Monday, September 12, 2011

September 11, 2001 - The end of a year - the beginning of a decade


We all remember September 11 and where we were when the world we knew was shattered.

I remember September 11 as the bookend of a terrible year. A year earlier, on September 28, 2000, I was on a number 2 bus going to my job in the Old City when Israeli soldiers boarded. They shouted at us to quickly get off the bus for our own safety. Ariel Sharon had visited the Temple Mount and the second Intifada started. There were raised voices and pushing as I walked to work under the watchful eyes of armed soldiers. Outside my office, I could hear clashes between soldiers and rioters. My sense of security had been shattered. For the next few months, my commute to work became tense as stones would rain down on the bus as we passed through hostile neighborhoods.

That was just the beginning. Soon after, there was the lynching in Ramallah and nightly shootings into random apartments in Gilo. There was a bus bombing in Machane Yehuda. I don't know why, but in my mind, I can hear the explosion and then the immediate sound of sirens racing through the city.

In November 2000, we had to return to the States for personal reasons hoping we could return soon. The bombings in Israel never stopped. They bombed malls, buses and discos hoping to hurt as many innocents as they could. Who can forget the images of the chidlren who lost limbs in the Kfar Darom school bus attack, the teenagers who were maimed and murdered in the Dolphinarium discotheque, or the young lives snuffed out shopping in a Mall?

On August 9, 2001, the terrorists detonated a bomb in Sbarro's pizza during the lunchtime rush. A family with 5 of their children had come that day to escape from the frequent shootings in the North. Only 2 of their daughters survived the day with injuries. The three older brothers who did not join the family outing were left to identify the bodies of their parents and their three siblings who were killed. One hundred and twenty people were injured and 15 were killed for the crime of going to eat pizza.

My husband and I moved into an apartment in Washington Heights in the middle of August. I was somewhat relieved as every few weeks we heard about another horrific attack on women and children who were going about their daily lives.

Yet, terror did not stop at Israel's borders just because I had wished it to be so. It visited the United States with a viciousness and inhumanity we had come to know over the previous year. This time, 3000 fathers and mothers, sons and daughters, sisters and brothers were killed and a country was shattered.

That event changed us all, but it did not change them. Ten years later, the disregard for human life has not ceased. This disregard does not read maps and does not respect borders. It bows to no politician and does not listen to reason. It is evil.

In the last ten years, our world has tried to deny the existence of evil giving reasons and rationale for its existence. But having witnessed the evil, and having seen the faces of the victims I know one thing. This evil cannot be explained, and it cannot be placated. It must be recognized as such. It must be fought and protested. Because, if we allow evil to take root in one place, it won't be satisfied. It will merely spread its tentacles into our lives wherever we may be.

Sunday, July 17, 2011

Divrei Chizuk given l'ilui nishmas Yehuda ben Nachman - Leiby Kletzky

This past week, there was a tragedy in Klal Yisrael. A young boy was murdered by a member of our community. We were all profoundly and sincerely shocked.  Ten thousand people came to a funeral and countless others listened to the funeral over the phone.
If you listen to the news reports and read the news stories it was not only the Jewish community who were shocked. The whole of New York City has been mourning. Bill Ritter from ABC news filed this news report:
I went to the Kletzky home in Borough Park this morning to visit the family.
I was honored that they welcomed me in. I was honored to pay my respects.
This is a family deep in mourning. 6 children, five of them girls. Leiby was their only son.
They are surrounded by an extended family - and surrounded as well, clearly, by a lot of love.
The family members I talked to want the world to know what a sweet and thoughtful little boy this was. They also want us to know that this tight knit Orthodox community rallied quickly to search for Leiby - thousands were out - combing the neighborhood grid more than 17 times. And finding the surveillance video that ultimately helped solve this crime.
I was also able to talk to Leiby's mother and father.
I told them that while their pain is theirs alone - we all share a bit of it. And by we, I mean millions - because this tragedy has affected the entire City.
And then his father offered this: He said he was proud to have been Leiby's father for nearly 9 years - and that if somehow his death is bringing so many people together - then what a great tribute to his boy.
I thought twice about going, but I was drawn there. And I'm glad I could express to Leiby's parents what so many other New Yorkers are feeling.
A tragedy has a city of 12 million saying מי כעמך ישראל.  Something has finally gotten through our defenses. We  feel overwhelmed and ready to come back to a life of Truth and abandon our pretenses of being someone who we are not. What can we do?
ותשחק ליום אחרון
There is one story in Tanach that comes to mind to give us direction. It was Rosh Chodesh Nissan and. Klal Yisrael were in the desert. A few months before, on the 17th of Tamuz, the Jewish people had worshipped the golden calf. After the sinners had been killed by Moshe and the Leviim, the people had wondered- Would Hashem reject them?  Would he leave them in the desert to die?  Would he say you are not worthy to be my people? No, Hashem still wanted them as a nation and still loved them. He wanted to make a home with them right there and then, in the Midbar in a Mishkan, with those people who had sinned.
            When the structure was complete, the people celebrated for  a full seven days, Each of those days, Moshe did the service and taught Aharon and his sons how to bring Hashem into His home every day.  
On the eighth day, Rosh Chodesh Nissan, this home was inagurated and Hashem was to move in. It must have been like a wedding with anticipation and joy at its peak.  
The pasuk describes the emotions of the moments after Aharon brought his first korbanos. While Aharon was stilling standing on the Mizbeach he blesses Klal Yisrael – showering them with love and hope for the future. Then Moshe and Aharon go into the Mishkan and together they bless the nation. Finally, the glory of Hashem appears to the whole nation and Hashem accepts the korbanos. The relationship of Hashem and his nation has been restored.

וַיַּרְא כָּל-הָעָם וַיָּרֹנּוּ, וַיִּפְּלוּ עַל-פְּנֵיהֶם.
and when all the people saw it, they shouted, and fell on their faces.
            Bnai Yisrael let out cheers of joy and happiness for what they had experience and then they prayed for their future. They were surrounded with feelings of joy and excitiement and love.

And then tragedy stuck.
  וַיִּקְחוּ בְנֵי-אַהֲרֹן נָדָב וַאֲבִיהוּא אִישׁ מַחְתָּתוֹ, וַיִּתְּנוּ בָהֵן אֵשׁ, וַיָּשִׂימוּ עָלֶיהָ, קְטֹרֶת; וַיַּקְרִיבוּ לִפְנֵי יְהוָה, אֵשׁ זָרָה--אֲשֶׁר לֹא צִוָּה, אֹתָם. ב  וַתֵּצֵא אֵשׁ מִלִּפְנֵי יְהוָה, וַתֹּאכַל אוֹתָם; וַיָּמֻתוּ, לִפְנֵי יְהוָה.
1 And Nadab and Abihu, the sons of Aaron, took each of them his censer, and put fire therein, and laid incense thereon, and offered strange fire before the LORD, which He had not commanded them.
2 And there came forth fire from before the LORD, and devoured them, and they died before the LORD.

Two of the men who were the focus  of this day, Nadav and Avihu were killed in front of all the Jewish people. They had gone into the Kodesh Hakedoshim to offer ketores when they were not allowed, and they were killed.  
The whole nation were shocked by the tragedy they just saw. The nation stood to see what נדב and אביהוא’s father would say. They would take his cue as to how they should react.
וידם אהרן - Aharon was silent. He knew that this was something he could not explain. He did not question and did not waver in his faith. וידם אהרן.
This is a lesson that klal Yisrael has learned from Aharon. Last week, we too had front row seats to a child being killed. We saw the search, and we saw the arrest. And we heard a father at his son’s funeral say Hashem nasan, Hashem lakach, Yehi shem hashem mvorach. Hashem gives and He takes, may the Name of Hashem be blessed.
That was one lesson. There was another lesson from that episode as well. And that was the response of  Nadav and Avihu’s mother Elisheva.  רבינו בחיי quotes a medrash . שהשמחה אינה ממתנת לאדם בעוה"ז, לא כל מי ששמח היום שמח למחר ולא כל מי שמצר היום מצר למחר. Happiness isn’t given to man in this word. Someone who is happy today is not happy tomorrow, someone who is pained today is not pained tomorrow.
The Medrash brings examples -  Hashem made the world and then had to bring the mabul. Avraham won a war, had a child, withstood the test of being ready to sacrifice his son only to lose his partner Sarah and suffer the indignity of having to negotiate a burial spot for her. The Medrash mentions other great people, Yitzchak, Yaakov, Yehoshua all of whom had lives that had times of joy and periods of tragedy and loss
The Medrash continues that there was one person who taught this lesson to the Jewish people like no one else in history. Elsiheva – the wife of Aharon, mother of Nadav and Avihu.
אלישבע בת עמינדב אין לך איש ואשה בעולם שראתה שמחות גדולות כמותה,
There is no man or women in the history of the world who witnessed as many large celbrations as she.
  - She saw her husband become the כהן גדול, her brother-in-law become king and speak to G-d, her sons become assistant Kohanim and her brother, Nachshon become the chief of all princes of Israel.
Yet her happiness didn’t last long, for on the day of all these celebrations, Elisheva’s two sons walked into the Mishkan to bring a Korban and they were  carried out burned to death.
 The nation saw a women transition from being the most celebrated woman of all time to a woman deep in  mourning. They learned from her that happiness in this world is not dependable and should never be pursued as a goal unto itself.
How did Elisheva survive this trauma and loss? How could she go on? The Medrash in Mishlei teaches us how she did it. The pasuk in Mishlei says - עוז והדר לבושה - ותשחק ליום אחרון Elisheva was able to survive this tragedy with Oz with strength and hadar with dignity. Others had spent their lives focused on their levush, their externals. She had concerned herself with doing Mitzvos and building strength of character,
When tragedy struck in the height of her happiness, she was ותשחק ליום אחרון. She laughed to the last day. She said to herself and others that only true happiness would come in Olam Haba, in the World To Come. In the meantime, she would do that which was right and wait for that day to experience joy. 
How do we become like Elisheva? How do we have her Oz and Hadar when things don't go the way we hope and dream? We must be looking to the Yom Acharon, to our final day. We can't go through life rudderless. We must decide on the goals in  life that will bring us to the joy of the World of Truth.. And then we must think forward 5 years from now - how will I be closer to what I want to achieve? In one year, how will I  be different? Then we must become very practical - how am I going to make this a reality?
We forget our commitments,  We procrastinate because we  get busy and the task gets  overwhelming. So we must also ask ourselves - what is the very next thing I need to do? And then we must do it. We must keep walking step by step until our goals are achieved.
One of my life goals is to stop speaking Lashon Hara. But this goal of is very broad and practically impossible. My short term goal might be to learn the halachos of Lashon Hara. But even that is too amorphous. I need to think – what is the next action I need to take to learn the Halachos of Lashon Hara. That action may be to find a book, or to decide when to learn. I must commit to doing that one act which will lead to the next act which will lead to my Yom Acharon, my final day.

One of my goals for my life is:

In 1 year, I will:

The next action I need to take to reach that goal is:

Olam Hafuch Ra’isi
When Nadav and Avihu were killed. Hashem explained to Moshe why they died. His answer was בקרבי אקדש - With those who are close to me I will be made holy
Has there been a bigger kiddush Hashem in recent memory then the actions of the Kletzky family? The front page of the New York papers report that Nachman Kletzky thanked Hashem for the years he spent with his son. They carried pictures of the thank you note the Kletzky's posted  outside of their home during their intense grief.. We have all now seen the greatness that comes from a life of Torah. And what of the kiddush Hashem of all the Jews who searched Boro Park in a heat wave? Or of the 10,000 Jews who stood to pay respects at a funeral sobbing over the lost life of one child who was not their own?
Who is this man about whom Moshe said “With those who are close to me, I will be made holy” Mr. Kletzky drives a car service van. In all the  stories I heard from my grandmother, she always described a simple Jew as the baal agalah - the wagon driver, the man who worked hard to support his family. He isn’t a Rav or a Rosh Yeshiva, a genius or rich. He was a simple, average Jew – the man who got people from one place to another. .
In our day and age, in our parables, we might update the story by saying that the simple Jew works for a car service.  If we would have heard about Mr. Kletzky in any other context, we would assume that he was unimportant. But he was the one to bring about the kiddush Hashem! Bkrovai Akadesh!  With those who are close, I will be made holy!
The Gemara in Bava Basra tells a story of Rav Yosef son of Rabbi Yehoshua who is dead and comes back to life. He is asked what he saw on the other side. He responds  “I saw an olam hafuch (an upside down world). The elyonim (‘high’ people) were low and the tachtonim (‘low’ people) were high.” His father responds “You saw an olam barur (a clear world)!”
We need to learn a lesson. This is an Olam Hafuch. We don’t and can’t know who is important and who is not. We can and must stop adding to the confusion.
It’s natural for us to rank people. I work in an elementary school. The kindergarten kids are always pushing and shoving who will be first in line. We try to stop them by having  line leader,  or  assigning spots, but the kids keep pushing. They are afraid that if someone else is first, they are somehow diminished.
We don’t grow out of it. In third grade, the kids don’t push for space in line, but they start competing in other ways. “I don’t use crayons, I only use colored pencils!”
As we get older, we push in more subtle and sophisticated ways, still jockeying for that line leader position, but this times in other areas including competing with how spiritually attuned we are. 
When someone tells us something they have done or thought, we jump in “I don’t let my kids eat that/wear that/ say that/ watch that. I would never go there/eat from there/ not buy from there/  or do that. We subtly put down what others are doing and let them know that we rank higher than they do.
We do this because this is an Olam Hafuch. We judge and we rank, we slice dice and divide. But we know nothing. It is an olam hafuch.
In Selichos we will say,
  שאין אנו עזי פנים לומר לפניך ה׳ אלקינו אבותינו, צדיקים אנחנו ולא חטאנו, אבל אנחנו ואבותינו חטאנו׃
We  are not so brazen to say before you Hashem, that we are righteous and have not sinned, but we and are fathers have sinned.  
When we want to volunteer to someone that we do something better then they do, let’s remind ourselves that we have no idea of who we are and who they are. We know we are sinners but they may be the close ones of Hashem.

Ahavas Yisrael
Another lesson we saw played out before our eyes was the power of Ahavas Yisrael. In this tragedy, we all searched and we all mourned, We didn’t look at the group before caring. We didn’t dredge up the history of all the slights we experienced. How do we continue this sense of family for longer?
The Ramban has a very powerful explanation of the mitzvah of ואהבת לרעך כמוך, He explains that the mitzvah means that we should want for our friend that which we want for ourselves. It’s a hard challenge. We may be happy if someone has a good job, a thoughtful spouse, cute children, nice clothing, but it is hard to be happy if they have everything we want for ourselves when we don’t have them.
How do we reach a level where we can truly want others to have all the good we hope for ourselves. We do it one step at a time. 
One of the main things that we want for ourselves is to feel good when we are dealing with other people. 


Take a moment to think of five feelings you would like to experience when you are dealing with others. *
1.            2.       3.       4..      5.


If you talk to a few friends and find out what their list includes you will have a  list of what we all want to feel when we dealing with someone else. 


When I was speaking to a group, our list included
Being validated
Listened to
Not Judged
Given the Benefit of the Doubt
Accepted
Welcomed
Befriended
Respected

I want to feel respected when I talk to you. According to the Ramban, shouldn't I want you to feel respected as well. Shouldn't she feel befriended, welcomed, listened to? 


How do we make sure that happens. It is actually  easier than it might seem. We need to think what would make me feel welcomed? By writing it down, I commit to trying to help others feel like I would want to feel. 

We need to be as specific as possible. If we leave it vague by saying we will be nice, nothing will ever change. But if we write down a concrete, quantifiable behavior, we may make a real change. For example, to make someone else feel welcome, we could greeting them  by name and make eye contact. Even if we are in a rotten mood, we will still make the other person feel welcome because we have a clear action to do.
This exercise is so important for us to do. It forces us to think about our impact on others. It is also important to do with our  families and with our friends. It creates  a culture of kindness and a commitment ot Ahavas Yisrael.
5-8 Feelings I would like to feel when dealing with others  and what I can do to make others have these feelings (as concrete and specific as possible)
#1   ______________________________________________________ _________________________________________________________

 #2   ______________________________________________________ _________________________________________________________

#3   ______________________________________________________ _________________________________________________________

#4   ______________________________________________________ _________________________________________________________

#5   ______________________________________________________ _________________________________________________________

#6    ______________________________________________________ _________________________________________________________

#7    ______________________________________________________ _________________________________________________________

#8   ______________________________________________________ _________________________________________________________ 

* based on the research and program of the Ruler Approach
It's From Hashem
I saying these ideas to a group of women. When I concluded, we started to discuss what could have been done differently. We asked perhaps if more people were paying attention as he walked down the street, if parents were more careful, this wouldn't have happened.  


One woman spoke up that affected us all. A number of years ago she had lost her son. She said "When my son died, I was upset. How could so many people do the wrong thing. If only one of them had done the right thing, my son would have been saved. Then four years later, there was a man in the community whose  heart stopped while he was in shul. There were so many people there at that moment who had to be there for him to still be alive. If Hashem had to arrange each of those people to be there to do the right thing for him to live, Hashem had to arrange all of those people who each had to do the wrong thing for my son to die.After four years, I had nechama for all the people who did the wrong thing" She continued "This was the first time this boy walked by himself, and that time he found the one person in a million who would do such a thing. Hashem had to arrange this as well."


Conclusion
There is so much we want to do when our eyes are opened to the Truth. But then the inspiration fades and old habits pull us back to old behaviors. Let’s think about what are our life’s goals and commit to doing the one thing on our journey to get there. Let’s not volunteer information if it is only said to rank ourselves and others. And finally, let’s implement some suggestions of making others feel good when they are with us so we we can be mekaim the mitzvah of ahavas Yisroel. 

Hashem took one of his close ones back. Let it not be in vain.

Monday, May 16, 2011

Answering questions.

Teaching elementary school is sweet. The students are uncomplicated. Their hearts are open and they are excited by new ideas. They have questions and want to learn the answers. Unfortunately, many times, the answer to those questions, the true answers, the fullest answers, are simply beyond their grasp. The answers require maturity, awareness of the human condition and abstract reasoning.

By the time they get to high school, many students don't bother with the questions anymore even though they  are ready for the answers. Many are apathetic. Others want to follow a leader and are intimidated by  aura of authority that a teacher has. Some will assume that the teacher is ignorant and foolish and is best ignored.

If you are lucky, you will have  a high school student who still has the questions. She sees through your bravado and challenges you. She demands the  truth.  There is nothing more exciting than when this  energy enters a class. When those real questions are thrown into the air, there is a joy of learning as each side argues, brings proofs and defends  opinions with words and reason. Truth becomes the focus, and Torah emerges.

Somehow, these students are often maligned because they challenge the authority of the teacher. How short sighted.  In life, our students will need to be able to weed out the charismatic charlatan from the truly inspiring. They need to think critically about an idea before buying into it.  The Ramban, Rashi, the Rambam all had that respect for their students. They prove their points using pesukim, maamarei chazal and logic. Yes, there is the mesorah and yes I am their teacher. But, I must establish unequivocably that I have earned that title and place in the chain of Torah transmission.


A  sense of truth should be celebrated.  It also must be encouraged and developed. Students can learn that  any idea should have a basis and can be substantiated. They can learn that they are not being asked to believe based on a relationship with a teacher but because of the strength of the argument.. They also must learn that they are  held accountable for their own opinions and beliefs. They need to know that their belief systems can't be constructed based on a whim but need a firm foundation to be true. 

There is a danger in allowing  students to believe us based on our authority or dynamism.  Becoming a teacher does not give us wisdom of the ages. Teaching is a job, and there is no miraculous transformation that imbues us with supernatural wisdom overnight. I will make mistakes. But the Rishonim, Achronim, Torah and Chazal have stood the test of time and the probing of countless minds. . When I say something, the student is relying on me and their faith is only as strong as my own. But if I give them a proper source, their faith has a  solid foundation on which they can build.

I can relax. Hashem and His Torah are strong enough and secure enough to deal with the probing of an adolescent. I just need to relax and enjoy the next generation's discovery of that power.

Sunday, February 20, 2011

Teaching Beginning Chumash - the ITL system

I spent some time teaching students who insisted they couldn't translate a pasuk. I tried to create a systematic way of reaching them. Here are my ideas

Rationale for system - The best learning comes through authentic involvement in the process. The process is modeled after being an apprentice rather than a student. An apprentice is involved to the best of his ability, while a student is perceived as an empty vessel to be filled by the teacher. To be authentically involved, the student must be provided with scaffolds so that they can act like the experts and can learn gradually how to be an expert.

Translated from jargon to English - I need to learn with my students not teach at my students.

For chumash, the key component missing is knowledge of grammatical structure and common words.


check out this post for reflections on using the ITL system
video examples of ITL independent Torah Learning -

Step 1.
  1. Teach taamei hamikra - very essential - you need to stop after these signs to be able to translate pesukim. This step must be first!
  2. Pick a logical chunk of story. Up to 10 pesukim works nicely. Pick out most common shorashim, prefixes, suffixes. Write all of them down. Translate the words using the shorashim and prefix list guide sheets.
  3. Go through the pesukim and put lines after the words with the trop signs
  4. Take turns reading the pesukim consulting the list of prepared words for help. I help break down the words initially by saying them syllable by syllable. Make sure that the reader stops by the trop signs.
  5. Summarize the content of each of the pesukim.
  6. Go through pasuk by pasuk and learn in depth (sometimes I combine steps e &f )
  7. Read rashi for the knowledge of the letters rather than translation. If rashi skills are very weak start with rashi workbook, rashi matching games, etc.
Step 2
No putting in trop signs first, don't help syllable by syllable, don't summarize pesukim rather make sure that phrases are understood
  1. Pick a chunk, go through and pick out most common shorashim, prefixes, suffixes. Write all of them down. Translate using guide sheets.
  2. Take turns reading the pesukim consulting the list of prepared words for help. Make sure that the trop signs are followed religiously
  3. Ask the students to find the phrase that means xyz or to answer an ?? ?? ????
  4. Go through pasuk by pasuk and learn in depth (sometimes I combine steps j &k) making sure that the student can ask good questions
  5. Read rashi for the knowledge of the letters rather than translation
Step 3
  1. Prefixes and suffixes are learned with their context - the Shorashim.
    1. Pick a chunk, go through and pick out words that have prefixes and suffixes. Write down the ones you don't know. Pick out shorashim & write down the ones you don't know. Translate those words before reading the pesukim
    2. Concentrate on finding ?' ?????? and translating correctly.
    3. Take turns reading the pesukim consulting the list of prepared words for help. Make sure that the trop signs are followed religiously
    4. Ask students to make up their own "Who is it talking about"
    5. Go through pasuk by pasuk and learn in depth (mostly I combine steps j &k)
    6. Start to work on rashi skills - have students rewrite rashi by writing out phrases, underline question, answer, key words, quotes, begin rashi vocab journal)
Step 4
Almost there!
      1. Pick a chunk, orally review difficult words, prefixes
      2. Take turns reading the pesukim. Make sure that the trop signs are followed religiously
      3. Go through pasuk by pasuk and learn in depth. begin reading meforshim with nikud.
Here is a sample of some of my classwork http://hochheimer.net/shira_classes/sample%20remedial%20work.pdf

Teaching it Right the First Time

I used to teach in High School. It was very rewarding, but at times I felt like pulling out my hair. I couldn't get some kids to remember assignments, translate basic pesukim or recall the story accurately no matter how many times we reviewed. I couldn't figure out where the problem was and how to correct it.

Last night I saw this video - http://www.learner.org/vod/vod_window.html?pid=9 A Private Universe produced by the Annenberg Foundation that made me think about that experience and how what we teach when really impacts kids' lives.

The video is 20 minutes long and traces how both Harvard graduates and high school students had no idea why there are four seasons and different phases of the moon. The video follows one very bright high school student who has bizarre ideas about moon phases and seasons. The video then shows how with the successful intervention of a high school teacher these misconceptions are somewhat laid to rest. However, the brilliant high school student clings to some of the mistaken ideas despite the best efforts of her teacher.

My Ah-ha moment came at about 4 minutes in. The narrator says "These students have had virtually no instruction in science"

I've just spent a good chunk of my life analyzing K-4 science curriculum and I beg to differ. Our kids have not had virtually no instruction in science. The kids learn about seasons in nursery, kindergarten, first grade, and third grade. They learn about the phases of the moon in 3rd grade. If you are lucky, they have had a lot of great instruction in science. If you are not, our kids have had a lot of instruction in science that was superficial, simplistic or incorrect.

The video shows that this initial learning sticks and is very hard to undo. How is a kindergarten teacher supposed to explain the impact of the Earth's revolution and its tilt on the seasons to a bunch of 5 year olds? Teachers try and, in large part, succeed in having the 5 year old understand on a 5 year old level. The problem comes when the learning from kindergarten does not get updated to match the sophistication of the other learning. Someone needs to explicitly challenge a student's kindergarten level idea to update these basic concepts. Sometimes the reteaching works, often times it does not. One might argue that it is better to avoid teaching something rather than teach it on such a simplistic level that it is essentially incorrect.

Chazal have already taught us that girsa d'yankusa - what we learn when we are young - leaves an indelible impression on us. If simplistic or incorrect explanations mess up a Harvard graduates's understanding of the universe, what does learning incorrect or simplistic Torah do to our children? How many of us have absurd notions of the Avos and Imahos because we have not updated our knowledge to our current level of sophistication? How many of us envision Rochel Imeinu sitting on a camel outside her tent because of the parsha pictures we have seen as little kids? Do we ever question whether our ideas are grounded in Torah?

This year I am teaching third grade.Today, I was teaching the topic of Yaakov getting Esav's bracha from Yitzchak. Even at eight years old, the kids had preconcieved notions of what was in the pesukim. When challenged they said to me " I don't know where it says it, but I know it is true." Exploding these ideas took hard work, but once I made the kids look at the pesukim they were astounded how much of the story they really did not know. Only then, were we ready to learn.

There is nothing simple about teaching elementary school. In everything I do, I am laying the foundation for their ability to learn in the future. I teach them shorashim, how to translate pesukim, read Rashi, halacha, and parsha. I also teach them how to keep an organized binder, hand in homework responsibly, and be a mentch. I want them to succeed in high school where my other students never had the chance.

The seforim I used to teach high school are still open on my desk. Each day, I have to evaluate what I should teach and what ideas are too complex and can only be taught when the students gain a greater level of sophistication. Yesterday, I taught what I thought was a great Rashi for third grade. The words were easy, and there were a few new vocabulary words I wanted to reinforce. The Rashi said that Rivka asked Yaakov to bring two goats to serve Yitzchak because one would be a replacement for Esav's dish and one would be for the Korban Pesach. We rewrote the rashi script and translated the words. All was great until one student raised her hand. "How could Rivka make a korban Pesach if they hadn't gone down to Mitzrayim yet?" Uh-Oh. I didn't see that one coming. How do I explain the eternity of Torah law and its influence on historical events to eight year olds? Would a superficial answer corrupt them from learning it completely when they are ready? Or, could I teach them something true and understandable on their level?

I make these decisions everyday when teaching third grade. I know the other teachers are equally concerned about teaching truth to the students from the time they are in nursery. I have made some mistakes and that is an awful responsibility. But having these goal in mind helps minimize those mistakes.

As parents and educators, we must always envision our children as being our Harvard graduates. We must see them as the bright, capable adults they will become and teach them so that they will be successful when they get there. We must realize that what they learn as toddlers and children will impact the heights they reach as adults. It's an awesome responsibility and priviledge that we are entrusted with. A lot of faith has been placed in us and we just have to work to do it right.

Self - Assessment & Feedback

Learning happens when kids are invested in what they are doing. This works best if they buy into the process and know why they are doing what they are doing. Over the years, I have developed questionnaires to help the students figure out what they need to best learn and why we are doing what we are doing.

This tool promotes a better classroom climate and learning. Research says that students who set personal goals for learning learn more effectively (Marzano). I have combined this goal setting with getting feedback to help improve my teaching and student learning 

I have used this technique in my high school classes because it requires students who are cognizant of what they are learning. At the beginning of the year, I give my students a list of skills that are necessary to learn Chumash (segmenting a passuk up to comparing Meforshim's essential premise) and ask them to rate themselves 1-5 for each skill. I then ask them to pick 5 skills in which they would like to improve, for any instructional techniques that help them, what can I do to help them achieve their goals and their favorite subjects. This lets them know from the start that I am tailoring the class to them, and I expect the year to be a learning process for both of us. 

On subsequent tests, I include a feedback section. I take out the key skills that we have worked on in that unit and ask them to rate themselves 1-5. I then ask questions about what instructional practices have helped them achieve their goals and other open ended questions about the learning going on in class. It is worth 5 points on the test so the students answer it. Asking them to rate themselves is important because it focuses their suggestions on academics rather than personality. 

Shockingly, most students are very sincere and concrete in their feedback. They have asked to increase homework frequency, use the board differently and have even suggested a particular graphic organizer. I make sure to modify my instruction and tell them I am doing so. If I can find educational research that backs up their request, I tell them about it. This helps the students be conscious of their thinking and learning styles. It becomes highly motivating for them to come up with clear, concrete suggestions instead of general complaints. It creates a classroom focused on growth rather than on getting good grades. I love when a student comes up at the end of class and says she is proud of me that I ____ while I am teaching. It also means I can change course if I see something isn't working instead of waiting until the end of the year to hear that a kid feels he didn't learn all year. 

I save the feedback sheets. On the final, I ask them the same questions as I did on the first day. Last year, I circled their original rating from the first day so they could see their growth. This was particularly meaningful for kids who got C's & D's since they saw their own growth and they cared less that their grade was low. I then use their feedback from the whole year to plan for my next year. If I see that students don't feel like they have improved in a particular area, I use my summer to think of strategies of how to address that skill set. 

A new blog

I already have a blog parshacakes.blogspot.com. That blog was devoted to things I do at home to teach my kids Torah.

In my professional life, I teach. I have taught Tanach, Machshava and Ivrit in high school for 10 years and am teaching 3rd grade this year.   It is true that Chinuch is always written about as a calling, a mission, an opportunity to reach the next generation and teach them Torah. But it is also a job. To do a job well, you got to know what you are doing, to reflect on what works and what doesn't.  This is what this blog is for.

I sometimes get passionate about an idea and need to share it. I'd love to hear your feedback. Please let me know if you implement any ideas in your classroom and how they worked out.
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