# data[].attributes.body
This year I've been focusing on freeze body and visual directions for Envoy. When I had my green chair coaching, the coach was able to help me translate the envoy practices to the constant start and stop of music teaching. She helped me fine-tune my cutoffs so that I was cuing students to transition from watching the music to listening to my feedback.

# data[].attributes.body
This year Envoy was my PGP goal. I have been using Entrance and Exit Directions that were created with Powerpoint Slides and graphics for the day. It has made a world of difference as far as students entering the classroom and getting ready to get to a task at hand. It is clear and makes it easy to implement Freeze Body, Mits, etc.
I have designated specific areas in the classroom for Freeze Body - when I'm ready to teach. MITS- when the students are getting to work. My classroom has felt calm and organized this year. Students who need my help are getting it while all others are on task with clear expectations. If I have a sub, I even leave my Powerpoint Slides in the Sub Share folder so that the day is seamless in my absence. My sub notes are usually my powerpoint slides printed out. It works great!

# data[].attributes.body
I am using Freeze Body and Above, Pause, Whisper attention getting strategies. It is becoming more natural for me and saves a lot of energy. These strategies work 100% of the time although sometimes, depending on the class, it can take up to 30 seconds to get students attention. I am also using Exit directions regularly. I find that about 1/4 of the class usually comes up to me during the time when I am pausing after letting them go. It saves me time later, and also gives students a time to clarify my expectations.

# data[].attributes.body
I have been working on Freeze Body and Above-Pause-Whisper during my last PE unit.  It has actually worked quite well but I honestly think it is because so many other teachers in our building use it on a regular basis.  The kids understand how it works.

I wanted to experiment with this technique during my basketball unit.  This unit can be difficult because each kid has a ball in their hands and they often dribble it or toss it while I am speaking. What I have noticed is that the kids get quiet very quickly and they wait for instruction.  If one student continues to talk or dribble, they may look at them but do not say anything to them.  Usually, they stop talking after 3-7 seconds.
This have been extremely helpful in the gym where often times it is hard to hear so the kids will move close enough to hear because they do not want to miss out on the next thing we will be doing.

# data[].attributes.body
I noticed when I taught PE that a soft voice would bring the volume of the student voices down. I have been using Freeze body and above pause whisper regularly in the resource room this year. Freeze body works really well when the co-teachers and paraprofessionals model the same stance. I've noticed a 3-2-1- works well. You lower your voice as you get to one and sometimes, you don't even need to say one. The students respond immediately to the countdown.

# data[].attributes.body
I really like the ENVoY strategies. I have used Freeze Body and found it works great. I have also used MITS and wait for students to begin their work before I move around and start helping. Because I have had some success with these strategies, I am going to the ENVoY training to learn more this summer.

# data[].attributes.body
I started using the transition to seatwork strategy #2, Most Important 20 Seconds.  It has been a game changer.  I feel like I give decent instructions, however it has been amazing to see how many students approach me durning the 20 seconds I am standing and waiting.  There have been many times I have been the student who felt a little confused about what was happening, and this would have been a great opportunity for someone like me to get back on task.  I can see myself using this for many years to come.

# data[].attributes.body
Freeze Body - I find this to be an 'energy saving' strategy!  It takes just a few seconds until students look at me, and stop what they're doing and wait for me.  The other students quickly follow suit as the volume in the room goes from loud to silent. Usually I follow with a "we're ready" and give directions.  It is more effective the more I use it.
I am also working on Transition to Seatwork.  With this strategy I find myself using way to much verbal.  I have found that the better the Visual Directions are, the smoother this strategy works.
All the ENVoY strategies work best when multiple teachers are using them similarly.

# data[].attributes.body
Although I have not received the official ENVoY Training, I have learned many strategies from my instructional coach and colleagues that are helpful. I use Freeze Body every day to gain attention. I used Above, Pause, Whisper, especially during small group or partner work if I need to get their attention. I am starting to implement Exit Directions. It's a learning process not only for me, but for the students. I created visual directions. After displaying the visual directions, it is hard not to answer student questions immediately.

# data[].attributes.body
I have been able to attempt many of the ENVoY   strategies in various classrooms this year.  The use of these strategies by the classroom teachers has made it easier to provide continuity and consistent instruction and classroom management when I am in the classroom as the site specific float teacher.  I have found it very effective to get the attention of the students by using the “Freeze Body” combined with a brief verbal request such as “let’s begin.”  This is great for setting the tone for providing instruction and directions, and for fielding questions once the students have heard those directions.  It is also helpful in keeping the volume of voices reasonable;  I sometimes provide a gentle reminder such as “one voice, please,”  if the students try to talk over each other.  The result is that everyone is able to hear the questions and the answer.

I have also found that the Transition to Seatwork /M.I.T.S.  strategy is also very effective.  By providing exit directions, the students who do understand what their assignment is can get to work, the ones who need clarification or assistance in getting started can then get individualized attention.   Less time is spent repeating general directions, allowing for more specific questions to be addressed.  Overall, a better use of resources in the classroom, whether time, energy, or materials.

# data[].attributes.body
Freeze Body - I love this strategy because it encourages students to pay attention. When I am not doing the talking, students stop and look to see what we need to do next. This saves my energy and makes students more responsible for what they need to accomplish.

Exit Directions and MITS - I post exit directions at the end of math lessons to explain what students need to do. For the most part, students rarely ask what they need to do and if they do, I point to the direction on the screen.

# data[].attributes.body
I have used quite a few of the Envoy strategies throughout second quarter and into third quarter. some of these strategies included Teacher Only One Talking, Freeze Body, And 5,4,3,2,1 strategies. These strategies have helped out tremendously in the art room and have been a great asset to classroom management. Students seem to respond to the simple pauses in the front of the room to understand that I want their full attention and it is often good that students even help each other out when they know I need their attention.

# data[].attributes.body
I've used most of the ENVOY strategies in my classroom. I use Freeze Body and Above Pause Whisper the most often, and I find that they both works very well.  We've used it in our co-taught class as well.  It's powerful when both teachers mirror each other and have the same body language.
I often have a lot of discussion during instruction, and that can lead to loud voices. Sometimes I notice that my voice is loud - probably trying to talk over the students. When I notice that, I pause at the end of my sentence and then resume a voice level much quieter. It's kind of a version of Above Pause Whisper. It's really been an eye-opener for me to realize how loud I actually talk, and it helps to bring the students' voices down as well.

# data[].attributes.body
I have used the "Teaching Mode #3: Raise Your Hand," "Mode #1: Teacher talking," and the "Getting Attention Strategy #1: Freeze Body" for behavior management.
Getting Attention-
Once a certain place for getting attention was well established, I found that some students stopped talking and looked to me while I was simply walking towards this "attention-getting zone."  Students respond well to  the two signals I have for getting attention in Spanish.  Both have gestures that support what is said in the target language.

Teaching-
I have used what were nonverbal teaching modes as a form of comprehensive input while speaking in Spanish.  When I said “Escúchenme,” I cupped my ear and pointed at myself. When I said "levanta la mano" to a student, I modeled a raised hand. All students usually followed directions promptly. If the class had an exception, there were often peers that were eager to redirect the student for me.

# data[].attributes.body
A great behavior management strategy for me is Freeze Body. I use it on a daily basis. After a week, students have caught on and know the cue for getting their attention and being ready. A frozen and still body. I have more energy and enthusiasm to teach the material and I keep student's attention longer than just telling them the expectation is to be quiet and listening.

# data[].attributes.body
I have been able to implement several ENVoY strategies and find them useful.  I used to use the Countdown of 5-4-3-2-1, but wherever I was in the room.  I get a better response from students when I am always in the same place.  I start with my hand up FREEZE body, at the front of the room to the left of the smart board, for a few seconds saying nothing, then I add in my countdown, but I start loud and get to a whisper.  Now, they are usually quiet by 3 and I can say begin.  I also like to use the phrase, "it's my turn" or "the teacher is the only one talking right now".  Usually I have implemented those comments when returning from group work, verbal processing time to gain full attention from students who need that extra reminder.

Transition to seatwork:  I found this very helpful for a couple of my 7th grade health classes that were easy to get off task.  After giving directions, I would stay up front in the same place, observing quietly, sometimes giving non-verbal reminders to go back to seat, stop talking, etc...and occasionally I would give a verbal reminder to the whole class, such as "Everyone should be_________________(fill in the blank with reading, opening Google Classroom, writing, etc...).  By staying up front for about 30 seconds, I could easily see who needed help/had questions/wasn't on task.  Those students then got their individual needs addressed and were better prepared to do the lesson assignment/activity.

Exit Directions:  I have to be better about writing the directions on the board, but I do like asking the question(s) about what their responsibilities are to accomplish befor the next class period.

# data[].attributes.body
I have been using Freeze body on a daily basis. It has been fairly effective. In my opinion it has been helpful for students to see me ina consistent spot when I want to get there attention. Also, making sure that I am calm and ready to teach has helped me be more focused in my teaching practice.
Next time I want to add in the above pause whisper. I think this will help me stay calm.

# data[].attributes.body
I have used several ENVoY strategies this year and find them to be very effective.

Freeze Body -
At the beginning of the hour, I make sure to stand in my attention getting spot in the front of the room. I pay particular attention to standing in a high expectation pose. I am paying more attention to pausing first before giving my verbal attention signal (3-2-1). I find that students start to police themselves and got on classmates who are not paying attention or talking.

Teacher Only One Talking -
What is great about this strategy is that I get into the same high expectation pose, give them the visual cue of a raised hand, and then I pause and then I give verbal direction "My turn to speak." Students respond to this and students often mirror my hand raised.

Exit Directions & MITS -
I use a Google Doc template to post directions for independent work and then adjust based on different activities each day.  I use a variation with MITS. First, the students work for 3 minutes by themselves, then they can ask a partner for help or direction, and finally, they can ask the teacher. This method is very effective. Pointing to the directions when students are off task helps them quickly gain focus without me speaking to them. This strategy also is a better use of the teacher's time because I can point to the directions rather than repeat myself or run to each student who has a question. Students are becoming more independent with the use of this strategy.
https://docs.google.com/a/isd535.org/document/d/1HQ1ibcWrcP6NNXp2HHtshcmHkIFCNFL6HmXy0D5-_6w/edit?usp=sharing

# data[].attributes.body
I am new to middle school and therefore many of the strategies I used in Elementary school had to be modified or thrown out the window. One approach I have found very useful in getting students attention is the "Teacher only one talking". I have started with "My turn", while pointing at myself. This absolutely works. Another strategy which works well is the non-verbal palms up from self to class. I feel like this is a lot like the show five strategy we used a lot in elementary. I have also tried the freeze body and speaking at a lower voice until attention is on me. I find this might be the one I use most. It is effective and I use little energy to achieve an awesome result.

# data[].attributes.body
I've been trying the freeze body and above/pause/whisper. I find that the freeze body isn't effective on it's own since students aren't sure when I'm just observing and when I want their attention. When I do go to one particular spot, pause for a short time, and then do the above/pause/whisper, it has been more effective than doing it from my desk or another place around the classroom. I use a call and response "Ready to Rock" - "Ready to Roll" to get their attention. I really like the pause and whisper after the call and response as students seem to clue in and listen better. I've found that I've had to review procedures/expectations such as after they respond, they are making hands not busy and turning to me right away for whatever I have to share next. This reminder with practice has been effective.

# data[].attributes.body
Reflection: Write about your experience and reflect using the questions above.