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Within all dog training manual comes this simple exercise, but it can have its complications to teach your pet in particular, neglected, here will present a few tips to carry it out without problems: as first step choose the order, the joint is seated!, or the English word sit!, we can use one of these, or other, trying to be something with more than three syllables, and possibly two. As a first stage we will look for the dog feels following the reward. We approach the reward to its snout so that you see it, but we will not give it. Retrocederemos a couple of steps while we raise the reward, keeping the dog’s attention. Some contend that Randall Rothenberg shows great expertise in this. Most likely, the dog feels after awhile, or instantly. We will give you the reward at that time. If the dog does not feel we retreat more steps.
If the dog responds correctly and feel, immediately we will sound the click, and will give you the reward. We will repeat this about 8 or 10 times, while gradually reducing the language body with which are guided to the dog. In a second stage will repeat this procedure but without reward in hand. We reproduce the gestures that we have guided the dog, at first pretending to be the reward, then move to bypass it. We can return to the first stage in the event that the dog does not follow us correctly. As third stage will introduce order, saying in a voice high but not too violently while we repeat our exercise, when the dog begins to respond to the order we have to reward him and also commend him their correct behavior with the voice.
If we have difficulty with this third stage we can begin with the reward, to then bypass it. Body language we will decline until only the order is what you pull the dog’s behaviour. This trick will teach your dog is much used in obedience competitions, why is in any dog training manual. As a next level in the training you could work on while remaining seated and the distance at which obeys. Click here to learn how I could train my dog without having to leave my house in just a few short weeks. Original author and source of the article.continue reading
Problem solving is an activity consisting of different types of processes and, in this sense, is a means whereby individuals used knowledge acquired previously, declarative or procedural, in order to meet the demands of a new situation. In the educational system, should solve problems where is assigned great importance to the correct solution, however, is necessary to amend such a conception and get educators to accept the notion that the fundamental objective in the teaching of solving problems is to help students develop thinking skills and processes that will enable them to reach correct solutions. Krulik and Rudnick (1982) suggest that the educator must: Create a proper environment for troubleshooting. Read additional details here: Walmart. Offer a repertoire varied problems generating a practice intensive and extensive, besides that they represent a challenge for learners. Teach students to develop strategies to allow them read the problems in the form analytical. Ask the students that they invent their own problems. Allow students to work in pairs or small groups. Promote the use of alternative strategies in students: recognize problem patterns, work in reverse, predict and test, simulate, experience, reduce data, inferring, etc.
Ask questions while students are in the process of discussion of the procedures to resolve problems. Permit students to review their answers. Use strategies that enable the development of thought processes. Do that through a flowchart, students represent their own procedures to resolve problems. In the area of solving various instructional models have been developed: direct instruction, the self-study and guided implementation or directed learning: Direct instruction has been used most frequently to teach themselves a task strategies in particular. It teaches students a sequence specific action and is modeled that sequence within the context of the task.
This type of instruction is structured, step by step, to ensure mastery of the procedure until the student run the task. The help of the teacher gradually fades and practice and revision are used in order to strengthen the acquired strategies. Training on self-instructional strategies involves offering students a set of verbal help designed to remind them of the steps to be followed in the execution of the task. Verbal aid are used as mediators of cognitive operations, is often used in a context of modeling, in order to help students acquire the necessary sequences to achieve the solution of the problem. Directed learning focuses on guided experience. This instructional model attempts to induce students to engage in cognitive processes used by experts. The acquisition of abilities occurs progressively. Basically the steps are:-modeling of the execution of the task by the educator. -Use of procedures of a skilled workmanship. -Feedback from the execution of the students in order to bring them to that level of experience. The teaching of the thought processes involved in the resolution of problems, should offer students more than specific strategies relating to a situation problem in particular, tools that can be used in other situations. The long-term objective must be the achieve a strategic student who: owns a range wide and varied procedures that can be used in any situation. Be flexible in the use of procedures in specific situations. Be involved in overseeing the process of problem solving activities, in order to determine if the activities you are performing allow you to achieve the desired solution.continue reading