The Chofetz Chayim teaches:
If after giving a situation much thought, a teacher comes to the conclusion that a particular student has a behavioral or learning problems and feels that it will not be possible to deal with the problem without the involvement of the principal, other teachers, or the student’s parents, then the teacher should speak to the necessary parties without delay.
by Joel Lurie GrishaverThis text is found in the Shulhan Arukh. It is powerful because it talks about anger and frustration—realities for all of us who teach.
Hebrew School is supposed to teach Hebrew. For a short period after the 6-Day war and in sporadic occurrences Hebrew Schools have tried “Modern Hebrew.” Now Hebrew has mainly meant “Prayerbook Hebrew.” The most recent, most successful, and currently popular of these modern Hebrew programs came out of Cleveland (thank you, Nechama and Lifsa) is called Hebrew Through Movement and is pedagogically sound. However “Prayerbook Hebrew” is still granted most favored nation status and there is a logic to this.
Joel Grishaver has been spending some time on the phone talking to educators who have adopted PrayerTech for their schools. His conversations centered on the ways they are teaching tefillah, and how PrayerTech fits into their model. He talked to William Hertzfeld, the Hebrew Help and Kesher Coordinator at Temple Shaarey Tefila in Bedford Corners, New York.
This is a reflection on a historical moment in Jewish Education. Originally in 1986 Torah Aura Productions released a black and white book called Being Torah. It had a full colored cover. Textbooks had been in full color for years—just not a lot of them. In 2005 Torah Aura had the negative hand-painted and that meant the book could be in color. The big deal was that the Text could now be in color, too.
TAPBB 