| > | | | | then quit asking for it. Give him something else to |
| Horse training is an art. But it also has rules that | | | | do. Make it interesting for him. |
| govern how to work with and train a horse. | | | | Another thing I like to do is assess my horse's |
| For instance, when you're training a horse to do | | | | disposition before I start working with him. I like |
| something, you don't want to drill him with it so | | | | to know what my student is like before I start |
| much that he becomes sour on it and unwilling to | | | | his education. |
| do it next time. The trick is to get him doing what | | | | For instance, is he a nervous horse? If so, I'll be |
| you ask, then asking him to do it a few more | | | | very quick to reward him and carefully use aids. I'll |
| times, then stop asking. | | | | keep his confidence high by caressing him often. |
| You can ask him to do it more for you the next | | | | Or, is he a willful horse? If so, I'll have to be more |
| day but you should stop asking for too much. | | | | persistent and patient to get him doing something |
| Here's a human view on why that's important. | | | | I ask. |
| If you were to get a piece of paper and write | | | | It's important to know what a horse is like before |
| the word "training" on it, chances are you would | | | | training like a teacher should know her students |
| do it just fine. | | | | before teaching. |
| But what if I asked you write it again? Why | | | | If you were a teacher and the school principal |
| would I ask you to do that? Because I just want | | | | accurately described what each kid was like then |
| to make sure you know to do it. So, I ask you to | | | | you could be a more effective teacher. |
| write it again. | | | | For instance, what if you had a kid that was deaf |
| When you get done writing it again I pat you on | | | | in one ear and a little hard of hearing in the other |
| the back and say "Way to go. Now, let's do it | | | | but was a fast learner? As a teacher, if you didn't |
| again." | | | | know this you may be inclined to think this child is |
| Apprehensive and sighing, you do it again. This | | | | lazy or perhaps dumb. And if the child sat in the |
| time, after you write it, I ask you to immediately | | | | back of the room the whole time this problem |
| re-do it because I want it capitalized. | | | | would only get worse - and you wouldn't know he |
| You give me a dirty look and rewrite it. | | | | is a fast learner. |
| Then I ask you to do it again. | | | | But if you knew he was deaf in one ear and hard |
| Now....aren't you getting tired of rewriting the | | | | of hearing in the other then you'd want to put |
| word "training"? After all, you did what I asked. | | | | him in the front row and talk louder. Perhaps you |
| Plus, I asked you to rewrite it and capitalize it. It | | | | may suggest his parents get him a hearing aid. |
| was still the same word and you were still doing | | | | You'll do all you can to help your student learn. |
| what I asked but I just wanted to make sure | | | | This is much like a horse. The teacher must do all |
| you were doing it. | | | | he can to help his horse learn. The teacher must |
| This gives you a feel for why a horse shouldn't | | | | understand his horse first to see how he can best |
| have to redo something over and over. The rule | | | | help his student learn. |
| is once he gets it and does it a few more times | | | | |