If you're a salesperson struggling to close sales when you think you've done everything right, you could very well be taking missteps without knowing it. In order to help you avoid those mistakes, Tony Rea, a veteran salesperson, explains the basics of selling in this guidebook that can help you exceed expectations.

Rea offers guidance on: Sales fundamentals Effectively managing the sales environment Honing your perceptive skills Communicating to infl uence The mechanics of selling to close

While selling might seem straightforward, it's really a complicated mix of politics, techniques, and psychology all mixed together. Figuring out how each one of those things works requires learning the craft and keeping at it.

This guide can be your go-to reference for advice on fi nding creative ideas, responding to objections, and making a great fi rst impression. The techniques you learn won't just help you close more sales; they can serve to improve other areas of your life as well.

Whether you're a newbie salesperson or high-level closer, you can start selling more by learning "What They Don't Teach You in Sales School."

The author's ethnography poses and answers three questions: - How useful might discursive positioning be as a perspective on learning? What are the discourses at Wild Country Hall and how are they different to schooling discourses? How might neo-Liberal discursive practices, including performativity and current schooling orthodoxies have affected the pedagogic practices at this centre? A number of over-arching discourses (place, the appreciation, care of and respect for nature, the sense of awe and wonder, understanding and protecting the environment, risk, challenge and adventure; and consequent confidence and resilience building by children through facing and over-coming their fears) dominate the life of Wild Country Hall. The author proposes that introducing young people to these discourses allows a re-positioning of personal identity - which may be regarded as learning. Conversely, some pedagogic practices were found to valorise what may be described as 'classroom discourses', and have tended to formalise learning at the centre. This may be narrowing the range of discourses available, possibly to the detriment of children's learning.