#12 - Conversation with Theresa McKeon
Drinking From the Toilet: Real dogs, Real training
Drinking from the Toilet: Real Dogs, Real Training
4.7 • 677 Ratings
🗓️ 24 April 2017
⏱️ 58 minutes
🔗️ Recording | iTunes | RSS
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| 0:00.0 | Hey there. You are listening to drinking from the toilet, and I'm your friendly host, Anna Branigan. |
| 0:19.1 | This week, we're talking with Teresa McKeon of international Tag Teach fame. |
| 0:24.2 | If you're in the dog training world, either professionally or as a hobby, |
| 0:27.3 | and aren't familiar with Tag Teach, you should definitely check it out. |
| 0:31.5 | If you aren't in the dog training world, I have no idea what you're doing listening to this podcast. |
| 0:35.1 | I assume it was probably a mistake, and you'll probably already be sorry by now. Anyway, Tag Teach is a really cool way of looking at teaching and learning. |
| 0:46.0 | Basically, it's an approach that applies clicker training philosophy to teaching human learners. |
| 0:51.7 | And like clicker training with animals, Tag Teach facilitates learning by breaking |
| 0:55.5 | skills down into pieces and giving instant meaningful feedback. It focuses on building behavior |
| 1:01.3 | and reinforcement rather than on hassling the learner about what not to do. However, unlike |
| 1:06.7 | clicker training with animals, Tag Teach also encompasses using positive and precise language to give |
| 1:11.4 | clear instructions. But of course, we already know you don't have to speak the same language as your |
| 1:15.9 | learner to teach them effectively. And that's one of the things that I think is so cool about this |
| 1:20.3 | technology. Tag Teach techniques work beautifully even when the teacher and student can't speak the same |
| 1:25.2 | language at all. I mean, literally. Like if one is from Finland and the other one is Turkish |
| 1:29.8 | or some other countries that don't speak the same language, either way, |
| 1:33.6 | when the behavior that's being taught is broken down into such small pieces |
| 1:36.9 | that the goal is completely black and white, |
| 1:39.9 | either it was accomplished or not, |
| 1:41.9 | then the words don't matter as much |
| 1:43.3 | because both the teacher and learner can tell that the goal has been accomplished or not, then words don't matter as much because both the teacher and |
| 1:44.7 | learner can tell that the goal has been accomplished, or if it hasn't. But of course, it's nice |
... |
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