CCE 125: Program Planning Wednesday January 27, 2010

1. CCE 125: Program PlanningWednesday January 27, 2010 Monday & Wednesday 6:30-7:45 North Seattle Community College, IB 1409

2. CCE 125: Program Planning • Candice Hoyt, Faculty • (206) 715-1878 (until 9 pm) • Office hours by appointmentchoyt@sccd.ctc.edu • http://facweb.northseattle.edu/choyt • Syllabus: • http://facweb.northseattle.edu/choyt/CCE125 • Online—Angel: • http://northseattle.angellearning.com/ • CCE 125 Program Planning (Hoyt - hybrid) W10

3. Monday 1/25 • Enterprise Talk • Bev Bos video • Rules

4. Enterprise Talk • Enterprise TalkEnterprise.pdfEnterpriseChart.pdf • How we can relate to children and communicate authentically. • Instead of Directions or Questions Descriptions Narrations Subjective-Talk Descriptive Cues • Instead of Praise Non-Verbal Recognition Intrinsically-Phrased Rewards

5. Enterprise Talk • Intrinsically-phrased rewardsIntrinsic.pdfhttp://facweb.northseattle.edu/choyt/CCE125/Intrinsic.pdf • Understand our values • Enjoyment • Competence • Cleverness • Growth • Others? • Community • Assignments: • 1/29 – DQ 5 • 2/3 – A 6.3 Prof. Statement • 2/5 – DQ 5 replies • 2/10 – DQ 7: A 6.3 outside response

6. Enterprise Talk How to get kids to do what you want them to do… without directions. • Sequence followed in orderDescCueSequence.pdfhttp://facweb.northseattle.edu/choyt/CCE125/DescCueSequence.pdf • Signal: Verbal/Non-verbal • Wait 10-15 seconds • Note/support positives • Description: Provide facts • What needs doing • Where things are • What the procedures are • Model: Demonstrating • Self-talk your thinking & doing • Direction • Clear, simple instruction to act • Contingency: Link minimal performance to next activity • “After you do ____, then you can do ___.” • Not a threat; not a bribe.

7. Bev Bos video • I want to play! • I didn’t want to have to clean up. • There is…? • There needs to be a designated area—destroying property? • Outside helps. • What = “destroy”? • Rainbow of sharpies for inside the playhouse (but the outside is ours because we have to look at it). • Naked? • Uncomfortable to know my child is running around naked. • Socially different now—wouldn’t fly. • The environment is not for every child – over-stimulating. • Parents’ influence/at-home experience. • Hard to find a quiet place? • Give children the freedom to NOT do things (art…). • It shows the freedom but not the responsibility. • Our classroom looks crazy like this (not all the time). • I wish my toddlers could get out like that. They might nap. • Role of setting up the environment so it is safe for this kind of rowdy play.

8. Rules • Socially-constructed rules: • Negotiable rule goals: • Decision includes as many people as are affected. • Can re-negotiate at agreed upon time. • Consensus necessary? • Non-negotiable • Safety: • Physical • Emotional/social? • Destruction of property • Avoid non-negotiable rules if possible: • Re-evaluate your biases. • Kids still deserve a role. • Be open to their ways of thinking.

9. Coming Up