37 Tips for Teaching English

Tip #1 Greet them by singing: We all greet the students when we enter the class and expect them to reply back. Instead of a monotonous way, why don’t you use a song to greet them? This may be really fun especially for young learners. You can use the rhyme of a well-known children’s song and add your own lyrics or you can create a rap one with these lyrics. Here is very simple rap greeting I created:

Teacher: Hello Hello Hello everybody!

Students: Hello Hello Hello Mr. Jones!

You can also change the word ‘everybody’ with some other words such as 4B, my dear students, dearies, sweethearts etc. This will surprise your students.

Tip #2 Pick a game: Think about games which can be played in the class and write the titles of them on cards. Put the cards in a box. If you want, you can ask your students to write down the games they’d like to play but make sure that you check them to see if they are appropriate or not. Students can colour or decorate the box with stickers or pictures. Whenever you want to give a break, you or your students can pick a game from the box and play altogether.

Tip #3 “Teacher! You’ve got mail”: Sometimes, it is difficult for students (especially the shy ones) to communicate with the teacher. This is a great idea to make them share anything they want. Make a box with a hole (maybe a locked one) and ask your students to write you notes or letters and drop it in. When students send you their message, they can write “Teacher! You’ve got mail” on the board or leave a message on the table, so you can check. You can reply their notes or talk to them afterwards. Another thing you can do with the mail box is to encourage them to write messages on special days, to cheer up their friends or to inspire each other.

Tip #4 Get together at break: As teachers, we all need a break to relax, have a cup of tea / coffee or visit Mrs.Murphy:) but it is extremely fruitful to spend time with students at the break time. Stay in class, hang out in the corridor or go out to the garden to chat with your students. Not all the time of course. Once or twice a week. Play games, eat together, listen to music or just make compliments. This unthreatening atmosphere will make you get to know them better and create a special connection with your students.

Tip #5 Who’s the teacher today?: Students, especially younger ones like acting as teachers. They sometimes play games acting as teachers and students. I used to do that a lot when I was a kid. I even had a little chalkboard. Why don’t you ask your students to become the teacher for five minutes and continue the lesson? You can start with the volunteers and ask them what / when they want to teach. You can add their names on the class calendar, so they can plan and get prepared. When the time comes, let them go through an activity, carry out a discussion, lead a game and so on. I’m sure this will be great for the students to become more confident and it will also help to improve their empathy skills.

Tip #6 Bring lucky charms: You can invent lucky charms to motivate your students or reduce their stress. Bringing a ladybug toy / picture before an exam, drawing an Irish shamrock on the board during a competition or hanging a blue bead after they perform well can change the atmosphere for a while. It can make them laugh, increase their motivation and have fun, but you shouldn’t exaggerate. Avoid changing the class into a tent full of totems:)

Tip #7 Arrange a ‘Fun corner’: You can leave a part of the bulletin board for this. Ask students to bring jokes, cartoons, inspirational quotes and interesting news they like. They can put these on this corner and share. Make them change the stuff regularly. You can even create a rating game at the end of the term / year and choose the funniest, the mosy interesting or the weirdest.

Tip #8 Silence is normal: This may not happen very frequently, but when it happens it might make you feel weird as if you have to start speaking immediately. If your students just stare at you or keep silent, that does not mean that there is always something wrong. Students may need time to digest. They might be thinking about the topic / lesson you are busy with. They may be brainstorming or reflecting. Do not panic and give them time.

Tip #9 Let them enjoy a ‘crazy moment’: As you can understand from the title, this is a crazy activity. Try not to use this activity very often not to lose the magic of it. When you feel that your students are completely lost in thoughts, tired or reluctant, tell them that they have 10 seconds to do anything they like. They can stand up, walk around, scream, dance, sleep, look out of the window etc. Ring a bell when the time is over and ask to sit properly and silently. Don’t forget to warn them about the actions they will do. They shouldn’t hurt their friends, offend each others’ feelings or damage the school property. I recommend you to inform your neighbours next door (other classrooms or the administrators nearby), so they won’t get shocked when they hear the ‘crazy’ sounds:)

Tip #10 Make them reflect: Students make a special page /section on their notebook and decorate it if they like. After each unit / theme, tell them to think about the things covered in class and write what they can do. This will be very good to make them reflect on their own work and performance. Seeing their own progress will be motivating as well.

Tip #11 Give them awards for nothing: Awards always motivate students and they get crazily happy if they deserve one. Some students can really feel useless if they can’t get any and the whole thing can lose its effectiveness. You can sometimes award them not for the things related with the lesson but with the special skills or features they have. Award for a sweet smile, award for a tech wizard or award for a helpful fairy etc. Check here to see more ideas on this.

Tip #12 Make a ‘class’ wall: You can change the classroom wall into a Facebook wall. I hope you have enough space for this. If not, you can use the windows or the doors of the cupboards. Students can share their photos of special moments and add captions to them, write their feelings or opinions. You can add your own and motivate them to comment on each other. This can be turned into a spoken activity at the end of the day or used as a warm-up activity. If students like each others’ posts, they can draw little hearts on them.

Tip #13 Give no homework for today: Decide on a day and don’t give homework on that day. Share this with the other teachers as well and encourage them to do the same. Students will love this. Having a day without any homework will make your students release the pressure of the school and relax.

Tip #14 Keep calm and come back: Choose an area in the class and put a ‘keep calm’ sign / poster there. Tell the students that they can use this place to get better whenever they feel down or angry. You can put a chair or a pillow there. They can sit, close their eyes or put their headphones on to listen to some music. The time they use at this area should be limited. They should go back to their place after 2 or 3 minutes.You can use the same place to show that you are not happy with an attitude or a misbehaviour but avoid using it very often.

Tip #15 You’ve got a message: Tell the students to write their names on a piece of paper and leave them in a box or plastic bag. Then allow them to pick one. If they pick their own names, they should change. Ask them to write an inspirational message for their friends and give it to them. Students will learn how to cheer up each other and improve their friendship with the help of this activity.

Tip #16 Help your buddy: Put the students into pairs at the beginning of the year. Tell them they are ‘help’ buddies during the first month. They are supposed to help each other about lessons, the new school / system and so on. This might be really good for the newcomers.

Tip #17 ‘Joker’ for homework: Homework can be boring for some students although you do your best to make it fun and catchy. Tell your students that they can have a ‘joker’ after each 5 / 10 homework. Once they get a joker, they can use it for any homework they like and skip that one. This can have some weaknesses such as missing things on the related piece of homework or receiving complaints from parents, but it can also motivate students to do more homework.

Tip #18 Reading time: Ask them to bring the book they are reading on a specific day. Friday can be a good day as it is the last day of the week and most of them can be tired. If a student does not fancy books, this can be a good start. Tell your students it is the reading time and allow them a specific time. You can begin with 15 minutes and extend the time later. You can also play classical music during this time. By the way, don’t forget to bring your own book to join them.

Tip #19 Share what you read: Bring a book you already read or you are reading and put it on your table or another place in the class. You can allow the students to have a look at it and raise questions aterwards. Then, ask a volunteer to bring a book and do the same. You can continue this activity till everybody talks about a book.

Tip #20 ‘Special days’ congrats: Use the doors of the students’ lockers for this activity. Learn their birthdays at the beginning of the year and put messages on the door of their lockers on their birthdays. You can also congratulate them for other special stuff like winning a school match or getting a poetry award. They will feel that you care about them.

Tip #21 “Who is the ‘prefect’ this week?”: Choose a prefect from the students. If you want, you can choose more than one at each time. The prefects can be your assistants during the week and learn to take responsibilities and maybe gain more confidence. You can change the prefects every week till everyone becomes a prefect at least once.

Tip #22 Group names: Divide the students into groups according to their seating plans and ask them to find a name for their groups. It might be good to call out their group names while warning instead of using the names of the students. This way, they can warn each other to stop the misbehaviour, listen to others more carefully and participate. You can give and take points to encourage the students and choose the champion group of the day / week / month.

Tip #23 Dance dance dance: This can sound a bit crazy if you have never taught young learners, but believe me it even works with university prep students. Just play a popular song and dance with them. You can do it in the middle of the lesson when you see that they are lost or before you start a lesson or a specific activity. Tell them that they are free to do any dance moves for blah blah minutes. When the music stops, they should calm down and sit quietly to get ready for the lesson / activity. Remember that moving can increase the brain power.

Tip #24 Make them talk for one minute: Tell them they have to talk to their pairs for one minute without stopping. They may talk about anything that comes up to their minds or on a specific topic. After some time, you can extend the time and make them talk for a longer time. This is a very helpful activity for their fluency. You can find more details about this activity here.

Tip #25 Share something about your childhood: Students can sometimes be very curious about their teachers. So why not using this for the sake of your lessons:) Show them photos from your childhood and tell them ‘stories’. Be sure that they will listen more carefully than they listen to other stories, because it is all about you. They can ask you questions when you finish or guess the end of the story.

Tip #26 Do not fear to share your feelings: If you are having a difficult time or if you are overjoyed, do not fear to share this with your students (unless it is very private:p). You can just tell them or write it on the board like a Facebook status and if they want, they can ask you questions about the details.

Tip #27 Watch a video: Do not wait for the perfect time to use videos. A short youtube video can change the mood of the students. It can make them smile and motivate for a hard work coming up or inspire them before a writing activity. Bookmark the videos you can use in your class and use this library whenever you need.

Tip #28 “Do you know what I did last weekend?”: Tell the students to bring an object related with what they did at the weekend. Tell them to show it to others and take a guess about their weekend. They can ask questions to learn about the details. If you want to save time, you can make students work in pairs / groups.

Tip #29 Tell them to dream on: This is one of the silent moments you can all enjoy:) Choose an appropriate piece of music preferably instrumental ones. Tell them to close their eyes and just dream on. They are free to dream about anything they like and they don’t have to talk about it afterwards.

Tip #30 Remember: Music is a therapy: Music can reduce stress, encourage positive thinking and even implant creativity. Do not fear to use it during the lessons. The only thing you should be careful about is to choose the right piece of music for the right time. Considering the activities you are dealing with, decide if you need something stirring, calming or relaxing. Hereis a great link to choose a piece of music according to your mood. Some titles here may not be appropriate for the age of your students, so check before you use it in your class.

Tip #31 Why don’t you go out?: You don’t have to lock your students in the class all the time. Take your students out to the garden or use the other parts of the school. Make a good plan about the lesson you will follow there and be sure everything is under control. Inform your head of department or the vice principal beforehand not to cause any problems.

Tip #32 Invite guests: You can invite your colleagues (English teachers or teachers of other subjects), the head of department, vice principals or the principal to your class not to observe you but to encourage the students. When they are ready to perform pair work or group work activities, show & tell projects or just to play games, you can invite someone to your class. (Inviting more than one person can be threatening for them.) The aim here should be to praise the students. When they hear that a teacher or an administrator they care is appreciating their work, they will be really happy and motivated.

Tip #33 Give them coupons: Make coupons to be given as awards after any good work your students perform. Tell them to collect their coupons to reach other series of awards. You can learn more details about this activity I created here.

Tip #34 “What was the best thing today?”: Make students reflect on the lesson and their work at the end of the day / lesson. Then ask them to share it in pairs or groups. You can also tell them to share the same with their family when they go home. You can inform the families beforehand. This will help your students to focus on the positive things more and create a bridge between the school and home as well.

Tip #35 Change is good: You can change the decoration of the classroom by playing with the desks and chairs (if you can) or the seats of the students. You can make your students look after plants, add new parts on the bulletin board and so on. Change is good but it might drive some students crazy, too, so you should know your students well before you decide on a change. You can make it in steps and try to prepare them.

Tip #36 Enjoy the Colour’ful’ days: If wearing uniform is not mandatory at the school you are working at, this can bring ‘colour’ to your classroom. Decide on a colour and tell your students to wear something with that colour on a day you will announce. If they can’t, they can also bring some accessories. You can join them as well. You can read a text, sing a song or watch a video related with the colours. You can discuss about the effects of colours on people, colour therapy or play games related with colours.

Tip #37 “What’s your favourite photo shoot?”: Ask your students to take as many photos as they can at the weekend or on winter / summer holiday. After deciding on their favourite photo shoot, they can bring it to class (hard or soft copy) to share with their friends. Then, they can come to the front, show and tell. They can ask questions to each other. With the help of this activity, they will be sharing their experiences and have some fun.

Hope you will find these tips fun and useful for your students. Please feel free to add your own and share your ideas.

Using Pictorial Representations To Teach Rules Of Grammar, Punctuation, And Word Usage

Amused by the misplaced modifiers in your students’ writing? Frustrated that your students omit commas in direct address? Tired of explaining the difference between your and you’re to your students?

Try explaining these often-confused rules of grammar, punctuation, and word usage through pictorial representations. In this article I have shown how five tricky concepts can be explained pictorially. I have tried them and they work!

How to Teach Rules Of Grammar, Punctuation, And Word Usage Using Pictorial Representations

1. 1

   Misplaced Modifiers

   Misplaced Modifiers can cause considerable confusion to readers and can also be a great source of amusement to them. The error caused by misplaced modifier can be depicted pictorially through many humorous examples. One of them that I use is shown below.
   
   2. By way of explanation, I use these points:
      • Modifiers are like teenagers – they fall in love with whatever they are next to. Most misplaced modifier errors can be solved by placing the modifier next to the word or group of words that it seeks to modify.
      • In the first sentence, covered with hot melting cheese (the modifier) seeks to modify pizza and not the person eating it. Placing the modifier closer to the word pizza clarifies that the pizza, and not the person eating it, is covered with hot melting cheese.
   3. 2

      Comma In Direct Address

      Not using commas in direct address is a very common error. Students and adults alike commit this mistake. Show them the picture below and they will develop an appreciation of the importance of using commas correctly in direct address.
      
      
      
   
   
   1. By way of explanation, I use these points:
      • Placing the comma before grandpa clarifies that the boy is asking his grandpa to eat with him. Without the comma placed before grandpa, it would appear as if the boy wants to eat his grandpa.
      • Commas are used to set off names (or words used in place of names) when addressing people directly in a sentence. The rules for placing commas in direct address are simple.  If the name comes first, it is followed by a comma. Grandpa, I want to eat a truck-load of ice. Sam, I want to eat a truck-load of ice.  If the name comes at the end of the sentence, the comma precedes the name. I want to eat a truck-load of ice, grandpa. I want to eat a truck-load of ice, Sam.  If the name comes in the middle of the sentence, it is surrounded by commas. What I said, grandpa, is that I want to eat a truck-load of ice.What I said, Sam, is that I want to eat a truck-load of ice.
   2. 3

      Your vs. You’re

      I have gone through numerous lists of commonly confused words and in almost all of them your / you’re features in the top five. The error could stem in part due to an incorrect understanding of the use of apostrophes in forming contractions. The picture below should help them understand that the two words are different and should not be used interchangeably.
   
   
   
   1. By way of explanation, I use these points:
      • You’re is a contraction of you are.
      • Your shows possession. It means belongs to you.
      • If you are confused on whether to use your or you’re, check if you are fits into the sentence; if it does, use you’re, else use your.
   2. 4

      The Oxford / Serial Comma

      The Oxford comma is a highly-debated topic among grammarians. While some feel that it is not necessary, others argue that leaving it out can cause confusion. If you are from the latter school of thought, then you can use the below picture to explain the rationale of using the comma to your students.
   
   
   
   1. By way of explanation, I use these points:
      • The Oxford comma (also known as serial comma or Harvard comma) is a comma that is used before and/or in a list containing three or more items.
        • I like to eat nails, glass, and shoes.
        • I hate people who do not like to eat nails, glass, or shoes.
      • In some cases, the Oxford comma helps avoid ambiguity in a sentence. In the second sentence of the picture, leaving out the comma before and may lead the reader to infer that Bill Clinton and George Bush are the two daughters of the president!
   2. 5

      Faulty Comparisons

      Faulty comparisons occur very frequently in writing. Most people do not even realize that they are comparing two things incorrectly. The picture below shows the confusion and humor that can be caused by faulty comparisons.
   
   
   
   1. By way of explanation, I use these points:
      • Faulty comparisons occur when two things are compared inappropriately or in a way that could confuse readers / listeners.
      • Often, the comparison will sound as though it's acceptable, but will be missing a few necessary words. The shirt you are wearing looks like my brother. Here, the shirt is being compared to the brother and not to the brother’s shirt.  The shirt you are wearing looks like my brother’s.  The shirt you are wearing looks like my brother’s shirt. Both of the above sentences are correct. In the first sentence, although the word shirt isn’t present, adding the ’s after brother implies that we are comparing the shirt belonging to the brother.
   There are several benefits of using pictorial representations for teaching concepts of grammar, punctuation, and word usage.
   • Students appreciate the importance of the concept, as they can clearly see the confusion or humor caused by the error.
   • Pictorial representations create visual reinforcement and can be especially useful for those students who are visual learners. If not anything else, students will remember the picture associated with each grammar lesson.
   • The pictures can provide an element of fun to the learning process and take some of the boredom out of the grammar class.
   
   
   
   

5 Learning Strategies That Make Students Curious

Understanding where curiosity comes from is the holy grail of education.

Education, of course, is different than learning.

Education implies a formal, systematic, and strategic intent to cause learning. In this case, content to be learned is identified, learning experiences are planned, learning results are assessed, and data from said assessments play some role in the planning of new learning experiences. Learning strategies are applied, and snapshots of understanding are taken as frequently as possible.

This approach is clinical and more than a smidgeon scientific. It arrests emotion and spontaneity in pursuit of planning and precision, a logical trade in the eyes of science.

Of course, very little about learning is scientific. While data, goals, assessment, and planning should all play a role in any system that purports to actually accomplish anything, learning and education are fundamentally different. The former is messy and personal, painful and fantastic. The latter attempts to assimilate the former—or at least streamline it as much as possible in the name of efficiency.

An analogy might help.

learning:education::true love:dating service

True love may very well come from a dating service, and dating services do all they can to make it happen, but in the end—well, there’s a fair bit of hocus pocus at work behind it all.

Hubris and Education

Education is simultaneously the most noble and hubristic of all endeavors. This may all reek of sensationalism, but watch anyone at play, honing a craft, lost in a book, or engaged in a digital simulation and you’ll see a completely different person—one there physically, but far removed in spirit.

In a better place.

Causing this in a classroom is possible, but is as often the result of good fortune than good planning. The best substitutes that can masquerade as curiosity are dutiful compliance and engagement. Neither of these are curiosity, which has among its sources a strong sense of volition, accountability, and curiosity.

Here, let me try.

I want to show you what I can do.

I want to know.

And that last one—a sign of curiosity–is a bugger, one we’ve talked about before. Like the caffeine in coffee, the chords on a guitar, or the wet in water, genuine curiosity is not a thing, it’s the thing.

Not temporarily wanting to know, or being vaguely interested in an answer, but being able to put together past experience and knowledge like the millions of fibers on a network–only to be maddeningly stopped from branching further without understanding or knowing this one bit.

Like stopping an incredible movie right at the climax—that awful, crazy feeling inside would be unfulfilled curiosity—and it’d just kill you not to know. But where does it come from?

And can you consistently cause it in a learner?

If formal learning environments driven by outcomes-based systems have taught us nothing else, it’s that while we often can “cause” something to happen in learner, it is only by considerable effort, resources, and angst.

But we certainly can create ideal conditions where natural curiosity can begin to grow. What we do when it happens—and disrupts our planned lessons and tidy little units—is another story altogether.

5 Things That Make Students Curious

1. Old Questions

The simplest curiosities arise from old questions that were never fully answered, or that no attempt to answer was made.

Of course, any question worth its salt is never “fully answered” any more than a good conversation is ever finished, but as we learn and reflect and grow, old answers can look positively awkward, as they are bound by old knowledge.

Strategy to actuate: Revisit old questions—through a journal prompt, Socrative discussion, QFT (Question Formulation Technique), or even a fishbowl discussion. And also revisit the thinking from the first go-round to see what has changed.

2. Ambition

Ambition precedes curiosity. Without wanting to advance in position, thinking, or design, curiosity is simply a biological and neurological reaction to stimulus. But ambition is what makes us human, and its fraternal twin is curiosity.

Strategy to actuate: Well thought-out mentoring, peer-to-peer modeling, Project-Based Learning and a genuine “need to know.”

3. Play

A learner at play is a signal that there is a comfortable mind focused on a fully-internalized goal. It may or may not be the same goal as those given externally, but play is hypnotic and more efficient than the most well-planned instructional sequence. A learner playing, nearly by definition, is curious about something, or otherwise they’re simply manipulating bits and pieces mindlessly.

Strategy to actuate: Game-Based Learning and learning simulations like Armadillo Run, Fun, Civilization V, Bridge Constructor, and Age of Empires all empower the learner to play. Same with Challenge-Based learning.

4. The Right Collaboration At The Right Time

Seeing what is possible modeled by peers is powerful stuff for learners. Some may not be initially curious about content, but seeing what peers accomplish can be a powerful actuator for curiosity. How did they do this? How might I do what they did in my own way? Which of these ideas I’m seeing are valuable to me—right here, right now–and which are not?

Strategy to actuate: Grouping is not necessarily collaboration. To actuate collaboration, and thus curiosity, students must have a genuine need for another resource, idea, perspective, or something else otherwise not immediately available to them. Cause them to need something, not simply to finish an assignment, but to achieve the goal they set for themselves.

5. Diverse & Unpredictable Content

Diverse content is likely the most accessible pathway to at least a modicum of curiosity from learners. New projects, new games, new novels, new poets, new things to think about.

Strategy to actuate: Invite the learners to understand the need for a resource or bit of content and have them source it. Instant diversity class-wide, and likely divergence from where you were going with it all. At worst you’ve got engaged learners, and a real shot at curiosity.

Individualisation in Language Teaching

This publication provides a useful introduction to innovative approaches to self-directed learning and individualisation: http://englishagenda.britishcouncil.org/milestones/individualisation-language-teaching 

The 12 Things That Successfully Convert a Great Idea Into a Reality

How many times have you been in a meeting and someone says to you, “That’s a great idea, you should take the initiative and make it a reality.” What typically happens? Most of the time – nothing.  Most great ideas remain dormant because people don’t have the courage, resources, time and/or money to take action. And for those who take action, most are unprepared and thus find themselves spending their valuable time and money on a dream that simply goes astray.

Converting an idea into a reality (regardless of the required investment of time and money) is never an easy task. In fact, it is extremely difficult. Whether you are an entrepreneur or corporate executive, “giving ideas life” is much like giving birth to a child. You must own the responsibility regardless of the circumstances. No one will ever understand your idea or the dynamics associated with it like you do. In this regard, you are on your own and the journey will require you to learn about yourself – more than anything else will in your career.

As the old saying goes, “If it were easy – everyone would do it.”

Today’s fiercely competitive marketplace requires us all to either convert our own ideas – or be a part of converting someone else’s ideas – into a reality. If you are not participating in either of these activities, you must re-evaluate your purpose, what you stand for and your desire to be relevant. Everyone must be a part of cultivating innovation around the clock. You must begin to accept that embracing the entrepreneurial attitude is a requirement to cultivate growth and opportunity for the organization you lead and serve.

Entrepreneurship is no longer just a business term anymore; it’s a way of life. You don’t need to be an entrepreneur to be entrepreneurial.

Did you ever think that not being involved in innovative activities was irresponsible? Well, it is – not just to yourself, but to those around you.

As you think about how you can begin to embrace the entrepreneurial attitude more actively, here are 12 things you must actively do – at all times – in order to convert ideas into reality:

1.       Believe in Yourself

You can’t take action until you believe in yourself enough to handle the consequences of your decisions. Any time you assume the responsibility to give something that had not existed before an opportunity to become a reality – you become accountable for your actions.

Accountability requires believing in yourself enough to be 100% dedicated to getting the work done. Most people fail to take an idea to fruition because the unexpected challenges become more than they think they can handle and thus they no longer want to be accountable. They lose the belief in themselves to see things through all the way to the end.

2.       Create Your Own Personal Board of Advisors

Learn from those who have done it before. Don’t ever think you have all of the answers, just because it’s your idea. Ideation is distinctly different than execution.

Allow your personal board of advisors to guide you with wisdom born from their own failures and subsequent successes. I talked to a couple of fellow entrepreneurs about this and they offered some of their own wisdom.

Rich Melcombe, President & CEO of Richmel Media & Productions, says that: “If you want to be a successful entrepreneur, listen to everyone because you never know when you will hear a good idea. Advice from stakeholders is usually more meaningful, but not necessarily right. Few people will have enough context to fully understand what you’re trying to do. Synthesize their comments so they make sense to you, understand the thinking behind any negative comments, and then make the decision on your own.”

Brad Lea, Founder & CEO of Lightspeed VT, adds: “Although it is valuable to have a personal board of advisors, be careful not to let them deter you from your vision. Steve Jobs’ board said he was “crazy” to enter into the cell phone space because it was saturated and it would not be worth the long and laborious effort.”

In the end, carefully evaluate any input that you get – but proceed with your own gut instinct.

3.       Embrace Risk as Your Best Friend

Risk becomes your best friend when you give birth to an idea. If you can accept this fact, you will approach the process with a lens that keeps your dreams and ambitions in perspective and on track. When things don’t go as planned along the way, stay focused on the mission at hand and do not allow disruption to set you backward. Risk is normal and steps #1 and #2 will keep you looking forward.

You often hear that “working hard” is an imperative to convert ideas into reality. But in fact, it is the most fundamental commitment one must make to assume any form of risk management. As such, you must find a way to make this level of commitment if you want to continue on the journey.

4.       Be Extremely Patient

Compromise is a choice, not a sacrifice.  Don’t put too much pressure on yourself. Take the time to appreciate the journey and understand how things work. Most people are too anxious to get their desired results and thus start to make bad decisions as they go.

One thing is certain: the journey will be filled with unexpected outcomes that you may not be prepared to deal with. Don’t let this get you down, but keep your head up and respect the process and where it takes you. You will learn a lot about your threshold of risk and ability. Equally, you will learn that many doubters are ready to stand in your way and may attempt to bring you down; this is when the ride gets uncomfortable. Constantly reevaluate those with whom you are sharing the journey (i.e., your inner circle).

5.       Learn How to Sell Your Vision

Converting your idea to a reality requires you to help others understand your vision. Selling vision is much like selling change. Clearly define your value proposition and how it can generate revenue. Selling lofty ideas without understanding how it will achieve financial results will never get you the right audience. The bottom line is what gets everyone’s attention.

Simplicity is the key to selling the vision for your idea. Making it easy for someone on the “outside” to understand what you are trying to accomplish will create engagement and increase your probability of expanding buy-in for your idea. This skill comes into play when selling to possible investors. Learn how to sell your vision sooner than later. Don’t wait as it takes time to piece together and refine your message.

6.       Connect the Dots Along the Way

Everything is connected to something else. Learn how to spot the paths of connectivity along the journey.  What may be your “core idea” today can mature into something bigger as you connect other tenets that naturally associate with your idea along the way.

For example, I launched a food business in 1997 called Luna Rossa Corporation. I started with a product line of specialty vegetables anchored by my flagship product of marinated artichoke hearts. The idea was to market a gourmet / higher-quality line of Luna Rossa branded products inside warehouse retailer Costco – which we successfully accomplished. Over time, this core idea led to gourmet line extensions that included pasta sauces, salad dressings, etc. We sold products to over 6000 retail stores throughout North America, eventually creating new brands and entering into licensing arrangements.

Never stop connecting the dots!

7.       Be Passionate With Your Pursuit

The pursuit of excellence requires you to unleash your passion. When you put your passion into everything you do, it gives you the power to become a potent pioneer. You will blaze paths few would go down, and see them all the way through to the end. Your passionate pursuit of converting your idea into a reality will open new doors to endless possibilities.

Your ability to remain passionate about what you stand for is the ultimate enabler for the success of your idea.

8.       Be Purposeful

Your intentions for your idea must have purpose and meaning. If not, your probability to quit along the way will increase. It will also increase the likelihood of you “psyching yourself out with unnecessary excuses.”

Rich Melcombe adds: “Entrepreneurs must have passion and believe in what they are doing or they are destined to fail. You need to make a commitment to yourself and have a fiduciary responsibility to anyone who supports your idea or concept. Your purpose is to execute the idea and make others believe too.”

Purpose fuels your passion and makes your journey less lonely. Perhaps this explains why family-controlled firms outperform their public peers by 6% on company market value. Today, one-third of all companies in the S&P 500 index are run by families.

9.       Focus on Building Momentum

Carefully identify all of your resources and build upon them via relationships, networking and sharing of resources to expand the opportunity for your ideas. Building momentum is critically important to convert your idea into a reality.

Stay focused, stick to your plan, eliminate distractions and neutralize the noise. Remember to manage your time wisely and never get overly excited about new opportunities that stem from your original idea. Step-back, don’t commit too quickly, and understand how the dots connect.

Building momentum has a lot to do with timing and the management and deployment of resources. Every resource counts. Know when and when not to use them so their value is optimally utilized at the right place and time.

10.   Always Make the Idea Better

Never grow complacent. You can always expand upon your idea and make it better. When you begin to see how the dots connect, challenge yourself and your personal board of advisors to make your ideas even better.

This is what Steve Jobs did with Apple, Pixar Animation and Apple again. Continuous improvements were part of his legacy. He never stopped thinking of ways to make his ideas better. The Japanese even have a name for it: Kaizen.

11.   Make Work/Life Balance a Priority

No matter how smart, passionate, or focused you work, without balance we are all susceptible to burnout. Mind, body and soul must be properly aligned.Take the time to make work/life balance a priority. It will give you greater clarity of thought and help you keep things in perspective.

Successfully converting an idea into a reality is a marathon, not a sprint. Pace yourself so that you can reflect upon the mission at hand. Always be aware of what you are attempting to accomplish. Don’t overwhelm your mind; give yourself some breathing room and allow your creativity to expand.

12.   Build a Legacy Around Your Idea

Let’s say you made the commitment to assume the responsibilities associated with the first 11 steps and have already been successful. Your original idea was born and its impact has now morphed into multiple areas that you would have never thought possible at the beginning.

You have earned your serendipity and the opportunities you have created for yourself and others have been momentous. The success of your idea is now real; it has become something more significant and it is up to you to make sure its legacy remains sustainable.

Once you give your idea its life, it is your responsibility that its impact stays alive forever.