Clean Run Magazine - July 2006 - 73

 Be a splitter, not a lumper. Bob and Marian Bailey Most trainers are
guilty of not breaking a behavior down into small, easily rewardable
parts. Should we split behaviors into their smallest parts? S: Why do you
want to break an exercise down so much? I: To make the dog successful
quickly. S: Why does the dog have to be successful quickly? I: To get
reinforcements more quickly. S: Why does the dog have to get
reinforcements more quickly? I: Because reinforcement drives behavior: If
you get the behavior more quickly and reward more often, the dog will
learn rapidly and offer more behavior to get more rewards. This
interchange increases your ability to teach your dog and your dog's
ability to learn as he practices. CT OR Coach Train Observe Review Now
your student is doing Homework! To be sure the It's the next week: Have At
the end of the class, the exercise himself. Keep student understands and
has the students show you be sure to review your an eye on things and be
the skill to practice effectively the skills they worked on program to see
if there ready to intervene with help during the week, ask each during the
week. How are should be change. Review or suggestions. Before you one to
show you what she they doing? Ask what they the effectiveness of the
comment, ask yourself: Is what will work on during the week. considered
successful about individual lessons, the class I am about to say
instructive? Help your students decide their homework and make as a whole,
and the program Or am I just reporting what how much to practice. Will a
positive comment on that in general. Are you meeting I'm seeing? Pinpoint
proper you recommend a certain success. Ask if any aspect your students'
expectations? actions and praise the students number of reps? Will you of
their homework was a Are they meeting yours? for their expertise. A
well-timed, recommend a certain bit rocky and give some Briefly recap the
lessons for That's it! will make your client amount of time to spend quick
suggestions. This your students. Periodically smile. When you spot a
mistake on each skill? Will you give type of discussion can be review and
practice some of or omission, point it out to the your students a goal and
let educational for all students the components or basics to student in a
positive way. Be them reach it at their own in the class. It might bring
strengthen their foundation. clear and specific. Let's try it pace? Give
them reasonable out points that were missed Do you have measures this way
is more instructive goals. Give them handouts in your instruction. Observe
in place to objectively than, That won't work. Careful to remind them what
to students during class to think evaluate the progress of coaching of
each student is do and how to do it. Clear, of ways to help or improve.
your students? Can you important. Unless the student illustrated handouts
with your Solicit the observations and build in minor challenges does it
correctly in class, she phone number at the bottom opinions of your
associate that will reveal weaknesses will not be able to practice are
your insurance policy instructors. Often a TA and strong points? Are your
correctly at home. In every that the student will have a can pick up on
problems students ready to move on to class there will be one or two
successful week at home. more readily than the lead the next class level?
students who will require extra instructor, who might be help. Help should
not, however, preoccupied with many other be given at the expense of the
aspects of conducting the other students. If you have four class. students
in your class, they How are the students doing each deserve one fourth of
your compared to last week? classroom instruction time. How are they doing
compared If someone needs extra help, to other classes at this consider a
private lesson or stage? Are the people and volunteer to stay after class
to dogs successful, or are they help that individual. struggling? Is it
time to try a different approach? | July 06 Clean Run 73
Clean Run Magazine - July 2006

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