Course Objectives:

The non-verbal communication skills offered in this training will positively influence the single most powerful point in education—the teacher-student relationship.

Teachers who systematically utilize the full range of non-verbal management skills are able to reinforce consistent and fair parameters while preserving their relationships with each student, regardless of unique learning styles or cultural backgrounds.

Expected outcomes include fewer disciplinary incidents, improved student attendance, higher student grades, higher staff morale, and a lower level of staff burn-out.

ENVoY is a vehicle to shift educators from seeing themselves as Bastions of Power to Instruments of Influence.

Topics of Study are: The four times teachers most often use management techniques

1. Why non-verbal messages are more effective in classroom management than verbal messages
2. Recognizing and responding to the various learning styles of students
3. Disciplining for student needs rather than for teacher needs
4. Establishing and preserving relationships of influence

Why ENVoY?

Professional strength

This program, when used by cadres of instructors within a school, brings out the professional strengths of all the members involved.

We need to elevate ourselves from within. . . we need systems which enable us to profit from the wealth of abilities that lie in insular classrooms. Sharing our collective wisdom It is only through sharing and supporting processes that the collective wisdom of the staff emerges.

The ENVoY series is based on Michael’s best-selling books for educators, widely used in the U.S., Europe, Australia, Asia and Latin America. The seminars and book ENVoY, are powerful whether you are teaching in K-12 or adult education.

The principles of non-verbal management can also help parents and anyone who works with children maintain positive relationships with young people while respectfully adhering to high standards for behavior.

One teacher who has been through the training recently summarized this point:

"Before the students care what you know, they need to know that you care."