Exceptional Teachable Moments Need No Teaching Tools

Teachable Moments, A Teacher is always looking for that.
Once the moment comes, there happens to be a discovery of new methods of teaching, new ways of learning and surely successful in getting the students going with the concept taught. When receptors of a teacher receives the signs of those moments like mood of students, high level of curiosity, when it seems that students are having much more neuron connections, higher interaction level and they are enjoying while proceeding, means the moments have come.

A good teacher never lets the moments go nonresponding. He immediately jumps into it and try expanding it to have it for a long time. Now no teaching tools are required to make the teaching effective. The teacher is like a well and student is a thirsty passenger, who endeavor to draw water to be saturated.
Sometimes we have experienced the non-cooperation from students in a class. The students actually don't want to go in the way they usually go. They need to be refreshed. A teacher need to identify and respect the will of the students.

The  theory of suggestion by George Lozanov (Bulgarian educator). Lozanov's instructional technique is based on the evidence that the connections made in the brain through unconscious processing (nonspecific mental reactivity) are more durable than those made through conscious processing. We know from our experience that we often remember what we have perceived peripherally, long after we have forgotten what we set out to learn. If we think of a lecture we listened with great concentration, we will recall the lecturer's appearance, mannerisms, our place in the audience, the failure of sound system much more easily than the idea we went to learn. The detail of the contents of the lecture, on the other hand seems to have gone for ever. The theory might be applied to make the best use of those exceptional teachable moments, however the  conditions look adverse for learning. 

Once when I was with students of grade five in the classroom, started describing the lesson objective, suddenly students evoked, "we don't want to open books today, no mood of usual working." I instantly agreed as I smelt that today they are going to learn a lot but not in  seriality. We decided to go outdoors in a park. I was playing with my students in their conscious mind but was teaching them in my conscious. At once I saw a flock of geese in the sky " How many birds are in the sky", I immediately asked? "How they have got their feet folded" again asked? I was trying to develop the skill of observation that is most requisite in a teaching learning environment. After three or four days a student came to me and very excitedly told me that she had seen a mosquito in a flower, counted her legs, seen how they use their sting? I said that she had not seen that mosquito rather observed.

Unfortunately the path of teaching and learning is not a zigzag. So we seldom have those moments. But sometimes the milieu might be created. What I think sometimes, the topic to be taught, should be selected randomly to break the  monotony. They become really the memorable moments for students and the teacher.