People often misunderstand positive reinforcement because those of us who espouse and employ the technique can get sloppy with our definitions. As we’ve discussed before, for example, the “positive” in positive reinforcement need not mean ‘happy,’ ‘kind,’ or ‘joyful.’ It simply means “added in,” as in the reinforcer added in to make a behavior more [more…]
4 Reasons We Avoid Our Inner Knowing–and 7 Things We Can Do About It
In you are natural powers. You already possess everything necessary to become great. –Chief Crow The above quotation hangs over the sink in our kitchen, a quiet touchstone for a truth so easily forgotten. It’s a message I want to pass along to every young person (and adult) I work with. It’s also a [more…]
Kohn of Uncertainty: Raising Questions About How to Raise Kids (or Why Positive Reinforcement Might Not Be All It’s Cracked Up to Be)
I’ve just started reading Alfie Kohn’s Unconditional Parenting: Moving from Rewards and Punishments to Love and Reason and I can already tell it will stir my pot. Kohn has no love for positive reinforcement. Quite the opposite, he considers it both dangerous and destructive. Given my investment in the topic and my eagerness to examine [more…]
Queen of the Hill: Punishment or Principled Practice?
In general as a coach, I choose to avoid using punishment as a motivator. The method reeks of domination, intimidation, and fear, all of which poison the waters of learning. While punishment may sometimes ‘succeed’ in the short term—it also breeds resentment and disenchantment. Even then, as my friend and colleague Luca Canever points [more…]
Chicken Sexers, Plane Spotters, and the Elegance of TAGteaching
Neuroscientist David Eagleman’s Incognito mentions two fascinating stories of unexpected learning. Both attest to the mysterious powers of the human brain—and encourage a radical reexamination of how we teach and train. Eagleman explains how many in the poultry industry of the 1930’s turned to the Japanese for a technique for training chicken sexers, workers who [more…]
Helping Goldilocks Grow
When designing ideal conditions for learning, we do well to consider the case of Goldilocks. If we make a lesson too difficult, our learner may shut down in frustration. Make it too easy and the learner walks away in boredom. In between those two poles lies a “Just Right” moment, a learning location that both fits and stretches.
The Past a la Veronese
We had never met Luca Canever before, but a delightful gem of a man fell into our laps. His layers of historical knowledge gave us multi-faceted insight into Italian history and showed us something new about ourselves.
Dolphin Training (part 2 of 2)
(This post continues from the previous one. To read that entry first, click here.) The Dolphin Training game shows us how much fun–and success–we can have when learning by positive reinforcement methods, yet so few teachers use the approach the game suggests in their own pedagogies. I’m not yet sure myself what teaching improv–or any [more…]
Dolphin Training (part 1 of 2)
The first seed of my sabbatical came at the Loose Moose Theater Company’s International Improvisation Summer School two years ago in Calgary, Alberta. One of our teachers, Shawn Kinley, introduced the Dolphin Game and my heart leapt. Two of my favorite things–improv and positive reinforcement–in one exercise? Whiskers on kittens! The directions were deceptively simple. [more…]
Don’t Treat My Daughter Like a Dog!
Many teachers and coaches who use TAGteaching—Teaching with Acoustical Guidance—get resistance from parents or colleagues for “clicking” kids. Isn’t that what dog trainers use? Are you treating my kid like an animal? Humans are different! The palpable fear and anger get in the way of good instruction, both by introducing hesitation on the instructor’s part [more…]
