Educational Perception Camp – Survey 2

Christoph Arnold Uncategorized Leave a Comment

Trilogy Survey (with answers in blue):


Use the following terms–relationship, establish, utilize, preserve–to describe the differences between these three overlapping programs: ENVoY, A Healthy Classroom, A Cat in the Doghouse.
Management techniques only work when there is a relationship between the teacher and the student.
A Cat in the Doghouse helps us establish a relationship with the hard-to-reach students.
ENVoY preserves relationships while managing.
A Healthy Classroom utilizes the relationships between the students in the classroom.


ENVoY Survey (pertaining book: ENVoY, Your Personal Guide to Classroom Management)

What do the four capital letters of ENVoY stand for?
Educational Non Verbal Yardsticks.

What are the two tubes of the Educational Binoculars?
Curriculum and Management.

Identify the four phases of a lesson.
Getting Their Attention, Teaching, Transition to Seatwork, and Seatwork.

What is the connection between relationship and management techniques?
Management techniques only work when there is a relationship between the teacher and the student.


Chapter One

Name the two skills for Getting Their Attention
Freeze Body and the ABOVE (Pause) Whisper

Name the two skills for Transition to Seatwork
“Exit Directions” (sometimes referred to as “Visual Exit Directions”) and “Most Important Twenty Seconds” (commonly referred to as “MITS”)

Explain the connection between “OFF/Neutral/ON” and “The Influence Approach”
These two skills were rearranged in the 2015 edition of ENVoY – so a variety of answers are acceptable. Here is one of many answers:
The Influence Approach helps the teacher approach a student who is OFF task.
The OFF/Neutral/ON addresses how long the teacher stays with the student as he transitions from OFF task to ON task.


Chapters Two-Five

Name and briefly describe two refinement skills for each of the following phases: Getting their Attention, Teaching, Transition to Seatwork, Seatwork.
[For the sake of space we have not listed the description; we presume if you can identify the name you know the description.]
Getting their Attention,
            Freeze Body Refinements
Opening Visual Instruction
When there is no time Emergency Procedure [Michael added this – it isn’t listed on the Table of Contents; it is described on page 51]
Incomplete Sentences
Positive Comments
Decontaminating the Classroom (always a favorite ENVoY technique)
Break & Breathe (ENVoY’s number one stress management technique)
Yellow Light (directly connected to Fairness)
Raise Your Hand to Speak Out Refinements
Increasing Non Verbal Signals (the standard joke is that we could have created a book with blank pages so the reader could create their own Non Verbal signals)
Opposite Side of the Room (this is a group dynamic concept that led us to eventually write A Healthy Classroom)
Verbal Rapport with Hard to Reach Students (I am sure you recognize this concept as the impetus for A Cat in the Doghouse)
Use Action Words Last
Transition to Seatwork,
Exit Directions Refinements
Advanced Exit Directions
Maintaining the productive Atmosphere (here is an ENVoY secret: the following three skills belong to “Seatwork”–they were placed here to balance out the “Transition to Seatwork” chapter.  From this secret, you realize that there is no substituting for “Exit Directions” (and to a lesser extension “MITS”).
            Private Voice
            Walking Speed
Mini MITS (often referred to as “Stand & Scan”)
OFF/Neutral/ON Refinements
Power to Influence Approach
Positive Reinforcement:
            Group Feedback
3 Before Me (this is borrowed from another model of classroom management – if you know who, we need to give citation to – please let us know)
Phantom Hand

Explain how the following quote pertains to ENVoY: “We are in love with the Influence of Power and we need to be in love with the Power of Influence.”
Several responses are equally accurate. Here is one answer: Historically we could manage with Power to set parameters, but most students today aren’t motivated to behave and learn when we operate singularly with Power.  When we manage with Influence we build relationships, better understand our learners, and help them behave and optimize their performance.



When an educator sees a student OFF task, what question(s) does the educator ask herself?
Is the student capable of doing the work?
How is the student’s relationship with me?

What are the 2-3 prerequisites for the teacher to be an effective manager?

  1. There is a relationship between the student and teacher
  2. The student can do the work
  3. The office will support your occasional use of power to manage the student



List at least four Non Verbal differences between Power and Influence.




VisualEye contactLook at desk or board
Verbal & Non VerbalVery verbalNon Verbal messages


Reaching the Hard-to-reach Students Survey (pertaining book: A Cat in the Doghouse)

Using the initials of T and R describe the difference in traits between a dog and a cat student.
Dog’s TR is Tranquility & Routines. Cat’s TR is Tension & Risk.

What are three behavioral differences between a Dog student and a Cat student?




Head – when talking and listeningBobsStill
Intonation at the end of phrases and sentencesCurls upCurls down
Palm when talkingUpDown
Chin at the end of phrases and sentencesCurls upCurls down
Weight on legsUnevenEven
Facial expressivenessHighLow
Proximity to othersCloseFarther unless angry
StylePersonal and friendlyPositional and businesslike
InformationSeeks input / dialogueSends


The initials in the phrase NINE LIVES each stand for a concept; name half of them.
N – No longer allowed in the classroom
I – I don’t get to decide
N – Never give attention
E – Hooks of Escalation

L – Last word
I – Indirect Approach
V – Visual Information
E – Exiting from and approach
S – Surprise – the enemy of competence

What are the two criteria for removing a student?

  1. Is the student operating from a lose-lose mood?
  2. Can the class function with the student in the room?


Classroom Group Dynamics Survey (pertaining book: A Healthy Classroom)

Using 4 of the 6 Indicators, explain the differences between an Unformed Class and a Formed (and Functional) Class.




1. Where is the class looking?At teacher / front of the room / at deskAt each other
2. How fast do they transition into group work?SlowFast
3. How fast do they transition back to the teacher?FastSlow
4. How well do they know each other?Don’tDo


5. Who provides the safety?TeacherClass
6. How is the unisance of response?StaggeredUnited


What are the four ingredients that a teacher can use to accelerate the formation of an unformed class?
E – Echo (unisance of response).
A – Acknowledge diversity in the room.
S – Silence; teacher is comfortable with silence.
Y – Your hands; when doing the “Acknowledge,” use each hand to represent two diverse groups. Bring your hands together to symbolize a collapse into one team/unit.

When a class is Formed and Functional, what are the three roles that emerge?
Leaders, Barometers, Liaisons

[The following concept references “Circles of Identity”] How can a teacher use the collective voice volume of a class to know how Formed or Unformed a class is when working together during Seatwork?
When a class has close identity with each other, there is a ceiling of collective volume. When the class doesn’t have close identity with each other, the volume rackets up.

Using either the metaphor of a canary or a rose, explain how the educator effectively is reactive to a barometer while proactive to the class.
Since a rose is susceptible to the same diseases as grapes–and the rose shows symptoms earlier–if the rose is healthy, so are the grapes. Another example: since birds have a smaller lung capacity than humans, if the birds are singing the humans are safe.

A Barometer has the following three qualities:

  1. The student is a member of an important subgroup.
  2. The student tends to act sooner/quicker before the rest of the subgroup. The student’s reaction is representative of how the subgroup will react in time.
  3. The teacher can easily read the student’s reaction.

The strategy is to notice the barometer’s reaction (be reactive), then acknowledge to the subgroup that they may have a reaction to what is about to occur, and that everything will be OK (proactive).

Explain how a teacher knows it is effective to push a class.
If a class turns to each other–either to complain or to support each other–the teacher can push the class. This is because the class is providing their own safety.



Explain this statement: “The teacher with high expectations and low relationships burns out the class’ ambition; the teacher with high relationships and low expectations is a waste of relationships.”
Outstanding educators have a blend of both high expectations and high relationships. The cat teacher tends to be drawn to high expectations; the dog teacher tends to be drawn to high relationships. Outstanding teachers are a charismatic blend of both dog and cat parts.


Learning Styles (pertaining book: Righting the Educational Conveyor Belt)

There are many models that explain how students process information: Learning Styles, Hemispherology, Multiple-Intelligences. Because Learning Styles allow for in-the-moment diagnostic perception, we will be using it. Name the three learning styles:
Visual-oriented, Auditory-oriented, and Kinesthetic-oriented

Using Pupil Location, Motion, and Locations of Changes, chart the differences between the three styles.

Location  of Pupils


Location of Changes

VisualHigh in eye socketStillEye area (blinks, squints)
AuditoryOff to the sideMetronomeEars and mouth (“ah”, “hmm”)
KinestheticLow to their handed sideRandomChanges and movement from the neck down


Name 2-4 behaviors associated with each of the three styles.




OrganizedTalks to selfResponds to physical rewards
Neat and orderlyEasily distractedTouches people and stands close
ObservantMoves lips / says words when readingPhysically oriented
QuieterCan repeat backMoves a lot
Appearance orientedMath and writing more difficultLarger physical & emotional reactions
More deliberateSpoken language easyEarly large muscle development
Good speller / readerSpeaks in rhythmic patternLearns by doing
Memorizes by picturesLikes musicMemorize by walking, seeing
Less distracted by noise once engagedCan mimic tone, pitch and timbreGestures a lot
Has trouble remembering verbal instructionsMemorizes by steps, procedure, sequenceResponds physically
Would rather read than be read to


The three learning styles are visual, auditory, and Kinesthetic.  Each of them have two characteristics of stored information, what are they?
Kinesthetic: Muscle memory and intuition
Auditory: Sequential and whole chunks of information
Visual: Speed and the ability to rearrange

Explain the concepts of Review I and Review II.
Review I checks if the information was taken in by the student. All Non Verbals (P Scale, sequence) remain the same as the original teaching phase.
Review II removes or rearranges the Non Verbals (P Scale is gone, the sequence is rearranged, and speed is increased).

What are the most common ways to do Review II?
Bingo, Flash cards, Jeopardy, “Card Shuffle”

Explain how long-term memory can be increased by using the concept P Scale.
The right hemisphere is the location for long-term memory. This is the kinesthetic domain of emotions. Using P Scales increases long-term memory.



Using the terms “Learning” and “Retrieving,” duplicate a chart/table of the three styles and the concepts of input, storage, output.

VAK - Learning & Retrieving

Coaches Component Survey (pertaining book: ENVoY Coaches Manual)

Identify 7 of the 14 strategies to circumvent possible resistance when offering feedback, and what is the wording associated with each strategy?

Verbal Strategies

  1. Be Specific “When you… Johnny…and the class…”
  2. Flip (Positive/ Future phrasing)
  3. Cause Effect “By____, ______”
  4. Dovetailing with Values “Because you are committed…”
  5. Menu of Choices “___,____or____”
  6. Contextual/Situational “On a harder day…”
  7. Comparative “It might be even…”
  8. The Expert “You would know best… There was a teacher once… According to …” and Recall questions
  9. Goal Orientation “If your goal is… and if you goal is ….””
  10. Sanity Confirmation “It is common or normal to …”
  11. Expand/Transfer “Since you are already doing…”
  12. Laughing!
  13. Ecology “Student x would be helped by…”“Who/what could help you remember…?”
  14. Reality Check
  15. 15. Piggyback “Follow the …. With a….”
  16. 16. By-Products for another purpose
  17. 17. Validating positive intentions “You understand…”
  18. First Response Switching the order of events to avoid high breathing
  19. Prove it
  20. Magic Wand “If you had a magic wand…”


Non-Verbal Strategies

  1. Go Visual
  2. Location, Location, Location
  3. Pause
  4. Break & Breathe
  5. Systematic Voice Patterns
  6. Separate the Problem from the Solution
  7. The Swing
  8. Do it now
  9. Tuck it


Avoiding these verbal Violations

  • Memory Lane “I” statements “When I taught 5th grade…”
  • Ego EyeI saw…” “I heard…” (observer focused)
  • Statements in DisguiseI wonder what would happen if….”
  • Evaluative Language


Explain “Points of Focus” using the language of 2-point, 3-point.
Points of Focus is a description of what to focus your eyes on.
Most patterns are two-point (eye contact) and three-point (look at something visual). The other two patterns are one-point (looking down – used for separate pieces of content; transitions) and four-point (referencing things outside the immediate environment).

What does RSVP stand for and when is it used in observations?
Relationship Students Successful, teacher Visually communication, teacher Pauses

Which two letters of the four RSVP does ENVoY address?
Teacher Visual communication and teacher Pauses

Which letter does A Cat in the Doghouse address?
establishing Relationships with the hard-to-reach students

Which letter is the curriculum tube?
Student Successful

What is the difference in how a staff sees the coach in the following two scenarios:
The principal sends the coach to help a teacher
The principal sends a teacher to a coach for help
When the principal sends the coach to help a teacher – the staff might see the coach as an administer thus ruining the confidentially of the coach.
The principal sending a teacher to the coach needs the confidentiality of the coach. The coach needs the principal to be the judgmental evaluator; the principal needs the coach to be a non-judgmental supporter.

Name 4-6 Behaviors to Beliefs
[Many acceptable answers]

When do you offer more compliments to suggestions? How do you know when to tip the balance?
Give more compliments to mild suggestions with dog teachers; do the increase the number of suggestions for cat teachers. You know which way you can tip the balance by ending the feedback session with “What were some compliments and suggestions that you especially liked?”
If the teacher selects the compliments = dog; if the teacher selects suggestions = cat.



Explain how a coach can use the following statement to set up a 3-5 year plan with a given educator: “An excellent communicator has a whole range of behaviors and systemically knows when to use each behavior.”

The visual-oriented teacher will be systematic – coach the teacher to increase his/her range of behaviors. The kinesthetic-oriented teacher will have a range of behaviors – coach the teacher to become more systemic.

Leave a Reply

This site uses Akismet to reduce spam. Learn how your comment data is processed.