Reflections on Teaching: ENVOY Michael Grinder
Influence Approach
Gems 6 and 7 are designed to be used together. When we notice a student OFF task, the first question we train ourselves to ask is, “Can the student do the work?” If the answer is “NO,” then the student needs a teacher – not a manager. The second question is, “How’s the student’s relationship with me today?” Successful learning is when the student can do the work and successful management is when there is a working relationship. The weaker the relationship and the more inappropriate the behavior, the more likely we are facing a discipline situation. ENVoY addresses management, not discipline. ENVoY techniques are most effective when there is a working relationship with the student. The following guidelines apply when the answer is, “YES, the student can do the work,” and “YES, there is a relationship.”
POWER Approach
1. Approaches from the front
2. Has eyes on student’s face
3. Isn’t breathing
4. Is close to the student
5. Uses more verbal redirect
INFLUENCE Approach
1. Approaches from the side
2. Has eyes on student’s work Is breathing
3. Is farther from the student.
4. Uses non-verbal redirect. If the teacher says something, it is brief and quiet.
The Influence technique is designed to break the “negative reinforcement syndrome.” The instructor using Influence is focusing on the work; he is separating the student as a person from the student’s behavior.
Reflective Questions
How does your relationship with a student influence how you approach them when they are off task? How might your approach influence your effectiveness in getting a student back on task? How do you utilize what you know about a student to maximize your effectiveness with him/her?
