Monday & Wednesday 6:30-7:45
North Seattle Community College, IB 1409
CCE 125: Program Planning
Candice Hoyt, Faculty
(206) 715-1878 (until 9 pm)
Office hours by appointment
choyt@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
 Enterprise Talk
Monday
 Bev Bos video
1/25  Rules
Enterprise Talk
 Enterprise Talk
Enterprise.pdf
EnterpriseChart.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
Enterprise Talk
 Intrinsically-phrased
rewards

Others?

Community
Intrinsic.pdf
http://facweb.northseattle.edu/choyt/CCE125/
Intrinsic.pdf
 Understand our values
 Enjoyment
 Competence
 Cleverness
 Growth
 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
Enterprise Talk
How to get kids to do what you
want them to do… without
directions.
 Sequence followed in order
DescCueSequence.pdf
http://facweb.northseattle.edu/choyt/CCE1
25/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.
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.
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.
Coming Up
CCE 125: Program Planning
In-Class Disc
In-Class Due
Online Due
>> DUE FRIDAY 1/29 -DQ 5: Enterprise Talk
Mon
2/1/10
> Clean Up Time
> DQ 6: Bev Bos
> DQ 4 reply
Wed
2/3/10
> Exploration
Activities
> A 6.3: Enterprise Talk
Professional Statement
> DQ 5 reply