Ramblings: One resolution I kept

This is post #300 for the year 2009.

I made one New Years Resolution that I actually managed to keep - to write in the blog.
The exercise goals and the finance goals went by the wayside, but I kept writing in the blog. I am not sure why that stuck and the others didn't but it did. I hope people have found it helpful, and I intend to keep writing in the New Year!

I will be writing about my cancer as my treatments go forward, for anyone that feels it's TMI, skip those posts.

I plan to do more writing about teaching agility, and what is working and not working in my classes. I really take this seriously, which I why I want to scream when I hear some with no experience who took a 3-day course is teaching agility in my area. Crazy.

I want to really try to get more of me training my dogs in basic skills up. hopefully as part of what I want to do with my new students I want a video for every piece of homework I give them.

But I am also giving myself permission to just do what I have to get things done.

I am worried about the new year. There are so many questions and unknowns with my cancer, having to take time off work... Not really looking forward to 2010, understandable with surgery in Jan, and then treatments in the spring. I probably will make resolutions that I will break, but I will try to keep posting here.

So I have breast cancer...

I am doing this post both in the hopes of avoiding a lot of awkward conversations, and to let my students have a heads-up on why I will be missing some classes.

Right now I don't know dates of surgery, etc. so not sure when I will be canceling classes.

Anyway the full story to date:

First, off the question *everyone* has asked - nope, no family history. :( It's a freak, crappy piece of luck (odds of being diagnosed in your 30s - 1 in 233). Thank goodness I got good health insurance last year - I have no idea what I would have done if this had been 2 years ago.



One Saturday this month, I found a lump in my breast. It was sort of flat, and hard to feel the edged off - like a coin more than a jellybean. Definitely not in the other breast.

Made an appointment with my doctor. This is the first time in over 4 years I have seen a GP, as I usually avoid doctors unless I am really having a problem. But something about this ran alarm bells.

Sadly my doctor didn't tell me it was all in my mind, but sent me on for a mammogram and sonogram and a referral to a specialist. Ummm, okaaaayyyy.

Mammogram was first up. Didn't look good - they came back and took extra films. A 1.5 cm "abnormality", but doesn't look like the lymphs are involved. Uh-oh.

Next, the a sonogram. The doctor doing the sonogram left to check on something, came back and told me they had a biopsy opening at 2 pm that day. Uh-oh. Being fast-tracked is Not a good thing in this situation.

Biopsy was not painful at all, but a lot like at the dentist where you get to hear lots of odds noises while numb with novacaine. Click, whiiiiirrrrrrr, click, whiiiiiiiirrrr, and so on. Doctors and nurses were great - I really appreciate that they were up-front with me that it was high probability of cancer. Data helps me cope.

Don't get a lump before the holidays. Ended up waiting on results....
I kind of wished I had ignored it for a week. Don't think it would have made a difference, but I would have had a decent holiday, rather than alternating being okay and being really freaked out.

So went to see the surgeon today, Dr. Virginia Chiantella. She was great. Of course the conversation started off with "You have cancer, but it's not one of the worst kinds", which was a bit of a downer, even with the cavet. She was really good about answering my questions, and I felt very upfront with me.

Don't know yet what kind of surgery - next steps are MRI and genetic testing (I am probably negative, but that would affect how we go forward).

After that surgery, and then radiation/chemo based on the pathology of that and if there is any cancer in the lymphs.

One of the frustrating things about breast cancer is that it's very much a process. Do this test, figure out what the results mean, do this next test, and so on. Even after surgery then there is the whole treatment protocol(s).

Actually getting diagnosed was bad, but it's a relief that it wasn't the worse case scenario (really aggessive, poorly differentated tumor, etc). There is a ton of info on the internet on breast cancer, and the support structure is huge. And it's well legislated so less trouble with the insurance companies (legally mandated tha tthey have to pay for certain things).

It's just garden variety, everyday breast cancer, which has great survival rates.

So my plans for this year are totally altered, but I am coping and it is what it is.
I won't be trialling in the spring, but that's about all I can tell right now.

Video: Great one on dog body langugue

Really worth watching:

Happy Holidays 2009!

Our Holiday Cards! May you enjoy the season as much as we do!
That's: Dice/Tracer (lead)
Ocean/Streak (middle)
Jingle/T/Steel (wheel)

Thanks Michelle B for the photography, and big thanks to Anne Hennessey for giving me her dryland rig that was too light for her Siberians - it's perfect for us!

Book Review: The First Days of School (the Wrap-up)

And that's basically the important parts of the book. The last section is how you need to be willing to try changing things, and doing extra even if you aren't getting paid for it, etc.
Got that part down!

So the big 3 take homes for me:

1) Script the first day very tightly.

2) Have procedures and routines in place to prevent problems. Organize!!

3) Have some way of assessing how much students are learning etc. (Not for are they ready for the next level etc., but to evaluate if they are learning).

WE will see how it goes in the next session! I will be reporting back in.

i really do recommend this book just because it's great for getting you thinking about how you organize your classes. We think about management all the time with dogs but rarely with our students. I need to manage my classes for maximum learning...

Book Review: The First Days of School (Part 4)

So this is getting to be a saga. But it is clarifying how I need to approach the organizing of my classes, especially the agility I classes.

Big take home from the last session: Put procedures in place to guide the students - make it easy for them.

Okay on to Lesson Mastery -

This is the part I so think is useful for agility instructors. I used to think a lot about what I was covering - "I covered rear crosses and front crosses".

I didn't think about what the students were learning except in the moment. Oh they aren't getting that rear, I would step in and help. I didn't think about WHAT THEY ARE LEARNING. Could they do a rear cross? Could they recognize a rear vs. a front? Did they know when you might choose to use a rear? Did they retain that information?

So I need to:
Identify what I want my students to learn in each lesson.
How I will transmit that information.
Ways for them to practice and acquire that skill.
Measure what they are accomplishing.

This is a big shift in approach, and will acquire a lot more work, but I so think my students can benefit. And I think it's going to be fun!

Okay back to or regular format notes:

Maximize learning time. That is time actually working on or practicing the skills. I try to do this already, and think it's one of our stronger areas.

Stress student's hard work and effort = learning. Need to keep doing this all the way through.

I definitely think hand-outs and the white board will aid in student learning.

"Steps to creating and effective assignment

1. Think what you want the students to accomplish.
2. Write each step as a single sentence.
3. Write in simple language.
4. Duplicate the list of steps and give it to the students."

Focusing on objectives made the most difference in student achievement.

Rather than focus on telling the student what to do at the beginning of the assignment, focus on what they should have accomplished by the end.

Most look at objectives continually to be sure class is on track. For me, this is a little bit more flexible. My objectives are heavily determined by me alone. So being on track is perhaps less important than adapting to the needs of an individual class. But I wonder if the adaptation is a result of me placing artificial limits on students.

Study guides! Need effective study guides for LOTS of stuff. Arugh.

Testing. For me, I need to do some student testing! I come around and see how the students are getting on with a skill individually - what I need to do is start taking notes (need to really tell students WHY - this is for me to improve my teaching!). I think having a cheat sheet for each class Agility I-III. For example, week 1, Agility I would have a worksheet that I would fill out to evaluate how the class did (correct use of clicker, dog going through barrel/tunnel, Dog willing to walk over low A-frame, number of problem barkers, number of problematic dog-dog interactions, other).
I just hope it won't freak the students out.

Tutoring causes students to excel. We already do a lot of one to one with our small class size. Office hours probably not an option for me.

Cooperative learning - I did start having groups of 2 work together in Agility I. This definitely occurs in the higher levels in our program. need ot think about how to make this work. Each student gets a specific job or task.

Lots of evidence for cooperative learning (small groups working towards goal).
I buy it - just not sure how to excute this is my setting.

More details which aren't relevant unless we are doing cooperative learning.

And that's a good place to stop!

Skyrocket: Just a cute photo

Cathy Cox's best Christmas centerpiece EVER.
(that's Skyrocket Johnny Walker Red AX AXJ "Scotch" and Scotch's son Dewey (on the left).

Book Review: The First Days of School (Part 3)

And we continue on! If you wonder how this is working - I read through a chunk and flag interesting things, then I come back and try to remember why I flagged it and relate it to my program. It's nice in that it makes me go over it in my mind a couple times.

Starting now with the section on rules: 2 kinds - general rules "please share" and specific rules "Please keep your dog from interacting with the other dogs in the classroom". I am bad about rules, but this made me realize that I need to state the rules I do have up front, especially for agility I.
Rules for Agility I:
Please don't enter until you are told to do so.
Please stay off the equipment unless you are directed to do it.
Please don't let your dog interact with other dogs.


I am probably missing some, but just getting those down...need to think on this more!


Talks about the difference between rules and procedures. I need a procedure to make sure each rule is easy to follow.

Talks about consequences. Main consequence for not following rules is teacher disapproval (call students out on it) and then removal from class (never had to do this, but it's a theoretical possibility), so it's super easy. :)

Good procedures prevent discipline problems - amen says the dog trainer! So for each rule that I can think of I need a procedure to make things flow. Right now one thing we use is having stations a leash length apart in Agility I. Makes the no dog-dog interaction easier!

Students want to know what the procedure is when X, Y or Z happens - I need to address these up front. I need the procedure for when a student misses class, needs to take a cell phone call (Go Outside), ask a question, and so on. Most of these I do, but I need to think if I am covering everything I need to. There is a list they have that I need to think about what applies ot my situation.

Transitions - this plays into advanced classes. How to smooth course to course transitions? One thing - always be setting out the cones for the next course as students are walking. Considered using course change copies. Fax courses to Woofs in advance, so staff know what is going to be happening.
Exercise to exercise transitions in the lower classes. Let them know in advance how it's going to work, when to head back to their stations and how many reps. This goes back to the white board and a plan!

There is a great example of the "I forgot X" problem. Just give them it. I will try to have extra clickers (but will mark them in such a way as to make it clear they are loaners, and emergency treats. I worry about students taking advantage of the emergency treats, but I will test it and see if it becomes a problem. Nice thing to try-out next session. Maybe note students that borrow either?

Dividing into groups - I have been trying to mix up the groups my agility II/III students fall into when working. Not sure if that's important or not. Need to get student feedback there. Tried some peer marking and that was not successful - make sure the peers have a good idea what the behavior should look like first! I do want to encourage the social aspects, as students can be a great resource and aid for each other.

Good place to break! Next up - Lesson Mastery.

Ramblings: Taking the night off

So many things I should be doing - finishing up my book review of the first days of school, making curtains, baking, cleaning, training...and I am going to take th enight off. Heck, it's a snow night - we will see what we get (I think I saw high end of 20" of snow!) Got wood in, have water, an food that doesn't need heating, so I am well prepared. Be nice to be forced to stay in and not have an excuse.

Ramblings: Muppets!

This makes me happy.

Book Review: The First Days of School (Part 2)

This isn't so much a review of The First Days of School by Harry and Rosemary Wong, as notes on what I got out of it. Mostly this is reminders to myself so I don't lose these thoughts.

Okay so classroom management. They stress management rather than discipline (sound familiar, trainers?). They also stress consistency.

The characteristics of a well-managed classroom:
Students are deeply involved with their work.
They know what is expected of them and are generally successful.
There is little wasted time, confusion or disruption.
The climate is work-oriented but relaxed and pleasant.

Sounds like a great agility class huh?

One step in that direction: I am going to make sure that on my white board are:
1) Last week's homework (which they will practice when they get in (no waiting for instructions, or letting their dogs get bored or self-reward with bad behaviors) (examples are come to heel, mat work)
What we are doing this class
This week's homework
Yeah visuals!
I am probably going to do this with my Agility IIs (rear crosses on the flat for example) and possible IIIs (proof contacts - walk past, lateral motion, distraction) too. The white board is going to be busy! This of course means I need to have it all planned out, which is a great thing!

Lots of detailed discussion about how to set-up a classroom. I place chairs out for students at regular intervals so they have a "station" to work at, the dogs are seperate by some space. I definitely need more chairs! I have couples and it's great to have a second chair to put our things on.

Talks about learning students names. Uh-oh. I suck at this. And I don't think learning their dogs name makes it all okay. What I really want to do is take photos of the students and their dogs, so I can review them and quiz myself. Not sure if that's too freaky or not. Could also use the photos for completion certificates later though.

Try not to move people once seated. Have check in procedures, don't waste time taking role. Do intros (I need to remember to ask about food/noise sensitivity).

"The first assignment should be short, interesting and easy to complete. It should lead to success for all students." I have put a lot of thought into this already, so yeah me.

I think having routines for students when they come in will lower everybody's stress levels. I am actually thinking about how I can smooth out my advanced classes.
They already get course earlier in the day from the blog, so I think the next step is have set-up routines, but that means that I need a home for all the equipment. Sigh.

Part 3 and possibly 4 tomorrow.

Book Review: The First Days of School (Part 1)

This isn't so much a review of The First Days of School by Harry and Rosemary Wong, as notes on what I got out of it. Mostly this is reminders to myself so I don't lose these thoughts.

This book started off with the discovery by researchers that effective teachers spent the first day organizing and structuring their classrooms so the students knew how to succeed.

The book really focuses on starting off with a plan and organization. Written for a normal teacher, it's still got a ton for teachers of dog training that want to improve their students experience and make it easy to learn. For dog trainers familiar with using management to set dogs up to succeed, it's not a big stretch. The focus the first day is communicating how the class is going to function, expectations and such - it's not on imparting knowledge or starting off with a fun activity.

Since I only have students 1 hour once a week, this part is going to get compressed! But it makes a lot of sense - if you have never done a dog sport or agility, you probably are a bit lost, and don't know what to expect. The cool thing about teaching the new to agility student, is that you get to tell them how agility works, how to succeed in agility, and how an agility class works. The power! Bahhhhahahhhhh..cough.... Where was I?

Oh yes - notes from the book, and how I am translating it into my classes:
Script the first day of class - I should have a script for the entire first class, not just "talk about rules, learn the tunnel.." I plan out the classes already but I need to take it deeper and think about the whole of the student experience.

They talk about what is an effective teacher, how important effective teachers are in influencing students achievement - effective teachers believe they make the difference in the classroom. Taking responsibility for results falls not just on the student.

Interesting factiod: Pausing after asking a question results in improvements in achievement. Increasing that pause from the usual 1 second or less to 3 to 7 seconds had better results.

Authors discuss positive expectations of students. Teachers get what they expect. This is so true - I am blown away by how much work my students will do! Cite studies showing the effects of telling teachers certain students were identified as "high achievers". I know I occasionally lower my expectations of a given student - maybe they seem not to get things easily, or they want to punish their dogs, and I lower my expectations, and that leads to less focus and attention. I need to be cognizant of that and not fall into that trap.

Authors discuss welcoming students to school. Oh man really falling down there! You know that awful "am I in the right place" feeling? Pretty sure all my agility Is have that felling. Uh-Oh. So in the future, get e-mail addresses and send out a welcome letter - welcome them, remind them what to bring, include directions/parking, and what to do when they get to the building. For this session, since it's too late to do that have signs up! "Welcome Agility I students! Please wait in the lobby till we call you into the classroom." Second Sign - "If you parked in the gas station, or back by the DMV, please move your car to the following areas (map)." So now they know they are in the right place, what they should be doing and they can move their illegally parked car before class starts! And I have yet to say "hi" to them. :)

A great quote: "School is a concept wherein students are welcome to learn and enhance the quality of their lives without fear of intimidation or harm, guided by hospitable and caring people in a clean and orderly environment.

I am choosing to ignore some of the dress appropriately chapter. Sigh.

Authors talk about the basics of being inviting: is the door marked? Are there Welcome and info Signs? are the signs written in jargon? Is the first assignment clear and understandable? Confusion is not comfortable, clarity makes everything flow smoothly.
They discuss being intentionally inviting more, which I won't go into here, but is interesting and will change the way I phrase on things, or state it at all.

Some talk about influencing students, basically caring about them, saying please and thank you, and smiling at them - i.e. using all the natural social reinforcers we have at our disposal! not ath they phrase it that way.

Effective teachers aren't just offering a product ("agility") they help students learn and enhance the quality of tier lives. I am always so happy when people tell me how their relationship with their dog has improved as a result of agility - that to me is very rewarding..

Next up: Classroom Management.

Ramblings - my reading list for winter break

Okay so my reading list for Winter Break (please feel free to leave suggestions for more books I should read in the comments! Definitely a bibliophile - the library sends me more e-mail than my Mom):

Fun reading-

"Finger Lickin' Fifteen" by Janet Evanovich pure junk food, but fun
"The Selected Works of T.S. Spivet" By Reif Larsen (novel, not what it sounds like)
"Life Sentences" Laura Lippmann - her other novel was excellent ("What the Dead Know")
"The Sweet life in Paris" by David leboviz - memoir of pastery chef that moves to France
"My Bread" Jim Lahey - yet another -minute bread cookbook
"The Greatest Show on Earth" Richard Dawkins - I love evolution

The more work related ones:

"The Body Has a Mind of it's Own" By Sandra and Matthew Blakeslee - on mind-body connection and learning
"Reaching the Animal Mind" By Karen Pryor
"For the Love of a Dog" Patricia McConnell
"What Shamu Taught me about Life Love and a Healthy Marriage" Amy Sutherland
and the book I am currently enthralled with
"The First Days of School: How to be an Effective Teacher" By Harry and Rosemary Wong
This book actually made me break out the post it flags. Lots of very easy ideas how to help my students - really thinking about classroom management, initial organization and so on.
I am actually going ot do some blog post on this book just because I want to consolidate my ideas on it.
If I am a good camper, I will do book reports on the other books too...

Links: Two animal tool videos

First a crow I have featured before, who actually creates a new tool

and octopuses using coconuts!

New agility venue

Really cool sounding agility venue - I do like the different challenges European style courses present.
UKI agility
Their why choose us page
Sounds like a very interesting USDAA type.

So True!

From Patricia McConnells blog -

“McConnell”s Law” which states that if you want to eliminate a behavioral problem, carry around a camera and try to record it.

Link: Sale over on Patricia Mcconnell's books/DVDs

Check it out-
So there is a sale on DVDs and also discounts on big orders of books for trainers - Buy 10, get 10 free!

I really like her stuff, and feel she is one of the most knowledgeable people out there. She definitely is evidence-based in her approach, not having a particular idea/philosophy to sell, which of course appeals to me...

Teaching: End of Year organizing

So I am off from Dec 22- Jan 3 this year. Yeah! Except - I have a huge stack of books to read, need to do some major organization on the house, and I have work stuff...

Work stuff - that would be tightening up Agility I and sitting down and writing the curriculum in detail, and e-mails that will go out each week. These e-mails will help support homework, links and so on. I also want to add video of the homework and "next step" exercises. I am also trying to root out any inconsistencies in the program.

So in addition to writing up the curriculum again, writing up the weekly e-mails, doing the videos, I want to also do a series of special topics hand-outs for things like motivation, focus, reactivity, dealing with fear, etc.

I also want to do a series on some basic concepts - the basic handling cues we use, crosses, contact behavior (stopped or running), proofing ducking behind the handler (just thinking of this because of a student tonight!), weaves, table, the sort of stuff that comes up over and over again.

And at the end of the day, I know it sort of doesn't manner. People pick based on price and location. Which drives me a little nuts, because a part of me knows that I could totally slack off, and it wouldn't manner.

It's funny in a lot of ways this is the first job I have cared about like this, where I want to do an outstanding job despite it being less tied to my bottom line than any other I have done.

I am also going to try to develop metrics to help me justify and evaluate my teaching measures.
I want both skill metrics (can handler do X), understanding metrics (does handler understand X), and satisfaction metrics (what are my retention rates?). Hopefully some of these will help justify the big chunks of time going into my classes, when I could be laazing around reading fiction and baking cookies.

Class Course: WOOFS Dec10

Here is the beginning of my post. And here is the rest of it.

Class Course: WOOFS Dec 10 ADVANCED Agility 4

Here is the beginning of my post. And here is the rest of it.

Trial: ODTC AKC Dec 7/8/9

Ran just Tracer and Dice. Dice and I were out of sync all weekend. Iam a bit worried something is going on with her. My big focus with her is going to be conditioning this winter.

Tracer was fabulous this weekend. ONE bar out of 6 runs!
No off-courses, no refusals. Two missed weave entries (both hard) and one where he poped the last pole. Contact and start lines solid, table broke down pretty fast. I really hadn't needed to work it until now, so we have a small winter project! That and weaves are going to get focused on.

He Q'd 4 out of 6, finished his OAJ (FINALLY) and his AX. I will keep running for clean and clear runs through the spring. I am not pushing at all right now.
My students also did great this weekend!

Here is my video from the weekend:


And here is a student who is doing fabulous with an unusual breed:

Teaching: More course memorization, or another way to torture your students

I keep working on course memorization and playing wiht how to help my students. Last night after they walked the course, I took them into the next room and handed them a black piece of paper and had them draw it. It was interesting, and I swear you can see how they are thinking about the course.
I let them then have a couple minutes to check it afterwards.

Another instructor talked about not using cones, and I need to do that more with my newer students, so they focus on the course not the numbers. I also need to remember to do the "how to read a course map thing, but that seems to happen pretty much by osmosis as I put up the courses they will be running.

Teaching: Rear Crosses - how I am doing it now

One thing I have had trouble with is teaching rear crosses. I have really revamped how I teach them and am much happier with the results. I thought I would outline how I do it now, in case those of you teaching might find it useful.

I used to do walk the line (rear crosses without obstacles). And it was a complete pain in the butt. I broke it down, I did slo-mo video, and still the students just didn't get it.

So what I do now is this: First, I spend a lot longer making sure the students dogs have good obstacle commitment. I make sure they can do lateral and forward sends to jumps and tunnels before we introduce any cross, and that they are willing to offer the obstacles based on handler's motion.

I now start by teaching rear crosses on the flat with the obstacles, which I really think aids the student's understanding. They didn't get what was happening when we did it without obstacles, and the dogs willingness to drive to the obstacles actually makes it a lot easier for them.

So here is the initial set-ups. If their dog prefers the tunnel, we do the set-up with the tunnel, if they prefer jumps, we do the jump set-up.

I use the buckets as a visual cue as detailed here.

Handler starts out with the cookie in the outside hand, and lures the dog around the bucket, then sends to the jump or tunnel. Fade lure, so the dog is starting to read the motion. Repeat till they are doing it easily. Remove bucket.

The bucket keeps the handlers from just driving into the jump - it makes them do the lead change before the jump, and to see the head swivel as the dog is on the new lead and the handler is on the new side. It keeps them from having the common problem of running the dog into the jump and the dog never getting the lead switch. This also doesn't require a send, so extra easy for the dog.

The dogs are using the bucket initially as an added obstacle, but it's easy to get rid of fairly quickly because the handlers have now learned what to look for, and what it feels like - so their cuing is correct. Which as we all know is the hard part!

I actually did this with my two young dogs who had never seen rear crosses, and I could do lovely rears on the flat with them both after just using them as demo dogs! I found it made it easier for me and them, which surprised me.

More on teaching rears and the easy way to start your students off with fronts next week.

Class Course: WOOFS Dec 8 Open/Novice

Here is the beginning of my post. And here is the rest of it.

Last weekends USDAA

So I just ran Tracer last weekend in USDAA. We started off badly on Friday on team - he took a bar every single run, except gamblers where he took two.
We did have one off-course, when I over-rotated on a front.

Bars are now officially "The Big Problem". I have done so much jump work with him that I find it very discouraging that the bars are coming down BUT....

Five runs on Saturday, and only one bar, the 26" triple. Woo HOOO.
Huge improvement, and he did heroics to keep bars up on our train wreck of a GP run.
See here, especially the jump after the A-frame -


Not the best example of good handling! Ack!

He's become very sensitive to pressure on his line or the outside hand which I use on rear crosses on the flat.
I also need to support jumps fully, as he is getting so responsive.
Contacts were great, weaves were really solid (except for one miscommunication in gamblers). Basically it's all about bars. Sigh.

I like handling, weaves or contacts problems, bcause they are easier to fix. I find bar issues and motivation issues the two most annoying to address, because it takes so long...

He did only take one bar on Sunday, so I am hopingit's mostly a mileage issue. He just needs to be runnning on lost so different surfaces. We will see!

Class Course: WOOFS Dec 4 ADVANCED Agility 4

Class Course: WOOFS Dec 1 Open/Novice

So very uninspired this week. Sorry!