ENVoY - the missing piece in classroom behaviour management

Teachers raise their hands for new classroom behaviour management strategies
  

What would it be like if all the teachers in your school or college could get the attention of their class quickly and consistently without straining their voice, be able to keep pupils on-task for longer, and gain increased respect from their class?

 

How grateful would your teachers be if you were able to introduce them to new skills and strategies which would help them manage classroom disruption more effectively?

   

Well, teachers in schools and colleges across the world are changing the way they deal with low-level classroom disruption and inappropriate pupil behaviour.   These skills are now available to the UK Education Sector and we believe you should be aware of them.  

GLD are experienced in training NQTs, experienced teachers, and other education professionals.
 

You know how some teachers dread coming in to school to face yet another day of misbehaviour in their classes.   And how many good teachers are leaving the profession because they have to spend too much time managing the class with little left for teaching?

 

How about the stressful experiences that NQTs go through when standing in front of their class for the first time or meeting difficult parents and carers at open evenings?
 

Of course, teachers have their own strategies for managing such demands, but are they always successful - and what is the hidden cost to their emotional state and stress levels?  
 

We all know how classroom disruptions interrupt and interfere with the learning process.   But when asked recently, teachers said they did not feel that they had enough training at college in how to improve and manage behaviour.  
 

There are many teachers already in the profession - and many entering it - who have to manage low-level classroom disruption and experience the loneliness of having to cope with it on their own without any alternative strategies.   In extreme cases whole days can be taken up dealing with behaviour issues.  
 

This affects the class if not the whole school and can result in too much focus being given to badly-behaved children at the expense of well-behaved children being ignored.

 
There are, however, a range of simple and respectful skills and techniques that teachers will not have learned at college; these utilise their own non-verbal intelligence.

 

Here’s the good news!  Teachers are raising their hands for a training programme called ENVoY which is now available in the UK after highly successful implementation worldwide.

ENVoY (Educational Non-Verbal Yardsticks) contributes measurably to teachers gaining up to an hour’s additional teaching time each week by using its specific skills and non-verbal techniques.  
 

Teachers are better able to manage low-level classroom disruption using influence rather than power.  
 

One experienced teacher in Torquay, Devon said:
 

 
And a Torquay NQT said:
 

 
Tried and tested strategies that guarantee results
 

During his 40 years of research into teaching techniques, Michael Grinder, a master of, and world-renowned expert in, the power of influence - the science of non-verbal communication, non verbal leadership and group dynamics - has developed a professional model for use in education.
 

With his own background as a teacher of children with special needs, and after over 6,000 classroom observations across four continents, Michael Grinder has distilled the successful patterns of non-verbal classroom management.

 
These proven strategies not only increase a pupil’s ability to learn autonomously but enable the teacher to include more content in a lesson.   Teachers reduce their own stress levels and are seen as having more charisma and gain more respect.   Calmer and more productive classrooms are the result.

 
Teachers become more effective by using the skills and techniques learned on an ENVoY programme
 

An ENVoY foundation programme consists of two half-day modules at which participants learn 7 skills for controlling a class during the four phases of a lesson.    At the start of the second module they are invited to share their experiences with the group and receive helpful feedback.

 
The secrets of amazingly simple yet effective techniques are shared enabling participants to use verbal and non-verbal techniques for getting the class’ attention quickly, keeping students on-task for longer, utilising influence before power, and the effective technique called The Most Important Twenty Seconds.

 
The ENVoY foundation programme provides the ‘HOW-TO’ for creating calmer and more productive classrooms.

 
Course participants receive training in:

After an introduction, each skill is explained and put into context and then demonstrated by the trainers.
 

Participants then have the opportunity to practise each skill through exercises and role-play in the safe and supportive environment of the training room. 

 

Past delegates have commented on how professional, yet relaxed and friendly, the trainers are and how supportive the teachers find the training environment.

 
The learning that participants experience is therefore informative, practical and fun!  As a result, the skills become more quickly embedded ‘in the muscle’ and can be used immediately. 

The success of implementing ENVoY is noticeably increased when a school takes it on-board across the whole of their establishment including their non-teaching staff.

 
Pupils then receive a consistent and fair message regarding behavioural issues when all staff are using the same techniques. 

Even experienced teachers value what they discover about their own management style when they come on an ENVoY course.   They learn the specific reasons why they are already successful in classroom behaviour management through learning how to label specifically what external behaviour patterns they themselves are employing.

 
This extends their range of choice when dealing with negative issues.   It also enables them to explain to their peers what verbal and non-verbal behaviour techniques they were using which brought them that success.   The ENVoY skills and strategies can therefore be transferred to less experienced staff in a structured and systematic way.

 
A London teacher with over 10 years experience said:

 

 

NQTs - and experienced teachers - who have experienced the ENVoY skills have said that they wished they'd learned the techniques before having to manage their classes.

 
Non-verbal communication skills positively influence the single most powerful leverage point in education: the teacher/student relationship
 

The goal for successful classroom behaviour management is to foster strong pupil/teacher relationships whilst dealing quickly and effectively with issues.   ENVoY provides practical techniques and skills which complement national and local behaviour management strategies.

 
ENVoY has been said to be the missing piece in classroom behaviour management as it provides teachers with practical yet highly effective ‘HOW-TO’ skills which are simple in concept and easy to use.  They can be put into use immediately after training and are applicable in a wide variety of contexts beyond the classroom.

 
Is this material really new?
 

You may be thinking “Why haven’t I heard of this before?”

 
That’s understandable given how much training is available and from so many sources.

 
However, you know the saying ‘there is nothing new under the sun’.  In the same way, these skills are new but not new!   Now available in the UK, they have been around for many years in other countries.

 
The skills, plus other techniques including group dynamics, are being used increasingly in education by SMTs who realise the importance of non-verbal intelligence in improving and maintaining staff morale as well as productivity.

 
Teachers so often unwittingly self-sabotage their best efforts
 

We all send non-verbal messages whether we are consciously aware of them or not. Unfortunately, often our non-verbal signals contradict what we are saying.  On the other hand, many of us are actually already unconsciously competent in some of the ENVoY skills.

 
Until you become consciously aware of the non-verbal messages you are giving out – and can recognise and label them - you are liable to get variable results.

 
Real progress starts after a teacher becomes consciously aware of each skill, knows how to use it systematically and consistently and knows when it is appropriate to use it.

 
The skills are used only when the situation demands; the rest of the time the teacher can just be themselves.

 
ENVoY skills make more effective teachers
 

Effective teachers are those who can deal with issues without compromise whilst maintaining the pupil/teacher relationship.

 
Teachers reduce their own stress levels when they employ the ENVoY skills.  In addition, staff meetings become more productive and meetings with parents and carers become easier to handle particularly when dealing with confrontation.

  
Why teachers should book on an ENVoY foundation programme without delay
 

ENVoY helps teachers to gain more respect in the classroom.  More teaching and learning is accomplished.  Classrooms and school corridors are calmer.  Pupils feel safer with consistent and fair behaviour management and can therefore learn more.

 
The next ENVoY foundation programmes
 

Contact us for details of upcoming courses.