Monthly Archives: July 2013

Training the Trainer II – Student Impact on Subject Presentation and Absorption

People are different.  We are all ‘born equal’ under the Law (as the Constitution so eloquently states), but we are not all born equal when considering physical differences in ability, agility, strength, and other physiological traits.  Nor are we born equal when examining personality, motivation, intelligence, emotional balance, etc. 

One of the most important factors of being an effective trainer is the ability to understand your students, how they relate to the subject being taught, and determining the appropriate method to impart the information to them in an understandable and challenging way for the student.

For those of you who have students who pay a fee to learn what you teach, you must match the method used in teaching to the student being taught.  This may include determining the type of learner the student happens to be and the cues they use to advise you of their learning method.  Most people have a primary information processing method which is backed up by the other two, providing a complete picture for the student that allows learning to occur.  It is important to remember that if the student doesn’t get the information through the primary method and is forced to rely on the back up methods, the student will not learn as thoroughly as they might, and may even fail to grasp the subject at all.

The three cues and primary information processing methods most people use are:

Visual Processor is one who sees something (method, text, tool, etc) and learns.  Cue:  When asking the student of he understands, the student may answer, “I see what you mean” or “I can see that.”

An Auditory Processor is one who learns by hearing something:  a lecture, description, purpose, method of use, and learns.  Cue:  The student will say at one point or another, “I hear what you’re saying” or “I hear that.”


Kinesthetic Processor must actual feel his way through the subject, such as in a ‘hands on’ class.  Cue:  The student will say things like, “I can feel that working” or “I don’t feel this isn’t the way to do this”.

Sometimes a trainer will run into student who processes subjects with variable methods.  When this occurs, the trainer’s job is much more simplified.

The key to understanding these cues is that you may have a class comprised of students that use all three types of information processing.  You will have to constantly evaluate if the class is ‘getting it’ by their non-verbal feedback.  If they’re not, it’s not necessarily because they are the problem.  Your job is to adapt to any method that gets the information across to the student in such a way that it is retained for skill mastery.  This is not to say that the instructor bears all the burden in learning; quite the contrary: the student is responsible to accept and process the information so that skill mastery or conceptual comprehension takes place as evidenced by correct application of subjects taught.  Training, then, is an equally shared responsibility between instructor and student.

Group Differences and Dynamics

When teaching various groups the same subjects, you will find that you must adapt your teaching method or style to fit the group you are teaching.  Each group will have differences in age, gender, race, values, beliefs, abilities, education, work ethic, vocabulary, comprehension ability, etc.  Each group will also go through an equation of ‘dynamics’ as the group forms that will last as long as the group is together.  The phases your class will go through are: 

Forming – Introductory phase, all will be on their best behavior as they size the instructor and other students up against their own pre-conceived notions and agenda for the class.

Storming – The challenge for places in the informal ‘pecking order’ of the class.  Rarely evidenced to the instructor, except when one or more students decide to attempt to use the instructor to further their own goal, whatever that may be.

Norming – Acceptance of where individuals are ranked within the group.  Relations and patterns begin to stabilize, and a sense of purpose starts to surface.

Performing – A Sense of purpose is evident; the class is ‘getting it’.  Depending on the task maturity of the group, this phase may come quickly or it may never come at all, depending on the personalities in the class.

Exclusion – The final phase of the group before it breaks apart (the class is over). Evidence of this will be short, abrupt, or even rude comments between students or a sense of no concern for the welfare of a student having difficulty.  This occurs because of our natural predisposition as humans to shield ourselves from emotional pain:  It is much easier to say ‘goodbye’ to someone you don’t care about than it is to deal with potential discomfort of knowing you may never see someone you’ve come to like very much….again. 

The Trainer’s Limitations

Many trainers make the mistake of believing there is nothing they cannot handle in the classroom.  You must accept that there are things you cannot change.  Ever.  When faced with something you’ve not seen or dealt with previously, the trainer should seek out the help of a more experienced instructor or several instructors, and ask their opinions.  Finally, an instructor must accept that he will have students that cannot grasp the information, and, all things being equal and the instructor employed all the methods he knows, that failure will occur.  That failure is not that of the trainer; it is of the student’s inability or decision not to learn the material presented.  Again, this presupposes that the trainer has done his best in teaching the subject in a manner best suited to the student’s primary information processing method, along with the best delivery method for the subject taught. 

Student Motivation

Motivated students learn more quickly.  One may reasonably assume that a student that pays for a course of instruction or volunteers to learn a particular skill is motivated.  This may not be the case, and the instructor needs to accept this as fact.  Personal motivation is intangible, and can only be assumed, without the direct confirmation from the student, whose efforts may demonstrate the motivation level possessed, even if problems in skill or subject mastery are present.

The concept of motivation can be used to account for the changes in, the frequency of, and the vigor in which a person engages in their chosen activities.  As humans, we’re always doing something, but some of our activities occur more than others and continue longer when they do occur.  Some of these activities are pursued more vigorously than others. 

The outcomes of these activities will give rise to pleasant feelings that are pursued in the conduct of the activities.  Those outcomes that do not give rise to pleasant feelings will be avoided.

Motives cannot be observed directly, when activated by a situation we can see the motive’s effect on behavior.  Typically, we tend to say that people are motivated when we can see evidence of what we  believe is appropriate behavior to indicate personal motivation.

Motivation is related to and encompasses closely related concepts.  Some of them are:

  • Needs.  When students have a need, they lack something that a given activity or outcome can provide.  The need to belong, for example, can motivate a student to seek group acceptance.
  • Interests.  If students have an interest in a subject or skill, they tend to pay attention to it.
  • Values.  Students with a particular value have an orientation toward a class of goals considered important in their lives.
  • Attitudes.  Attitudes consist of feelings for or against people, objects, or ideas, or a combination of all three.
  • Incentives.  Incentives can satisfy an aroused motive.  Good grades, awards, and selection as a ‘distinguished’ graduate or ‘subject matter expert’ can keep students motivated through a subject or class.
  • Aspiration.  Aspiration is the hope or longing for achievement.  A certain level of this is necessary for a student to even make an effort in a class.

The concept of motivation helps to explain why students with the same scholastic aptitude or intelligence perform differently in the same classroom or task performance exercise. 

Every student will have a different level of achievement motivation.  Students low in achievement motivation will need more encouragement than those with high achievement motivation.  Students with high achievement motivation typically:

  • Require little encouragement
  • Require little direction
  • Persist in task completion
  • Demonstrate a desire to keep up orderly progress toward distant goals
  • Want to work with partners who will not hold them back and want to get the job done

It should be noted that not all motivation comes from the desire to succeed.  Some people are motivated by the fear of failure.  Failure, to these students, is unacceptable.  This may be born from past experiences of failure that were coupled with the feeling of shame, ridicule by peers or family, or punishment.  This motivating factor can be very powerful, even more so than that of achievement.  However, this fear may inhibit students from attempting new tasks or skills they don’t believe they can master immediately.  Should this motivator be suspected, the instructor will need to shift gears in teaching style and encourage the student, walking them through the process, and positively reinforcing them, even during failure.

Some students are motivated by the want and need of friendly relationships with other people (affiliation).  By varying and blending teaching methods, we can provide opportunities for the students to participate in small groups or teams.  Others are motivated by the desire to influence others (power).  Relate this motivator to the Group Dynamics involved and, specifically, the ‘Storming’ phase.  Those who wish to be leaders will be maneuvering for position, even if the position is informal.  This leadership desire may appear in the way of conversation domination or manipulation of other students.  The instructor needs to be aware of this and be prepared to guide appropriately.  Others may display strong needs for recognition or approval.

From the perspective of reinforcement in the learning process, all of us are motivated by the reinforcing consequences or rewards of past behavior.  The instructor must provide adequate reinforcement early in the class to generate further student motivation, as the class will react either positively or negatively to the amount and type of reinforcement given.

An indicator of frustrated motivation in students can be signs of aggression, withdrawal, or inappropriate displays of emotion.  Once evidenced, the trainer must make an effort to determine the cause of the frustration, and if not serving the purpose of the subject matter, eliminate it.

The following techniques are useful in setting up an environment for the student to self-motivate to master the subject or task being taught:

  • Verbal Praise.  This is easy to use and serves as the most natural motivation device available to the instructor.  Verbal praise immediately following a desired behavior increases the frequency that behavior will be displayed by the student and emulated by other students.
  • Written Comments.  Short, encouraging notes, based on test performance or written submissions have a very positive effect on future similar performances.
  • Grades.  Benefits are associated with having good grades.  Because of this, grades have an effect on the motivation of students to learn.

Anxiety for performance measurements is a natural occurrence, and should be accepted by the trainer.  Too much or too little anxiety will negatively impact student performance.  The trainer should gauge the level of anxiety held by each student and attempt to lower or raise it as necessary to ensure the ‘butterflies in the belly’ work for the student.

Expecting the unexpected in the classroom may increase motivation by keeping things interesting.  “Throwing audibles,” that is, changing a schedule, subject, test schedule, or task mastery plan can be used to stop students from becoming bored.

Reinforcing students periodically as warranted throughout the life of the class goes a long way in keeping them motivated.

Using familiar examples in explaining concepts and principles based on the experiences of the students helps motivate them.

Building Block Concept employment, that is, going from “Known to Unknown, Simple to Complex,” ensures that what is being taught is based upon previously taught subjects, and provides motivation for the students to move on to unknown concepts, principles, or skill performances.

Student leadership ‘buy in’ also helps the instructor get the students to the end goal of the class.  The student leaders (both informal and formal ) after adopting the goals and objectives of the course will go a long way in helping the class stay motivated.

Unpleasant stimulus, or adverse conditions in the learning and/or motivation equation can be very useful; the instructor must reserve them, however, for appropriate situations.  To do otherwise is to risk losing the motivation of the class either as individuals or as a group.

 Differences in Ability

While all students have differing abilities, and the employment of a single method throughout the class may cause some students to not successfully learn the subject, the instructor must be able to shift between group and individualized instruction.  There will be some students that move quickly ahead of the entire group, and will need a certain leeway to remain motivated and involved in the learning equation.  Following are some individualized instruction tools that may be used:

  • Independent or Self-Directed Study.   To successfully use this tool, the students must understand the objectives, resources available, task steps, time allotment, and evaluation technique to be used prior to the start of this teaching tool.
  • Master Learning.  The trainer fixes the degree of learning expected of students at some mastery level and allows time for learning to vary, so all or almost all students achieve the desired level of mastery.

 Cognitive Learning Style

Students learn in many ways.  They perceive, think, and solve problems differently.  The general pattern used during perception, thought, and problem solving, can be called their cognitive learning style.  The previously mentioned primary learning methods, generally referred to as “Neuro-Linguistic Processing” provide an easily understood, but simple explanation of learning style.  Interesting to note is that Oakland Community College in Bloomfield Hills, Michigan, was one of two civilian schools identified in the early 1980’s with in-depth experience in cognitive learning. 

As a trainer, you must accept that no person learns exactly like anyone else and that these differences complicate the manner and method in which subjects or tasks can be presented to, and learned by a student group.

We can’t change many things presented to us as trainers:  gender, race, physical ability, intellect, values, motivation, needs, background, etc.  What we can do is present material in a way which capitalizes on those differences because of the presentation by and interaction of the instructor with the subject matter and the students.

The methods presented in the “Training the Trainer” class will go a long, long way in helping you successfully negotiate the minefield of student differences in learning, motivation, personality, and values, which ultimately will help you succeed in setting up a class where “learning is occurring.”

Become Physically Fit as Possible (Or “How to Increase Your Life Expectancy”)


There’s a lot of truth in the poster above. You’re going to suffer one way or another. Either through the relatively small pain of the effort put into vigorous exercise and sore muscles or the larger (pun intended) and more extended pain of letting your body atrophy, become fat, unhealthy, and all the misery that comes with that choice. So, why not choose the relatively light pain of suffering the discipline of exercise and healthy eating habits?

Everyone hates exercise.  Or so it seems.  Based on observed behavior, most folks figure, “I can do that crap later…” or “My daily work at the shop/farm/house/office keeps me as fit as I need to be for any SHTF situation….”

This thinking can be only described as one thing:  Delusionally wrong.

This kind of thinking is the result of one thing:  Laziness

I know this because I fight it every day.  Every. Single. Day.  It’s easier to not exercise; easier still to stop exercising because you’ve started to actually feel good, maybe have lost a few inches around the middle or pounds and can delude yourself that you’re where you need to be!

Succumbing to that temptation is a recipe for disaster and (sooner than later) death.

It’s easy to look around the web at other highly respected blogs and get overwhelmed with the recommended levels of strength or routines.  But you can’t let that get in your way, either.  You have to keep at it.  Little by little you make progress; little by little you become more fit; little by little you increase your chances of living through ‘the first big die off’.

That said, prepare to be overwhelmed by reading this Op-Ed by John Mosby of the Mountain Guerilla blog. JM should be no stranger to regular readers of this blog; he knows what he’s talking about.

You’re going to get a ‘real-world’ look at just what it takes to be ‘combat effective’ for a SHTF situation. True, his experiences are focused on military/guerilla operations, but the principles hold very true for the man/woman that has decided to prepare themselves to protect their families. Once you read it, you might be thinking, “I couldNEVERdo that!!” First, that’s self-defeating. Second, it’s an irrelevant thought. The success comes from the trying. Take it one step at a time.

From the beginning, if you have to. That’s getting medical clearance from a doctor. Dropping dead from a heart attack or having a stroke is counter-productive.

Then, start with a very basic conditioning program. Get to the point where you can walk 4 miles in an hour in just your clothing. Then add a small pack, and after you get back to four miles in an hour, make it a bit heavier, until you’re carrying about 25 pounds and doing 15 minute miles. Then incrase the distance incrementally until you can do 10 miles with your pack at a 15 minute mile pace. On your off days, do sit-ups and strict form push-ups. Start with a single repetition if needs be. But do it. When you reach the point where you can do 25 sit ups and 25 strict form push-ups, start to do pull ups. Again, with a single one as your goal if needs be. Don’t quit. Don’t make excuses not to do the pull ups such as, “I don’t have anywhere to do them.” Use an I-beam in the basement if you have one; but a doorway pull up bar; mount one in your garage, but do it.

Track your progress over the course of a month and comparre it to day one. Then over 3 months and compare the last two months to the first one. Then over a year. You’ll be REALLY surprised at how much you improve over time.

If you want to turbo-charge the speed with which your body responds, simply improve your eating habits. Get rid of processed food as much as possible. Eat more vegatables and less bread. Cut back on the beer.

Here’s an example of what you can do if you try so you don’t become bored (it’s by no means ‘the’ routine, but it works for the guy who’s using it):

Monday – Push Ups – Cardio (walk or run or elliptical)
Tuesday – ‘Rushfit’ Abs/Core or other DVD routine / Add pull ups if only Abs/Core routine done
Wednesday – P90X Shoulders and Arms
Thursday – ‘Rushfit’ DVD Routine (Plyometrics or Strength & Power)
Friday – ‘Rushfit’ Abs/Core & Cardio (walk or run or elliptical) / Pull ups
Saturday – P90X Back & Biceps
Sunday – Rest

(This isn’t an endorsement for any program listed above, by the way, it’s just an example of what’s worked. Everyone has their own likes and dislikes. One of the DTG staff almost exclusively uses ‘Convict Conditioning’ which is a great program also, concentrating on exercises using only body weight. The key is to find something that works for you and it!)

No matter what routine or program you choose, a key ingredient to success is to not become complacent (read ‘stagnant’) in your exercise. Change it up every once in awhile. When you need to because you’re just at your limit, take a few days off and relax, but get right back into it once you’re rested! It works. How do I know? Because a few years back, after leaving military service and being soft for some time, I started the same way I recommended above: One step at a time. It can be done.

The hardest part is taking that first step.

Get it done.

Effective Team Membership or “Paying Your Dues”

Literal VOLUMES of books and columns have in the past and are, almost daily, written about what it takes to be a leader.  There are ‘how to’s’, concepts, principles, and even scientific disection of various traits displayed by effective leaders.  These writings are also argued against with opinions by ‘rugged individualists’ who proclaim people should never find a good leader, rather, people should be their own ‘leader.’  The most probable outcome in the preparedness and liberty community will be disorganization, and ultimately, failure to achieve any objective that will serve most, if not all concerned.  Leadership is a necessary foundation of success or failure in a given endeavor when more than one person is involved.  Someone has to step up to make the hard decisions when nobody wants to do so, right?

What is not written about, discussed, or sometimes even acknowledged is what it takes to be a good team member, or more plainly, a ‘good follower’.  The term is not in favor, and therefore hardly ever used, because, in this writer’s opinion, it doesn’t feed egos, it doesn’t encourage kudos, and it always means someone else is calling the shots, and the follower is bound to follow directions, which takes discipline, and many today don’t have the self-discipline to do what it takes.

Truth:  Not all people can (or should) be, “in charge.”  Most people who vie for leadership positions actually understand (or care) what it takes to be a leader, and fewer are actually able to apply the science of leadership when it comes to getting people to do things that will serve them in adverse conditions, no matter how difficult the task or high the sacrifice.  However, almost everyone, if they apply themselves honestly, can be good team members/followers, or subordinate leaders if their skill sets have been developed enough to be effective with smaller groups or an individual ‘nube.’  When a follower initiates and follows through with his or her voluntary subordination, personal, task, and leadership maturity develop, and the capabilities of the team/group therefore increase.

So, what does it take to be a good team member?

A willingness to subordinate oneself under the authority of another for a desired purpose or goal that may involve either as specified or indefinite time period.  This is nothing new, as this requirement, typically unspoken and understood, is seen all the time in various sports, physical activities, or serious educational endeavors.  The instructor/coach is the leader, and the player/student is the follower.  The new member of the team/group/class/association must demonstrate he or she is willing to learn and apply common concepts and principles and then apply those in the performance of tasks. 

Second, there must be the understanding, that as far as the group is concerned, the followers/team members are beholden to the group with the obligation to master the ‘book moves/techniques’ that are common to all group members.  It matters not what those common tasks are comprised of, nor the difficulty level of learning/performance; the follower is in the position to prove him or herself to the group, not the other way around.

Third, purposeful self-discipline and suppression of ego.  The team member may find himself putting in extra time outside of group functions to study, get in shape, practice assigned skills, etc.  He or she also, by necessity, must acknowledge that others may know more or perform various subjects or tasks than they may.  Even if the team member does surpass a particular leader in one or more areas, the sought after team member will do whatever they can to make the team successful and not worry about getting ‘credit’.  Nothing demonstrates a lack of self-discipline or interest in the group to have a team member not come to group meetings/training sessions prepared or to be known for ‘getting credit’ or  building ego through ‘one-upmanship’ of the leader.

If the team member, or follower, practices the above points, the time will come where his or her opinion is sought after by the leader(s) because they’ve proven themselves–the ‘dues’ have been paid.  More responsibility will be delegated, and respect will be earned; more importantly, the group or team has expanded their knowledge and performance base, which equates to a higher probability of making it through adverse incidents, conditions, or events.

3 Season Bag – Our Pick


Why are we talking about sleeping bags in July? Because now’s the time to get yourself set up with a 3 season bag. That said, DTG exclusively recommends the ‘Wiggys’ system, found at because, quite simply, it’s the best system we’ve used, and we’ve used several brands in severe cold, wet weather, and just about everything Michigan can throw at someone living in the bush.

For general use, we’d pick the Super Light FTRSS, and a bivy bag as a back up to a tarp shelter (we are not fans of tents in any weather when dealing with a SHTF situation or when planning to be on foot and carrying the weight).  We only use the bivy bag in extremely wet situations, because in the cold, your bag will get wet, because the bivy is waterproof.  We know this from seeing it happen to our own bags (in freezing weather, it’s easily remedied by letting the bag air so the condensate freezes, then brushing it from the bag before using again).

But, that’s the good thing about a Wiggy’s bag.  It has superb insulation qualities, and from his web site, the material used, ‘lamilite’ is antistatic and hydrophobic, meaning it returns to full loft very quickly and water cannot attach itself to the fiber.  In fact, it wicks perspiration from your body to the outside of the bag.  Youtube has several examples of people taking their Wiggy’s bag and submersing it completely in water, draining it, and getting inside the bag, with only a lean-to wind break in 38 degree weather while wearing boxer shorts and a knit cap, and waking up dry and very comfortably warm. Here’s an example:

Wiggy’s guarantee also sets his bags apart:  It’s a lifetime guarantee: If a seam opens, the zipper breaks or the Lamilite insulation deteriorates (such as losing its loft or separating, clumping in one place or another), Wiggy’s will repair or replace the bag at no charge to the owner.

It doesn’t get any better than that!


Get your Wiggy’s bag from or direct from

Field Test: Sawyer Premium Permethrin Clothing Insect Repellent

Sawyer Clothing Insect Repellent

If you’ve ever been in the field in sweaty, dirty clothing and had dirty gear, you have an idea of no matter how much ‘bug juice’ you drink, you never have enough, because if they don’t come after your exposed skin, they seem to sense your skin under your clothing, and sometimes bite right through.

After having had many years of experience of simply ignoring the consistent discomfort of bugs biting through clothing, the though of being as comfortable as possible for as long as possible in a field environment, whether training or in a SHTF scenario, was very intriguing, and I followed up by putting my money where my concern was and did a field test on it.

Not too awfully expensive for a test (S16 for 24 ounces from Amazon), especially with the hope of some relief during the ‘heavy’ bug season. This past holiday, 4 and 5 July, I put it to the test in the middle of my own training ground in Northern Michigan while doing some upkeep and maintenance of the property itself and various support machinery, all while wearing impregnated field pants, boots, socks, wicking issue brown t-shirts and a boonie hat.

I’ve got deer flies, black files, no-see-ums, mosquitos that can double as dragon flies, ticks, centipedes, and spiders. The only thing we don’t have are scorpions. This time of year, as you park your vehicle, the bugs are diving at the windshield trying to the get to you. Under these conditions, the test seemed like it would be a real trial.

It was.

I had ticks fall on me and literally jump off; mosquitos land and leave immediately. Even one spider crawled across my chest for an inch before it fell (or jumped – he was moving fast to get away) off.

Bottom line? This stuff works!

The directions tell you the best results come from using about 3 ounces per article of clothing. I think I used about 2 ounces per because I was concerned with negative reactions from being next to sweaty skin. Nevertheless, I did my socks, my boots, my field pants, t-shirts and boonie hat and had enough left over to do the same for the spouse unit, and she’s got very sensitive skin, and is typically the ‘bug magnet’ in the family.

I let it air dry for a day and a half prior to the trip. There is no smell whatsoever when fully dried (cured) and this treatment when done according to directions is supposed to last through six machine washings. I figure about 3, but will treat the clothing again to make sure it’s good to go as I did a ‘light’ job the first time.

Back to the bottom line: First, most importantly, neither of us had any skin reaction whatsoever from the application. No chafing, no itching, no rash of any sort. For me, it worked so well that I didn’t use bug juice on exposed skin! That, in and of itself, at this time of year, is unheard of! I was in the woods, tall grass, did some drills from the prone on my little ‘range’ with short sleeves and with my boots unbloused. I had bugs all around my head at times and all around me, but they refused to land.

The spouse unit, as the family bug magnet, only needed to use her natural repellent made from essential oils to keep her from becoming a bug main-course. No DEET, though, which for her, is a first.

All in all, this appears to be a really good way to treat your ‘go bag’ or field clothing and equipment. Equipment? Sure, the product even recommends it. That’s going to be my next test. Treating my personal LBE (load bearing equipment), ruck sack, and anything I have made from nylon or cordura. A couple of bottles of this might just be the ticket to being a tad more comfortable. It’ll also make that 4 ounce bottle of DEET last a lot longer….

DTG recommends this product!

The Unanimous Declaration

This Independence Day, do a service to your country and your family:  Read aloud the Unanimous Declaration of the Thirteen States, also known as the “Declaration of Independence.”

Then, after having contemplated those immortal words, enjoy the day.

Best to all,

The DTG staff.

Field Test: Frog Lube

My R&D guy is always looking for things that will make field maintenance on any of our equipment less tedious, and when it comes to our MBR’s, he’s very, very particular, because he knows I am as well.

That said, he did some sniffing around (no pun intended; you’ll understand why later) on this ‘new’ weapons lube (paste and liquid) called, “Frog Lube.”

frog lube

I was dubious, to say the least.  I am of the school that takes a four ounce bottle of CLP to the field and always comes home empty, because I’ve found through long experience, except in the coldest temperatures, that the Stoner platforms run best wet.  The wetter the better.

I made him prove it to me.

Now, on my platform, I have a Fail Zero BCG and bolt, and a Nickel Boron upper.  Just the Fail Zero is supposed to be able to run dry for 50,000 rounds without a malfunction, so the added Nickel Boron upper makes one believe he’s secure.

I ran my rifle dry for 300 rounds in the above configuration; some at rapid fire rate, some at sustained or slow fire rate.  No runs, no drips, no errs, and no malfunctions.  Works fine.  Still had to scrub a bit when cleaning, but hey, it ran dry in 65 – 70 degree weather with no problems

Then I decided to go ‘old school’ and coat all the inside of the upper and the entire BCG and bolt, inside and out, with CLP.  Ran another 100 or so rounds…!  Slick, fast, no malfunctions, and easier to clean.

So, my R&D guy keeps bugging me, and I break down and decide to try it.  I clean the upper well as well as the entire BCG with the Frog Lube liquid.  I wipe it down, then I coat it with the Frog Lube paste and let it set for a day.

Just function checking the rifle I notice a difference in the speed of the BCG moving through the upper.

I do the ‘Spock Eyebrow’ thing.

Then I fire 100 rounds.

Then I clean it by wiping the upper out and the BCG down.  Done….save for the barrel.

Wow.  And the neat thing is that this stuff adheres microscopically to the material to form a ‘dry lube’ on whatever steel your weapon is made.  If you do this all summer, by the time winter comes and you wipe it down to run it dry in cold temps, like the ones we routinely have and train in here, you’ll be golden.

The mind boggles at the possibilities:  M-14 type rifles; Garands, HK’s, AK’s, even the SKS could benefit, bolt guns, you name it.

So long as you lube or oil it, you can use “Frog Lube.”

Side benefit:  Right out of the bottle or paste container, it smells like ‘wintergreen.’  Yeah, I know….you don’t even have to form the words you are thinking.  HOWEVER, it does allow your HH6 units not to get irritated that you’re stinking up your house with various solvents.

Until “Frog Lube,” I was a Sweet’s 7.62, Barnes, and M-Pro 7 guy.  Dyed in the wool.

Well, I’ve found a new way to keep my platform functioning in the field.  I bought the kit that has a four ounce bottle of each.  It also includes a brush and a cloth.  Not too bad a price: $25 or so, depending on where you get it.  But I won’t use the paste up for at least a couple, maybe three years (and I shoot whenever I can) and the liquid probably in 1/3 less time than that.

So, do yourself a favor, prepared person:  Take the gamble and try it out.

We did and fully endorse the product.