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ENVoY Research

ENVoY Program

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

 Who is it for?

Individual Schools
The ENVoY program teaches:
• what is an effective manager in the individual classroom
• what is the most effective way to change the culture of a school

Staff Development
Research shows that when school districts have a common focus for their teachers’ professional development, the reinforcement of that focus encourages the teachers to create new habits.

ENVoY Research

As applied research demonstrates, the systematic use of non-verbal messages is the single most important skill any professional utilizes. By employing the full range of the non-verbal skills taught in ENVoY, we can manage with influence as opposed to power in any setting.

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

W. Robert Houston, Executive Director of the Institute for Urban Education, College of Education, University of Houston. 
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.*
Click here to read the Abstract

Click here to read the entire report.

Click here to download the report cover page.


Research on Nonverbal Classroom Management (ENVoY), Developed by Michael Grinder
By Jenny Edwards, Ph.D., Fielding Graduate University

From 1994 to 1997, a longitudinal study was conducted on the effects of Cognitive CoachingSM (Costa & Garmston, 1994; 2002), Nonverbal Classroom Management (NVCM), also known as ENVoY (Grinder, 1993), and monthly dialogue groups on teacher implementation of Standards-Based Education, teacher efficacy, school culture, teacher conceptual development, teacher empowerment, and other areas.

Click Here to read the entire article


Research Evaluation Summary of the ENVoY Program
May 1998, Dr. Emily Garfield, Professor Emeritus, Stanford University.

It is evident that ENVoY training provides, expands, and/or reinforces good teaching skills. We see this reflected in the research findings, we hear this from the teachers, and we observe this in student behavior. Our challenge is how to persuade the educational community that it is important to incorporate non-verbal techniques routinely into the classroom.

Click Here to read the entire article


Windsor Unified School District’s ENVoY Research, 2005

As applied research demonstrates, the systematic use of non-verbal messages is the single most important skill any professional utilizes. By employing the full range of the non-verbal skills taught in ENVoY, we can manage with influence as opposed to power in any setting.

Windsor Unified School District’s ENVoY (Educational Non-verbal Yardsticks) Program has proven to be very effective. The following data was collected from both WUSD teachers and administrators. Data was studied by Dr. Emily Garfield of Stanford University and Grace Marie Curtin, ENVoY Coach/Trainer.

Click here to read the entire article


Owatonna Junior High School ENVoY Research
Complied by William A. Sommers, PhD. Principal (former), Owatonna Junior High School, Minnesota, 1999-2000

Two projects were started: one was based on the work of Bob Chadwick who teaches conflict resolution and consensus building strategies. These processes were used with staff, students, and community issues.

The second project was focused on the classroom. The new strategies used were based on the work of Michael Grinder who teaches nonverbal classroom management. We trained several staff in the ENVoY program. The principal has been a trainer for ENVoY.

The results at the end of the year were a 25% reduction in suspensions and a 35% reduction in referrals to the office

Click here to read the entire article 


 Action Research Summary, August 2009

Using ENVoY Non-Verbal Classroom Management to Improve Student Behavior, Academic Performance, and Teacher Satisfaction

Summary of August 2009 presentation to all HISD administrators by principals of two K-5 schools in Houston ISD (Joseph Rhoads Elementary and Lucile Gregg Elementary) reporting on a three-year Action Research project on ENVoY at their schools.
·      Disciplinary referrals dropped (68% reduction at Rhoads and 58% at Gregg). 
·      Test scores went up (charts attached with specific scores pre- and post-ENVoY). 
·      Teacher survey data showed favorable perceptions and attitudes regarding ENVoY.
 
 
 

Classroom Strategies Foundation. Information for St. Landry Parish, Louisiana, School Board, 2002

The following pages list the Top Ten Results of Classroom Management training-plus-coaching as observed in St. Landry Parish, Louisiana, in 2002. Similar results are reported from a variety of school districts, such as Minneapolis, Clask County and Issaquah (Washington State districts), Salt Lake City and Denver.

Click here to read the entire article.


 Classroom Scan (A Pre and Post Assessment) by Dr. Bob Houston and Mary Yenik



 "Selective Mutism – A Strategy" by Jean Pope, 2005

The following is research done for a masters degree. Jean Pope, a graduate of Michael Grinder’s programs, reports on her work with a student who displayed traits of selective mutism.

Click here to read the entire article.



Classroom Management That Works: Research-Based Strategies for Every Teacher
 

By Dr. Marzano leading educational researcher
It appeared in Educational Leadership (ASCD) September, 2003."Today, we know more about teaching than we ever have before. Research has shown us that teachers’ actions in their classroom have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement. We also know that one of the classroom teacher’s most important jobs is managing the classroom effectively. …the results …from 134 separate meta-analyses. Of all the variables, classroom management had the largest effect on student achievement. (page 1)."

"Don’t Leave Relationships to Chance. Teacher-student relationships provide an essential foundation for effective classroom management – and classroom management is the key to high student achievement. (page 13)"

Click Here to read the entire article


History of ENVoY – Read the entire article

Any teacher who learns the Seven Gems and uses them consistently will have more learning going on in their classroom.  And the students will know the teacher cares…  


Interviews

  1. Interview with Dr. Mary Yonek
  2. Interview with Dr. Gloria Pappas
  3. Interview with Woody Howard. Associate Principal at Chinook Elementary School in the Vancouver School District.

All of MGA’s programs are completely customizable to your situation or district. Call us at (360) 687-3238 to see how MGA can design a program so that you can get the results you want without resorting to power.

ENVoY and A Healthy Classroom in the News

Keep an Eye on the Hand – Non verbal communication is part of a Leader’s Arsenal. Kendall Zoller PHD

"On Good Authority Maintaining Discipline Is Key to Students’ Success, but New Teachers Rarely Learn Classroom Management"
Jay Mathews, Washington Post Staff Writer, Washington Post December 19, 2000


NET GAIN: With fits and starts, our intrepid reporter learns what it’s like to learn online
Jay Mathews, Washington Post Staff Writer, Washington Post October 15, 2000; Page W18


Teachers study discipline
”…I want to manage my classroom in a way to have more teaching time"
Jacqueline Cochran
/ Daily World Staff Writer, Posted on June 9, 2002