By Martina Braun
There's a approach to studying to which no mammal is impervious—not even cats. it's known as "classical conditioning," and is utilized in a truly particular approach as a part of clicker education. each click on ends up in anything optimistic for the cat: a deal with, a cuddle, a favourite online game. simply because cats are clever, they quick comprehend what sort of habit will get them a click on and a present, and they're going to scan with a purpose to discover what else may possibly paintings. This handbook explains what classical conditioning contains, why it works with each cat, the right way to avoid mistakes, and the way to exploit rewards appropriately and strengthen chains and sequences of habit, in addition to small tips.
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Additional resources for Clicker Training for Clever Cats: Learning Can Be Fun!
Levels 3–5 she calls ‘Degrees of tokenism’. Levels 6–8 she calls ‘Degrees of citizen power’. A brief description of each level is necessary here. Although Arnstein writes about community use of power, I have added organizational examples here: 38 Understanding Facilitation 8. Citizen control 7. Delegated power 6. Partnership 5. Placation 4. Consultation 3. Informing 2. Therapy 1. 1 Arnstein’s ‘ladder of participation’ 1. Manipulation. At the manipulation level, citizens or members of private organizations merely serve to ‘rubber stamp’ the desires of local government advisory committees who perceive their roles are to ‘educate’, ‘cure’, advise and persuade participants rather than the reverse.
Jokers must relay Socratic questions, doubts to the audience, for example, ‘Would this solution work? ’ They may interrupt proceedings and call ‘magic’ if they think that the proposed solution is cheating, impossible or inadequate. However, audiences sometimes override the joker if they believe that a solution is possible, that is, signalling their readiness for action. The joker is maieutic, like a midwife, helping people to identify ideas and actions. The Theatre of the Oppressed borders on the frontier between fiction and reality.
He proposes that education should maximize the freedom of the individual to learn by removing threats, boosting self-esteem, involving students in learning planning and decision making, and using self-evaluation techniques. As a result, he believes the learner would ‘learn how to learn’ and become autonomous (Rogers, 1967,1978). He believes that most people prefer to manage learning in their own ways and that the role of the teacher should be more of a facilitator. It was Edgar Schein (1988) who extended the idea of ‘client ownership’ into the concept of ‘process consultancy’ where the client is expected to know the solution, as opposed to the doctor–patient model of ‘expert consultancy’ where the consultant diagnoses the problem and comes up with a solution.
Clicker Training for Clever Cats: Learning Can Be Fun! by Martina Braun