How did you get into dogs? What made you become a dog trainer? We get…
I was thinking about the way that I train verses the way other people train and how it would apply to an everyday situation with a person. This is the best I came up with so far.
Multiplication. A rather simple task that all elementary school kids have to get through to continue their education. Much like the foundations of training.
From the very begining, the different training types are preparing the child to answer the ‘2×2=’ question in different way.
First is the all positive teacher They wait for the answer to be offered by the student before giving feedback. The student spits out random numbers untill they land finally on 4. “YES” thats it. 6, no response. 7, no response. 4, “YES.” The student is pleased with the response and increases the numbers given. Maybe more than one will elicit a “YES” and they continue the search. The teacher continues to to reinforce the correct answer and soon the student knows fairly well that the answer to the question asked is 4.
Then there is the other extreme. All negative. Again waits for the student to respond, except this time where the positive teacher offered no response for the wrong answers given, these people sharply correct the students with a “NOPE.” In an effort to avoid wrong answers, the student spits out words quicker and quick and frantically hopping between numbers and then there it is…4, “YES.” The yes was a much welcome change from the no, and they put their efforts in repeating it. And soon the student knows fairly well that the answer to the question asked is 4.
In between the two is a balanced teacher. Instead of waiting, the teacher draws on the students paper two sets of two. They count with the student the number represented and end up with 4. Too much for the student so they repeat and repeat and repeat. Soon enough, the knowledge is learned and as the teacher begins to draw the first set of two, the student finishes the drawing. The student finishes the teachers sentence as she begins explaining how the number represented equals 4. The student knows the answer is 4.
The positive teacher and her student take the multiplication test. If the student answers incorrectly, the teacher just passes the test back for him to start over. The test is passed back with a simple ‘thats not right,’ until the student answers 4.
The negative teacher and her student take the multipication test. If the student answers incorrectly, the “NOPE” is increased to a slap on the wrist. The test is passed back with the correction until the student answers 4.
The balanced teacher and her student take the multiplication test. If the student answers incorrectly, the teachers puts and ‘F’ on the students paper. The test is passed back with a written note explaining their mistake, untill the student answers 4.
With the balanced teacher, The building blocks are explained and not simply re-enforced. The student learns more than ‘2×2=4’ in the above question, he also learns how to solve a multiplication problem.
Rugby is learning with a balanced teacher. Rugby is held accountable for his decisions, but only once he has been properly educated first. His education is steady, fair and honest. He is never held responsible for something he doesn’t know formally. He takes pride in his work and finishes my sentences often.
Rugby is an ‘A’ student.