I’ve been a dedicated tracker since the 1990s, learning from mentors like Mark E. and Paul Rezendes. In 1997, I began teaching tracking to my public high school students, a practice I continued until my retirement in 2017. Today, I teach college courses at Keene State in New Hampshire, including classes on tracking. I believe K–12 schools hold tremendous potential to cultivate essential social skills, foster creativity and critical thinking, encourage systems thinking, and deepen students’ connections to the natural world. Over time, it is young people who reimagine our place in the biosphere and shape new ways of belonging. For me, tracking offers a uniquely interdisciplinary approach, providing meaningful strategies and scaffolding to support learners in these changing times. I am currently collaborating with a local elementary school to develop strategies for integrating tracking into public K–12 education, with the understanding that approaches must be adapted to fit the needs of rural, suburban, and urban contexts. I hope to work with other teachers/trackers to expand this much needed approach. I think i need to write a book. I hope to read more of your writing which I have been able to access through FB. R. Scott Semmens
Thanks for the comments, and I hope your efforts in the schools flourish. I live in Peterborough so I’d be interested in knowing which schools? Happy to hear that Keene State offers tracking as well. Mark often worked with my students, and he even got L. Liebenberg to visit. I believe tracking needs to be taught K-12, and beyond.🐾
Yes, it is James E Faulkner School in Stoddard. I was there at the school last month to talk about NA traditions towards animals and another day introducing animal skulls and what we can lean from them. When I introduce tracking, we have a trail behind the school that take us to a relatively new beaver dam. However, I am going to have them write about the stories of the tracks and signs we see and to make connections with the plants and animals (through tracks and sign) we see. There is a wonderful teacher there at the elementary school and she has been laying the ground work.
Hi! Another CWTA member here! I loved this post. It describes tracking eloquently and simply at the same time. It inspires me to do more of my own writing and sharing of tracking skills.
I would love any feedback from the Tracking world! It is such a crucial discipline, and any engaging conversation can only help it along in the broader world.
I’ve been a dedicated tracker since the 1990s, learning from mentors like Mark E. and Paul Rezendes. In 1997, I began teaching tracking to my public high school students, a practice I continued until my retirement in 2017. Today, I teach college courses at Keene State in New Hampshire, including classes on tracking. I believe K–12 schools hold tremendous potential to cultivate essential social skills, foster creativity and critical thinking, encourage systems thinking, and deepen students’ connections to the natural world. Over time, it is young people who reimagine our place in the biosphere and shape new ways of belonging. For me, tracking offers a uniquely interdisciplinary approach, providing meaningful strategies and scaffolding to support learners in these changing times. I am currently collaborating with a local elementary school to develop strategies for integrating tracking into public K–12 education, with the understanding that approaches must be adapted to fit the needs of rural, suburban, and urban contexts. I hope to work with other teachers/trackers to expand this much needed approach. I think i need to write a book. I hope to read more of your writing which I have been able to access through FB. R. Scott Semmens
Thanks for the comments, and I hope your efforts in the schools flourish. I live in Peterborough so I’d be interested in knowing which schools? Happy to hear that Keene State offers tracking as well. Mark often worked with my students, and he even got L. Liebenberg to visit. I believe tracking needs to be taught K-12, and beyond.🐾
Yes, it is James E Faulkner School in Stoddard. I was there at the school last month to talk about NA traditions towards animals and another day introducing animal skulls and what we can lean from them. When I introduce tracking, we have a trail behind the school that take us to a relatively new beaver dam. However, I am going to have them write about the stories of the tracks and signs we see and to make connections with the plants and animals (through tracks and sign) we see. There is a wonderful teacher there at the elementary school and she has been laying the ground work.
Sounds wonderful! Lucky kids indeed. Best wishes to all.🐾
Hi! Another CWTA member here! I loved this post. It describes tracking eloquently and simply at the same time. It inspires me to do more of my own writing and sharing of tracking skills.
Tracking can do that as it not only inspires a story, but is generative of them as well. 🐾
Hello, your newsletter was just shared on the CWTA list and this entry moved me to subscribe. Looking forward to reading more. 🐾
I sent the post to Louis Liebenberg this morning, so I suspect via his tracks perhaps? Maybe Mark E. as well. Happy that it resonated!
K🐾
So it is Certified Wildlife Trackers Association; sweet. 🐾
Is the CWTA a tracker organization?
It is! It's a North American certification and knowledge sharing org. I don't know the person who shared your Substack but they spoke highly.
I would love any feedback from the Tracking world! It is such a crucial discipline, and any engaging conversation can only help it along in the broader world.