Post by Claire on Sept 10, 2010 9:08:49 GMT -5
Im doing quite a bit more thinking, whilst not riding now Im 8 months pregnant and thought Id share this with you that I recieved on email. Thought you might like to think about this one and chew it over:)
Claire
Here’s a simple test that Martin
often gives his students. “I
start by saying “I want you to
listen carefully and do exactly
as I say. Write an ‘A’ on this
paper.”
Every student writes the letter
‘A’ on the paper. Some make
a lower-=case ‘a’ and others
make a capital ‘A’. They are
usually very confident in their
actions.
Using the exact same tone
and phrasing, I repeat “I want
you to listen carefully and do
exactly as I say. Write an ‘A’
on this paper.”
Again, using the exact same
tone and phrasing, I repeat “I
want you to listen carefully
and do exactly as I say. Write
an ‘A’ on this paper.”
Every student looks at me
blankly and hesitates, completely
unsure what to do
next. So I repeat, “I want you
to listen carefully and do exactly
as I say. Write an ‘A’ on
this paper.” Some students
keep trying to write different
types of ‘A’, hoping to get the
right answer, while others put
down their pencils and quit.
I keep repeating the instructions
in the same manner and
even start asking the students
how long they went to school,
if they’re as smart as they
think they are etc. It doesn’t
take but a few minutes until
every single student is frustrated
and confused, the most
having totally given up trying.
The few, if any, who keep trying
show obvious anxiety and
uncertainty.
I use this little lesson because
it is the perfect illustration of
how repetitive push-button
training comes across to the
horse. The horse goes from
willing to confused to frustrated
and defeated in a very
short time. That’s because
there’s no encouragement
that he’s heading in the right
direction. The reward comes
only after he stumbles into
the correct response. The
horse eventually gets from
point A to point B, but he
doesn’t receive any feel or
support from the rider that
things will get better.
When I keep repeating the
instructions over and over,
and begin questioning the
students’ intelligence, it’s exactly
like the rider who puts
the spur on his horse or goes
to a bigger bit to be more
forceful.
The main problem here is the
method of communication.
We often try to communicate
with the horse in the way that
we think, which is as a predator.
The horse is wired differently
because he’s a prey animal.
It’s no different that if I
speak only English and try to
communicate with someone
who speaks only French. I can
ask that person 50 times to do
something in English, and although
I understand perfectly,
he doesn’t. But if I use gestures
and body language, that
person will start to get the
message. It’s the same when
training a horse. He can’t do
what you ask until he understands
what you’re asking.
Keep this in mind and remember
that everything you ask
the horse to do is an ‘A’ test.”
Written by Martin Black.
The ‘A’ Test by Martin Black
Claire
Here’s a simple test that Martin
often gives his students. “I
start by saying “I want you to
listen carefully and do exactly
as I say. Write an ‘A’ on this
paper.”
Every student writes the letter
‘A’ on the paper. Some make
a lower-=case ‘a’ and others
make a capital ‘A’. They are
usually very confident in their
actions.
Using the exact same tone
and phrasing, I repeat “I want
you to listen carefully and do
exactly as I say. Write an ‘A’
on this paper.”
Again, using the exact same
tone and phrasing, I repeat “I
want you to listen carefully
and do exactly as I say. Write
an ‘A’ on this paper.”
Every student looks at me
blankly and hesitates, completely
unsure what to do
next. So I repeat, “I want you
to listen carefully and do exactly
as I say. Write an ‘A’ on
this paper.” Some students
keep trying to write different
types of ‘A’, hoping to get the
right answer, while others put
down their pencils and quit.
I keep repeating the instructions
in the same manner and
even start asking the students
how long they went to school,
if they’re as smart as they
think they are etc. It doesn’t
take but a few minutes until
every single student is frustrated
and confused, the most
having totally given up trying.
The few, if any, who keep trying
show obvious anxiety and
uncertainty.
I use this little lesson because
it is the perfect illustration of
how repetitive push-button
training comes across to the
horse. The horse goes from
willing to confused to frustrated
and defeated in a very
short time. That’s because
there’s no encouragement
that he’s heading in the right
direction. The reward comes
only after he stumbles into
the correct response. The
horse eventually gets from
point A to point B, but he
doesn’t receive any feel or
support from the rider that
things will get better.
When I keep repeating the
instructions over and over,
and begin questioning the
students’ intelligence, it’s exactly
like the rider who puts
the spur on his horse or goes
to a bigger bit to be more
forceful.
The main problem here is the
method of communication.
We often try to communicate
with the horse in the way that
we think, which is as a predator.
The horse is wired differently
because he’s a prey animal.
It’s no different that if I
speak only English and try to
communicate with someone
who speaks only French. I can
ask that person 50 times to do
something in English, and although
I understand perfectly,
he doesn’t. But if I use gestures
and body language, that
person will start to get the
message. It’s the same when
training a horse. He can’t do
what you ask until he understands
what you’re asking.
Keep this in mind and remember
that everything you ask
the horse to do is an ‘A’ test.”
Written by Martin Black.
The ‘A’ Test by Martin Black
