It all began with a Border Terrier named Ninja. Then a clicker in my hand. Now it’s simply a way of life. As a university professor who trains dancers, TAGteaching came as a natural progression of my obsessive interest in clicker training. At first I was hesitant to bring the techniques into a professional adult training program. Would my students think I was crazy? Would my university colleagues think I had gone off the deep end? Encouraged by Theresa McKeon, who sent me a box full of clickers after we had discussed the possibilities at a Clicker Expo, I told my classes that they were going to be my guinea pigs – that I had no idea where TAGteaching was going with them, but please humor me. Fortunately, I’m not known as the most conservative dance teacher, so they moved forward with goodwill and playful curiosity.
TAGteach at school has proven to an effective technology in many different areas of application, especially when teachers have to deal with basic skills. Skills that students need to manager in order to have access (and learn) more complex behaviors. In this article we will talk about writing, and we will give you some examples of how we have applied TAGteach.
TAGteach and Precision Teaching go together like ice cream and apple pie. Each makes the other even more awesome. Add TAGteach to your Precision Teaching and watch your acceleration lines soar. Add Precision Teaching to your TAGteaching and you’ll see exactly what’s working and what tag points are the most effective.
If you’re a TAGteacher and you’re wondering “what’s Precision Teaching”, watch Amy Evans of Octave Consulting explain it in 11 minutes:
If you’re a Precision Teacher and you’re wondering “what’s TAGteach?”, visit TAGteach Online Learning for a free course: A+ Tag Point – How to Create a Perfect Learning Goal and additional paid courses.
What’s a Tag Point?
A tag point is the goal behavior in a TAGteach session. The teacher tags (marks) the desired behavior with a click sound (tag) when the behavior occurs so the learner knows the exact moment that they got it right. A tag point has four criteria (WOOF):
What you want: the tag point must be phrased in positive terms
One thing: the tag point can be only one behavior
Observable: the tag point must be observable
Five words or less: you must be able to articulate the tag point in five words or less
In my pursuit of excellence (for myself and my students) I discovered TAGteach. This teaching approach has added many effective new tools to my tool box and has provided me with ways of becoming a better instructor. The first three (of many) things which pop into my head when I think about how TAGteach has helped me are:
observation
breaking things down and;
reinforcing successes.
I tend to prefer the term instructor over the term trainer when talking about teaching people to ride. For the purpose of this article, I’ll use “instructor” when talking about teaching people, and “trainer” when talking about teaching horses.
I was at a clinic with Alexandra Kurland (I had been clicker training horses for many years) when she mentioned that since I taught kids as well as adults, I should try TAGteach. When I asked what that was, she used the following example, “you ask them to keep their position around a 20 meter circle and if they do, then click them and they can go jump the cross rail”. I think my jaw dropped. What a brilliant idea. I remember saying that I could have left the clinic right then and there and I would have gotten my money’s worth (but I’m glad I didn’t because there was more great stuff to come). My mind went wild with the possibilities. I couldn’t wait to get home and try it. Kids love to jump – they don’t like to work on position so much. There was a perfect way to work them together.
Reprinted from Visionary Magazine, April 29 Edition
I have worked with visually impaired people for the past 15 years, and guides dogs for the last 10. We have to the train people how to work with their dogs in order for then to have the best mobility possible. There is a lot to learn so I have been using TAGteach to really break down these processes and turn them into easy to learn chunks.
TAGteach was great for me as I didn’t have to process a lot of words. I just knew if I hadn’t heard the click, I had something else to do. Thank you for understanding me.
Vision Impaired Client
TAGteach stands for Teaching with Acoustical Guidance and it’s teaching and communication method that combines positive reinforcement with an acoustical event marker. It’s an application of behavior science that makes the science of positive reinforcement accessible.
TAGteach relies on breaking behaviour down into small pieces, looking for desired behaviors and giving positive reinforcement to increase those moments of great behaviour. In that regard it is the same as guide dog training, or all animal training.
For me it’s like telling a story or painting a picture. Teach a single tag point, and then add on one more part and then another until you have the whole picture.
One client I recently worked with has memory issues and finds it difficult to process information. When she qualified with her dog, she said to me “TAGteach was great for me as I didn’t have to process a lot of words. I just knew if I hadn’t heard the click, I had something else to do. Thank you for understanding me.”
I was hesitant to use it at first. it seemed complicated and to be honest I was not sure of the benefit. Anyway, as a huge advocate of anything positive-reinforcement based I decided to put myself through the course, so I could really learn about it and apply it correctly. It’s far more than just “clicking a person”.
It’s primary use has been with sighted people, and children in particular. It has also had success with kids with additional disabilities such as autism. In order for me to use it successfully with the guide dog client base I had to make some adaptations. My first adaptation was to mostly drop the demonstration stage. Obviously this is not so relevant, but there are still times when I manage to do a form of demonstration by utilising a sighted guide or something similar. My second adaptation was on what to use as a marker in the presence of clicker savvy guide dogs! TAGteach puts a lot of emphasis on the potential emotional baggage a vocal marker can bring so I opted for a shoulder tap. Since then I have found an alternative acoustical marker that is different to the clicker.
There are no mistakes for the person to make, only opportunities for success.
Tony Harvey
The advantages I have found using TAGteach have been really positive and not just based on the clicker but on how I now really break down tasks into small chunks. There are no mistakes for the person to make, only opportunities for success. If people are not getting the tag points, all we have to do as practitioners is adapt our tag point, no telling them it’s wrong, just a new opportunity for successful results. We all know behaviour is driven by successful outcomes. I do a lot of work prior to the dog being involved, this means I can really hone the skills first. Then the client is more fluid and confident when the dog arrives and he dog experiences a more similar style of handling to what it is used to and so hopefully less stress. It creates fluid sessions as there is no conversation required during the learning. Once they hear a tag the know it’s right and can continue. No tag means keep trying. I have found quick learning with great retention using this method, as well as as added bonus of increased focus on the tasks which I think is due to lack of conversation and task orientation once you say, “The tag point is….”
So why isn’t everyone doing it? It’s fairly new, some people see the clicker and think it would patronise people using a “dog” training device on humans (although I have never found this when I have used it). People like what they know and it’s a leap of faith for us to try something new, also people are good trainers and coaches so they already do a great job. Anyone with reservations, I would advise them to go to tagteach.com and youtube.com/tagteacher where there is a collection of information and videos on its application.
Learn Tony’s Best Training Tips
Join us for a live webinar with Tony to learn all his best secrets for top level training. After the live date it will available as a recording at the same link.
I want to introduce you to a fascinating and inexpensive piece of low-tech equipment that can help you effect magical behavior change in yourself or others. It’s called a tagulator. A tagulator is a specially strung string of beads that you can use to reinforce your own or someone else’s behavior. There’s something appealing and comforting about the way the beads slide down the string that makes everyone love to pull the beads.
The tagulator is a wonderful adjunct to the actual tagger and you can also use it with or without a tagger. Each pull of a bead is effectively a tag.
In pursuit of domestic bliss, TAGteacher Leslie Catterall turned to TAGteach and the tagulator to teach her husband to take the recycling off the kitchen counter and into the bins. “I explained my situation and my understanding of his. He told me that there was no malicious intent in his forgetting to recycle; he’d simply got into the habit of leaving the bottles there, a behavior that was hard to change when he was tired and focused on other things. What an eye-opener that was to me. And since then I am seeing more and more how much of the behavior with which we are dissatisfied stems from patterns of repetition that are hard to break simply through being told.” Leslie and Martin engaged in a mutually agreed upon experiment where Martin would tag his own behavior and pull down a bead on a tagulator mounted in the kitchen every time he took the recycling out to the bin. The experiment was a raging success and Martin quickly accumulated 67 tags recorded on a set of 2 tagulators. Asked why he still continues to do it he said, “it’s about presence of mind, committing to the whole process breaks the habitual behavior”. When pressed further he put it this way: “even though I’m the only one recognizing it, it gives me a nice feeling that I am being recognized for doing it.”
Here’s a video showing how you can use a tagulator in this sort of situation. The couple in this video each have their own tagulator placed in strategic locations to help promote desired behaviors that they have identified. Whoever finishes a tagulator first gets to pick the next movie or TV show.
How to Make a Tagulator
Here’s a video that shows how you can make your own tagulator.
Tagulator Mechanics
Sometimes just pulling a bead down is enough reinforcement to strengthen a new behavior, but sometimes tangible reinforcers are required. Some learners need to have a candy or token or other tangible item after every bead, after every few beads or at the end of a tagulator. If you’re giving tangibles after bead pulling, you can make patterned tagulators to modify the rate of reinforcement. Here’s a video that shows how tagulators work with Skittles as reinforcement. There’s no specific behavior being reinforced in the video. This is just a demonstration of the tagulator mechanics. The sequence is teacher tags > learner pulls a bed > teacher delivers a Skittle. You can see how different bead patterns modify the rate of reinforcement with the Skittles.
Not Just for Errant Husbands
Tagulators are not just for adults. Kids of all ages love them too!
Here’s a video that shows how to introduce the tagulator to increase teaching efficiency. This child has up until now received a reinforcer after each tag. Sometimes it has been stickers, beads or melon pieces, but he’s most interested in Skittles. It’s often disruptive to the smooth flow of a lesson to stop and eat a Skittle after each tag. The tagulator provides a great way to reinforce without stopping to deal with the primary reinforcer. Lear is 4 and this is his introduction to the tagulator. Notice that he has no problem with the drastic reduction in the number of Skittles he’s getting. Formerly he was getting 1 Skittle per tag, now he’s getting 1 Skittle per 10 tags. Clearly it’s more about the game than about the candy for Lear now.
He sometimes wants to stop and count remaining beads to see how far he still has to go to get a Skittle, but he doesn’t object to the the 10-fold reduction in Skittles. The tagulator is fun too.
Note how matter-of-fact the teacher is here. She doesn’t cajole or ask him if he wants to use the tagulator, she just tells him that this is what we are doing now and then she does it. She has a good history of reliability with Lear and he likes and trusts her. He also respects her because she sets the expectations, she’s clear and she’s consistent. Lear is tag savvy and is very clear on the concept of TAGteach.
The Applications are Endless
People are using TAGulators all over the place. TAGteacher Amelia Bower posted on one of our Facebook groups recently:
“I had two lovely TAGteach-inspired moments this week and wanted to share.
1) At the ABA clinic where I work, we started a Direct Instruction program with a young learner. She seemed a bit bored by the instructions at first, but when I added a clicker and a tagulator, her interest was piqued and the program ran very smoothly.
2) I also tried out a tiered reinforcement system, with staff members! I needed to increase the frequency of checking to see if workspaces are clean before leaving a session. I added a visual prompt, asked therapists to initial a poster before leaving the room clean, and I’m collecting initials and awarding puzzle pieces as we accumulate each week. When the puzzle is complete, management will provide a huge snack stash to therapists. We rolled out this intervention yesterday, and the feedback has been very positive!
I’m so glad I pursued this training!“
Veterinarian and TAGteacher Linda Randall told us about her use of the tagulator in the vet clinic:
“There is a tagulator by one of the telephones. My initial idea for this tagulator was to use it for myself. I wanted to slow down and truly listen to my clients rather than rushing to tell them what I wanted them to hear, then getting on with my day. When I relaxed my shoulder muscles as I listened, I would “pull a bead”. After 10 beads I would do something rewarding for myself. Soon this morphed into “pulling a bead” every time I overheard a staff member say something compassionate or service-oriented to a client when using this particular phone. Then anyone could “pull a bead” for anyone else for a client or pet-centered phone phrase. The tagulator became a team effort and we needed a second tagulator to mark the completion of the first tagulator so we could get pizza after 100 secondary beads! It worked, and is working, wonderfully.”
Employers are using tagulators in the workplace, therapists are using them instead of giving a primary reinforcer for every trial, parents and spouses are using them at home, sport coaches are using them and people are using them for self-tagging to help remember to eat healthy foods, choose a behavior to replace smoking and adhere to exercise programs.
Share Your Tagulator Stories and Photos
Tell us in the comments what you use your tagulator for. Please post photos of your tagulators and stories about how you use them on our Facebook page.
Learn More from Our Experts
Join us for a live webinar on Wed July 1, 2020 and Let’s Talk Tagulators with TAGteach Cofounder Theresa McKeon and TAGteach Faculty Instructor Eva Bertilsson. This will be recorded so if the date is passed you can still access it.
Editor’s note: We are often asked why it is that TAGteach works so well and so fast, sometimes yielding behavior change or learning that seems magical. There is no magic involved, except that which goes on in our brains. TAGteach Faculty Member Luca Canever presented a fascinating webinar about how the brain learns and why TAGteach works so well.
By Luca Canever – TAGteach Faculty
The answer to the question in the title is this: They both learn the same way!
Working Memory and Cognitive Load
The TAGteach mantra “talk less, teach more”, seems counter-intuitive, but there is sound science behind this. The role of working memory is to catch things from environment to ensure our survival. We can think of the working memory like a window from which our consciousness looks at the world. Also the working memory creates the memories for the long term memory. If we overload the working memory with too much information it won’t be able to pass on the memories, and the learning will stop. Too much information it’s not good for the learning. TAGteach, indeed is.
Associative Learning: What a Caterpillar and Einstein Have in Common
Earth had 3 billion years of bacteria, before life discovered associative learning. Life had blossomed about 540 million years ago when the first multicellular organisms discovered associative learning. If you know (and you can remember) where you can find food, mating opportunities and where your predator is waiting for you, your survival chances will increase. Organisms have learned by association for millions of years, so the argument that TAGteachers sometimes hear from parents: “Don’t treat my child like a dog!” makes no sense. From the lowly caterpillar to the brilliant Albert Einstein, we all learn in the same way. What is different is the complexity in the brain. Recent findings indicate that our (human) brains are not brand new. On the contrary they use pieces and parts that already exist and adapt them to our new requirements.
Maps in the Brain – Why My Car is not Like Yours
In his book “Thinking fast and slow“, Daniel Kahneman says that each of us has his/her own, clear idea of what a car is. But if you ask two people to draw a car what you get is two different things. At the same time we can understand each other because we “share” the idea of “car” or “table”. We can develop a common language because my representations in my brain are similar to yours. The memories in the brain are not “single-folder” kind. Memories are maps in the brain with different pattern for everyone. TAGteach helps because application of the WOOF rules creates a crystal clear tag point that is clearly understood by both teacher and learner.
By BJ Mumford, Basketball Coach, Level 1 TAGteacher
Imagine a 3rd grader dribbling up the basketball court in a live full-court 3on3 game, driving to the basket, reacting to a defender and making an assist to a teammate. Now imagine that this player had never played basketball before 6 weeks ago….
Unthinkable you say? Well, not with TAGteach!
I have spent 14 years coaching basketball in a variety of roles, but have always returned to player development as my favorite way to provide lasting value to kids. I grew up being homeschooled, and have always been an advocate for self-directed learning, free play, and experimentation as the best method for kids to motivate their exploration of the world. The most rewarding thing I can do is to guide an already motivated learner on their path to achieving their goals! I have always been very positive and encouraging of player attempts, but like most coaches I always struggled with the ability to concisely communicate instructions to young players when teaching complex concepts and skills, inevitably leading to their boredom, and my frustration.
I have always been very positive and encouraging of player attempts, but like most coaches I always struggled with the ability to concisely communicate instructions to young players when teaching complex concepts and skills, inevitably leading to their boredom, and my frustration.
I started my own business called Play>Practice Basketball in 2018 to address the need for precise 1on1 coaching for all ages (we have worked with ages 3 to 42 so far) and to specifically focus on the K-5th grade age groups which I found to be most underserved by basketball instruction. The primary issue I discovered for the younger age group is that the average volunteer parent or coach has no way to translate high-level basketball skills and concepts into the most basic parts without contradicting what they would later teach the same players as they progressed (e.g. learning to dribble around cones placed on the floor, later being chastised for not having eyes up).
Being a stickler for consistency, I set out to solve that problem through experimentation….
The TAGteach Adventure Begins
My TAGteach adventure began in May 2018 when I completed my Level 1 TAGteach certification, and I that fall I began an after school enrichment program teaching basketball skills through a games approach, combined with tag points. The philosophy was based on a book by Alan Launder titled Play Practice, detailing a method of teaching all major sports through the games approach. I made it my own and added what I call the “Practice Sandwich”, modeled after the whole-part-whole method, by starting and ending each session with a game and breaking down the skills used in that game during the middle, or “meat” of the practice. This format accomplishes several things, A) it gives players an incentive to arrive on time to get in the first game, B) allows the pent up energy from a day in the classroom to be used constructively, and C) gives the coach a chance to evaluate which skills and concepts have been retained from previous sessions, and what still needs work. The final game of the day is always the favorite, where players are able to apply what they just learned (and whatever else they come up with) during a semi-formal game with the coach acting as referee. We made our Play>Practice logo a bit ambiguous to support the games approach concept by using the “greater than” sign between play and practice and leaving the reader to interpret it as they wish – most commonly “play before practice” or “play is greater than practice”.
The Learning Experience Continues
The last 2 years have been a great learning experience for both myself and my assistant coach as we have experimented with various game structures, tag points, prizes, and progressions of skills. We found that our coaching approach had to drastically change to ensure that all drills, games, tag points, etc were always game-relevant, and would not be contradicted at a more advanced level of play. Working with ages that are easily overwhelmed in a chaotic sport, and may have difficulty performing the basic skills even in a calm environment, we discovered that by starting with the conceptual context of a game (beginning with 1on1), we were able to quickly increase the player’s enjoyment of basketball practice. By presenting skills in a practice setting as solutions to the problems recently encountered during play, players were very motivated to sustain a focused effort practicing skills that would otherwise seem boring. The need for “tagging” an individual skill in a controlled practice setting was eventually overtaken by the positive reinforcement of achieving success in gameplay, allowing a rapid progression across multiple skills within a 6-week program.
What’s Next?
What’s next? We have recently undertaken to codify our work into a curriculum that will be used to standardize our practice pedagogy for K-2nd and 3-5th grade age groups, and we are reaching out to elementary school teachers to begin their training through the TAGteach online course, followed by our own coaches training curriculum and hands-on training during our summer camps to prepare them for the fall school season.
If anyone is interested in basketball or TAGteaching individual or team sport concepts, please get in touch with me at info@play-practice.com I am always happy to discuss anything relate to this topic!
Learn More With Us!
Join us for a live webinar with TAGteach Co-founder Joan Orr and Coach BJ Mumford This will be recorded, so if you miss it you can access it from the same link. The live version will be priced free-$20 and the recording will be $5-$20 (pay what you can in both cases).
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.”
