Lessons in Education from Dog Training
While I was in college earning my music education degree, I earned a little extra money working for a local dog expert as dog obedience trainer. Over a three-year period I learned how to teach basic obedience and problem solving to the humans, who brought their dogs to us in the hope that we could help them have a better relationship with their furry friend. Each time we met with a new class, I learned to expect several consistent behaviors from both the dogs and their owners that helped me be prepared to give them the advice and instruction they needed. Not long after I stopped teaching dog obedience classes, I graduated from college and got my first job as a music educator. I don’t remember when it hit me, but at some point I realized that there were many similarities between working with a dog and working with my students. While it probably isn’t a great idea to tell students that you are treating them like you would a dog, there are many things educators can learn from dog trainers! Following are just a few:
People often came to our class expecting us to train their dog for them. We explained that the dog didn’t need the training as much as the human did. For example, an experienced handler can teach a dog to heel in five to ten minutes, but an inexperienced owner needs to practice several basic skills before they can be successful. Day one of class took place without the dogs so we could teach the humans how to hold the leash, execute turns, give correction without choking the dog, and give praise. Like dog trainers, educators must learn and practice basic skills for working with students—how to develop and execute a lesson plan, how to correct students without choking out their enthusiasm for learning, and how to give honest praise.
Have you been told to greet your students at the door and wondered why? One of the most important lessons a dog learns happens the day it comes to a new home. Most owners make the mistake of carrying the dog into the home or opening the door and letting the dog go through first. Dogs need to know who is “master of the house,” and they recognize that if they are first told to wait at the front door and then invited in. This sets a standard for behavior that will last for the lifetime of the dog. Educators who make a practice of welcoming students at the door each day automatically establish their presence as the “master of the classroom.” This one simple act will make a huge difference for the entire time you have that group of students.
In the early stages of training, it is critical to teach the dog to watch and pay attention. To accomplish this, the handler will execute unexpected, non-verbal commands. For example, during heel training the handler will execute quick turns. If the dog moves too far ahead, the handler will make an about turn accompanied by a quick “correction,” a quick jerk on the leash that tightens and then releases the training collar. If the dog goes right, the handler goes left. If the dog lags, the handler picks up the pace. Like dog trainers, educators need to learn how to change the pace or direction of instruction during class to keep the students engaged and attentive.
Dogs that are rewarded with treats come to expect them, and eventually will not comply to commands if the physical reward isn’t present. Likewise, students who are bribed with extrinsic rewards for completing tasks and good behavior will do the same thing—they will comply only if the reward is present.
The smartest dogs are often the most misbehaved—because they get bored easily. If your students are acting out, it may be because they are bored. If possible, plan activities that will keep your higher achieving students engaged while you work with the rest.
Properly trained dogs look forward to training sessions. They jump at the sight of the leash and eagerly pounce around until the door is opened to go outside and get to work. If the dog is overly corrected, it will cower at the sight of the leash and will have its tail between its legs for the entire training session. Like dogs, your students will look forward to learning if you have the proper mix of correction and praise. Don’t suck the love of learning out of them with excessive correction!
Dogs immediately sense the mood of their handler and respond to it. In fact, we told our human students that it was better to forego a training session than to take out frustration on the dog. You will have days that you are frustrated or upset by a situation that happened outside the classroom, but unfortunately you can’t always just take a day off. Be aware that your students will respond to your mood and do your best to keep outside influences apart from your time with them.
Even the best trained dog will test a handler it hasn’t worked with before. One well timed correction is usually all it takes for the dog to know that it is working with an experienced handler, and it will quickly comply. However, if a trained dog is given to an inexperienced or incompetent handler, it will act out. Just like dog training, competence is key to your success in the classroom. Your students will test you, and will quickly respond to their perception of your level of competence.
Last (but not least), a well-trained dog is a happy dog, and a happy dog equals a happy owner. Our job as educators is to train our students, providing them with the skills they need to live a wonderful life. When we accomplish this, we find the greatest joy working in the greatest profession anywhere.
