Effectiveness of ENVoY
Classroom management model sponsored by Knowledge Arts Foundation
Results of University of Houston study, 2006-2007*

OVERVIEW
Does it work?  Yes.  In a study conducted by Dr. Robert Houston at the University of Houston Institute for Urban Education, ENVoY is shown to be effective in improving classroom environment for students.  Data from seven local schools were collected before, during and after the program, then analyzed at U of H.*


FINDINGS
1.  Positive changes.  ENVoY resulted in positive changes in teacher classroom management procedures.

2.  Coaching helps significantly.  Best results showed up in classrooms where teachers received individual, job-embedded coaching after their group training.

3.  Program well-accepted by teachers.  Teachers like ENVoY because more curriculum can be covered when management is not a problem.   Job satisfaction is greater and stress is reduced when teachers can rely on written assignments and students can be more independent; teachers can manage a class without having to raise their voices.

4.  Test scores went up.  While not solely related to the implementation of ENVoY, 84% of TAKS scores in elementary schools and 66% in middle schools increased between 2006 and 2007 in the schools where ENVoY was used.

RECOMMENDATIONS
1.  ENVoY should be offered to all teachers in a school.  Provide training during regularly scheduled professional development days for new teachers as well as veteran teachers.

2.  Provide implementation support.  Workshops should be followed by individual assistance in the classroom by a trained ENVoY coach to provide encouragement and maximize implementation of skills.

3.  Implement ENVoY practices school-wide so students are accustomed to a uniform management system. 

4.  Continue the program for three years at each school.  With help from trained ENVoY coaches, determine if long-term experience with ENVoY can change the culture of the school.

*Effectiveness of ENVoY 2006-2007: Analysis of Observed Change in Classroom Management in Elementary and Middle Schools.  W. Robert Houston, Executive Director of the Institute for Urban Education, College of Education, University of Houston.  Dr. Houston is the John and Rebecca Moores Professor of Education.   For more information, contact Charlotte@knowledgearts.net.  

Michael appreciates Jairo and Marta’s sponsorship of him at the NLP Congress. What follows are some pages taken from his English book, Righting the Educational Conveyor Belt.

Wishing you well,
Michael & Gail Grinder

Click here to download the 4 page handout for students of Michael’s Brazil class

"Seeing it coming" is the essence of non-verbal intelligence. Imagine how many times things might have gone differently if you had seen it coming! Imagine now, what it will be like to not only see it coming but knowing if you need to respond…
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It has been a privilege to train and mentor thousands of people. "Model of Professional Development" is a four-stage template (model) I use to "know where someone is" in their professional development and where to focus next. The stages are:

1. Content
2. Process
3. Perception
4. Receptivity

Everyone starts at the Content. This is the level where one learns the information, data, policy, etc. Often, our college classes provide this level of our professional development. This level is best described as the "verbal" level of communication—"what we say". Perception and Receptivity are the "art of communication".
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What Classroom Strategies Foundation does:   
      Professional development of educators in these areas:
1.     Manage classroom behavior
2.     Handle group dynamics
3.     Establish relationships with the at-risk student
Our goal is to develop local leadership so that after three years the district can sustain programs independently. 
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by Vivienne Hines

Abstract

This is a study investigating the issue of timing in coaching.  It answers the question, “How do coaches know when the time is right to intervene (i.e. ask a question, make a request or remain silent) in a coaching conversation?”

A preliminary questionnaire identified that coaches have different ways of approaching the issue.  These range from various aspects of non-verbal communication and content to structured coaching methods and the client’s agenda.  Some were unable to be specific and cited experience or intuition.  The subject is not covered explicitly in training.

Click here to download the article

Developing Charisma  (Lessons from the World of Cats and Dogs)
by Edwina Biucchi, Senior Coach, Inside Out®

WHAT IS CHARISMA?

Originating from the Greek ‘kharis’ meaning ‘divine favour’ or ‘gift’, most sources agree that charisma refers to a quality of those who have uncanny ability to charm or influence people. The Wikipedia definition describes a charismatic person as someone who generally ‘projects unusual calmness, confidence, assertiveness, dominance, authenticity and focus’ and who almost always has ‘superb communication and/or oratorical skills’. French sociologiest, Pierre Bourdieu (1930-2003) stated that charisma can only be assured if other people agree that someone has it.  So you either have it or you don’t.  Correct?
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Knowing what we are seeing and having the labels/tools to react is the start of mindful perception. Perception is the “timing” of communication, if we can predict what is likely to happen in a situation we are observing we will have the ability to choose a response.

The paradox we face in searching for an understanding of perception is that perceiving is something that we do naturally. We see what is around us and/or hear without expending any particular effort.

The idea that perception is not that complex misleads us. Effortless perception is a small part of what is happening as you perceive. We normally define perception as a way to inform us about our environment and what might be important to our survival in that environment.
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By Kendall Zoller. PhD

This article introduces nonverbal communicative intelligence. Within the article, five skills are described and set in practical exercises to practice and refine.

Click here to download the article

Kendall Zoller’s web site

By Kendall Zoller. PhD
This article offers an introduction to five nonverbal skills you can use at work to enhance communication, credibility, and rapport. The skills are anchored in nonverbal communicative intelligence, a model of communication introduced in this article.

Click here to download the article