCenter21,   Cengage SAM , and Pearson’s MyITLab. When you pace your curriculum around meeting NBEA standards, you can be confident each student is receiving appropriate information necessary for career success.

Tip 2. Make Your High School Business Lesson Plans More Engaging

Engaged students learn more , but sometimes it can be challenging to grab the attention of high school students, especially in an introductory course. We know that adopting proven strategies like blended learning can go a long way toward engaging students.

Here are a few more specific tips and tricks to help make your   high school business lesson plans   interesting and engaging:

1. Keep It Relevant

At some point or another, every teacher must hear the universal student cry of “I’ll never use this in my real life!” But you can avoid a great deal of this response by making sure your high school business curriculum incorporates relevancy to your students.

Be sure to include scenarios that students have or will likely encounter. Relating your content to your students’ lives now or at least showing a clear future connection or need to your students is a huge victory in the fight to engage students.

2. Go Digital

Because your students are so in tune with technology, why not take your business education lesson plans there?   Incorporate online tools , such as quizzes and video lessons to hold their attention longer in class. An interactive format helps your students make the most of the information in front of them, and it allows for more customization and flexibility on your end.

3. Incorporate Multimedia

A key aspect of blended learning involves presenting content in a variety of ways. Using resources that include multimedia supports that end by providing audio and visual aspects that help relay information in a clear way and keep students engaged. Use graphics and other types of media whenever possible. You can combine videos, charts, and audio to create a full multimedia experience. Or go for an online digital resource that does all of that for you.

4. Meet Diverse Student Needs

Because you have a diverse student body, a challenge can arise when students need to move at a different pace. Some students need to wait on their peers if they finish their projects ahead of time, and others can struggle to keep up.

Working online often promotes independent learning which helps keep students engaged by allowing each one to move through your high school business curriculum at their own paces.

With a digital curriculum, you don’t have to worry about the pace of teaching because the students can access it anytime, anywhere to make sure they are on track. When students complete the required work, they can immediately be directed to new activities, videos, and quizzes that will help reinforce the material they just learned.

5. Curate New Teaching Ideas

The Internet offers a wealth of information about improving and growing your own   high school business curriculum .

Many websites can provide you with advice, examples, and helpful resources to make your lessons more engaging for your students.

Sites like   Teachers Pay Teachers   are also a great place to go for new ideas and lesson plans from other high school business teachers around the country.

If you are willing to try social media, Twitter could be another great resource. Many business teachers use Twitter for professional development. An easy way to start is by following the conversation around the #busedu hashtag!

Tip 3. Never Stop Improving Your High School Business Curriculum

One last tip for your high school business curriculum is to make a point to periodically review your content for ways that you can make it better.

Most subscription-based curriculum resources will do the bulk of that work for you by monitoring standards and other changes and then updating and releasing current content as needed.

The world of business changes so rapidly and you want to make sure that you are keeping pace. Keeping aware of changes to the business world and NBEA and state standards will help your courses continue to be relevant and engaging to students.

Ready to Teach Your Business Education Course?

Your students deserve a high school business curriculum that will help them build the foundational knowledge they need for future success. Using these tips and tricks will help you be more confident in your ability to engage and inspire your students.

But even the most prepared teachers still face some of the same challenges in the classroom every day.

To learn about five of the biggest challenges business educators face in the classroom,   download your free guide . You’ll read about some of the most challenging obstacles teachers face in the classroom and how you can overcome them.

Teaching Entrepreneurship in High School

Posted by: Margarita Geleske on September 14, 2021

As the world becomes more globalized, teaching entrepreneurship is more critical than ever as students need the skills of an entrepreneur to solve complex problems, and artfully navigate ambiguity creatively.  In fact, employer expectations are increasingly in the arena of 'human skills' or ' durable skills ', according to the World Economic Forum Job Report .

High School Business Teacher vs Entrepreneurship Teacher

Teaching entrepreneurship in the classroom goes beyond teaching standard topics like marketing and accounting skills. The methods and perspectives taught in the average business class focus on sustenance and growth for already-established businesses. Entrepreneurship students learn practices that successful entrepreneurs use today to develop, test, and launch a business, all while gaining skills around problem solving, iteration, and collaboration.

Not to mention, established companies seek to hire employees with an entrepreneurial mindset to drive innovation, relevancy and competitive advantage at these organizations - often called intrapreneurship.  Those with these skills and mindset are prime for these roles as they are go-getters, self-starters, and—perhaps most importantly— entrepreneurs are comfortable navigating through the unknown - working to solve problems and create opportunities.

Bringing the Real World Into the Classroom

In the traditional classroom setting, students are taught not to fail—which is admirable, but not always realistic. In an INCubatoredu entrepreneurship classroom, failure is encouraged. Why is this?

“When you fail in regular classes, you’re failing within a simulation. But when you fail within an INCubatoredu class, you’re failing within the realm of real life,” says a former INCubatoredu student. “Being able to recover, and using skills that you will need for the rest of your life has a greater impact than knowing the name of the 18th president.”

“I have it in my head because we learned and used the concepts in the INC program,” says another former INCubatoredu student. “Those concepts are a part of me now, not a part of a textbook.” This anecdote demonstrates the deeper learning that takes place when a student applies concepts to their everyday life, instead of just memorizing and regurgitating them.

The content and skills taught in entrepreneurship classes, such as creating and testing a new business concept, help students gain confidence as they continue to explore their education, as well as possible future career paths.

Another INCubatoredu graduate shares, “If every class could incorporate an element from INCubatoredu, that would be a game-changer for education.”

“If every class could incorporate an element from INCubatoredu, that would be a game-changer for education.” ~ Kat Mena, INCubatoredu alum

Key Traits of an Entrepreneurship Teacher

Entrepreneurship teaches students confidence, creativity, and collaboration—and it’s important that the teacher leading the course honors the same attributes. Entrepreneurship teachers should have a growth mindset and a willingness to explore possible solutions with students, rather than a desire to have all the answers on the ready. Often, an entrepreneurship teacher will have a background in business education (but certainly not necessary), but importantly, a willingness to embrace a new way of teaching. 

How to Teach Entrepreneurship?

Today’s Students, Tomorrow’s Leaders

With entrepreneurship classes like INCubatoredu , they will be.  From creating and iterating on a business idea, to learning to recover from failure, the skills gained in entrepreneurship classes will set them apart while fostering creativity, collaboration, and confidence at an early age.

Get a feel for what an INCubatoredu class is like.  Download a lesson plan to get started, or set up a 'curriculum preview' of our resource library.  Or read more: We asked INCubatoredu student alums: "What Did This Class Do For You

Related Posts:

Student Entrepreneurs Answer Why This Course Matters

New Report: Creating Student Agency & Teacher Joy Through Entrepreneurship Education

My Experience as a High School Entrepreneur

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Lesson 3: Incentives Matter

• Teacher Resources
• Lesson Plans
• Economic Demise of the Soviet Union
• Lesson 3: Incentives Matter…
• People respond to incentives.
• Entrepreneur
• Productivity
• Competition

Content Standards and Benchmarks (4 and 14):

Standard 4: People respond predictably to positive and negative incentives.

Benchmarks:

• Rewards are positive incentives that make people better off.
• Penalties are negative incentives that make people worse off.
• Both positive and negative incentives affect people’s choices and behavior.
• People’s views of rewards and penalties differ because people have different values. Therefore, an incentive can influence different individuals in different ways.
• Responses to incentives are predictable because people usually pursue their self-interest.
• Changes in incentives cause people to change their behavior in predictable ways.
• Incentives can be monetary or non-monetary.
• Acting as consumers, producers, workers, savers, investors, and citizens, people respond to incentives in order to allocate their scarce resources in ways that provide the highest possible returns to them.

Standard 14: Entrepreneurs are people who take the risks of organizing productive resources to make goods and services. Profit is an important incentive that leads entrepreneurs to accept the risks of business failure.

• Entrepreneurs are individuals who are willing to take risks in order to develop new products and start new businesses. They recognize opportunities, enjoy working for themselves, and accept challenges.
• An invention is a new product. Innovation is the introduction of an invention into a use that has economic value.
• Entrepreneurs often are innovative. They attempt to solve problems by developing and marketing new or improved products.
• Entrepreneurs compare the expected benefits of entering a new enterprise with the expected costs.
• Entrepreneurs accept the risks in organizing resources to produce goods and services and they hope to earn profits.
• Entrepreneurial decisions are influenced by government tax and regulatory policies.

Lesson Theme:

The legendary inefficiency of productive efforts and the seemingly perverse behavior of firms in the former Soviet Union can be explained by examining the incentives faced by the managers of those enterprises, and by recognizing how those incentives differed from incentives faced by workers and planners.

Key Points:

• Like officials in the planning bureaucracy, managers were confronted by scarcity, and made choices that engendered opportunity costs.
• Managers of firms also faced, often more directly than the planners, the problem of missing markets and the lack of information.
• Added to the concepts of scarcity, choice, cost, and markets, the economic concept of incentives is a useful tool for analyzing the sources of failure at the next level of the Soviet economy, the level of the firm where actual production of goods and services took place.
• The central government planners ignored the incentives that stem from people’s attention to their self interest.
• The economic concept of incentives is a powerful tool for explaining human behavior.
• Incentives are rewards or penalties for behavior.
• Incentives can be either positive or negative, and can thus encourage or discourage a particular action.
• The popularity of “Beanie Babies” and the price they sell for has sent a message to other producers to make stuffed toys that are similar to “Beanie Babies.”
• When coffee prices rise rapidly, many consumers choose to drink less coffee by substituting some other drink or by simply not drinking as much.
• The entrepreneur takes whatever profit or loss results from an enterprise.
• (This claim on the residual – the profit or loss – leads to the entrepreneur sometimes being referred to as the “residual claimant.”)
• to innovate in order to reduce the cost of providing goods and services; and
• to improve product quality and service.
• The economy of the former Soviet Union substituted managers for entrepreneurs and quota-based systems of incentives for profit; the result was a system biased against the innovative and cost-reducing strategies that are key to the success of western economies.
• They were nominally decentralized.
• They employed labor and purchased raw materials in order to produce output.
• Consequently, the dynamic of market economies that leads to cost-cutting production techniques and the introduction of innovations was missing in the Soviet Union.
• Managers were rewarded solely on their ability to reach the production targets.
• Innovation is a risk, and was studiously avoided by managers.
• There were no incentives for them to engage in risk-taking.
• Central planners had little knowledge of plant processes and tended to set targets primarily by observing a firm’s production level in the previous planning period.
• Production goals and output quotas dampened managerial enthusiasm for introducing new products and production techniques.
• Change was costly; both in terms of the risk of failure and in terms of the costs in time to train workers in new methods of production.
• At very high cost, even to the point of fabricating their own replacement parts, enterprise managers were more apt to repair or even rebuild an old machine rather than introduce a more complicated and possibly more efficient one because the installation and training time might extend beyond the quota period.
• This was done by building up reserves of spare parts and special items, padding payrolls, storing up inventories of key inputs and by building slack into targets.
• Because of soft budget constraints and the consequent ease of acquiring financial funds (to be covered in point #6), this went unchecked.
• This is much like a child having his allowance increased every time he overspends.
• Thus, managers had little incentive to reduce cost or adopt cost-saving innovations.
• Conversely, industrial authorities at the ministerial level tended to confiscate unanticipated surpluses (revenues) that showed up in a factory’s accounts.
• The result was that managers saw no benefit in overfilling their quotas and tended to hide the true productive capacity of their plants.
• Because resources were allocated on the basis of cost, managers had incentives to supply biased information to the overseeing ministry, which, in turn, had an incentive to ratchet up cost figures before passing them along to central planners.
• The manager benefited by overstating costs so that he could obtain extra resources.
• Similarly, managers tended to employ excess workers as insurance against the possibility of increased production targets.
• Separate ministries for research and innovation existed, but they were independent of specific production processes.
• Research was undertaken for its own sake and not for its application to cost-cutting technologies.
• Outdated technologies were standard as were breakdowns in production processes.
• Because targets were stated in terms of finished output, there were chronic shortages of spare parts.
• The results were often work slow-downs or stoppages in other production sectors. It was not uncommon to see tractors sitting idle, waiting weeks for spare parts, while fields were tilled by hand.
• One consequence was a proliferation of channels of economic and political monitoring created in recognition of the potential for diversion of resources.
• This was costly not only in terms of lost efficiency, trust, and higher transaction costs, but also in terms of freedom and it made the task of planning even more difficult.

Conclusion:

Compared to a market-based firm, the behavior of the Soviet firm was perverse. The explanation of this behavior has little to do with the character of the individuals involved and everything to do with the incentives embodied in the system. Competitive markets reward firms for good performance with profits and usually penalizes poor performance with reduced profits or losses. The Soviet ministry, on the other hand, penalized managers for any disruptions and rewarded them for meeting targets. In the end, the manager who was most effective at hoarding resources, and was therefore the least efficient, received the rewards. Economic planners, producers, distributors, and other agents lost credibility.

Activity:  Why Would Anyone DO That? – Incentives Matter

Demonstration Video

Lesson Overview:

Five vignettes describe seemingly stupid or illogical behavior on the part of Soviet producers and consumers. With the help of some hints to direct their thinking, students identify the operative incentives, explain how those incentives led to the resulting human behavior, and propose changes in incentives that would modify behavior.

Economic Concept:

Economics content standards:.

• Student Handout – “Perverse Incentives” (copy each scenario on a separate sheet of paper)

Time required:

• 1-2 class periods

Assessment:

Working with a partner, compare and contrast the incentives that operate in private school and public school classrooms.

• What are the “output targets?” What’s produced and how is it measured? Who are the consumers, what are they “buying” and what do they pay?)
• Explain how each of the above is likely to respond to incentives – that is, predict their behavior.
• What did you learn about the incentives facing the Soviet firm that informs your analysis of the public school / private school comparison?

Teacher Note: This assessment requires a transfer. Some students will need more help than others in answering the question, not because of their understanding of the definition of incentives, but because of difficulties transferring their understanding to a new situation. It is important to intentionally teach transfer rather than assuming students will “get it” by themselves. Encourage students to approach this problem by looking at the assessment problem and the scenarios they worked on in groups and asking “What’s the same?” and “What’s different?” Emphasize the worksheet questions that ask students to transfer – the effects of changing targets from number units to weight, for example – by pointing out this transfer to students and asking them to define the steps they took in making the transfer.

Procedures:

• Incentives are rewards or penalties that influence people’s behavior.
• Changing prices change people’s willingness to buy or sell.
• The focus here is to identify the incentives that, in the absence of market prices, operated in production and sale of goods and services in the Soviet Union, and to use recognition of those incentives to explain behavior that would otherwise seem strange and illogical.
• Distribute handouts, Perverse Incentives, and work through scenario 1 with the entire class.
• have we identified the incentives?
• how is this behavior the same as and different from behavior we would expect as a result of the incentives that operate in market based economies?
• Share solutions, conclusions, etc. in large group. or
• Pair the discussion groups. One group presents a scenario and their analysis and the other group evaluates. Groups switch roles for the next scenario. or
• After students have discussed all the problems, assign each group to present one to the assembled class.

Student Handouts:   Perverse Incentives

Professor Judy Thornton of the University of Washington reports that when she was a student in Moscow, “…the small, blue metal lamp on my dormitory desk was so heavy it took two people to lift it. The lamp base had been filled with lead …”

The problem of grossly heavy products was not limited to the lamp industry, however. Professor Thornton tells of a cartoon that appeared in Krokodil, a popular weekly magazine, in which the entire staff of a plant is shown carrying a single giant nail out of the factory.

• Both of the factories mentioned here – the lamp factory and the nail factory – faced quotas and devised strategies to meet and exceed their quotas. Being paid depended on meeting the quotas and bonuses were given for exceeding them.

Given this information:

• Predict the basis on which the quota of the lamp factory was set.
• Change the quota to another basis and predict the resultant change in behavior and in output.
• Finish the caption on the nail cartoon: “Well, comrade, I see that our quota is measured in _________ this month.”
• Predict the change in the cartoon picture change if the caption read, “Well comrade, I see that our quota is measured in finished units this month.”
• Professor Thornton also experienced the effects of changing the output targets or basis on which the quotas were calculated. When her desk lamp burned out, she found that the state stores had “…tiny night lights or giant flood lights but not bulbs suitable for a desk lamp.” She discovered that the explanation for the production of light bulbs no one wanted and the failure to produce light bulbs people needed was found in the output targets. The output target that resulted in thousands of tiny night lights was _________________. When the output target was changed to ______________, the result was giant flood lights.
• What do you suppose that means?
• List some of the “unmeasured dimensions” of clothing that the factory could alter in order to maximize the number of finished products each month.
• If the output target is number of finished units, predict the size of clothing that would be most available in the state stores.
• What target would change the clothing size to the other end of the spectrum?

In their book, Meltdown – Inside the Soviet Economy , authors Paul Craig Roberts and Karen LaFollette report on the seemingly mysterious propensity of Soviet geologists for drilling many shallow holes rather than a smaller number of deep holes. Since most of the oil deposits lie at relatively deep levels, it is not too surprising that “…Soviet geological expeditions in the Republic of Kazakhstan have not discovered a valuable oil deposit for many years…. The surprising fact is that they were “…considered successful …. The geologists and ministers are paid handsomely for their efforts, everyone goes out and gets drunk, and no one cares that the whole exercise has been an extraordinary waste of time and money.” (p.10)

Further investigation reveals that Soviet geologists are very well-educated and clearly no less intelligent than geologists in the rest of the world. How then, can we explain their actions?

• In the process of oil-well drilling, the deeper the hole, the slower the drilling progress.
• The Soviet geologists were paid on a quota and premium system; that is, they were paid if they reached their quota and received bonuses if they exceeded it.
• Brainstorm a list of possibilities.
• For each item on your brainstorm list, identify the incentives for the geologists and predict the behavior they would be most likely to engage in. Which item on your list best explains the behavior the authors reported?
• What perverse outcomes might occur as a result of your new target?

Roberts and LaFollette report on another phenomenon of the Soviet system – the virtual impossibility of obtaining spare parts:

“The perpetual shortage of spare parts and the dismal repair service in every Soviet industry can also be traced to the bizarre [production] incentives …. Indeed, factories suffer such a severe shortage of spare parts that workers often ‘undress’ finished goods to acquire the needed parts before delivery. Repairs are a nightmare. In a typical instance, a state farm in Minsk sent its trucks to be repaired by the Slutsky Auto Repair Shop. The repair shop insisted on full payment before the farmers could inspect the trucks. Little wonder that they wanted their money first, because even poorly fixed trucks would have been an improvement over the truth: not only had the trucks not been fixed at all, but they had been stripped bare of parts they started out with. The farm’s driver had to haul them back to the farm where two weeks were spent replacing the parts and fixing the stripped trucks. Too late, the farmers learned that sizeable (sic) bribes must be paid to repair people to ensure the intended outcome. Members of the repair shop staff have turned their employer into their own private gold mine.

The Soviet press cites numerous instances of simple repairs that cannot be done because of an acute shortage of a tiny part. One woman was told she could not have her sewing machine fixed because a fastening screw was missing from the machine, a part that for years has been almost impossible to find. The unavailability of parts afflicts items as diverse as washing machines, refrigerators, irons, hair dryers, mixers, calculators, saws, and drills, reducing them to junk without the needed replacement parts.” (p. 13-14)

The question for you to consider is: Why doesn’t anyone produce spare parts ?

• Factories have the ability to produce spare parts. For example, a tractor factory could spend part of its time and other resources to produce spare parts for its finished products.
• “A shadowy character has arisen from the universal shortages: the tolkach. …The tolkachi are people who have a network of personal connections enabling them to locate a source for virtually any item. They extensively use the black market in stolen state goods and are provided with expense accounts to wine and dine and bribe anyone who can wrangle supplies.” (p. 15)
• Don’t get sidetracked by character issues. No one has found any evidence to support the idea that Soviet citizens were markedly different in their essential human character from people living in other places – no more or less naturally likely to steal, bribe, cheat etc.
• Predict – what are the “…bizarre incentives…” that Roberts and LaFollette refer to?
• Why do you suppose there were no factories specifically for the production of spare parts? (Now you have to think about the incentives facing not only the factory managers but also the planning ministers.)
• Predict the impacts of the shortage of spare parts on the system as a whole. How did the system adapt? (For example, just because the tractor is broken doesn’t mean that farm work stops. What kinds of accommodations are likely to take place? What is the net effect on the production?)
• How might you change the incentives to produce more desirable outcomes? (What is the desirable outcome?)

It was common in the Soviet Union for very showy dedication ceremonies to mark the opening of new buildings, housing, and other major constructions. Consider the following description of what went on behind the scenes as the official acceptance committee came to celebrate the completion of a new apartment building in which some of the bathtubs had been stolen.

“‘…the construction superintendent …was triumphantly showing the official acceptance committee around the first stair landing … and he did not omit to take them into every bathroom, too, and show them each tub. And then he took the committee to the second-floor landing, and the third, not hurrying there either, and kept going into all the bathrooms – and meanwhile the adroit and experienced [laborers], under the leadership of an experienced foreman plumber, broke bathtubs out of the apartments on the first landing, hauled them upstairs on tiptoe to the fourth floor and hurriedly installed and puttied them in before the committee’s arrival.'” (11-12)

• People cannot occupy an apartment building until it has been officially accepted.
• The construction company is allotted a number of bathtubs for each project.
• Why were the building officials willing to go along with the scam?
• Why were the workers?
• Will they be unwilling to move into an apartment because it doesn’t have a bathtub?
• Predict the likelihood that someone who moves into a bathtub-less apartment will be able to get the construction company to install one.
• What might be more effective ways for the apartment dweller to secure a bathtub?
• Generalize from this instance and your insight into the incentives facing workers and managers in the construction industry – what would you predict to be the general level of construction quality in the Soviet Union and why?
• Who bore the costs of the perverse incentives that permeated the construction industry?

The following anecdote circulated in the United States in the late 1980s and seems to have come from the experiences of Americans traveling in the Soviet Union.

In the streets and informal markets of the city, there were vendors of light bulbs and they often had significant numbers of buyers. At first glance, this wasn’t surprising, as any visitor who had entered a Soviet building could easily see that light bulbs were apparently in short supply. Entryways and stairwells were often quite dark, and when light fixtures were in evidence, they almost never had bulbs. So, it didn’t seem strange to see people buying light bulbs – until, that is, the observer discovered that the people were buying light bulbs that didn’t work. The bulbs often looked normal enough, but usually the filament was broken and the bulb had burned out. Even more amazing is that the customers seemed to know and accept that the bulbs wouldn’t work. When asked why he was purchasing broken light bulbs, one Soviet citizen seemed puzzled that the American observer would ask, and responded, “Well, to take them to work, of course.”

• Light bulbs were in perennially short supply in the Soviet Union.
• Government offices, factories, etc. received shipments of light bulbs first. Only then were remaining bulbs offered for sale in state stores.
• Despite this fact, hallways, closets, and bathrooms in government offices and factories were almost always dark.
• There did not seem to be any serious government effort to stop the sale of broken bulbs.
• light-bulb vendors,
• workers / consumers,
• government officials.
• Compare and contrast the ways in which American citizens and Soviet citizens “pay” for light bulbs.
• Do you think the non-monetary costs or the money cost was a greater burden? Explain your thinking.

Teacher Notes – Scenario 1

• The output targets for the lamp factory were set in terms of tons of finished output.
• Suppose the quota was set in number of finished units. One would expect the lamps to be very small and extremely lightweight. The new problem would not be moving them, but keeping them from being broken.
• Millions of tiny, skinny nails, not long enough to go through a board or hold anything together.
• number of units (tiny light bulbs maximize this) to total wattage (huge flood lights)
• Measuring clothing output in finished units meant getting lots of small clothes – an overabundance of baby clothes and no coats for adults.
• If clothing output was measured in yardage of cloth, then large men would have coats and children would have none.

Teacher Notes – Scenario 2

• The output targets were based on meters drilled. Since drilling slowed down as the hole became deeper, it was much faster to drill lots of shallow holes than one or two deep holes. When oil lies far below the surface, the likelihood of finding much oil is small.
• Remind students that they cannot just change to market pricing; they must come up with an output target. Many groups will immediately change the output target to barrels of oil; encourage them to think how they would behave. Some possibilities: Firms would be reluctant to drill unless they were certain of hitting oil, so less drilling would occur. When oil was found, numerous wells would be drilled in a small area to maximize the number of barrels that could be extracted in a short time. One effect might be a very erratic supply of oil – large amounts until a drilling area was depleted, then very little – because no one wanted to take the risks of drilling a dry well.

Teacher Notes – Scenario 3

• Roberts and LaFollette offer the following evidence of the perverse incentives that result from quotas based on new production: “One planning engineer in a machinery manufacturing plan explains the lack of spare parts: ‘The director of this factory figures that if he puts out 100 machines with the proper quantity of spare parts, he does not get a premium. But if he puts out 102 machines and no spare parts, then the chief engineer and all the technical personnel get premiums. There is not enough stimulus for producing spare parts.'” (p. 13)
• No one celebrated partial production. The ministers wanted to be able to tell the planners about finished production – numbers of new tractors. The planners would trumpet their phenomenal successes in the headlines of Pravda, the official newspaper. No one wanted to talk about old tractors breaking down and needing repair. The ministers’ positions and influence rested on their ability to tell the planners that goals for new output were being met. Producing spare parts took resources away from new output.
• The overall impact of the shortage of spare parts was to slow down production and innovation. Valuable resources – especially human time and ingenuity, went into “making do,” crafting a replacement part out of whatever was handy, in order to keep machinery running. The result was that even though the machinery was running, it was likely to be less productive. Managers of factories and farms were reluctant to accept new or unproven technologies and innovations because they didn’t know how reliable they would be, and at least with the old machinery, they had figured out a way to keep it running. As you can see, the outward ripple of inefficiency would spread; the net effect of the lack of spare parts was lower productivity, lower output, and lower standards of living.
• Students may generate a variety of answers here. Whatever their answer, ask them to identify incentives and how those incentives are likely to impact production. Ask them to think beyond short term and to look for unintended consequences.

Teacher Notes – Scenario 4

• One hapless woman bought a down comforter. In the winter when she tried to use it, the down and feathers came out through the covering. She sent the comforter back to the Kotovsk Down and Feather Factory to be replaced. …the factory wrote a nasty letter accusing her of abusing the comforter and causing the stuffing to come out. Pravda correspondent A. Golovenko says that this kind of response is very common; a factory director can “beat off any ‘nonscientific’ complaint sent by a simple-hearted buyer as if it were a piece of fluff. All he has to do is accuse the buyer of not following the instructions for using the item.
• The apartment dweller will have no luck getting a bathtub from the construction superintendent; remember that he is rewarded for new construction, not for making repairs to apartments that have already been officially accepted as finished.
• The best way for an apartment dweller to secure a bathtub would be to buy one on the black market (maybe from the person who took them from the unfinished apartment building in the first place!)
• Given that output targets are in terms of finished units, the measured dimension becomes the number produced; the unmeasured dimension that is routinely sacrificed is quality.
• Apartment dwellers bore the costs.

Teacher Notes – Scenario 5

• Light bulb vendors are motivated by profit to accept the risks of a quasi-legal enterprise.
• Workers accept the costs and risks of petty thievery from their employers because the transaction costs of getting light bulb legally are so high.
• The government looks the other way because the costs of acknowledging and dealing with the problem of shortages are so high.
• American citizens pay for light bulbs by trading their income (earned by working) for bulbs. Soviet citizens pay for light bulbs with their time as well as with their money.
• The non-monetary costs to the Soviet citizens include such things as time spent finding light bulbs and time spent waiting in line. (Economists refer to these as transaction costs. Transaction costs are the focus of activity #5.)

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Women's Rights National Historical Park

Be an influencer for women's rights!

Essential Question

How can we use social media to share the stories of Suffragists and their fight for Women’s Rights?

As a result of this lesson plan, students will… - Research and understand the story of a Suffragist and their role in the Women’s Rights Movement - Use a form of social media to bring the suffragist’s struggle and hard work into contemporary times  - Identify personal connections to the suffragists fight for Women’s Rights

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Entrepreneurship — Lesson 201

Have a plan, stan.

Students come up with their own idea for a business (or choose from a list) and complete a business plan.

What Students Learn

• What is a business plan and why do you need one?
• What are the main parts of a business plan?
• How to use a business plan to get money from investors.

Suggested Time

• Preview and Episode Viewing: 45 minutes
• Activity 1: 30 minutes

Young Entrepreneur: Super Shaver Snow Shack

Clips for this lesson.

Sketch: ’24’

Sketch: The Intern

Sketch: Frankenstein

Young Entrepreneur: Elementeo

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Who Are You?: Building Relationships through Self-Exploration for HS

Who are you? You may be asking this when looking at all the new faces in your classroom at the beginning of the school year. You may also be asking: How can we, as a classroom community, encourage each other to answer this question authentically, peeling away the many layers that comprise who we are? 

• Nourishing Community
• Communication

To the Teacher:

Who are you? 

You may be asking this when looking at all the new faces in your classroom at the beginning of the school year. You may also be asking: How can we, as a classroom community, encourage each other to answer this question authentically, peeling away the many layers that comprise who we are? 

One place to start is by identifying words and concepts we are connected to and then considering why. This helps us create imagery for us to see ourselves truly reflected and invite others to learn more about who we are.

Use this lesson at the beginning of the school year. This lesson could also be used to follow up on community agreements/norms, asking: Now that we have defined how we want to be in community with one another, who is in our community? This lesson has been written to be facilitated over at least three periods/sessions with your students.

Prior to this period/session, invite students to bring in a talking piece that reflects an aspect of who they are. The object should be something they are comfortable leaving in the space until the next session and something they don't mind other people touching. ( Find more on talking pieces here .)

Welcome students to sit in the circle. Invite everyone to bring their talking piece to the space. Share that over several periods/sessions, we will all be taking some time to get to know ourselves and each other.

Invite a volunteer to read the community agreements/practices you have for your classroom.

Share photo: Painting by Randall Chavarria “On Being Heard.” Display the following reflection prompts in a way that everyone can see them:

• What do you see?
• What do you think the artist is expressing?
• How does this painting make you feel?
• What questions are coming up for you?  

Go-round: Invite each student to respond to the prompt of their choice. Remind them that everyone is encouraged to share, yet passing is also an option. Thank everyone for sharing.

Below is the artist’s description of their work. Share if you feel there is curiosity or if it feels supportive to what was shared during the go-round:

“The painting is meant to explore the meaning of voice, in exploring the ways in which we are heard by others. The person on the left being the speaker and the person on the right being the audience, the line in between being the ideas and things the speaker has to say.” - Randall Chavarria

Speak to the importance of the talking piece being an invitation to share as well as to listen.

Go-round: Invite everyone to share their talking pieces. Invite them to speak to how and/or why what they chose reflects an aspect of who they are. Be sure to share yours as well. If someone does not have their talking piece, invite them to share what they would have brought.

Once everyone has shared, they can place their talking pieces in the centerpiece.

Thank everyone for sharing.

If you have time to do another go-round, please consider this.

Go -round:   Invite students to choose a talking piece other than their own that catches their attention that they find interesting, or that has a story resonated with them in some way. They may retrieve the talking piece from the centerpiece and then begin to share why they chose that piece.

Invite everyone to stand and take a collective deep breath. 

Welcome students to sit in the circle. Have their talking pieces available to use.

Building on the previous lesson, consider the importance of being seen and heard. Explain that, today, we will explore why it’s important to know who we are as well as how we are seen, how we see ourselves and, ultimately, how we see others.

Invite students to share in response to the following prompt: 

• Why is it important to know yourself? Like, really, really know yourself?  

Invite a few volunteers to share. If there is hesitance to answer/participate, start things off by sharing your answer and your intention behind getting to know them. If the sharing comes easily to the students, you may also ask: Why do you think it’s important to know each other?

Go-round: In three words, describe somebody you love. This can be a friend, family member, or even someone you don’t know personally.  Invite a volunteer to start off the sharing and choose a talking piece to use. Be sure to share as well.

Invite them to share who the person is and the three words that describe why they love them.

Thank everyone for sharing. 

Invite students to use a thumbs up (yes), thumbs down (no) or thumbs horizontal (maybe) to reflect on the following: 

• If I would have asked you to share three words that describe yourself, would that have been easy? Invite everyone to take a look at the thumbs.
• If I would have asked you to share three words that describe why you love yourself, would that have been easy? Invite everyone to take a look at the thumbs.
• Did your answer change between the first and second question? Any thoughts or reflections on why?  

Invite a few voices to share. Acknowledge, validate, and affirm their answers.

Share that we are going to watch a spoken word piece by poet, author and spoken word artist, Elizabeth Acevedo. While watching the video, invite students to tune into who/what she is saying she is. Watch Elizabeth Acevedo’s poem, “Afro Latina .” (In the video, the poet speaks in English and Spanish, but the YouTube captions do not translate what is spoken in Spanish. If it makes sense for your students, print out the poem with translations so they may follow along).

Go-round: Invite students to share either:

• Something they noticed she said about who/what she is
• A general reflection about the piece

Thank everyone for sharing. Invite them to start thinking about who and what they are.  

Distribute blank pieces of drawing paper and writing utensils. If students need something to lean on, give them a moment to grab a book or clipboard.

Invite students to write a list of words describing who they are, what they are, what they like, what’s important to them, what gives them purpose, what they find interesting, what their essence is. These prompts can be at the top of the page handed to them or made visible to all in a way that suits your learning space.

Give them a set amount of time to write as many words as possible. (Suggested amount of time is 5-7 minutes.)

Invite students to write their name on their papers and collect them for the next session. Let students know you are collecting them for safekeeping and not reading them.

Go-round: Invite everyone to share one word that describes who they are. You may begin the share to model and foster comfort. For example, I am kind, I am funny, I am hungry, etc.

Although this session includes an artistic activity, it should not be introduced as artmaking. Since we all have a different relationship to the arts and our ability to engage with and create art varies, our intention is for everyone to participate to the best of their ability without making connections to how good we are at creating art. This should be presented as an exploration of self that will be shared with the goal of getting to know each other.  

Hand out their list of words.

Share that today may be the final session on the exploration of self and each other. Building on the previous session, we will continue to think about who and what we are through the use of words. We will also be adding an additional element to our exploration: the element of line or drawing. 

Watch pop artist  Halsey’s - Still Learning (Lyric Video) .

Go-round: Using the students talking pieces, invite them to share in response to any of the following prompts:

• What did you notice?
• What do you think is the message the artist is expressing in this song?
• How does this song/video make you feel?
• What is a message about yourself you would like to share with others?
• Thank everyone for sharing and prepare for drawing. Transition back to desks for comfort. Distribute blank pieces of drawing paper and any drawing materials you may have (pens, markers, colored pencils, etc.)

“Who Am I?” portraits: Using words from your list as shape and line, create an image of yourself. The idea is to share who and what you are through imagery and words. You can use your words individually or create sentences out of them. Use as many words as you can. The image can be of your face or whole body. You can start by creating a light line drawing of yourself and then add the words above the lines.

Share examples of portraits for inspiration. Emphasize that there is no right or wrong way to make these—they should each look unique, reflecting how we are all different.

If you search “Calligram Self Portrait online,” you will find many examples. Feel free to choose examples that you feel will be relevant to your student population.

Give students at least 20 minutes to work on their drawing. If it seems that they need more time, pause, and do a closing of your choice. Then return to the drawing and sharing of their work the next time you meet.

Option 1: Silent Circle Gallery Walk

• Have students place their drawings on the floor in a circle. Have them walk around the drawings in a circle, taking the time to look at what everyone created. 

Option 2: Silent Desk Gallery Walk

• Have students walk around each other’s desks and look at what everyone created.

Option 3: Silent Circle Observation

• Have students return to circle with their work and hold it in front of them. Invite everyone to silently take in all of their peers’ work.

Prioritize this closing: If your allotted time is not enough for this, split this session into two sessions.

Sitting in a circle, with drawings in hand, facilitate a go-round with each of the following prompts:

• What’s something you learned or realized about yourself during this activity or over the three sessions?
• Which words did you include in your drawing that are most meaningful to you and why? or What is one thing that you want people to know about you?
• What is one thing you learned about someone else in the room?  

Thank everyone for sharing. Share any observations you may have had during the three sessions that you feel will uplift the experience of students tuning into themselves and opening up to learn more about others. Close out the session with a high five passed around the circle.

Once students feel their artwork is complete after returning to it during free time or another session— finalizing any details, adding color, etc., display the work in a place where all can see it.

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SEO (Search Engine Optimization) Lesson Plan

Subject: Cross-curricular topics

Age range: 16+

Resource type: Lesson (complete)

Last updated

21 August 2024

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Teach your learners about a skill that is crucial in our digital world. This will help them as they set up their own websites and blogs for business or self expression.

This is a lesson plan for 1 hour, however, it can be customised to fit the timings of your lessons/sessions.

If you like the lesson plan with just the summary, you can get the use the separate lesson plan ‘SEO (Search Engine Optimization) Lesson Plan: Summary’ .

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A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

The Search Engine Optimization (SEO) Lesson Bundle

**The Complete SEO Lesson!** Get this bundle to help you to teach SEO which is a crucial digital skill for students to know. **Included in this value pack:** * Lesson Plan Summary * Lesson Plan with 'answers' * SEO Simplified eBook* **Optional Resources:** * Five Ways SEO can Benefit your Business * SEO vs Social Media Marketing - Which is Better? * Factors that Affect On Page and Off Page SEO * SEO or PPC - Which is Better * 8 Ways to do Local SEO without Building Backlinks * 9 Ways to Rank your Website without Backlinks **BONUS:** Become Micro-Famous in your Niche - Students can be guided on how they can stand out online in the future

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A Complete Guide to Teaching English in Russia

• January 16, 2019
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About Teaching English in Russia

Russia has a sense of intrigue about it. It’s both mysterious and fascinating,  oozing with history . From the bustling streets of the capital Moscow to the cosmopolitan city of St Petersburg, Russia offers a rewarding and unique adventure for English teachers.

Even better is that increased globalization has resulted in a booming job scene for anyone looking to teach English in Russia. There are a good number of language schools in both Moscow and St Petersburg and the market for teaching business English is on the rise. With a huge population of potential students, the demand for teachers is high and teachers are hired all year round, with peak hiring seasons being September and January. You can apply for jobs online in advance or on the ground in Russia.

While you won’t make your millions, full-time English teachers earn enough to live comfortably. Some schools have even added perks of free accommodation, airfare stipend and/or medical insurance.  Hours will vary between 20 – 30 hours a week, not inclusive of preparation or travel time. Obtaining a work visa is essential and only viable after securing a job.

Want to know what it’s really like?  Check out this video from Chris at Teaching Revolution:

Requirements to Teach in Russia

These will vary from employer to employer, but the most common requirements are:

• Native speaker
• TEFL certificate
• Bachelor’s degree (sometimes preferred but not required)

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Native Speaker

Being a native speaker is generally required to be able to teach English in Russia. Having said this, it may be possible to secure a job as a non-native speaker if you’re fluent, but it’s highly recommended that you’re  TEFL certified  as this will increase your chances of finding work. There are  other countries that are less strict on their teachers being native speakers ( or open to non-TEFL holders ), so you could always check these out too.

TEFL Certificate

Most schools and employers require their teachers to be TEFL certified and having one will certainly give you an advantage over those without, both in the job hunt and pay. If you’re a native speaker you may still find work without TEFL certification, but having one prepares you well for the world of teaching English, especially in a country that loves their grammar!

Bachelor’s Degree

Having a bachelor’s degree (in any subject) is sometimes preferred by employers, but isn’t always required. If you have yet to obtain a degree, or not planning on getting one, Russia could still be a good option for you as an English teacher. While having one will certainly boost your CV, not having one won’t stop you from securing work due to the high demand for teachers. If you don’t have a degree, a  TEFL certification is recommended as this will give you access to more jobs.

How Much Can You Make?

Similar to  Colombia , teaching English in Russia will allow you to live comfortably and break even. If you’re working full time and are pretty frugal with your money, you may even manage to save a tiny bit! Pay will vary depending on employer, qualifications and experience, but on average an English teacher will earn USD $1,000 to $1,500 per month.

Different types of jobs

Private language schools.

Private language schools tend to be a popular choice for English teachers in Russia, especially those starting out. They often require you to be TEFL qualified, but there are exceptions. Average monthly salary is typically between $1000 and $1200 USD a month, depending on experience. Some language schools will offer shared accommodation and a stipend for airfare, so it is well worth researching the schools that do offer these.

You will teach around 30 hours a week, excluding preparation time. This could be to a range of students, from children to adults, sometimes including business professionals. Contracts vary in length but are generally 9 – 12 months long, sometimes with the option to be extended.

International Schools

These schools are private fee-paying schools set up for expat children living in Russia. Salaries are higher here, anywhere between $1500 and $3000 USD a month, based on experience, and qualifications with perks like housing, flights and medical insurance tending to be included. You will need to have a PGCE and some teaching experience, usually two years. These could be worth looking into if you meet the requirements and enjoy teaching children.

Teaching English to Business Clients

The market for teaching English to business professionals in Russia seems to be on the up as businesses recognize the value of speaking English in an increasingly international economy. Prior experience teaching business English is often preferred. You’ll find that the lessons are held in the company’s office and you will travel between locations.

Contracts are about 24 hours a week (face to face teaching time), plus travel and preparation time. Salaries are usually around $1,500 USD a month and perks aren’t usually included.

This line of teaching is an option for those who don’t want to teach children. You will need to have a professional approach and quite possibly an interest in the business world (although not essential). While pay is generally higher, working in an off-site environment, as opposed to a language school, may mean less interaction with other teachers and more time traveling between classes.

How to Increase Your Salary

Private tutoring.

Private tutoring is a good way to supplement your income, and teachers tend to charge around $30 USD an hour. Some teachers find that they are approached by students from their classes for private lessons, while others find networking and word of mouth to be a good method. Recommendations from students to other students will also occur if you’re doing a good job.

Some schools won’t like you working privately on the side, so you need to tread carefully with this. You may be asked to sign a form saying you won’t ‘poach’ students from the school for private lessons.

Prior Teaching Experience

Having previous teaching experience can help to boost your salary. While it isn’t a requirement for all teaching positions, it will give you an advantage over other teachers and you’ll find that some employers will prefer it. So if you can get in some teaching hours before applying for a job, it could be beneficial.

You’ll find that some schools will offer perks such as accommodation packages, a stipend for airfare and/or health insurance. It’s well worth researching schools that do offer these perks as they will save you money. However, there are also plenty of schools who won’t offer any or may offer just one or two of them, so make sure to do your research.

Cost of Living For a Teacher in Russia

You should be able to live pretty comfortably in Russia on a teachers salary with not too many crazy extravagances. Securing a job at a school that provides accommodation will give you a huge advantage as rent will be your biggest expense.

If you do need to find your own accommodation, expect to pay anything from $200 USD to $700 USD a month plus utilities. Living outside of the city centers is more affordable and shared housing will considerably reduce your rent. Employers may help you find housing, usually with other teachers in shared accommodation, so it’s worth talking to your school about this.

If you’ll be paying for your own apartment, here is a cool video on what you can expect:

Public transport is pretty cheap in Russia, with prices from $0.35 for a one-way ticket. Comprehensive public transport networks in both Moscow and St Petersburg, and in the smaller towns and cities, means that getting around is not too much of a challenge.

Let’s look at some average figures for the cost of living in Russia, compliments of  Numbeo :

Want to know how much Russian Rubles are worth?  Check out  XE’s currency converter .

How Much Start-Up Money Should You Bring?

When moving to another country it is advisable to bring some start-up money to tie you over until your first paycheck. The amount you should take will depend on the lifestyle you choose to lead, whether or not you have secured a job before landing in Russia and if you have any perks like accommodation included in your job offer. Typically, between $1200 to $2000 USD is the recommended amount.

Visa Process for Teachers in Russia

Type of visa.

To teach legally in Russia you need a work visa. To get a work visa, you need a job offer and have your employer or school sponsor you. This sponsor (your employer) will provide you with an Original Letter of Invitation, which you’ll need to apply for the work visa.

Make sure to check that the schools you are applying to offer to sponsor a work visa. Some schools may also help to cover the cost of the visa as an incentive to work for them, others will expect their teachers to pay. Visa fees will depend on the country you are from.

If you land a job before going to Russia, you can begin the visa application process once you have received your Original Letter of Invitation from your employer.

If you are planning on securing a job once in Russia, you will still need a visa to enter the country ( some countries are exempt  from needing a visa, but the list is small). What visa you need and the documents required will depend on which country you are from and how long you plan on staying in Russia while looking for a job. Visit  VISA HQ  to find out what visa you will need. Once you have a job and the Original Letter of Invitation from your employer, you can begin the application for the work visa.

It’s important to note that your work visa is tied to the employer you work for, therefore leaving your job means your visa is annulled and you have a few weeks before you have to leave the country. If you’re leaving to change jobs, your new employer will have to sponsor another work visa in order for you to continue to work legally in Russia. Timings with one visa ending and a new one starting can sometimes be tricky, so this needs to be a well thought out process.

There are single-entry and multiple-entry work visas. It’s important to apply for the right one as they give you different rights. A single-entry work visa means you’re only able to enter Russia once, so you can’t travel outside of Russia during your stay. Multiple-entry visas permit you to leave and return to Russia.

Requirements and documents may vary from country to country, but expect to provide the following when applying for a work visa:

• Original Letter of Invitation (from your employer)
• An original HIV blood test (AIDS) certificate – this certificate is only valid for 3 months so make sure to plan to get this no earlier than 3 months before applying for the visa
• A passport with at least six months validity beyond your last day of residence in Russia
• Three passport photos
• A filled out visa application

Visa Application Process

The first step in the visa application process is to get a job. Once you have been hired, your school/employer will provide you with the Original Letter of Invitation. You will then need to fill out the  visa application form , and print it off. Once printed, you will need to attach a photograph, which was taken no longer than 6 months prior to the application, date and sign the form. This application form and the required documents will then need to be submitted to your Russian Consulate. As mentioned above, the visa fee will vary depending on which country you are from and whether it is a single or multiple-entry visa. More information can be found at  VISA HQ .

Migration Card

Upon entry to Russia, you will be given a stamped Migration card. This must be kept and carried on you for the whole period of stay in Russia. When you leave Russia, this card will need to be submitted to a migration officer at the port of exit.

How to Find a Teaching Job in Russia

Application process.

Many teachers secure their job online before heading off to Russia as schools are more than happy to recruit and hire teachers in advance. The process tends to involve an online job search, submitting CVs, and interviews over Skype or phone.

As some schools provide accommodation and/or airfare, sometimes securing your job in advance can save you money before you have even landed in Russia. Once you have got a job, you can apply for your work visa. Make sure to look for schools who sponsor work visas.

It’s possible to land a job on the ground in Russia. If you prefer to do this, the application process will vary slightly. You will still need to search for jobs, but this may be done online or through going from school to school handing in your CV. Interviews will be in person. If you’re planning on getting a job once in Russia, you’ll need to make sure you have the correct documentation to enter the country – usually on a tourist visa. To check the requirements, have a look at  Visa HQ . You can then apply for a work visa once you have secured a job –  this is a great thread  on transferring visas.

Where to Find Jobs

Researching online is the best place to start. Some of the larger language school websites worth checking out are  BKC International House  and  English First . If you are looking to teach Business English to professionals,  IPT  is a good place to begin your job search. You can also check  ESL Authority  for teaching jobs in Russia, as well as job boards like  ESL Cafe  and  Learn4good .

Hiring Season

Peak hiring seasons are September and January. However, as there is a high demand for English teachers in Russia, it’s possible to find a job all year round, particularly in language schools.

Best Places to Teach

Moscow, the capital and biggest city in Russia, famous for its dramatic history and politics, has much to offer. It’s a vibrant and bustling city, with an active social life and a rich arts and culture scene. Communication may be challenging with many of the signs in Russian only, so be prepared to learn some of the Russian alphabet.

Also, be prepared for some extreme weather conditions, you are in Russia! However, don’t let this put you off. The job market here is booming, and there are a great number of language schools, as well as international schools and opportunities to teach business English.

St Petersburg

North of Moscow, you’ll find yourself in the cosmopolitan city of St Petersburg, renowned for its magnificent architecture, majestic palaces and network of canals to rival Venice. Located next to the Baltic Sea means there are some dramatic seasonal changes, from bitterly cold winters to hot and humid summers. Communication here is slightly easier than in Moscow, with signs in both Russian and English. St Petersburg has fast become an international hub of education, commerce, and culture and there are plenty of opportunities abound for English teachers.

FAQs about Teaching in Russia

Can you teach without a degree.

Yes, it’s possible to teach English in Russia without a degree. You’ll find that some employers require/prefer their teachers to have one, but there are schools out there who don’t. If you don’t have one, it’s recommended that you’re  TEFL certified  as this will increase your chances of finding work. If you do have a degree, it can be in any subject.

Can You Teach Without a TEFL?

While most employers will require you to be TEFL qualified, some schools may still hire native speakers who aren’t. Having a TEFL certificate will give you access to more jobs and will often increase your pay, so it could be beneficial to get qualified before or whilst out in Russia. If you aren’t a native speaker, it’s highly recommended that you’re TEFL certified as this will help your job search considerably.

Can You Teach With a Criminal Record?

There isn’t a lot of research out there specifically about teaching in Russia with a criminal record, but from what we’ve gathered there are a number of schools out there who require their teachers to have a clean background check. There will be some institutes and schools which don’t check, or who may still employ you depending on what your criminal record says.

I wouldn’t say teaching in Russia with a criminal record is out of bounds, but you may find you don’t have access to as many jobs as those without one. It may be worth speaking to your local Russian embassy and a lawyer about your options.

If you’re concerned about finding a teaching position in Russia with a criminal record, there are  other countries  which are more lenient on this, so it might be good to check these places out too.

Is It Safe to Teach in Russia?

Yes, in general, it’s safe to teach English in Russia. Russia is quite a misunderstood country. It has had a troubled past, but today it’s very different. The streets of Moscow and St Petersburg have the  same level of safety  as any other major city like New York, London, Paris or Rome. There are a number of high-risk areas in Russia, such as the border with Ukraine, which are advised not to travel to.

As with any country, you need to make sure that you watch out for yourself and your belongings. Transport like the metro and the train are safe in both Moscow and St Petersburg, but again, it’s advisable to always remain a smart traveler. Some areas in the cities may be best avoided, either day or night, so make sure to do some research before visiting a new area and always listen to advice about areas to stay away from.

Russia is steeped in history and culture, yet still remains off the radar to many. Its growing economy has led to an explosion in the job market for English teachers. It’s safe to say it would be a unique, challenging and stimulating environment to get stuck into.

Emma Searight

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35 Responses

Hi! Thanks for the valuable information. I am planning on teaching English Russia early next year and have done much research, good to be pepared👍🏻

Awesome – good luck!

Hi I’m dentistry student in moscow Im study in international university, I would to teach english.

Ok, how can we help? Have you checked out our job board?

What chances does a teacher have getting teaching work in Russia if they bring a primary-school aged child with them? Is the child going to be accepted into a local school? Thanks

Hi Annie – shouldn’t be an issue as family members are eligible for a visa and according to this there is a process in place to help foreign students get enrolled in local schools.

Since I am one of the citizens of countries that do not require a visa for Russia this means I can enter visa-free I guess.

However what is troubling me is that since I want to find a job on the ground in Russia how would I get my work visa?

I heard that if I find my job on the ground in Russia, I will need to visit a neighboring country to complete my visa process before returning back to Russia to begin my teaching job.

Is this true?

and if so what countries would I have to visit since all Russian neighboring countries require a visa for me to enter? Please advice. Thanx

I believe you can process everything in-country but most people use agencies in Russia to facilitate the process so Id reach out to them first – we’ve heard good things about https://www.visahq.com/ if you need a place to start.

Hi, I am a Singaporean. I am fluent in English, have a Bachelors Degree from Australia, TEFL and TESOL with 5 years of ESL teaching experience. Would I still qualify for a work visa to work in Saint Petersburg?

Hi Leon – our research shows that as long as you are a native English speaker you should be ok.

I am a retired US lawyer. TESOL certified, teaching experience. Also have a doctorate in Education. Does Russia have an age limitation to obtain a teaching job?

Hi Dr. Young – we were unable to find any solid information about age limits for Russian work permits. Our advice is to contact some jobs or recruiters and ask them as they will be more up to date on the current requirements – good luck!

Hello I have an Associate Degree with TEFL and I’m going to South Korea for my first teaching experience and after a year I wanna go and teach in Russia I’m from South Africa do I qualify?

Hi Tumelo – our research shows that a bachelor’s degree is preferred but not required so you could find a job in Russia. Have you started to look?

At what time in the year must you apply for a teaching job to fly over and START in September. I am very confused as all the websites say that Russia hires all year round, does this mean that they hire all year round for positions that commence in September, February and all the semester start dates? if this makes sense. I would like to know as I’m busy with my TEFL certificate now and will possibly finish in the middle of August. I am applying to positions that aren’t so hell bent on tefl certificates just to secure a position for September. Your assistance will be greatly appreciated.

Hi Zaan – all year round means you can likely find a position that starts anytime, not just in Sept or Feb. How is the application process going so far?

Hello – reading through the information it has a lot of useful stuff for a new teacher coming to Russia. But you might like to update on registration with the Foreign Migration Service (FMS). There was a change in the law in the summer of 2018 where now the teacher has to be registered by the landlord at the address where they live. It used to be that the school was able to register the teacher at the legal address of the teaching establishment. This has created another challenge for teachers arriving to Moscow. This registration must be completed with 7 working days of arrival

Thanks, Michael – we didn’t know this!

Hi! Would it be possible to find jobs and living space as a couple? (And if so, do you have to be married?)

What are the chances of getting work at a Russian University? Perhaps in a 2+2 type of program or exchange programs with other universities that accept TOEFL and IELTS?

is it possible for a non native english speaker to be able to teach english in russia?

i am filipino but i am fluent in english and i have TEFL certificate.

Hi Jayson – it will probably be difficult as you’re not a native speaker.

Hello, I’m Russian and my boyfriend is South African. As far as I understand, it is considered a native speaker in Russia, right? He has 4 years experience working as a teacher in Thailand. But the problem is: he doesn’t have a degree just yet, he is obtaining one online from a university in his country(2 years to go). Can it be a problem?

Hi Anna – as we understand it, degrees are preferred but not required so your boyfriend might be able to get a job before he completes his degree.

Hi Im an Australian citizen(native speaker) currently studying my TEFL in Prague. I have also got my TESOL in Australia. I have looked for places to work in Russia as i have friends over there and have been there 3 times now. I just seem to only be able to find the jobs that require a Bachelors degree in English. Can you advise where are the language schools that would employ someone with TEFL/TESOL with teaching experience ?

Hi Finn – if you’re not having any luck with traditional job boards (and have been to Russia) why not try your luck on the ground? Could be easier using your friend’s network than applying coldly over the internet, especially if you’re not having much luck yet.

Hi, I am writing from Sri Lanka. I am a teacher of English in my country and I have been teaching for 5 years and I do have a Diploma in English and I am TEFL certified. But I do not have a degree. Can I teach in Russia with this qualifications?

Hi Yohan – based on the current requirements to teach in Russia you will have a hard time – not only is English not the first language of Sri Lanka but a degree is a really common requirement, sorry.

Hi, I’m a fully qualified, licensed and experienced English teacher from South Africa, also an English native speaker. I have 2 teaching degrees and a post graduate professional teaching qualification majoring in English. I’m also TEFL and TESOL certified. I’m ready to start teaching ASAP. Do I qualify to come to Russia? I’ve travelled the world and Russia is of interest to me.

Hi Yolanda – based on our research you qualify – have you started looking for jobs yet?

Hi there I’m a 20 year old with a level 5 TEFL Diploma and tutoring, coaching and part-time teaching experience. I dont have a bachelors degree. I really want to teach English in Russia. Is it possible to get a job teaching children but with benefits like accomidation, flight, and visa help? Where can I look for these? How much money should I take with me to be comfortable? Thank you!

Hi Claran – did you already look at the resources mentioned in the “Where to find a job” section?

Hi my name is Darcy I am Canadian and I have 10 years of teaching experience and I am even teaching English in Turkey right now. However, I am interesting in teaching in Russia. I have two years degree from Canada but not 4 years. What’s my chance to get a job that guarantee me a working visa! Is the 4 years degree required or two years degree is enough. Please advice. Thanks

Our research shows that a 4yr degree is not always required – you can always message some recruiters to better understand your odds – good luck!

Thanks in advance for valuable informations I want to teach English in Russia but I don’t have a BA degree I searched on websites those you mentioned but in all of them it’s required to have BA degree Is there any other institute where I can find a job?

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We typically talk about the results of the presidential election in terms of "red states" and "blue states." While viewing the results of the election on election night, we see a US map and states turning either red or blue depending on which candidate won the state. I wanted the students in my classes to understand what these red and blue state designations results mean for the outcome of the presidential election.

In the Electoral College Project in my classes, students work in teams of 2-3 and are assigned a set of 8-10 states (depending on how many students are in the class) to search online for data. I provide them with a handout as well as list of websites to complete a scavenger hunt to locate information, including:

• state abbreviation
• region where the state is located
• population of the state
• number of US representatives
• # of electors in the state
• red or blue in previous election
• red or blue in current election (We fill in this column as a whole class after the election is over.)

The students then present their information to the rest of the class while their classmates fill in the information on their own handout.  I've done this lesson with learners at the beginning level who have quite limited English skills with success.

If you'd like to try out this lesson between now and November, you can find the updated handouts I created below. Please feel free to adapt these resources to make them your own ! If you have any questions, let me know here in our community.

• Electoral College Project Student Handout
• Electoral College Project Scavenger Hunt Links to Resources for Students
• Electoral College Project States listed by Geographic Region
• Electoral College Project US Map by Region

Cheers, Susan Finn Miller

Moderator, English Language Acquisition Group

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I am also looking at how to incorporate civics into summer and fall lessons right now. In 2016, there was some good-natured grumbling about why the electoral college was important and then... a real-life example of why.

Thanks for all the many helpful insights and resources you share--including this wonderful set of resources for learning and teaching about the electoral college!  I will review and share these with colleagues!  

Again, THANK YOU!

Happy Summer!

I got a "Page not found" message when I clicked on the links. Hmmm...

Thanks for the heads up, Dave. 

Thanks to our tech support, the links to the handouts above are are now valid.

Cheers, Susan

Hello colleagues, Here is a link to a Wikipedia page featuring a map with the number of electors for each state that might be useful for a lesson on the electoral college.