Transcript ENVoY Peer Coaching Forms

Teaching: Raise Your Hand
Many teachers have to tell students repeatedly, “You must
Raise Your Hand and be called on before you speak. You
must Raise Your Hand and be called on before you
speak.”
Try modeling the Raise Your Hand gesture while asking a
question, so that students are reminded to Raise their
Hands and you can save your voice and your energy.
Once your students seem to have the idea, you might
want to just ask questions without the gesture, but if a
student does “blurt out”, simply cover your mouth with
your finger and Raise Your Hand as a reminder.
Believe me, this skill works like magic, And the best part is
that the teacher is not the bad guy, and relationship is
preserved.
Give Raise Your Hand a try. If you work ENVoY, ENVoY
works! If you would like me to model this skill for you,
please let me know.
Date:
Raise Your Hand
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Teacher:
Did the teacher use this skill? If yes explain.
What was the response of the class?
(Place additional comments on the back)
Transition to Seatwork: MITS
After giving Exit Directions and answering questions about
Directions, stand at High Expectations. Make sure you scan
the room with your eyes. Wait 20 seconds before moving.
This is a very effective ENVoY skill that allows you to be sure
that all students are on task right from the beginning of
seatwork. It sets a peaceful, productive tone for the seatwork
period, and tells the students that seatwork is important to the
teacher. If you would like me to demonstrate this skill for you
please let me know. I guarantee that once you try this skill
you will love it and use it before every seatwork period, no
matter how
long it is.
If you work ENVoY, ENVoY works!!
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Date:
Wait 20
seconds
before you
move.
Most Important Twenty Seconds
945-8064
Teacher:
Did the teacher use this skill? If yes explain.
What was the response of the class?
(Place additional comments on the back)
Getting Their Attention: The Pause
Have you ever been watching a movie, and then someone comes into the living room
with a long story to tell or with some big news that can’t wait?
What is the first thing you do? Hit pause on the remote, right? Because you can’t do
two things at once, and neither can your students.
If you are trying to talk over your students, two things are happening: you are talking
louder and then they are talking louder too. No one can talk and listen at the same time.
Try the pause. Stand at the front of your classroom (perfectly straight and still, maybe
even put your hand to your chest to indicate – “my turn”) and wait for everyone to get
quiet before speaking again.
When you do start speaking again, use the softest voice possible. This lowers the
students’ energy level, and helps create a peaceful, productive classroom.
The Pause is also effective when the teacher needs to emphasize a particular sentence
or phrase in the lesson. Try pausing before essential facts in a lesson or lecture.
Students will remember faster and retain the information longer!!
If you would like me to demonstrate this skill for you, please let me know.
If you work ENVoY, ENVoY works!
[email protected]
Date:
945-8064
The Pause
Teacher:
Did the teacher use this skill? If yes explain.
What was the response of the class?
(Place additional comments on the back.)
The Four Phases of Teaching: The Seven Gems
1-2 words
ENVoY’s Seven Gems are more than helpful hints. They are a pattern of management for the
whole day. Class time flows through 4 phases during each school day: Getting your
students’ attention, Teaching, Transition to seatwork, and Seatwork.
ENVoY is like the guide that leads students through all of these phases.
Any time you need to get your students’ attention use #1 (Stand perfectly still, with hands at
your side or with elbows bent), and
#2 (In a louder voice use a word or short phrase to get attention, then pause, then whisper
the next 5 or 6 words, then keep voice volume low as you continue.)
While teaching throughout the day use #3 (Teacher models Raise Your Hand and says,
“Raise your hand if you know…” Eventually teacher models but does not need to say, “Raise
your hand.”)
All day long, anytime you need to make a transition from one subject to another or from
discussion to seatwork, any transition period, use #4 (Directions for exactly what to do written
on the board so that students can become independent learners. Use visuals for even better
results.) and #5 (After reading the exit directions, teacher asks if anyone has questions. After
answering all of the questions, teacher stands perfectly still in her MITS spot and waits 20
seconds, silently monitoring the students to make sure everyone is on task.)
During seatwork use #6 and #7 (When a student is off task, approach from the side, point to
work, no eye contact, remain with student until he is breathing and has begun working again.)
*Always avoid eye contact and getting into a conversation when managing.
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Date:
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1
Freeze
Body
3
Raise
Your Hand
2
ABOVE
Pause
Whisper
and wait
5
Most Important
Twenty Seconds
7
OFF
neutral
ON
4
Exit
Directions
6
Influence
Approach
No Hooks of
Escalation
The Seven Gems
Teacher:
Did the teacher use any of these skills? If yes explain.
What was the response of the class?
(Place additional comments on the back.)
Beware of the Hooks of Escalation:
Eye Contact and Verbal Confrontation
When you have something positive to say to a student, look them right in the eye,
because that improves relationship, and makes the student feel great about himself.
But if you have to manage a student look at the problem, not him.
For example: If he is out of his seat, stand at his seat, say his name, as soon as he
looks toward you look down at the seat and motion for him to come to the seat.
This preserves relationship, because once he sits down, you can pretend like it never
happened.
Talking is another booby trap when managing. If you look at a student and say, “You
need to get quiet,” that student is likely to say: “I wasn’t talking” or “I was just……”.
The point is don’t make eye contact and if the student tries to answer back, without
looking at them put your hand out palm down toward them, with fingers
together. Do not get into a verbal tennis match with this student! It takes two to
keep an argument going, so don’t give an auditory student a chance to
draw you in to one.
I’d love to demonstrate how to avoid the “Hooks of Escalation” for you!
If you work ENVoY, ENVoY works.
[email protected]
Date:
945-8064
Teacher:
Did the teacher avoid the Hooks of Escalation? If yes explain.
What was the response of the class?
(Place additional comments on the back.)
Remember You Control The Volume In Your Classroom!
Keep it Low
Whether a teacher is in the front of the room teaching, or walking
around helping students at seatwork, that teacher should always use
the softest voice possible.
When the teacher’s volume increases so does the energy level in the
classroom. Students are more likely to talk and move around if the
teacher speaks loudly.
Use a soft voice and change the tone of your voice often. This helps
students stayed focused and it also improves retention of the subject
matter.
Best of all, using a soft voice all day preserves the teacher’s energy!
Also, when you actually do need to raise your voice, all of the students
notice the difference.
I’d love to demonstrate this ENVoY skill for you.
[email protected]
945-8064
Use only when needed!
Date:
Teacher:
Did the teacher use the softest voice possible? If yes explain.
What was the response of the class?
(Place additional comments on the back)
Transition to Seatwork: Exit Directions
After you have taught the lesson, and before you release students
to seatwork, give specific instructions detailing exactly what is
expected of students during seatwork.
1.
Page 10
Use pictures and symbols for even better results.
Reading
Workbook
Once students see certain icons consistently, they will make quick
distinctions regarding subject, text or workbook, and what to do
when finished.
Exit Directions give students a sense of independence, because
they don’t have to keep asking the teacher if they forget what is
expected. It is a real confidence builder.
Make sure that after you have thoroughly gone over the Exit
Directions, then ask if there are any questions. If the question has
not been answered in the Exit Directions, add it to the listed
directions.
Exit Directions are for any transition period during class time.
(They show students what to do after a test, seatwork, what to get
out for the class that is about to begin, etc.)
I’d love to demonstrate for you, what Exit Directions can do for any
class and any age group.
Date:
2.
Answer in complete sentences.
3.
You have until 1:15 to complete this assignment.
4.
When you are finished, tear out and place in the
red basket on the back shelf.
5.
Put your workbook under your desk.
6. Read your library book.
7. If you do not have a library book, get your
journal and write about the things we saw on
our field trip to Baton Rouge. You may
illustrate.
Teacher:
Did the teacher use Exit Directions? If yes explain.
What was the response of the class?
(Place additional comments on the back)
Use specific spots for specific phases of teaching.
Question Spot: Use the same spot each time you ask, “Are there any
questions?” When you are teaching and students raise their hands for
questions, signal them to put their hands down. Now, to seem fair to them, go
to your question spot at a convenient part of teaching several times during the
lesson. Say, “I’ve seen a lot of hands go up. Are there any questions?” This
way when you signal for hands down, students are more likely to comply
because they know they will have a chance to ask their question. Eventually
most students will wait for you to go to the question spot before raising their
hand at all. Make sure you only allow questions, not comments and that the
questions pertain to the subject matter.
Location Holds Memory
Teaching Spot: Use a specific spot each time you need to give the class
information. This way students know that when the teacher is here, she is the
only one talking and they are to listen.
Get Attention Spot: Have one spot that you use only for getting attention. If
students get out of order during any phase of teaching, the teacher should go to
the attention spot, and use Above Pause Whisper. After getting familiar with
these locations students will usually comply before you even say anything.
If you would like me to demonstrate the use of location, just let me know.
[email protected]
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Date:
Teacher:
Did the teacher use specific spots for: teaching, questions, and getting the classes attention? If yes explain.
What was the response of the class?
(Place additional comments on the back)
Teachers love to help their students,
but so often this leads to racing around the classroom from one student to
the other during seatwork.
And teachers want students to get as much out of a lesson as possible, so
sometimes teachers find themselves racing through a lesson. The problem
is that some students just can’t keep up with the pace of an eager teacher.
A slow walking speed is essential to a productive learning environment.
When the teacher uses a slow walking speed, the energy level of the whole
classroom is lowered. The classroom has a quiet, peaceful atmosphere. In
contrast, a quick walking speed raises the energy level and students tend to
fidget in their seats and talk even more.
Try a little experiment. Use a slow walking speed one day, and the next
day, walk quickly; you will definitely see a difference, and even feel a
difference in your classroom.
Let me know how it goes.
[email protected]
945-8064
Slooooow Doooown!
And your students will learn faster,
and get more work done.
Date:
Teacher:
Did the teacher use a slow walking speed and a slow talking voice? If yes explain.
What was the response of the class?
(Place additional comments on the back)
Getting Their Attention: Freeze Body
Stand At High Expectations
When a person’s toes are pointed ahead and weight is distributed evenly on both feet, the
speaker is more credible, because both his verbal language and body language are saying the
same thing, “I expect your attention.” Also, be sure that your arms are either at your side or
bent at the elbow (e.g. holding a pen in one hand). Just standing this way can increase the
likelihood that students will be attentive to the teacher.
The front of the room is where most presentations or lectures take place. That is why students
are more attentive when the teacher is there.
So, being in the front of the classroom, standing at High Expectations gives the teacher a head
start toward getting students to cooperate. Remember to use your attention spot.
If you would like me to demonstrate this skill for you, please let me know.
[email protected]
Date:
Did the teacher use this ENVoY skill?
945-8064
Teacher:
If yes explain.
What was the response of the class?
(Place additional comments on the back)
Stand and Scan every 60 – 90 Seconds
Seatwork: Mini MITS
This is a shorter version of the Most Important 20
Seconds, sometimes called Mini MITS Mini MITS are used during
seatwork and just like MITS, once you try it you will love it. The teacher does a Mini
MITS between students that he is helping or managing.
E.g. Teacher helps a students, then stands at High Expectations - right where he is,
standing and silently looking around the classroom. If students are raising their
hands or need managing, the teacher can non-verbally address these issues without
disturbing the class.
Of course some management issues require the teacher to walk slowly over to the
student who is off task and use Off-Neutral-On.
Mini MITS will make the teacher seem fair. This skill allows the teacher to be
available to all of the class even during one-on-one and seatwork. If you would like
me to demonstrate Mini MITS for you, please let me know.
[email protected]
Date:
Did the teacher use this ENVoY skill?
945-8064
Teacher:
If yes explain.
What was the response of the class?
(Place additional comments on the back)
Seatwork: Off / Neutral / On
Off /neutral /On
When a student is off task, he is usually doing something that he is not supposed to be
doing (talking, doodling, etc.) When the teacher approaches, the student goes into
Neutral. He’s not doing what he is not supposed to be doing anymore, but he is not yet
doing what he is supposed to be doing either. Off-Neutral-On is the way to get that student
on task before walking away.
First, the teacher should approach from the side, not the front. Then the teacher should
look at the work. If the student tries to make eye contact, silently point to the desk or the
work that should be getting done. In other words focus on the problem (the work is not
getting done), not the student.
If the student tries to talk to the teacher, then the teacher should hold out her hand in a
stop gesture. Avoid making eye contact or verbal communication with off task students.
Approach
from the side
Wait for
breathing and
work
The teacher should stay with the off task student until he is breathing and has begun truly
working again, not just holding his pencil, or turning a page.
By getting a student fully on task before walking away, the teacher is less likely to be right
back at the same desk in a few seconds.
This skill takes practice and patience, but is worth the trouble. A productive seatwork
atmosphere helps lessen the homework load, and allows the teacher to gauge how well
students can apply skills.
Walk away
slowly
Please let me know if you would like me to demonstrate Off-Neutral-On for you.
[email protected]
Date:
Did the teacher use this ENVoY skill?
945-8064
Teacher:
If yes explain.
What was the response of the class?
(Place additional comments on the back)
Transition to Seatwork: Exit Directions
Visuals speak louder than words!
When you are rushing to a public restroom and see one of these symbols, do you ever
have need of reading the word woman or man? Of course not, because visuals help us
to make quick distinctions in traffic, at the supermarket, at the movies, and all over the
world. It is a most effective form of communication.
Using visuals in the classroom helps students to understand more quickly what is
expected of them. They also make instructions clearer to those students who struggle
with words, and are more “hands-on” type of learners. Seeing the image makes the
message more real to them.
Try using visuals whenever you can in your Exit Directions, with vocabulary words, and
class rules. Once these visual prompts are established your students become more
independent, your instructions will be better understood, and your students will learn
faster and remember longer.
If you have any questions about using visuals in your classroom, please let me know.
[email protected]
Date:
Did the teacher use this ENVoY skill?
337-945-8064
Teacher:
If yes explain.
What was the response of the class?
(Place additional comments on the back)
Be Consistent
It is no fun getting stopped for speeding. So why do so many people break
the speed limit anyway? The answer is probably that the odds are in their
favor. For every 1 speeder who gets a ticket, there are probably more than
1000 who get away with it, and many people know how to get out of paying
the fine anyway.
Clock Your Consistency
That is why it is so important to be consistent and fair in the classroom. If a
teacher allows 5 students to break a rule, and then reprimands the 6th
student for doing so, the 6th student feels that he is being picked on. Of
course other students think that it is worth the risk of breaking the rule
because only 1 in 6 is called on it.
By being consistent students perceive the teacher as fair, and soon learn
exactly what is expected of them every day. Students also find it easier to
comply with rules that seem to apply to everyone. And consistency makes
it less tempting to break the rules.
Be consistent with classroom rules and with the consequences for breaking
them. Let me know if you see a difference.
[email protected]
337-945-8064
Date:
Teacher:
Was the teacher consistent in her/ his management?
If yes explain.
What was the response of the class?
(Place additional comments on the back)