On Teaching
One day I passed a "former" student in the hall. The student smiled widely and said hi back. Early on, the year I had this student I caught him/her being good. It was the first week of school and I sent a positive note home, (I need to do that more often) as well as praising the comment on the spot which really was quite good. From then on the participation flowed regularly. A colleague of mine complained from time to time about this same person - there was an issue over an owed homework assignment and a debate over whether it was done or not. There were calls home and and and. I have a hunch I know what it's like when this rabbi and this student pass each other in the hall. How much does that matter? Now I'm thinking about teaching-related questions...
How many fond memories do you have of school? How many fond memories do you have of things you learned, specific points of information? How proud were you of how much ground you covered in class X? Do you recall with a sweet taste how well controlled Y's classroom was? Do you remember particular assignments that you excelled at? Do you remember any positive feedback that you received for work or participation? How many teachers in your life can you name that you remember fondly? How many teachers can you name about whom you have negative recollections? How many teachers' names elude you (does that matter, or does the fact remain that you learned from them and that's what counts)? How important is the connection created? The mood?
Regarding Jewish Studies classes (shiur): Are Jewish Studies different than other school topics? How? Should/could the goals of a teacher be different in a Jewish Studies class than a secular one? Are connection and atmosphere to be treated differently than in secular classes?
Were you more of a Math/Science student or an English type? Did you find that teachers tilted equally toward all students or leaned more to students inclined toward their subject? Did you find this to be more of an issue in some classes over others? What do you think of this Woody Allen quote - "Don't listen to what teachers say, just look at their faces and you'll learn all you need to know about life"?
posted by rabbi neil fleischmann @ 11:59 PM
2 Comments:
"How important is the connection created?"
imho the connection created is
EVERYTHING
"Regarding Jewish Studies classes (shiur): Are Jewish Studies different than other school topics? How? Should/could the goals of a teacher be different in a Jewish Studies class than a secular one? Are connection and atmosphere to be treated differently than in secular classes?"
The connection created is so much more important than the material taught and all the more so important in a Judaic class. If a math teacher shows a kid that they appreciate them and care there is a good chance that that kid might become a better math student...
How much more important in their Judaic studies which can change their lives?!
I have seen it happen with my own children and their teachers...They have the awesome power of turning a child on or off!
Shavuah Tov and thanks for the post.
About 10-15 years ago, I sent thank-you letters to several of my old high school teachers, as well as to the minister of the Congregational church my family attended. These were four people who had taught me much and helped me expand my thinking and creativity far beyond the bounds of our small hometown and little regional high school. I'm not sure any of them is still alive today. I urge everyone to send such letters while they can to those who helped them along life's journey, especially those who taught and ministered (and probably never got rich doing it!).
I am a humanities person, with a liberal dash of social sciences. My most memorable teacher was the middle-aged man who taught my English classes in 10th and 12th grade. He was passionate and a bit unconventional, even for the late 60s. Once we all filed into the classroom for 12th-grade honors English to find that Mr. R had written the word S E X in 3-foot-high letters on the blackboard. (I think we were studying Tess of the D'Urbervilles.) That got our attention!
My forte was writing of all kinds. Once for an assignment I composed a medium-length poem that Mr. R went crazy about. He asked my, and my mom's, permission to submit it to the Atlantic Monthly. He knew it was a long shot but wanted to try anyway. The eventual rejection letter meant little to me, but Mr. R's belief and joy in my writing stays with me still. I was a shy girl and not one to toot my own horn; likewise, my parents were reserved New Englanders who thought praise or boasting would "spoil the child."
Mr. R's support meant a lot, and still does.
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