List of 100 - Sorted

... And the same list of 100 ways to make class fun for the dogs, grouped into broad categories.

Add Fun
  10. Include activities they enjoy
  14. Include games they like
  15. Include fetch
  16. Include tug
  17. Include some competition
  19. Add water (for Zachary)
  20. Add scenting (for Beau)
  22. Include interaction with me

  23. [Include] Rapid motions

  24. ... like spins

  25. ... or chasing
  26. Add finding things
  31. Include toys
  43. Include things they already know how to do
  44. Include things "just for fun" (tricks)
  87. Incorporate more "life" rewards

Replace Boring
   1. Use a variety of cookies
   2. Have action activities
  12. Use different props
  39. Break "boring" stuff into bits and work on them separately
  32. Have a toy box just for training time
  33. Have a special reward at the end of training
  38. Try many different warm-up activities
  54. Come up with creative distractions
  69. Try to make a game for every activity
  70. Make games that work on bits of boring things
  72. Create a freestyle "routine" to work on heeling (ie: to music)

Mental Stimulation
  66. Include thinking games
  67. Challenge their minds
  68. Include problem solving (ball in the box) activities

Class Environment
  11. Hold class in various locations
  18. Go outside
  35. Train at the pet store
  36. Train in the park
  37. Rent Wendy's yard
  41. Have stations in various rooms of the house and moving from station to station during one training session
  63. Create a class room
  73. Bring in outside things to augment training

Class Pacing
   3. Less quiet/down time
   7. Don't do anything for too long
   8. Be organized before I start
   9. Keep the waiting dog waiting for less time
  21. Reduce distractions
  28. Shorter training for a particular thing but more time overall
  29. Swap the dogs more frequently
  46. Don't let the camera slow things down

Class Structure
  27. Include other people in the family
  30. Train them together
  34. Train with a friend
  47. Incorporate more of what I want to train in everyday activities
  49. Break it up into morning, afternoon, and evening sessions (2-3 minutes each)
  50. Ask for behaviors right before something they want (like a walk)
  71. Take a day off and do nothing but fun/known things
  78. Give the non-working dog something to do while waiting
  85. Stick with at least 5 days a week

Class Content
   6. Don't do the same thing every day
  13. Make the exercises look different
  42. Turn on lively music (Stars and Stripes forever!)  45. Don't try to do too many things at once
  52. Spread out things they don't like so we aren't working on more than one at a time
  65. Include "harder" things so they have to think
  88. Include training of behaviors that will allow them to do things they would really enjoy
  94. Finish behaviors so they can show them off - they love the attention!
  96. Have a "recital" once a week for family - they love the attention!

Class Instruction
   4. Keep the lesson understandable
   5. Reduce frustration
  40. Understand what I'm training before I try to train it
  48. Have son do some training
  56. Try different approaches to explaining something to them
  57. Keep track of what works and what doesn't (to avoid the first and do more of the later.)
  64. Throw a party when they succeed
  74. If something isn't working, stop doing it
  75. If something is working, do more of it
  81. Work with their instincts
  89. Fun in contagious - figure out what I enjoy and include that too
  95. Show off things trained to family - they love the attention!

General Thoughts
  53. Be enthused about things they don't like (maybe it'll be contagious)
  59. Don't get upset when things don't go well
  60. Don't wrap my self-worth up in their success/failure
  61. Don't focus on the negative, focus on the positive
  79. Show more enthusiasm for small successes
  80. Be genuine with praise
  84. Be more fun to be around during training
  86. Don't blame them if they don't learn something - it's the instructors fault
  90. Remember that they want to please - it's my job to see they are successful
  91. Punt early if something is obviously not working
  92. Don't give up on something too soon, give it time to work
  93. Push through "the wall" (90% done, and holding)
  97. Don't be the teacher you hated in school
  98. Do be the teacher you loved in school
  99. Don't compare the dogs
 100. Don't try to train them the same way

My Action Items
  51. Figure out their learning style (is there a list of dog learning styles?) and try to accommodate them
  55. Come up with creative training methods
  58. Check YouTube for ideas about making training fun
  62. Create a sign that says "My Dogs are the Best" and hang it up where I can see it when class starts
  76. Ask other people how they keep training fun
  77. Find a training partner for Zachary
  82. Figure out what their instincts really are!
  83. Watch how they play together and see if I can use some of those behaviors during training time
 101. Discover what motivates them, and use it
 102. Discover what is demotivating, and avoid it

List of 100

Continuing on our problem solving quest...

Problem: In what ways might I improve class (training) so both the dogs and I will enjoy what we are working on and I will remain enthusiastic about reaching my goals.

Step 3: Analyze the Problem

Let's try the List of 100 way...

100 Ways to make class fun for the dogs...

1. Use a variety of cookies
2. Have action activities
3. Less quiet/down time
4. Keep the lesson understandable
5. Reduce frustration
6. Don't do the same thing every day
7. Don't do anything for too long
8. Be organized before I start
9. Keep the waiting dog waiting for less time
10. Include activities they enjoy
11. Hold class in various locations
12. Use different props
13. Make the exercises look different
14. Include games they like
15. Include fetch
16. Include tug
17. Include some competition
18. Go outside
19. Add water (for Zachary)
20. Add scenting (for Beau)
21. Reduce distractions
22. Include interaction with me
23. Rapid motions
24. ... like spins
25. ... or chasing
26. Add finding things
27. Include out people in the family
28. Shorter training for a particular thing but more time overall
29. Swap the dogs more frequently
30. Train them together
31. Include toys
32. Have a toy box just for training time
33. Have a special reward at the end of training
34. Train with a friend
35. Train at the pet store
36. Train in the park
37. Rent Wendy's yard
38. Try many different warm-up activities
39. Break "boring" stuff into bits and work on them separately
40. Understand what I'm training before I try to train it
41. Have stations in various rooms of the house and moving from station to station during one training session
42. Turn on lively music (Stars and Stripes forever!)
43. Include things they already know how to do
44. Include things "just for fun" (tricks)
45. Don't try to do too many things at once
46. Don't let the camera slow things down
47. Incorporate more of what I want to train in everyday activities
48. Have son do some training
49. Break it up into morning, afternoon, and evening sessions (2-3 minutes each)
50. Ask for behaviors right before something they want (like a walk)
51. Figure out their learning style (is there a list of dog learning styles?) and try to accommodate them
52. Spread out things they don't like so we aren't working on more than one at a time
53. Be enthused about things they don't like (maybe it'll be contagious)
54. Come up with creative distractions
55. ... creative training methods
56. ... try different approaches to explaining something to them
57. Keep track of what works and what doesn't (to avoid the first and do more of the later.
58. Check YouTube for ideas about making training fun
59. Don't get upset when things don't go well
60. Don't wrap my self-worth up in their success/failure
61. Don't focus on the negative, focus on the positive
62. Create a sign that says "My Dogs are the Best" and hang it up where I can see it when class starts
63. Create a class room
64. Throw a party when they succeed
65. Include "harder" things so they have to think
66. Include thinking games
67. Challenge their minds
68. Include problem solving (ball in the box) activities
69. Try to make a game for every activity
70. Make games that work on bits of boring things
71. Take a day off and do nothing but fun/known things
72. Create a freestyle "routine" to work on heeling (ie: to music)
73. Bring in outside things to augment training
74. If something isn't working, stop doing it
75. If something is working, do more of it
76. Ask other people how they keep training fun
77. Find a training partner for Zachary
78. Give the non-working dog something to do while waiting
79. Show more enthusiasm for small successes
80. Be genuine with praise
81. Work with their instincts
82. ... figure out what their instincts really are!
83. Watch how they play together and see if I can use some of those behaviors during training time
84. Be more fun to be around during training
85. Stick with at least 5 days a week
86. Don't blame them if they don't learn something - it's the instructors fault
87. Incorporate more "life" rewards
88. Include training of behaviors that will allow them to do things they would really enjoy
89. Fun in contagious - figure out what I enjoy and include that too
90. Remember that they want to please - it's my job to see they are successful
91. Punt early if something is obviously not working
92. Don't give up on something too soon, give it time to work
93. Push through "the wall" (90% done, and holding)
94. Finish behaviors so they can show them off - they love the attention!
95. Show off things trained to family - they love the attention!
96. Have a "recital" once a week for family - they love the attention!
97. Don't be the teacher you hated in school
98. Do be the teacher you loved in school
99. Don't compare the dogs
100. Don't try to train them the same way
101. Discover what motivates them, and use it
102. Discover what is demotivating, and avoid it

Problem Solving (was Ambition)

Editors Note: No, the above photo has nothing to do with this post - but after much angst (bleeding out onto these pages) Beau finally passed Training Levels Four Contacts and I just had to share! Just don't ask how Zachary is doing...

As a refresher, here are our problem solving steps from "The Happy Manager":

• Find the right problem to solve
• Define the problem
• Analyze the Problem
• Develop Possibilities
• Select the Best Solution
• Implement
• Evaluate and Learn

This is what I have so far:

Step 1: Find the right problem to solve

• Lack of progress toward goals.

Step 2: Define the problem

Continuing on...

Looking over yesterday's answers to The Happy Manager's questions, I feel the following subset best defines the problem:

• I want to be making verifiable progress toward my goals
• I have been having difficulty motivating myself to work on the things on my [goals] list
• Class time is no longer fun (for me) but work.
• I want to work on fun stuff, but know I should be working on "real" things (like duration activities, Training Levels things, etc.) and even the fun stuff I have on my list just doesn't seem that much fun lately.
• [I want to] see the boys enjoying themselves learning new things.
• [I want to] realistically enter Zachary in a Rally trial this fall.
• [ The problem began when ]I fell out of the training habit/rut and haven't found the rhythm again.
• I want to return to the happy way I used to feel after class time, when I could cross things off the list or watch the videos I made, and know that progress was made.

Now I just need to create a problem statement out of that. I did a bit more googling, and came across Einstein's Secret to Amazing Problem Solving, which had several useful nuggets, including:

• Find Multiple Perspectives (my POV, the dog's POV,...)
• Assume a myriad of solutions: "In what ways might I..."
• Make it positive
• ... and they even suggested a formula for the stuck: “In what ways (action) (object) (qualifier) (end result)?” as in "In what ways might I package (action) my book (object) more attractively (qualifier) so people will buy more of it (end result)?"

THEREFORE, keeping all the above in mind, here is my problem statement:

• In what ways might I improve class (training) so both the dogs and I will enjoy what we are working on and I will remain enthusiastic about reaching my goals.

Whew!

Ambition (part 2)

As a refresher from yesterday, here are our problem solving steps from "The Happy Manager":

• Find the right problem to solve
• Define the problem
• Analyze the Problem
• Develop Possibilities
• Select the Best Solution
• Implement
• Evaluate and Learn

This is what I have so far:

Step 1: Find the right problem to solve

• Lack of progress toward goals.

Continuing on...

Step 2: Define the problem

Remember, the Happy Manager says: "The secret to defining the problem, is really about attitude. Try to see every problem as an opportunity."

They also provide a Question Checklist to Investigate Problems - and that is what we are going to do today.

Not sure what to make of the Opportunity comment, but I can following a checklist, so here goes:

What

• What (exactly) do I want to achieve? 
• I want to be making verifiable progress toward my goals.
• What are the facts? 
• I have been having difficulty motivating myself to work on the things on my list.
• Productivity is down. 
• Class time is down. 
• The boys seem to be having difficulty with the latest things, but I'm pretty sure it's how I'm teaching them and not any problem on their end. 
• Class time is no longer fun (for me) but work. 
• I want to work on fun stuff, but know I should be working on "real" things (like duration activities, Training Levels things, etc.) and even the fun stuff I have my list just doesn't seem that much fun lately.
• What would happen if no decision was made or solution found? 
• I will loose momentum, fall out of the training rut, and nothing will happen at all.
• What do I need in order to find a solution?
• I need to understand why the wheels feel off!

Why

• Why do I want to achieve a solution? 
• So class time can be fun again. 
• So I can see the boys enjoying themselves learning new things. 
• So I can realistically enter Zachary in a Rally trial this fall.
• Why did the problem or opportunity arise? 
• Perhaps because we moved on to hard things? 
• Or things that take longer? 
• Or possibly because I fell out of the training habit/rut and haven't found the rhythm again.
• Why do I need to find a solution or way forward at all? 
• Because if I don't I'm afraid I'll quit working toward my goals. 
• Because there aren't any classes around here that I can enter Zachary in, and I want him to keep learning. 
• Because they are both smart dogs and I hate to see them bored.
• Ask 5 Whys: 
• Hmmm... not sure what to do with this one at the moment...

How

• How will the situation be different? 
• (I'm guessing this means compare the current situation with the "solved" situation) I want to return to the happy way I used to feel after class time, when I could cross things off the list or watch the videos I made, and know that progress was made.
• How relevant is the information I am gathering? n/a
• How can I find out more? n/a
• How can I involve relevant people? 
• The dog groups are both good sources of input, if I can pinpoint a particular (relevant) problem.

Where

• Where did the issue arise? 
• At home.
• Where does it impact? 
• Both at home and On The Road, I guess.
• Is the "where" important? 
• Not for the problem, although possibly for the solution.
• If so, why? 
• Perhaps a change of venue will put a spark back into things?

Who

• Who am I trying to please? 
• Me, me, and... uh... well... me!
• Who cares about this situation? Who is affected? 
• No one cares at all but me. No one is affected but me.
• Who is involved (information, help, action)? 
• The dog groups might be a source of information and/or help.
• Who needs to be informed? n/a

When

• When did the issue arise? 
• This spring, during the time Zachary was taking the CGC class, when my son was playing Lacrosse, and during Finals. I believe we also started Training Levels Four around that time.
• When do we need to act? 
• The sooner the better!
• By when must be resolved? 
• The sooner the better!

... you know, after all that, I actually think I have a germ of an idea - but this post is already too long and the boys await, so it will have to wait until tomorrow.

TO BE CONTINUED

Ambition

Merriam-Webster defines ambition as "an ardent desire for rank, fame, or power" and a "desire to achieve a particular end."

While the first definition might apply to a subset of Canine Educators, those striving for titles or placements, I'm definitely not one of them and the sort of ambition I'm talking about here falls under the second definition: a desire to achieve a particular end.

Now, I generally believe that ambition is a good thing. Ambition keeps us heading toward our goals, even when our lives are too busy, the conditions adverse, and the work is hard. But there is a negative side to ambition - and not just the sort that was portrayed so well in the 80's movie Wall Street.

I believe that ambition turns from good to bad when we become so focused on the act of accomplishing something that we loose sight of why we are trying to accomplish it.

... which leads up to the topic of today:

If anyone has been watching the Weekly Worksheets over the last few months, they will probably have noticed two things:

1. I'm not making much headway on many of the items there
2. The number of subjects/activities I'm trying to cover has been slowly increasing

(In case there is any confusion on the matter: more stuff plus less done does not equal success.)

If recognizing there is a problem is the first step towards solving it, then consider step one accomplished: "Houston, we have a problem."

Googling "steps to solving a problem" turned up this list, from "The Happy Manager":

1. Find the right problem to solve
2. Define the problem
3. Analyze the Problem
4. Develop Possibilities
5. Select the Best Solution
6. Implement
7. Evaluate and Learn

(... actually it turned up lots of lists like this, but I liked this one the best because of the first item. It does no good to create a solution to a problem until you are sure you have the right problem.)

Step 1: Find the right problem to solve

Let's go with: Lack of progress toward goals.

I think it is important to emphasis "progress" here, as that's what seems to be lacking. I do not believe this is an attainability, capability, or trainability problem. While my goals might be overly ambitious for me, given how much time I have available, the worst that should happen is that I fail to accomplish some of them, not this dead-in-the-water syndrome I seem to be stuck in.


Step 2: Define the problem

... and here Happy Manager notes: "The secret to defining the problem, is really about attitude. Try to see every problem as an opportunity."

Right.

Huh?

Back to the Happy Manager I go, and find yet another page with yet more questions to answer.

Alas, as this post is already getting a bit long, I have much to ponder, and the dogs' vacant expressions suggests time spent on the computer isn't helping their education (or my progress) one bit.

TO BE CONTINUED