True That

"Good teaching is one-fourth preparation and three-fourths theater."

-Gail Goodwin
American Novelist

Back to School!

I'm sure you guys aren't busy right now, so read these articles here, here, here, here, and here.

Stop complaining, some of these are short!

Even the Ben Sorer U'Moreh

A very important piece...

It's the Most Wonderful Time of the Year

My Father's Favorite Commercial

Are you ready?

Where Has the Summer Gone?

Check This...

And let me know what you think of this. I thought it was a little strange!

There's Got To Be A Better Way

1. Interesting
2. Cute
3. Fascinating
4. Really?
5. Is that Right?
6. Helpful...Maybe

Hat Tip Ami for the last two.

More Summer Reading?

Zeh, V'Zeh, V'Zeh

Summer Reading

I'm telling you, this is good stuff!

Read this and this.

For extra credit. (Remember, extra credit is always fun!)

The Rod

I read a very nice piece here by Rabbi Doron Beckerman. I have included all of the text on our site as well.

The tongue of the wise will approve of good sense, and the mouth of imbeciles will cause folly to flow. (Mishlei 15:2)

When I’m not writing pieces for Cross-Currents, I’m involved in face-to-face education. As my years in the field pile up, it is inevitable that I expand my repertoire beyond just knowing how to teach Torah, to developing techniques for dealing with the students who are less motivated. This lack of motivation can be attributed to various causes. One critical area of concern is general lack of belief in oneself as a valued person, as one who has the potential for greatness. This feeling is one of the primary indicators of an at-risk child.

It is well known that one of the basic lessons of education, for parents and teachers alike, is the necessity of positive reinforcement. Focusing only on the negative, while being blasẻ when something good happens, is often a recipe for bitterness and despondency.

There is an educational approach known as “The Nurtured Heart Initiative,” or “The Inner Wealth Initiative,” developed by Dr. Howard Glasser, that takes the above to the next level, inverting the equation altogether. The concept is that “difficult children seek intense relationships, and they quickly learn that they can readily engage and control others through negative behavior. These children can become almost addicted to the rush of this kind of relationship” (The Inner Wealth Initiative, pg. 165).

What this approach does is intentionally pour on huge amounts of positive energy when the student is doing something positive, and reflecting it back at him as a display of his own greatness being realized. This includes being specific with praise, consistency, and constantly being on the lookout for displays of the values you want to instill -responsibility, social grace, honesty, good judgment, etc.

These positive interactions will sometimes involve being creative in recognition of when the child is doing something right, or even manufacturing such situations. There are endless opportunities to see a child doing something good, even the difficult child. If you see your young child closing the door to the car, pour it on. He is showing concern for his personal safety, acting responsibly, etc. Let him know that. Put it in the context of the Torah’s appreciation of these traits – and he is thrilled to be a Jew. The point is a relentless, sincere appreciation of the child’s realization of the myriad talents he possesses, as milestones on his road to gadlus, Torah greatness.

“Hakadosh Baruch Hu wanted Bnei Yisrael to accrue merit, therefore he gave them an abundance of Torah and Mitzvos” (Makkos 23b). A major benefit of this approach is that the child senses that rules are not there only to be adhered to or broken, a burden and a bore, but they are there as opportunities for growth.

It is told of Rav Isser Zalman Meltzer zt”l, that part of his greatness as a mechanech was his ability to take any question asked by a student and rephrase it as a masterpiece of learning, always leaving the student with a sense of dignity and self-worth, even if sometimes clueless as to what it was he purportedly asked. This occasionally takes the brilliance of a Rav Isser Zalman. However, any Rebbe can celebrate the achievement of his withdrawn student asking a question! Energetic, warm, sincere praise for the interaction, stated as a reflection of the student’s quest for knowledge, is like rain in a parched desert for many relationship-starved, unmotivated students.

It seems that this is the meaning of Rav Wolbe’s assertion in “Building and Planting in Chinuch” , based on the verse in Zecharia 11:7, that the “rod” in the verse “He that spares the rod hates the child,” can also be referring to the rod of pleasantness. He writes: “We must recognize that the rod of pleasantness is also a rod, but it causes no pain. When I offer encouragement, it too is a rod.” Perhaps encouragement is called a rod because its effectiveness depends on the energy that is expended in its use.

On the negative side of things, problems and poor choices should not be given much attention and energy, and they thus become unnecessary as a way to gain relationships. To be sure, rules are strictly enforced, but not with high intensity interactions, long-winded lectures and the like. These reactions are perceived by the relationship-seeking child as an energetic reward, and encourage more of the same. The “action” happens when good things take place, and that is where the student naturally wants to be.

There are other elements to this approach that are beyond the scope of this piece. I would encourage parents and teachers of unmotivated or difficult children to do further reading, and ascertain whether it is worth a try in their homes or classrooms. I believe it has great potential in making many amongst our youth, who lack the crucial feeling of inner wealth, believe in themselves once again.

[Rabbi Beckerman is a Ram in Yeshivas Ohr Yerushalayim]

Hello? Is Anyone Reading this Stuff?

I like this, and I like this. Meaning, I liked the articles, not specifically the things they are describing. Well, just read 'em.

Cool Stuff

Cool Stuff!

Summer Time?

How do you fit in? Let me know.

Click Here

Wait wait wait!

And this one!

This one is important from a Halachic standpoint as well.

Comments?

Summer Break?

Yes it has been a while...but I am relaxing over the summer...and no one else seems to be contributing anyway.

Check out some of this stuff:

1. This

2. That

3. The Other

This is Just Turning into a Link-fest

This is a very interesting article. Cheating has become rampant and is rarely dealt in this manner. What do we think about the reaction of this school? What do we do with cheating seniors? We should learn an important Mussar Haskel from this school.

Where has the time gone?

Ok, for starters, try this article here, and then this one here. Let's meet back to discuss.

I am Sho-cked

This here is a must read. Is there a Chinuch message? Maybe not...but I think there's got to be something here.

Alef Daled Daled

None of this should come as a surprise, but it is articulated nicely here.

Strapped

As many Orthodox day schools face the rough economy they look to scale back in different areas. With a dual curriculum we are already short on time...can we afford this?

The Fire of Torah?

The newest version of the Kindle seems to going after the education textbook market. This is beginning the discussion among publishers as to what happens if and when e-books take over. Is this good for textbooks? What about for Seforim? One thing Seforim will always have on their side is the Shabbos factor. The Kindle can't help you do Chazara on Shabbos for your test on Monday. Should we embrace the new technology.

Personally, I hate reading off of a computer screen (yes, I know that's ironic). I also hate when kids Daven from their iPhones particularly because I'm not always sure that they are looking at the text of their Siddur.

RCA Resolutions - Day Schools

From the RCA website (link):

Importance of Day School Education: Opposes Charter Schools, Urges Community to Increase Funds to Day Schools, and Urges Day Schools to Reduce Costs

The current global financial downturn has adversely affected Jewish communities far and wide. One potentially devastating result, for younger families, is the challenge of affording Jewish day school tuition.

A double curriculum, particularly on the high school level, requires twice the faculty needed for general studies, causing a great deal of additional expense. Even before the current economic crisis, charter schools teaching Hebrew language and Jewish history, as well as public schools that would permit Jewish studies to be taught to select students during the school day, were proposed as cost-cutting options.

Considerable research has demonstrated that the years spent in a Jewish day school environment play a powerful and essential role in Jewish identity formation and ongoing commitment to observance and Jewish community. Even proposed "Hebrew language" charter schools fail to provide an environment conducive to the development of deep-seated Jewish identity. Further, these schools are mandated to teach limited aspects of Jewish culture, self-consciously avoiding Torah and mitzvot.

Were a shortage of funds to force us to reprise the situation of past decades, in which relatively few young members of even the Orthodox community were able to receive a day school education, this would constitute a substantive demolishment of one of the crucial building blocks of our families, neighborhoods, communities, and cities. This would turn back the clock on the many years invested in achieving the current level of availability of day school education, and the concomitant positive results.

Be it resolved that we urgently encourage our Jewish communities to creatively make the maximum possible assistance available to students in need, so that they will receive the total Jewish education they desperately need and deserve.

Be it further resolved that Jewish day schools must engage in serious and effective cost-cutting, to insure that their operations are as lean and cost-efficient as possible.

We further call upon rabbis and their constituents to re-evaluate the needs of their community schools and the distribution of their tzedaka funds, so as to direct them inwardly, where such is required.

We further urge rabbanim to emphasize to their congregants that the obligation to support Jewish day schools is not limited to the parent body, but applies to the entire community. Indeed, only through such an understanding will our educational institutions survive the current economic downturn as well as thrive, and offer our children the education and experience that is so necessary for their Jewish success.

I Figured

I never knew why teachers got so upset about students chewing gum in class. It was always one of those things that was never accepted. It must be that it had more to do with where the gum ended up as opposed to what it meant about the classroom atmosphere. 

However, there are studies that speak wonders of what gum can do for students.

(We may want to avoid the whole issue because for some reason many of the MODox community have not accepted the whole Kosher Gum thing yet. And yes I know that there are Shitos, but let's be honest).

It's Genii Brian...It's Genii

Check out this most interesting piece from the New York Times. On the one hand, it should make those of us who don't perceive ourselves as genii happy in that it isn't because of a lack of god given talent. However, it should drive all of us to work a little harder. I hope it's not too little too late.

Regardless, how do we alter our teaching in order to nurture our students in becoming genii?

How do we alter our teaching of genii now that we can better understand the way that they work?

We Need You

This should speak for itself.

Rancor Where Public-School Parents Make Private-School Decisions

Please note this recent article from the New York Times.

In my opinion, it seems as though it is a lose-lose situation. Although I do feel it is important for the Jewish people to protect themselves economically, it seems to be causing a big Chillul Hashem. So, in the long run is it really worth it? Rancor is a harsh word.

Many of the Orthodox here and elsewhere feel crushed by the weight of high
school taxes and private school tuition. Making sure the school district is
fiscally prudent seems a necessity.

That makes sense...Yeshiva tuition is completely out-of-control expensive. Why shouldn't I protect myself from additional higher taxes coming from Public Schools which aren't economically sound or feasible.

But increasingly, others are chafing at the idea that people who don’t send
their children to the public schools are making the decisions for those from
very different cultures who do.

I can imagine why that's frustrating, but I am paying for this service to be provided, so why shouldn't my opinion matter?

“The current system doesn’t address the question of governance with the consent
of the governed,” he said, adding, “It doesn’t feel like America.”

Isn't this democracy? It is certainly a shame that these public school families live in a district that is heavily populated with Jewish people, which may put there schools under the microscope. However, this "governance" is "with the consent of the governed," in that the majority have voted one way. For example, is this any different than a certain public service offered for a long time by a local government (which those politicians may or may not use) which is then over turned when a new party, or even a new leader, takes over? If a majority of democrats outvote the republicans in office, are the new leaders implementing "governance without consent of the governed?" Don't the higher-ups decide whether or not their are going to be vouchers for parents (many of whom do so for religous reasons) send their children to public school? Do they always factor in our "consent"?

The enduring dynamic here and elsewhere is the Orthodox voting in huge numbers
and, invariably, for one of their own. Competing here with splintered,
low-income, ethnic constituencies, they invariably get the votes.

Is this an abuse of the system that should lead to "Rancor?"

Of course, not all victories are worth the costs. And critics ask how the
yeshiva parents in Ramapo would feel if the decisions about its schools were
dictated by local black or Hispanic residents.

Many of these parents would not appreciate it. This is why they send their children to schools where the decisions are made privately, and not open to the masses to vote on. Does this comparison really work?

The issue has percolated since the Orthodox gained control of the board a few
years back. It gained a measure of acrimony a year ago when...

Of course, if there is any foul play involved it should be stopped. No one here is advocating an abuse of the system in any way.

Again, even if the argument is correct, we must assess whether it is worth its rammifications. And, no one here is looking to shut down schools without reason. The key is to make sure everything is financially sound and to provide the best education accordingly.

Oh boy...

Mr. Roboto

Be afraid, be very afraid! After all of that talk of Teaching being such a safe field in a troubled economy, it turns out that we should be concerned nonetheless. This is really fascinating!

Midos Alert!

It is always nice to see Midot being taught. Read this article about students who learned about the rammifications of Tzar Baalei Chaim.

I Foot Believe It!

Is this appropriate? What should the facebook situation be? Where do we draw the line?

Violence

Bullying as really become a major issue in Jewish day schools. I know that Azrieli has and continues to have various seminars about the problem. Look at these scary stats.

Hopefully this isn't as much of an issue!

Facebook Lomdus

Check this interesting article. It is important to note the message of these statistics because facebook is all the rage in Jewish day schools too. However, what I found most interesting was the approach to the findings. I always appreciate a good Chakira. What we have here is a classic Siman vs. Siba. Does extensive use of facebook cause grades to suffer, or is it an indicator that such a person most likely doesn't do as well in school.

Personally, I have a hard time believing it's a Siba. 

What say you?

Interesting approach to education

Interesting approach....
http://www.foxnews.com/story/0,2933,512569,00.html

Inspired by Us

As per our earlier discussion about using Youtube for (Torah) education...look at youtube's new exclusive education site here.

itunes had started something like this some time ago. ע"ש.

We're All Shomer Negiah

I know, I have been completely AWOL. Is this a possible comeback?

Check this most interesting article out. Let's Talk.

Charters

I still don't get it. What's the deal with these charter schools?

Mussar on the Court

I think we can all agree that a great way to connect with (some of) our students is through the basketball court. Being that it is an educational tool, it is important to remember how to act on the court as well. This story was a real shock to me when it happened, but I was content with the way it ended.

I knew it!!

We all know it is true, but how can we cram Recess into such an already overpacked dual-curriculum schedule?

Ridiculous

I hope the Yeshiva Day Schools in Pittsburgh do not pull the same shtick.

(If they do get it, I hope it is because of the depression of a terrible Steelers loss).

Let it Snow!

Today was one of those most magnificent days in the life of a teacher, a snow day. Of course, I am concerned about the potential lack of Talmud Torah/Tefillah B'Rabim that may face many of the students. There has to be a way to reach our students on snow days, even if not in a formal way. However, in some way we must try to spread the Torah out even on snow days. I know that at our school there is always a late Minyan on snow days a one of the schools as well as optional learning after. NCSY also runs a Minyan and programming from a different Shul. What more can we do?

Check this video of President Obama's reaction to school cancellations in Washington D.C.

Good Title

Apparently Dr. Marvin Schick recently delivered an informal and entertaining talk on the topic of "From Satmar to S.K.A. to...: Jewish Education in North America Across the Orthodox Spectrum and Beyond!" at the Gruss Kollel in Jerusalem. 

It is available at YUTorah.org (here).

Just planting seeds

Not that our goals should be about money, but this does remind us that we are just planting seeds as educators.

http://www.nytimes.com/2008/12/31/education/31jimmy.html

Parshas Shemos

Just a quick idea from the Emes L'Yaakov:

Most of this week’s פרשה details the birth, development, and appointment of משה רבינו as the leader of בני ישראל. Yet there aren't many details in the פסוקים. Perhaps this is what motivates רש"י to make the comments he does on a פסוק towards the beginning of the פרשה.

פרק ב' פסוק ז' says "...וקראתי לך אשה מינקת מן העבריות..." - “…and summon for you a wet nurse from the Hebrew women…”. Miriam volunteers to find a Hebrew to nurse Moshe. רש"י quotes the מדרש that states that the fact that מרים specified she would get a wet nurse from the "עבריות" teaches us that בת פרעה took משה around to many מצרי women to for them to nurse משה, but משה didn’t nurse from them "לפי שהיתה עתיד לדבר עם השכינה" – “because he was destined to speak with ה' in the future.” Apparently, as an infant, משה knew he would be speaking to ה' and didn’t want to contaminate his mouth with Egyptian milk.

The שפתי חכמים asks, how do we know that משה refused to be nursed by מצריות specifically because he was going to speak with ה'? Maybe it was because he recognized his mother – he was already 3 months old and had been nursed by יוכבד!? He answers that it says "ותצפנהו" - Yocheved hid משה for three months. Presumably, משה was hidden in the dark and therefore probably did not recognize his mother. And so the מדרש’s explanation – that משה’s refusal to nurse from מצרי women was because of his role in the future – is a reasonable one, according to the שפתי חכמים.

Interestingly, this idea is cited as the מקור for a particular הלכה. The רמ"א in Yoreh De'ah (פא:ז) says that חלב מצרית כחלב ישראלית - the milk is the same, whether it comes from an Egyptian woman are a Jewish woman. He continues, though, that nevertheless, a Jewish child should not be nursed by a מצרית if a ישראלית is available (because the milk from an עובדת כוכבים will dull a child’s heart and make the child bad-natured).

The Vilan Gaon says that the רשב"א cites משה רבינו as the source. Since משה refused to be nursed by a מצרית, we try to avoid it as well. But as the אמת ליעקב points out, this is a strange source for the הלכה! Moshe's refusal was because of his destiny – his future – when he would converse with ה'. Is that really applicable to all of the children of כלל ישראל?! Do we really think that every child will talk to הקב"ה?

The אמת ליעקב answers with a beautiful idea about חנוך. No, we don’t think every child will speak to ה', but we do think that every child has the potential to speak to ה'. Therefore, the way we approach educating our children should be by thinking that this child could end up speaking with ה'.

I don’t know how literally we are to take this, but the message is an appropriate one. As parents and teachers, we should approach our children and students with that perspective – that they are capable of great things in the future. That’s how seriously we need to think about how we educate them. And perhaps more important than us realizing this, our children need to be told this – that they too are capable of tremendous things and can reach great heights.

Chalos Sheim

Check this article out.

Is there anything MiAkeiv about the word "school?" What about in Jewish schools? Should we make sure to place the word Yeshiva(t/s) in the title. Or Mesivta? Beit Sefer? 

"We decided from an early stage we didn't want to use the word 'school'," she told local newspaper the Sheffield Star."This is Watercliffe Meadow, a place for learning. One reason was many of the parents of the children here had very negative connotations of school."Instead we want this to a be a place for family learning, where anyone can come.

"We were able to start from scratch and create a new type of learning experience. There are no whistles or bells or locked doors. We wanted to de-institutionalize the place and bring the school closer to real life."

In Jewish day schools especially they try to create a community of learning, so is the word "school" too limiting?

Conference Conbrio

I recently saw this article on the New York Times website. I thought that it was incredibly interesting. After enduring a painful round of parent teacher conferences this year (which many have informed me were nothing compared to the disasters in other schools) I began to think about the parent teacher conference model. This trend of not only bringing students to the meeting, but actually having them conduct it really peaked my interest. 

I was surprised that many of the students feel comfortable with this, but apparently they do. Having them present or even running the meeting cuts out a lot of miscommunication and answers a lot of questions. If a parent explains to me (as many did) that their child who is doing well in the class is, in fact, bored by the ease of the material and the pace of the class, we can ask this child if that is the case or whether they are working to earn the A. If parents are hearing different stories about work and assignments from the teacher and the student, with everyone present the real story will probably come to light. These are some basic examples of how having the student there helps. 

I don't know how comfortable I would be with the really open conferences where siblings and grandparents are welcome. I can see that becoming a big distraction, and I don't really see the advantages of having these extended family and friends present at all.

One of the authors on this blog told me that in a school where he had worked they not only had parent teacher conferences, but they also had a day of student teacher conferences. I thought this was an extremely wonderful idea. It allows all students, both those performing well and those who are not, a chance to personally discuss the class and their performance. It also is formal which, hopefully, helps the students realize that it is a legitimate attempt to make their personal learning experience better. There is also something nice about the teacher having a one-on-one with all of their students once or twice a year. (I'll allow the author to elaborate in the comments).

Either way, I think it's time to spice up those conferences.