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Hello Adam:
I have a chocolate Labrador Retriever (very active) that is being trained (in OPEN class now) and he seems to be regressing since we are working on retrieving.

He retrieves very well with the dumbbell, etc., but other dogs in the class do not. And they bring toys for their retrieval work.

My problem is that my dog is just “overcome” with these toys and isn’t paying close attention to me. He goes after THEIR toy many times instead of HIS dumbbell.

He knows the command “look” or WATCH ME” but serious corrections don’t even deter his disobedience on this toy-retrieval.
HELP! How should I handle this?

Thank you!
Mary

Dear Mary:

These are the type of questions that I like. They re interesting.
First, make absolute 100% sure that your dog DOES understand the Bring or Fetch command.

Assuming that he does, here s the next step:
Recognize that the problem you re having is one of disrespect. The reason that your dog goes for his neighbor s toy AFTER you ve clearly commanded him to BRING his dumbbell is that he CARES LESS about what you want. As the dog goes into play/prey drive, his sensitivity to your corrections goes WAY DOWN. In other words, you re giving him a $2 ticket and he needs a $200 ticket.

Here s the easiest way to communicate to your dog (with this exercise) that you are serious:

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Buy a remote electronic training collar. I recommend Innotek or Dogtra.

Here s how to use it to fix your dog problem:

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Follow the directions on matching the e-collar (remote electronic training collar) to your dog s temperament.

Next, place a dumbbell on the opposite side of the room straight in front of the dog– and also place a distraction toy off to the right.

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Send the dog to retrieve the dumbbell. Let him wear a long line, also.
As he starts to veer to the right to go after the toy, say, No! in a loud, forceful tone and then immediately stimulate him with the e-collar. Re-issue the Bring or Fetch command and use the long line to redirect him back on course, as he may be confused. When the dog starts to go toward the dumbbell again, immediately begin loud verbal praise, Good dog, Good dog.

There you go. Now just repeat this same exercise by altering the training location and the type of distractions. After a few times you ll be able to eliminate the long line. And after a few set-ups, the problem will be fixed.
To read more of my dog training ramblings, read about my book (click below):
http://tinyurl.com/4efaq

About the Author

Author, Secrets of a Professional Dog Trainer! which you can read more about at:
http://tinyurl.com/4efaq

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Is Pursuing a Degree Online really for you? Who Should and Who Should Not?

 by: Rose Musyoka

Stanford University s Online Lessons Learned:

Stanford University s Center for Professional Development has recently completed a survey of those that have been successful in completing online degree programs globally. The results of their research provide useful guidance for anyone considering an online program. The findings of their research are summarized here:

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Best for motivated, self-directed students who have a definite goal - The Stanford survey confirms that the best students are those that don t need constant attention and guidance, and most importantly, have a clear goal for their educational degree.

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Online learning attracts students who would not otherwise have taken courses - The survey shows that it is definitely an either-or situation for many students many don t take classes at all unless they are offered online.

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Need for recognition and achievement - Stanford has found that the most effective students for online programs like to compete for high marks online and eventually earn a degree that is delivered to them anywhere in the world.

High need for autonomy - Stanford s results show that any student who prizes their autonomy over being overly socially involved excels at online learning programs.

Ability to commit up to 10 hours a week to the course - Stanford s study show that the best students don t necessarily put in the longest hours; they are the ones that make the most of the hours they commit. The minimum amount of time Stanford found students could spend per week on entry-level courses was 4 hours per week; for graduate-level courses, 15 hours or more.

Confidence in sharing their own experiences - Many of the respondents to the Stanford said that the best classes were marked by other students sharing their own experiences. The willingness to share experiences makes for the best online classes, and this is substantiated by the Stanford study.

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Bottom Line: The Stanford survey shows that the more independent and focused a student is, the more successful they will be in distance learning programs. Writing is also important, as is the willingness to contribute to classes.

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Holy Trinity