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I would allow the children more independence throughout the sessions. Allowing children to make ALL of their own decisions in a safe and contained environment is essential to their growth and development. While providing parameters to the activities, we will allow them to interpret directions on their own, and make their own decisions.
We will also provide more samples/examples for the children to use IF they want to. Samples of activities can help stimulate creativity. Better verbal instructions will be provided for activities and games moving forward.
Communication with Catalina and Anna will also need to be improved moving forward to ensure success in both classrooms.
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Moving forward, I would definitely change the kindness flower activity to have pre-written words on the petals, and allow the children to choose words that resonated with them, rather than having them write out each word.

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There are not many negative points I have to make about the last two sessions at the CHAPS program. As two groups, in different classrooms, there is a higher chance for us to run our groups slightly different, just because we have different children to work with. We could have touched base with each other at a certain time between transitions to see if there was anything the other group needed, or to simply review the next activity. Communication could have been slightly better.
As for Jake and I, I think we could have handled the chaos that erupted during the second session better when half of the children were finished with the flag painting activity, and the other half were still working. We did not want the children who finished to be confined to their table, but we needed both of our attentions to be on those still working on the craft. Those who were finished got up from the table and started playing with toys on the carpet or at different stations, or simply entertained themselves until we gave further directions.
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When running the kindness flower activity, we found it to be a bit chaotic, as each child wanted to personalize their flowers with different words, however; they do not know how to spell at this point. Jake and I had to spend a lot of individual time with each child spelling words, while other students became antsy waiting.

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The teamwork between Jake and I, I think is something worth mentioning. We were able to "read the room" and feed off each other's energy to either engage the group of children, or calm them down so that they could transition into a new activity.
I also think the activities we picked to do with the kids were age-appropriate and exciting to them, while fitting into their weekly theme. Painting crafts and letting the children explore color combinations and create completely original pieces was exciting to watch.
Our transitional strategies also worked well with our group of children. On the first day, we began with an interactive beach ball activity where we got to know each child and they were able to socialize with each other. This activity helped establish familiarity, as well as trust between Jake and I, and the children.
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Our enthusiasm was a key part of the success of our program. When the children knew that Jake and I were excited to do an activity, they were more inclined to participate and engage longer. Having multiple examples of the arts and crafts activities also made it easier for the children to visualize the activity, but also creating their own unique projects.

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So far, we have visited the CHAPS program on two occasions. Jake and I are in one classroom, while Catalina and Anna are in another. The classroom that I work in has 12 children between the ages of 4 and 5 who are all typically developing. There are 2 adult staff members in the room with us at all times.
The children are polite and outgoing, and have engaged in all of the activities we have provided them with, so far! They are truly a blast to work with and make the time we share together fly by. This past week was their "Fourth of July" themed week, and we planned all of our activities around this theme. They seemed to enjoy each of the arts and crafts activities, as well as the motor activities.
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On the last two occasions we visited the CHAPS program, we took part in their "Rock Garden/Kindness" week theme, where we based our activities around fine motor, social, and sensory skills creating flowers, writing stories as a class, doing nature scavenger hunts, and working with friends.

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Jake, Catalina, Anna, and I worked long and hard on the development of our program implementation for our visits at the CHAPS program. We collaborated without arguing and provided constructive criticism without animosity because we each shared the same end goal: a successful program for the children at CHAPS. We spent hours inside and out of the classroom working on different assignments leading up to our program implementation, as well as purchasing and creating supplies for the program activities. There was never a time when one of us felt overwhelmed by workload, because we each verbalized and understood what needed to be completed by certain dates, prior to due dates set by Dr. Trudell.