This is my pup, Lexie. Lexie has a delightful spirit. She’s sweet, curious, playful, mischievous, and very strong-willed. This latter trait has landed the two of us in not only one but three series of communication classes for pets and their owners! (We made some great friends along the way!) And here’s the thing: I paid a fair chunk of change to learn what I already knew, but I just hadn’t connected the dots between classroom discipline and doggy communication! I learned to be consistent, establish a routine so my pooch feels safe and secure, stay calm, acknowledge good behavior, have a sense of humor, and—most important of all—make sure my pooch knows I love her. Sound familiar? Now, I know firsthand that managing a classroom of children is a zillion times more challenging than getting through to a single pup. But I have to say that it sort of blew my mind when all the pieces fell into place. I want my pooch to be happy, healthy, loved, and yet know her boundaries. And I am glad to report that Lexie and I are having a wonderful time. We play, I laugh, she wags her tail, she comes, she sits, and she chews. But what the heck—I think perfection is totally overrated, don’t you?
So what are you thinking? I can make this multiple choice: a) Diane has lost her mind! b) Diane is a genius! c) Diane has made some interesting points. But seriously, I think we’ll all benefit from your insights into classroom management. Please share!
Your blog buddy,
Diane
Congratulations to Linda Powell of Powell Family Child Care in Eureka, California. She is the winner of a copy of Math Melodies, PreK-K.
The answer is C. I agree with Diane. No our students are not dogs but there is much to say about the similarities between behavior and our reactions. I think she should write a book titled “Everything I Need to Know About Teaching I Learned From My Dog”. One of the lessons I have learned about dogs and children is that your tone of voice matters. If I speak with a happy high pitched squeaky voice, my dog gets very excited. When I use a happy, pleasant voice in my classroom my students tend to be attentive and enthusiastic. Yet if I want my dog to be calm and relaxed, I use a soothing, quiet voice. The same works with my students in the classroom. Thanks Diane for sharing such a fun blog!
I also think that answer is (c). I work part-time at a bank, and it amazes me when customers drive-through with their dogs. Many times, the dogs are halfway out the window or climbing all over their laps – and I doubt those same people would EVER let their children behave that way! I think a lot of classroom management type of insights can come from training a dog! 🙂
The answer is C. I agree that the same things that work with training dogs work in the classroom. Teachers must be consistent in the classroom, so students know what is expected of them. I always acknowledge good behavior–in most cases poor behavior disappears. Students need to know you care about them and want them to do their best. Staying calm and having a sense of humor is the way I have survived teaching 30 years—I still love teaching!
Good luck with Lexie!
This is a definite c.We have two wonderful pooches. One that I have had the priviledge of being with since I was in highschool, and the other was given as a gift from my husband a couple years ago. When we treat them with the same love, respect, and patience as we do our children…we get tons of love and respect back from them. Seminole will always get on our furniture when we leave the house and Scotch will always go bananas at the mere hint of food…but, I’m sure we do things that irritate, as well. 🙂
Although I don’t have a pet, I can see where managing both children and pets would require some of the same types of strategies. Thanks for the insight!
I agree that the answer is C. Disciplining, teaching and training apply to pups just as it does to students. I appreciate this point of interest.
In college, one of my education professors made us watch episodes of The Dog Whisperer in class. He found the connection you did.
I’ve actually heard educators compare young children to training dogs before! I think there’s a lot of similarities so you’re definitely not insane!
I feel like both puppies and children need and want boundaries so I for sure choose C.
I think C. I also think that it is important that we show/model the behavior we are expecting from our students so they know what we are always looking for.
My response would be c. My teammates were just having this same conversation the other day. We have been working on helping one of the teammates with classroom management/discipline and made this connection with her because she has a new puppy.
Definately ‘C’… The dog whisperer does have many commonalities with guiding children. Giving them a ‘place’, task, responsibility builds their self-esteem and ‘belongingness’ – making them feel included and valued. Allow plenty of time for physical activity will let them express their enthusiasm in acceptable ways, so that when it’s story time, they are willing to settle down easier.
I agree with what’s been said. Truth is truth and can extend to many examples. So, my answer is C. Thanks for your post.
For the last 12 years I have worked as an assistant in an emotional support classroom for grades 1 -3. Somewhere in the middle of that time my family rescued a pup from the local SPCA. I spent the summer “training” her. We both got up at 6 all summer to get ready for school time. And yes, she developed great behavior. I used many of the techniques for positive school behavior with her. Consistency, positive reinforcement, and always communicating in easy to understand directions just what I wanted her to do was crucial. Ignoring the negative wasn’t always easy but praising the positive was. We had great results. Of course, parents might not think training my dog the same way I treat their children would be a good thing! But I love my students and have a great relationship with them and my dog is a joy. So hopefully the parents will understand. Continued good times with your new family member Lexie.
C:
Oh boy can I relate to what you’ve said on so many levels! We have recently acquired a puppy and at times, it is like herding marbles getting him to do what we want/ need (just as it is with preschoolers)
in short, I just want to dulplicate what Debbie said.
Thanks for sharing your observations Diane
Hands down the choice is “C”.
People and dogs are similar in behaviors, emotions, and characteristics. Generally when people yell at dogs they will run the other way. Personally I stop listening when someone yells at me but either method is a way of disregarding the individual yelling. Be nice to me and I will do my best to complete a task.
With my students I talk in a regular voice but when I start getting discouraged I start whispering. This requires my students to listen even closer.
I would go with C, and if I new you better, I might also choose A. Crazy people often have amazing insight! I do find it humorous that we’re comparing pets to children…I’m sure if we took more time we’d find more similarities! I’m not a dog person, but I’ve found the same to be true with my cat. I started when he was still a kitten to train him in what he can and can’t do, and as long as I stay consistent, he still stays in bounds.
Consistency, routines, showing that you care and having a sense of humor is always a step in the right direction when it comes to teaching anyone or anything for that matter.
I think you are a genius. I just got a new yellow lab this summer and Luke (my lab) and I have spent many a days setting boundaries. While I don’t think we work on “commands” with our students, we definitely work on setting boundaries so that they may spread their wings and explore. I think all too often teachers look at classroom management as just that management…giving kids rules of what they can’t do. Shouldn’t it be them deciding what they will do… be respectful, wait for my turn to talk, make good choices, be a problem solver, etc. Thank you for your post, now I will think of Luke that first week back as my class decides what they expect of themselves and others(behavior wise) for the year–hopefully don’t chew on the couch won’t be one of the rules though
In our obedience class this week, the instructor said, “Give the stay command. Drop the leash and walk away–all-l-l-l the way around the gym past the 11 other dogs and their trainers and back into position beside your dog. If you show that you trust your dog to do the right thing and walk confidently away, your dog will stay. If, however, you seem unsure or look back to check on him, he will move. When it was our turn, I walked “confidently” around the circle (which seemed to take forever), wishing I knew how Miss Mercy was doing. It was only as I rounded the final bend that I could see those big old paws planted firmly where I had told her to stay. Boy, oh boy, did she get hugs and treats! I think it’s like that with children, too. With preparation, practice, and TRUST children, too, make remarkable strides (behaviorally and academically)–but all too often we can’t be sure of that until we’ve come almost full circle. …and we have to be certain to give them opportunities to bask in the glow of their personal growth. Oh, and D–all the above. :+)
Definitely C
We have been blessed with a vanilla lab who learns very quick. The one thing I hoped for was that she would bond with my oldest granddaughter (we are raising two g-daughters), so she might let me know when a seizure is coming on. Well, there doesn’t seem to be seizures anymore. The doctor said to slowly take her off her medicine, and watch her. She’s been off the medicine for over a month, and nothing! Yay! But Gypsy has awakened me a few times when my sugar level dropped (I have diabetes), and she’ll stay with me until I get things regulated and go back to bed.
She was quick to learn “sit”, “stay”, “belly rub” (really cute), “shake”, and the cutest thing is her grin when we have been gone for a little while, or when we get on to her for doing something she knows is not good (jumping up on the furniture, etc.) She grins and looks up with a shyness ao you just cant be mad at her any more. She was an outside dog until we got her at 1 year old. Having made 2 mistakes and been taken to the puddle or pile and told firmly “no”, she has never done that again.
We are really blessed. But she sure sheds a lot! I’m thankful we have laminate flooring rather than carpet!
I will go with C as well
I’ll go with C too!
Definitely consistency—
however, I find the same situation holds true for me and my own two girls as does your dog. I took awhile before I could carry through what I knew from the classroom and disciplining 26 kinders to taking care of 2 girls. I sometimes just say Duh…I already knew this and how to handle this!