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"The Tracking Box: Preparing for the
Teachable Moment"
Early this summer I was helping a group pack for a wilderness trip. As we moved one of the tents to fold and pack it, a Wood Frog hopped out from underneath. The eager and energetic students pounced on the frog immediately and brought it to me for show and tell. "There's a story about this particular frog," I told them. "Something very special." Now behavior disorder children, especially ones that have just sat for six and a half hours in a van are not noted for long attention spans. However, they were totally focused and ready to learn. I first asked them questions about the color of the frog, it's markings with attention to the dark eye patches, etc. I then told them that this particular frog has a chemical in its body that allows it to burrow under the leaves in the woods in winter and freeze almost solid until the spring thaw revive it. "It's always the first frog we hear around here in the spring, sometimes when there is still snow on the ground. Their call is sort of like a duck with a sore throat." They questioned me about this for a while, and then, I convinced them to let the frog go. A couple of days later one of the same students came running to me yelling, "Look Mark," he said, "It's another Wood Frog, the one that freezes in the winter." He was right. I was a bit surprised. I am always doing these kinds of things with kids, asking them questions, tossing out tidbits of information here and there. I'm never sure if it sticks or not. In this instance, the focus and the need to know was there. This particular student had a thing for frogs of all kinds, which certainly helped. But what is most amazing is that these are not students who are supposed to be able to learn easily - or at least that is the general assumption. However, here is a young boy from the city, who already knows more about amphibians than at least 99% of the general population. It's now more than just "a frog." It's the one with the eye patches that freezes solid in the winter. That's a big step. I know that this particular child was very proud that he could tell me and show me. In fact I am sure this instance had impacts on many levels. The situation is what I call a teachable moment. The learner was there focused and ready to do his thing. It might not be in the lesson plan, but it's up to us to seize that moment and make the most of it anyway. This doesn't always mean having "the answer." Often that isn't necessary. However, what it does mean is that we need to be present and available, looking for these instances, maybe even prodding and priming a bit. We also need to have a foundation to work from. I would be the first to admit that I don't know everything about nature. However, as conscious participant and student, I am at least ready with a few tools to open a doorway for another learner. That's the key. It's all we ever really need to do - open doors. Often just by our example. One key lesson I've learned from nature is that it is sometimes the smallest things that matter the most. I also know that if you are not open to those small things, or if you come with your own agenda, you will miss all the important stuff. This is something good for me to keep in mind, since I often wonder how many important moments like this I miss. One can only imagine. Mark Zanoni can be reached at:
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