From Ed Ford (940518.2115)
Richard Thurman, Tom Bourbon, Bill Powers......
The virtual reality comments were fascinating.
I'm fortunate to be working with many in education that
are trying to understand PCT and then apply it.
Actually, they at first apply it "according to Ed Ford"
but for those who really try to "think through the
concepts of PCT" or, as Bill says, go through the
"experience of self-discovery and self-teaching", their
application and ways of working with children (or
adults) is fascinating to watch.
Recently a teacher told how she had been working with a
student who constantly disturbed the group he was
assigned to work with. They were fellow classmates and
had been assigned a group task. After his second
attempt to make a plan with the teacher, on the third
time around, as he again recommitted himself to yet
another plan to try to get along in the group, she
looked at him and said, "it's not me your going to have
to deal with, if you want to make it with that group,
then you are going to have to deal with them to a) see
if your plan is acceptable and b) if they are willing
to allow you another chance". He then negotiated with
the group (her description of the negotiations which
she quietly watched from the sidelines was delightful).
He is now doing quite well with the group.
But my real excitement was on Tuesday when I spent
some time in the Developmental Preschool class, filled
with 3 and 4 year olds with moderate to severe problems
in the areas of cognitive development and fine or gross
motor development, especially in areas of language and
speech, including Downs Syndrome children. This
preschool special education class is really something
else. I was overwhelmed by the dedication of the
teachers and how they worked with the children. I knew
nothing about these particular areas but I was loaded
with knowledge of PCT and the teachers were most
interested to see if a further understanding of the
theoretical concepts of PCT would help them work more
effectively with their little students. (They've all
taken my courses but have been trying to get me to come
visit their class) They were trying to prepare these
children for entrance into kindergarden. I committed
myself to spending more time with these people, helping
them to think through these ideas. I suggested
somethings, although quickly admitting to them they
were the real experts but maybe my knowledge of PCT
might be of benefit. They were very excited and
already a few suggestions helped them along. I found
the quickest way to access the world of the children
(along with the warm and loving care they were getting)
was to ask "what do you want?" With normal children,
asking "what are you doing?" the children almost
automatically internally compare that to the prevailing
rules or standards and tend to reorganize by respecting
the rights of others. These children were far to
young, especially with their problems.
Also, I suggested they try teaching them things more
experientially rather than cognitively, since I knew
from HPCT that cognition is based on the experience
levels. For example, when in group, placing a familiar
object such as a shoe or box in the middle of the
circle and relating to the object, one with which they
have had experiences. The key is to look with the eyes
of a PCTer, not a S-Rer. They already saw
possibilities for improvement, not so much as using
PCT, but as perceiving the children with PCT eyes.
Isn't it nice that PCT may be of so much help to those
who need the help?
Best, Ed
Ed Ford, 10209 N. 56th st., Scottsdale, AZ 85253
Phone 602 991-4860