ASK THE TRAINER
Solutions for Classroom Challenges
Voices from the Training Community
By Jamie McKay , CPDT-KSA
Ask 10 trainers a question and you ’ ll get 10 different answers ! If you would like to contribute a response or a suggestion for a topic to be covered in this series , please email jamiemckay @ optonline . net .
This challenge was suggested by Mary Trickel Clark , Hangtown Kennel Club of Placerville , California :
The challenge is : Last night was an epic fail at a Rally class . I forgot my outline and course maps . My husband texted me photos but set up was late with teams standing around . No one brought high value treats , so I shared mine . They used them all so none were left for my demo dog . He also dislikes working in dirt , which is where my class was moved from a matted area . I demonstrate 270 Right but he goes left ! Do over but he goes left again . Finally does it correctly . People giggle . Do the 270 Left command – and he goes right ! At this point I wanted to leave . My assistant is ready to take over but gets a phone call and answers it ! Things went okay after that . At the end of class I asked if there were questions . One student said , “ Thank you for making mistakes . It made everyone feel better .” Others nodded and laughed . I did laugh at my mistakes but I didn ’ t feel professional . How do other instructors handle it when things don ’ t go well ? Do you ignore your mistakes or do you laugh and let the students know ?
Julie de Cani ' Laz www . canilaz . fr In relation to the recent discussions within “ Solutions for Classroom Challenges ” about handling unexpected challenges as instructors , I felt compelled to share some insights from my own experience . As my confidence has matured over time , I ’ ve discerned that the occasional hiccups — whether in planning or in on-the-spot demonstrations — can be profound learning moments . It ’ s common practice for us as educators to point out areas of improvement for our students , but it ’ s essential to be mindful of how this might be received . By candidly sharing my own challenges and the lessons I draw from them , I aim to underscore the reality that no journey is without its bumps . This approach , I ’ ve found , resonates deeply and strengthens the bond with my students .
To provide some context : I regularly conduct demonstrations with my Malinois , covering a spectrum of activities from agility to nose work . But when I integrate my Finnish Lapphund into these sessions , predictability can wane . While my Malinois typically performs with precision , my Lapphund occasionally has her own playful distractions . These moments , though unplanned , serve as excellent examples of managing unforeseen canine behavior , preserving a positive attitude , and effectively regaining a dog ’ s focus . In conclusion , embracing these challenges rather than sidestepping them has enriched both my own growth and that of my students . It ’ s these real-life experiences that often impart the most lasting lessons .
Kristina Carpenter CPDT-KA Rock Hill | No Leash Needed Like all things in life and training it depends ! Mostly on what and how bad you mess up whether it is a laugh-off able thing or not . Small but inconvenient things like not having the lesson plan or layout and you ’ re able to get them texted to you in 5 minutes . You can pretty much laugh that off and smooth things over if class runs a little long that night . Humans do human things and most clients understand that as long as it doesn ’ t happen often .
Your dog only performing so-so in less-than-ideal conditions I wouldn ’ t laugh off but I wouldn ’ t let myself or my clients condemn me for it . It is just one of those things that we think we have practiced everywhere at a high level of distraction and we find out we haven ’ t so explain it and use it as a chance for you to learn along with your clients . Like the clients in the class said , sometimes it is nice to see the trainer make mistakes in something fun like a Rally-O class .
Now where it becomes unprofessional is when this isn ’ t an isolated incident . You are late setting up every class , your demo dog ( s ) don ’ t know what to do / you don ’ t know what to do , you have to be on the phone , and you don ’ t even have the right supplies for the class . This could also include having consistent space to work in for classes . Beginner classes in particular can ’ t be shifted around too much . The clients and the dogs get distracted by the environment more than an advanced class who can handle that distraction a bit more .
Joanne Ometz , MSW , CPDT-KA , Turid Rugaas Certified www . durhamdogtrainingcenter . com I don ’ t see a breakdown in a demo as a ‘ mistake ’ or ‘ failure .’ I see it as an opportunity for my students ( and me !) to learn . For instance , if I ’ m trying to demonstrate Drop It by getting my dog Margaret to play tug with me and she won ’ t take the toy , I ’ d ask students to help me figure out how to set her up for more success . What were
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