- HOME
- Table of Contents
- Resume
- Philosophy Statement
- 1. History of Jewish/General Education
- 2. Assessment
- 3. Curriculum
- 4. Language Development/Hebrew
- 5. Personal Development of Teachers
- 6. Collaboration/Community
- 7. Technology
- 8. Learning and Cognition
- 9. Evidence-Based Practice
- 10. Child Development
- 11. Content Knowledge
- 12. Ethics and Values
- 13. Instructional Methods
- Inspiration/Chizuk
- Post-Observation Reflections
I believe a teacher must possess extensive awareness and deep understanding of the subject s/he is teaching, not simply the prepared lesson. For each grade level, there are various necessary levels of a teacher’s scholarship. But even beyond this, I think students respect and admire a teacher whom they see knows more than minimally required, who can speak to them on their level and teach what is expected, but can also broaden their horizons with his/her knowledge, respecting their curiosity and responding to it effectively.
Elementary School
As an Assistant Teacher in 4th and 5th grades, I’ve learned to realize the responsibility of planning curriculum for Chumash, Navi, Dinim, Mishna, Parsha, and caring for myriad other details. This presents a wonderful opportunity to learn, review, and plan for these many subjects, with content on a mostly Beki’ut level, with a few Rashi or Midrashim into the mix. Besides for technical details, it is crucial, also, to introduce basic skills- besides necessary Ivrit, students must learn to recognize key grammatical details, story and character development and to begin looking for questions within the text, prompting their own and Rashi’s questions. Teachers, especially at this stage, must make learning interactive, creative, and emotional; students do not yet relate on a purely intellectual level, and must have opportunities to experience Torah in ways they can visualize, understand, and enjoy.
Middle School
They focus on 1 or 2 subjects, and add a few more mefarshim. They present/facilitate learning in a way that is engaging for pre-teens, allowing for creative projects to internalize and enjoy the learning process and to increase retention. While building their skills further, students should be able to read and translate pesukim on a basic level, and read and translate Rashi’s, begin making associations with other texts, and therefore ask more questions and know how to find answers.
High School
Teachers must be intimately connected to the texts, well-versed in various resources, able to cull and incorporate a wide range of information and angles of interpretation. They must be prepared to discuss the big questions, deep issues, and contradictory opinions with adolescent students, who are in the stages of emotional growth and spiritual search. Teachers must engage students, in these crucial years, in the valuable learning opportunity to express their own thoughts and questions about the texts, hearing Hashem’s voice speaking to them as well as listening for their own, identifying points of relevance and connection, and creating personal relationship with Torah. Torah is and must be portrayed as meaningful to both the intellect and emotions, both inside and out of the classroom, within the Jewish community and lifestyle as well as emanating beyond.
Elementary School
As an Assistant Teacher in 4th and 5th grades, I’ve learned to realize the responsibility of planning curriculum for Chumash, Navi, Dinim, Mishna, Parsha, and caring for myriad other details. This presents a wonderful opportunity to learn, review, and plan for these many subjects, with content on a mostly Beki’ut level, with a few Rashi or Midrashim into the mix. Besides for technical details, it is crucial, also, to introduce basic skills- besides necessary Ivrit, students must learn to recognize key grammatical details, story and character development and to begin looking for questions within the text, prompting their own and Rashi’s questions. Teachers, especially at this stage, must make learning interactive, creative, and emotional; students do not yet relate on a purely intellectual level, and must have opportunities to experience Torah in ways they can visualize, understand, and enjoy.
Middle School
They focus on 1 or 2 subjects, and add a few more mefarshim. They present/facilitate learning in a way that is engaging for pre-teens, allowing for creative projects to internalize and enjoy the learning process and to increase retention. While building their skills further, students should be able to read and translate pesukim on a basic level, and read and translate Rashi’s, begin making associations with other texts, and therefore ask more questions and know how to find answers.
High School
Teachers must be intimately connected to the texts, well-versed in various resources, able to cull and incorporate a wide range of information and angles of interpretation. They must be prepared to discuss the big questions, deep issues, and contradictory opinions with adolescent students, who are in the stages of emotional growth and spiritual search. Teachers must engage students, in these crucial years, in the valuable learning opportunity to express their own thoughts and questions about the texts, hearing Hashem’s voice speaking to them as well as listening for their own, identifying points of relevance and connection, and creating personal relationship with Torah. Torah is and must be portrayed as meaningful to both the intellect and emotions, both inside and out of the classroom, within the Jewish community and lifestyle as well as emanating beyond.