Logan – Part 28 – bad behaviour?

When bad behaviour is preferable to the alternative. Just a short blog today. Yesterday (part 27 https://glasgowdogtrainer.wordpress.com/2018/01/09/logan-part-27-resurgence-and-spontaneous-recovery/) we discussed when the barking and bouncing pops back out under certain circumstances.

In the clip below, you see at the very start, he notices something behind us.

In the clip I showed in part 27, this is what we are trying to avoid. But is it always what is needed? When working with him I have sets of behaviours I work towards at all times. These sets of behaviours are dependent on the circumstances we find ourselves in. Here, the dog arrives unexpectedly behind us. As you can see, as I walk off he comes with me, bouncing and barking but on a loose lead nonetheless. Good behaviour under these conditions. Under different conditions, I’d prefer for something else.

When we view short clips of behaviour online, we have the luxury of making assumptions about what is going on. When we are living with a dog like Logan, or your own dog who is showing problem behaviours (let’s face it, they are problematic, we can tart it up anyway we want) it’s never clear cut. Behaviour is always on a sliding scale and it’s always variable.

Here, this behaviour is preferable to the alternative of lunging and barking and pulling on the lead towards the dog. Is this what I want from him long term? No, of course not but it’s still progress. Keeping a view of the progress we are making keeps me motivated to continue orking through the hard times.

Catch you next time, thanks for reading.

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Logan – part 26 – what we take for granted

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I’m picking away at several books just now as part of my own learning. One of them is The Archaeology of Mind by Jaak Panksepp and Lucy Biven. Page 382-384 talks of Play Deprivation in ADHD-type Impulse Control disorders in both humans and animals.  One of the suggestions for human children who have been diagnosed (labelled?) with ADHD is that half an hour of active play before lessons helps them concentrate more on learning. I do my best not to attach labels to him but we research where and when we can and labels can be useful as long as we are all talking about the same thing.

Reading this over the festive break, I allowed Logan and Watson supervised play for around 30 minutes in the mornings, with frequent short breaks to stop arousal getting too high and then letting them go back to playing again. After they had played and then cooled down, I headed off to the park with the boy for some ninja BAT. When we do our ninja BAT, we are concentrating both on BAT around other dogs as well as BAT walks which help build that BAT experience he needs. We did this around seven times over the two week festive period.

The weather has been truly foul here today and yesterday and he really does not thank me for taking him out in the freezing cold rain despite the rather snazzy coat we bought for him. This evening, we did some play with toys, clicker training and some search stuff at home which he really enjoys.

I then took him out for a walk around the neighbourhood. Ordinarily at night he is really vigilant and will watch (eyeball) every shadow and movement and he can be vocal around people and dogs. Tonight, BAT style, he bimbled around, sniffed, walked really calmly with me, sniffed some more, we did a few jumps over a railing, sniffed some more, and then walked around the church gardens, sniffing some more. He was looking and acting like a normal dog. Two dogs walked along the other side of the road (around 30ft away) and he had a little look and then went back to sniffing.

These walks are what I  miss with my dog and they are what many take for granted. The last year has been relentless with him but the hard work is paying off for us and these moments shine through. These will become more normal rather than stand out.

This is a combination of all the tiny improvements we are making together, not one thing is the magic bullet.

A question of ethics – part 1

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I was at the office today (our local park) doing a consultation with a man and his Labrador, working on recall and loose lead walking (connection). We have a really nice community at the park on weekday mornings, the professional dog walkers, the power walkers without dogs, the recreational cyclists and the dog people walking their own dogs.

There is a fella who I see who has two GSDs who he has trained to a high level from the brief glimpses I get of him (I see him several times over the month). He appears to use positive trainng methods from what I can see. He uses food to reinforce the behaviour which he likes and I’ve never seen him physically correct his dogs. When he asks the dogs to do something though, he’s not really asking, he’s telling.

This fella knows I’m a dog trainer and from reading his body language (he never says hello to anyone etc) I get the impression that’s he is trying to show me how it’s really done. Today (and every other dog he sees me), he put his dogs in a sit stay in the middle of the path and walked away. There were other dogs and people around walking past his dogs. The dogs were transfixed by him and then he called them, they raced towards him and then held a heel position targeting his hands for about 50m or so. They were then reinforced with food. Impressive? Yes, maybe. Ethical? I’m not so sure. If this had been in competition for a dog sport, then yes, it’s impressive. If it had been in preparation for that dog sport competition, then yes, cool also. My issues is that it’s done for the benefit of all those watching and at the dogs’ expense to boot.

For me it would be far more impressive if his dogs were walking with him off lead, moving forward in front of him, sniffing, moving with him when he walked on and behaving in an appropriate social manner with dogs and people. But they’re not. The appear to be automatons, with little choice and not allow ot behave like dogs (I’ve never seen them sniff when out)

Training with positive methods isn’t enough. We need to train with an ethical mindset too. Too much of a good thing can be a bad thing.

Until next time, have a great Christmas.

John and the Glasgow Dog Trainer Team

Positively Excellent Dog Training Workshop 5

Workshop 5 of 6 today. When we started Positively Excellent Dog Training a few months ago, Clare and I envisioned bringing quality, up to date dog training to both trainers and owners in a way which was easy to access and understand. It has been a massicvve success and is just the start of things to come.

Today we looked at behaviours, skills and outcomes. Behaviours can be described as a specific thing the learner does, such as moving a cetain muscle or joint. Skills are where the dog generalises, so “walk beside me” can mean in a varietyof situations for example. A skill humans would have in this example would be having the skill to open most doors of similar design once the skill of door opening is learned. Some doors open by pulling, others by pushing (depending where you are in relation to it). Once the skill of door opening is learned, we can then apply it to many situations. The outcome for us would be the open door, the outcome in the dog example would be the dog walking with you on a loose lead.

Students had to teach me how to open a door when I was at the other side of the room. They were asked to break down each behaviour into very small steps. Each time they asked me to do something I wasn’t in a position to do, I told them I couldn’t do it and then they had to break it down further. This extended to putting my weight on one foot rather than the other, moving a specific distance forward etc. All these things teach us to be very careful in what we are describing and reinforcing, if the learned jumps ahead of us then we can go with it. If they get stuck then we need to break it down further into something they can do.

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We then looked a little more closely at certain drivers for reinforcement. Can we mimic the hunt for a dog and then put this on cue so the dog gets to hunt but only when we ask for it? Can we mimic a sheep’s movment with a ball so that a collie can herd the ball, give him an outlet for that daily and put it on cue so we get less herding of people and traffic? The answer is yes, we can.

Next workshop is the 4th June in East Kilbride.

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Captain America and telling our dogs what to do.

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I went to see Captain America: Civil War at the weekend at our local 3D IMAX (It was very entertaining, the usual great Marvel stuff). At the beginning of the film, there was an announcement

“PUT ON YOUR 3D GLASSESS NOW”

My very first reaction to this was “don’t tell me what to do”. Now, I get that “Please put on your 3D glasses to fully enjoy the IMAX 3D experience” is unecessarily wordy, however, I really do not like being told what to do. In my previous job, I had a supervisor who constantly told everyone what to do. He never asked. He was a truly horrible bully of a man. Some of my colleagues who could be pushed around were, they did their jobs and did as they were told but none of them liked him. Those of us who didn’t like being told what to do would do it but very often we would push back, in fact we pushed back at every available opportunity. We stuck it to him whenever we could. The more we pushed back, the more he told us what to do. He then left, and was replaced by a man whom I absolutely adored. Jimbo would ask you to do tasks, never tell you and would do so with the full knowledge that you would do it. He never asked you to do anything he wasn’t willing to do himself. The guys who could be pushed around relaxed and worked harder, and those of us who were slightly more hard headed worked even harder still. Productivity and morale soared. He was a true leader who brought out the best in his people.

What does this have to do with dog training? Some of our dogs can be told what to do. We can push them around, shout at them, correct them and basically bully them in to compliance. Then there are the dogs who will push back. The problem for these dogs is that when they push back, they almost always lose. We shout at them and correct them, and they growl. We give them a harder time and they snap at us. We push more. They then bite “out of the blue”. Then it’s off to the shelter, vet to be put to sleep or we sell them on gumtree/Craiglist. The solution for all these dogs, whether the soft ones or the hard ones is to explain the rules in a way they understand, set up the environment so they can easily do the things we want them to to and so it’s difficult for them to the wrong thing and motivate them to do what we want them to do. If it works for humans, it can and does work for dogs.

If some of us don’t like being told what to do, is it not reasonable to conclude some of our dogs may feel the same way?

Positively Excellent Dog Training Part 2 – Reinforcement Part 1

Positively excellent dog training. We continued today, Saturday 27th February 2016, looking at reinforcement. Reinforcement is such a huge topic that we have split it into 2 workshops, the next one being in the 19th March. Even then, 4 hours of learning can be only an introduction to the topic, which, as positive reinforcment trainers, sits at the very heart of what we do.

After introductions, Clare presented a short input on reinforcement, mainly to get the students thinking about what reinforcement is. What is reinforcement and how does it differ from rewards and treats? Is there a difference? These are not semantics, if we don’t know the difference, how can we expect to apply it to our dogs?

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We divided the reinforcement into three categories; food reinforcers, toy/play reinforcers and life reinforcers.As modern dog trainers, we looked at positve reinforcement, rather than negative reinforcement.

Each of the categories was divided further to identify the pros and cons of each of them, when they could be used, and what behaviours they could be used to reinforce.

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Toy reinforcers pictured above. Divided into chase, retrieve and tug toys. Remember, it’s what the dog gets to do with the toy which is reinforcing rather than the toy itself!

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After discussion on the merits and disadvantages of each, the groups the devised training plans to test the value of various reinforcers.

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Building on the work done in the last workshop, ethical considerations were taken into account for both the handler and the dog, with welfare of the dog being at foremost in our minds. The attendees showed real thoughfulness in their design.


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Homework assignments were given with ongoing support between workshops. If you are interested in attending these, or are interested in hosting us to run these workshops in your area, please contact me at glasgowdogtrainer@hotmail.co.uk.

Part 2 of the reinforcment workshop is on the 19th March 2016 in East Kilbride.

A model for learning – 70:20:10

Guest blog by Clare Russell. Clare and I are running Positively Excellent Dog Training for trainers and enthusiasts throughout 2016. For more information, email me at glasgowdogtrainer@hotmail.co.uk

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Being part of an international group of on line learners brings certain advantages. One is that we are often exposed to information that we would never have considered relevant to our dog training.

Following one Tuesday evening lesson, Leanne Smith a fellow student from Australia introduced us to the model of 70:20:10.

The 70:20:10 model for learning and development is being used by organisations across the world and I see application for us as dog trainers.

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The concept of the 70:20:10 framework is extremely simple to understand it suggests that only 10% of our learning comes from attending lectures and seminars or other formal training events. 20% of our learning comes from networking and speaking to others. 70% of our learning comes from experience.

Charles Jennings who has popularised the model reminds us that it is a model and not a recipe. The numbers are not a rigid formula. They simply remind us that the majority of our learning and development comes through experience, the 70; and networking and discussion, the 20. Jennings points out the model suggests we learn least, the 10, from structured courses and seminars.

Like most of you I have benefited from the 10. I have attended many formal seminars and taken part in courses that have been structured but I agree with Jennings that they ‘rarely, if ever, provided the complete answer’.

So why do I feel the 70 is important to us as dog trainers? Firstly every learner is different, no matter the species. If I am honest my attendance at seminars in the past, has been to seek solutions, find some answers to current training issues. I’ve absorbed the speakers information, written up my notes, prepared my training arena, started training with my learner and then ‘ah I didn’t expect that’! Either the speaker didn’t cover this eventuality or I didn’t make enough notes! This was the limitation to learning in a formal environment, especially before we had easy access to the 20, in the form of social media and email.

I started out on the journey to help others train their dogs over 15 years ago. I was excited by the things I was learning and thought it was important to give people as much information as possible as quickly as possible, usually much more than they had asked for.

With all the new information under my belt it was so obvious that clients needed to change so much, change the dogs diet, change their approach to training, change their toys and training equipment. On top of all this I would teach them how to use a clicker, teach how to use positive reinforcement training techniques, enthuse about where their dog and their training would be in 2 years time and usually try to cram it all into one lesson!

The approach was to talk and talk and then talk some more, always carrying on beyond the allotted session time and then sending out pages and pages of notes and links. Looking back I was firmly in the lecture mindset and I suspect my learners were only getting the 10 of the learning they needed – hmmm! Good for my ego but not necessarily beneficial to the learner.

So how do I approach training these days – firstly all training is a conversation*, a conversation between the learner and I. The learner may be a person, someone in a class or along for a private lesson or one of my own dogs. Teaching has become much more about listening to what the learner is saying, changing strategy as the conversation develops or realising it is time to take a break.

These days classes and other teaching opportunities begin with dog free, small group discussion. Small group discussion provides an opportunity for questions to be asked and conversation to develop. It allows for practice and rehearsal of protocol before working with a dog.

Whenever possible we train dogs with peer group training. Plenty of breaks for the dogs and plenty of opportunity for questions to arise. Classes are student led with participants being urged to shape their own learning. Students experience the 70 not only by training their own dog but helping others in the class to train, working together to problem solve.

Questions drive learning, rather than send people home with lots of fact sheets we have utilised Facebook to set up a small closed group to continue discussion between classes. The ease of posting information in a group means that additional material can be added at a pace that suits the learners. Small groups allow for opportunities for those ‘ah – I didn’t expect that’ moments to be discussed in real time rather than waiting a whole week before the next class.

Making the change away from the traditional class format wasn’t an easy decision but I can honestly say I have thoroughly enjoyed the last year of training.

Some more examples as to how the 70:20:10 model can benefit learning.

At the first session of the Positively Excellent Dog Training series John and I gave a presentation for the first half  and then set the participants a practical training task for the second half. Within each team everyone had a defined role but that role allowed the whole team to work together. As we reflected on our learning at the end of the day participants had many ‘aha’ and ‘I had never thought of that’ moments to share which had come from the practical exercise. We agreed that these were things they may never have learned from a more traditional presentation based seminar.

The Training Thoughtfully event presented by Jesus Rosales-Ruiz, Alexandra Kurland and Kay Laurence showed similar results. As participants we were treated to some wonderful presentations, packed full of valuable information and we also played several rounds of the game of PORTL. Again as learners shared their ‘take home’ point, so many came from playing the games.

So the challenge for all people working with dogs – trainers, dog walkers, groomers is – how will you build the 70:20:10 into your own learning, development and teaching?

Happy Training.

 

*With thanks to Alexandra Kurland