TAGteacher Joey Iversen has successfully introduced TAGteach to the tennis world, although she said it’s for selfish reasons. “I want to be the best tennis player I can be and that will happen faster if my coach uses TAGteach!”
“I explained a few of the tools to my coach Grant Grinnell (USPTA) and he was willing to give it a shot. After just a few tries, he was totally sold on the value of TAGteach and the powerful learning it facilitates. He commented that there was more improved play in my game within a single lesson. He also noticed that although it was easier to get information to me with the marker, it also required a different focus. In a group lesson he is usually trying to take in what each of the players is doing. To tag me for the skill, he had to momentarily keep his focus on just me or he would miss the marker timing. Both of us had complete focus and that brought about immediate improvement.”
Once I had a student come to me late in the season, having missed some of the lessons due to an injury. She was a pre-teen, self-conscious about her weight and worried about her sore leg. I had lots more to deal with here than just teaching riding skills! I needed to help her boost her confidence, overcome her fear, and proceed slowly and carefully.
In my pursuit of excellence for myself and my students, I discovered TAGteach. TAGteach is a leading edge science-based teaching approach used in many disciplines, including training for elite orthopedic surgeons (as reported by Scientific American). This teaching approach will add many effective new tools to your tool box and provide you with ways of becoming a better instructor. TAGteach helps elite surgeons learn faster and better and it can help you teach your students faster and better too. It certainly prepared me to better help learners like my stressed out pre-teen student.
Here’s how it works:
You tell the student the goal (a very narrow and specific action for the next turn)
You mark the correct action with a sound (a click sound or a word)
The student self-assesses based on this very clear and immediate feedback
The first three (of many) things which pop into my head when I think about how TAGteach will help you expand as a instructor are:
Improving your observation skills
Encouraging you to break skills down into manageable pieces
Improving your timing in reinforcing successes effectively
Find out more in this 1 hour webinar with Level 2 TAGteacher and riding instructor, Jane Jackson. For less than $20 you will get knowledge to change your life. Money back satisfaction guarantee!
Have you wondered how to apply TAGteach in a classroom setting? Will it be too noisy for the learner to hear the tags? Will the learner be too distracted by everything else going on the room? Will you need to give too many food reinforcers? Can you use TAGteach to manage aggressive and dangerous behaviors? Is it OK to let the child use the tagger and be the teacher? Listen to this month’s interview with a TAGteacher and watch the accompanying videos to get answers to these and more questions.
This month’s interview is with Anne Wormald. Anne is one of the first TAGteachers and has extensive experience from both ends of the tagger, being the daughter of Joan Orr, one of the TAGteach cofounders. Anne is working on her BCBA and is a Level 2 TAGteacher. She has many years of experience working with special needs kids and at the moment is working in home and school settings with children with autism.
Teachers talk too much. Coaches talk too much. Managers talk too much. Parents talk too much. You probably talk too much when you are trying to explain what you want someone else to do. In a teaching situation, particularly, when the learner is focusing and trying to learn something new, fewer words are better. The only thing they really hear and remember are the last few words that you say.
To see a humorous example of this, watch this video from minute 4:44 to 5:20. This illustrates our point exactly.
When we started with TAGteach more than 10 years ago, we realized that too much talking was a big problem in teaching situations. Learner’s faces would glaze over as they were faced with information overload. As a result they would just extract whatever seemed important to them, or whatever they heard last and the result was generally not satisfactory. At first we had a rule, that any teaching goal must contain 10 words or fewer. Once we got more experience in fine tuning the communication between teacher/coach and learner, we revised this to “Five words or less”. (The use of colloquial language is intentional).
If you can focus your goal down to five words, then you have defined it clearly enough that the learner has his best chance at success. The learner can understand, remember and execute the exact behavior that you have defined.
Refining a goal down to five words is not always easy. What about all those other important things that the learner must also remember to do? We addressed the issue of focusing on only one thing in a previous article. You must be a very good analyst of your teaching goals in order to find the most important thing and deliver the final instruction to the learner in five words or fewer.
Here’s an example. Say you’re a tennis instructor. You’re teaching the overhand serve. You want the athlete to toss the ball to the correct height, in the correct place, to strike the ball with enough force and with the racket head in the correct orientation, and to step into the court during the strike phase. Whew! That’s a lot of information.
Imagine yourself as a novice player being given all the instructions and specifications that would go with those requirements, while also worrying about looking foolish or forgetting something. You would be pretty stressed and confused and you would have a hard time doing all those things at once. You may even get them all wrong.
As an instructor who understands the skill and is able to break it down into several components, you could take all the guesswork and stress out of the equation. You could teach the proper grip, the proper way to execute the swing part of the skill and the stepping into the court part as a separate exercise. You could teach the toss on its own. For every one of these parts you could come up with a way to describe the key movement in five words or less.
If you are a clever instructor you could come up with a way to give the learner one goal, in five words or less, that would cause several other elements of the skill to happen naturally. Watch this video of tennis instructor Grant Grinnell as he explains how he uses TAGteach and particularly how he used the tag point “step into the court” (only four words!) to improve several aspects of his learners’ serving technique. Brilliant!
You must agree that this was a very creative and elegant way to solve a teaching problem. It may seem at first that insisting on five-word goals is very limiting. In fact, it takes more creativity and imagination, and a more superior knowledge of the subject matter to come up with a five-word goal than it does to produce a lengthy description and a lot of confusing instructions.
As Benjamin Franklin once said:
I have already made this paper too long, for which I must crave pardon, not having now time to make it shorter.
When you are setting goals for yourself, or for teaching others, it is important that you can tell exactly when the goal is attained. This seems obvious, but in fact it takes a certain amount of thought to make this happen.
In order for a goal behavior to be attained and then repeated, the behavior must be reinforced. That is, a pleasant consequence must occur immediately after the behavior happens, and this consequence must increase the chance of the behavior happening again. In other words, the most effective way to teach something requires the following sequence:
Behavior happens >> something good happens >> behavior is more likely to happen again
As a teacher (even if teaching yourself) you strive to explain the teaching goal clearly, notice when the learner gets it right and give reinforcement to the learner so that they know that they got it right.
As an example, say you wanted to teach a dancer to kick her leg higher. You could say to her: “kick your leg higher”. But, how much higher? What do you mean exactly? How will you know if she has achieved the goal? How will she know how high? “Kick higher” is a vague goal that is ill-defined and neither teacher nor learner knows exactly what it means. The chances of getting a consistent performance and being able to give clear, timely reinforcement for a vague goal such as this are slim, and progress will be inconsistent at best.
How can you clarify the goal “kick higher” to make it observable and thus reinforceable and repeatable? The way to do this is to attach some very clear criteria to the goal so that both teacher and learner can agree and understand exactly what it means to achieve this goal. One possible strategy with this example would be to hold your hand at the goal height and define the goal as “Kick to hand”. Or you could put a line on the wall or the mirror and define the goal as “kick to line”. This gives you and the learner a clear definition of what it means to succeed and makes the goal clearly observable for you as the teacher.
Maybe you want to set a goal for yourself to get more exercise. “Get more exercise” is another ill-defined goal. What does this mean? How can you observe this and know if you achieved this goal? In order to be successful and to be able to say to yourself “Yes, I did this”, you need to define the goal in terms of something specific that you can easily track. Let’s say that part of your exercise goal is to use your elliptical trainer more often. A specific and observable goal related to this could be to go 5 seconds longer than the last time. You goal is “Go 5 seconds longer”. Now you have something very specific that you can observe and measure and reinforce yourself for achieving.
Set Goals that Impact the Underlying Behavior
Another aspect related to creating observable goals, is to ensure that the goal actually impacts the behavior so that reinforcement can come at the exact moment the goal behavior happens. This is best explained with an example.
Say you want to teach someone to sink a 50 foot putt on the golf course. The most obvious goal would seem to be getting the ball into the hole. Surely that is an observable goal? The problem with this, is that the behavior (the muscle movements) that caused the ball to travel the correct distance with accuracy happened several seconds before the ball went into the hole. In order for reinforcement to work effectively, it has to occur exactly when the goal behavior happens. The ball going into the hole makes the golfer happy, but it doesn’t teach him exactly what he did correctly to make that happen. The ball falling into the hole happens way too late to reinforce any specific movements. As a teacher you need to figure out what exact movements are required in order to strike the ball with the desired speed and accuracy and teach those one at a time.
Other examples like this include, “run faster”, “hit the baseball farther”, “ get the puck in the net”, “serve the ball inside the court”, “clean your room”, “stop smoking”, “eat less”. These are all end results of some behaviors that happened previously to cause that end result. To create an observable goal that you can reinforce, you need to put aside your concern about the end result and focus on specific behaviors that lead to that end result.
Deliver Timely, Effective Reinforcement
With the TAGteach method we use a click sound to signal to the learner that they got it right. This is called a tag, and it happens immediately to tell the learner “Yes! you got it right”. This is a very effective way to provide immediate, clear, precise reinforcement. As the teacher, it is your job to tag (using a handheld clicker) exactly when you see the behavior happening. In order to tag effectively you need to be able to see the goal behavior precisely when it happens. The goal behavior must be clearly OBSERVABLE as outlined in this article.
Here is an example of a teaching session with a clearly observable tag point. The teacher can see it exactly when it happens and the learner understands what he needs to do to meet the goal.
Make it Observable!
Make the goal behavior (the tag point) observable. Define it clearly so that both teacher and learner agree on its definition. Relate the tag point to specific muscle movements that cause the goal behavior to happen.
The TAGteach Goal Setting Process
This article describes one aspect of the TAGteach goal setting process. There are four parts to creating a clear, precise, consistent goal. These are:
What you want (express the goal in positive terms)
Five words or less
You can easily remember these with the acronym WOOF
We have explained each of these in detail in separate articles. Here are the links to the rest of the series:
How do you feel when you try something and make mistakes over and over? How do you feel when it seems that you are disappointing the person trying to teach you? Do you feel energized and excited to be “learning from your mistakes” or do you feel frustrated and discouraged? For most people, repeated failure and “just one more”s make them anxious, frustrated and wanting to escape to do something less stressful. Sometimes the result of too much pressure to try something too hard results in a full-on meltdown. Once this happens, there is no more learning.
This is why we suggest the three try rule. If a learner fails three times (or fewer) to meet the specific learning goal (the tag point), go to a past point of success and move forward in smaller increments. A point of success is something earlier in the learning process that you are 100% sure the learner can get right. By starting at a point of success and moving forward in small steps you build on existing success instead of searching blindly for a good starting point. Of course the ‘three try rule’ isn’t really a rule. The learner doesn’t HAVE to fail three times. If it is clear the learner will not likely achieve the tag point criterion after the first failure, or the learner is very sensitive to failure, jump right in and clarify or break the skill down further and change the tag point.
Swedes Emelie Johnson Vegh and Eva Bertilsson are Certified Level 3 TAGteachers, authors of the book Agility Right from the Start and work together under the name Carpe Momentum. Emelie studied to be a high school teacher in English and Swedish, and Eva has a degree in education and psychology – but after getting together to work within Carpe Momentum, giving classes, hosting seminars, writing articles and the recently published book Agility Right from the Start, neither has time to pursue a more traditional career in their field.
Emelie and Eva came into contact with clicker training at roughly the same time (around 1997), but before knowing each other. They met while competing in agility one hot summer, and found that they both shared a great passion for training and discussing training. After having begun teaching together, they noticed that clicker training made them good animal trainers – in their classes everything was split into small pieces for the dogs and the rate of reinforcement was kept high. But for the human part of the team? As instructors they felt that they wanted to share everything and give all the tools they could to their students, but just cramming their heads full didn’t feel right. How was that setting anybody up for success? Eva spent some time searching the Web, looking for ideas. She came across TAGteach and promptly wrote an email to Theresa McKeon and Beth Wheeler, and that is how the first Primary Certification Seminar came to be hosted in Dingle, Sweden, in 2004.
Since then, Emelie and Eva have worked their way to a Level 3, now educating and certifying others in TAGteach in Scandinavia. They’ve written a few articles in Swedish on the subject and in their book Agility Right from the Start, there is a passage briefly introducing TAGteach and many of the exercises come with suggestions of TAG points for the trainer/handler.
Check out this outstanding webinar and find out how you can apply TAGteach to the practical aspects of parenting. You will learn how to be positive without being permissive and see some real life examples of TAGteach in practice in a busy household.
You know when you really want someone to learn to do something? And you really want them to do a bunch of other things as well, because all the things are really important? They’re all so important that one can’t be done without the others and they all have to be done right? We’ve got the solution for you! Could it be multitasking?
Actually… it turns out that there’s really no such thing as multitasking as far as your brain’s concerned. Neuroscience research has shown us that when you’re doing many things at once, your brain is task switching, rather than multitasking.
Are You as Good a Multitasker as You Think You Are?
Here’s a simple exercise from Psychology Today that illustrates this (it’ll take you less than a minute – so come on – try it):
My name is Martha Gabler. My husband and I are the parents of two boys. The younger one, now 18 years old, was diagnosed at age 3 as having severe autism and being profoundly non-verbal. He had all the common difficult behaviors typical of children with autism, including self-injury and aggression.
By sheer chance, I learned about TAGteach and realized instantly that this method for positive behavior change could be a huge help for us. This turned out to be the case. My son is now a delightful, happy teen who loves life and loves going places. He still has autism, but life is much, much better for us all.
Here is a video that shows my son Doug going for a walk with his friend Anne and listening to his music. I had to teach him the skills for safe walking and sitting still to listen to music; now he can apply these and gain enjoyment from them independently.
You’re thinking about elephants aren’t you? I know you are! Despite the very explicit and clear written instruction in the title and even a carefully designed picture (worth a thousand words apparently), you are doing precisely the opposite of what I have wanted you to do. Is this a reflection of your inability to understand and follow even the simplest of instructions? Perhaps you are stubborn, slow to comprehend, lazy or just plain contrary? Or perhaps I have gone about the whole “not thinking about elephants” thing entirely the wrong way?