- 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
5. Reflections
An essential quality of a teacher is the humility to know that s/he does not know everything. Indeed, we empower our students by showing them that they need not and can not rely on teachers for the answers, but to learn how to find them on their own. We learn from our students, and certainly from our fellow educators.
A bad joke is told of the President of a Reform congregation who walked into Temple one Sunday morning. He was surprised to see the Rabbi studying Torah. He was furious and had the Rabbi fired, for “learning on the job”, as if he did not already possess the requisite knowledge and competency for the Pulpit.
Talmud Torah is, practically, an crucial mitzvah, and ideologically, an essential value. We must impart to our children and students that learning is not just a tedious necessary requirement for school, but should be a pleasurable experience that we continue to incorporate into our daily lives. Indeed, s/he who learns [Torah or otherwise], continues to discover how much MORE there is to learn! We must strive to make learning a powerful, enlightening, uplifting endeavor so that our students identify with the value, and crave to participate in, fulfill, and feel successful in the mitzvah of learning.
The time and methods used for learning Torah have come to define and distinguish sectors within the Jewish community. I believe every Jew should feel s/he can connect with Torah, have access to it, have role models who both learn it and live it, and ultimately incorporate Torah law and values into their lives.
Ultimately, Torah comes from the word “hora’ah”, to teach. Torah is meant to be taught, learned, lived, and loved.
An essential quality of a teacher is the humility to know that s/he does not know everything. Indeed, we empower our students by showing them that they need not and can not rely on teachers for the answers, but to learn how to find them on their own. We learn from our students, and certainly from our fellow educators.
A bad joke is told of the President of a Reform congregation who walked into Temple one Sunday morning. He was surprised to see the Rabbi studying Torah. He was furious and had the Rabbi fired, for “learning on the job”, as if he did not already possess the requisite knowledge and competency for the Pulpit.
Talmud Torah is, practically, an crucial mitzvah, and ideologically, an essential value. We must impart to our children and students that learning is not just a tedious necessary requirement for school, but should be a pleasurable experience that we continue to incorporate into our daily lives. Indeed, s/he who learns [Torah or otherwise], continues to discover how much MORE there is to learn! We must strive to make learning a powerful, enlightening, uplifting endeavor so that our students identify with the value, and crave to participate in, fulfill, and feel successful in the mitzvah of learning.
The time and methods used for learning Torah have come to define and distinguish sectors within the Jewish community. I believe every Jew should feel s/he can connect with Torah, have access to it, have role models who both learn it and live it, and ultimately incorporate Torah law and values into their lives.
Ultimately, Torah comes from the word “hora’ah”, to teach. Torah is meant to be taught, learned, lived, and loved.