How Can A Good Teacher Get Even Better?

Question: I am a teacher in a Chabad boys school outside of New York City. I would consider myself a successful and competent teacher and I truly feel that the students have shown consistent growth under my care. We all know the saying that “If good is good, then better is certainly better” and I would like to improve my attitude and mindset in my shlichus. Are there any letters of the Rebbe that address this?

 Answer: I would like to begin by stating the obvious; namely, that I’m truly impressed with your letter and desire to constantly improve. Upon reaching a stage of consistent competence and success, many teachers develop a certain mindset of “cruise control” and remain stagnant in their development. That you reached out for inspiration and guidance, from a position of success is extremely impressive.

The following are a few letters addressing the mindset and attitudes of teachers:

Be In A Good Mood

(1) In 5725 (1964), the Rebbe received a letter from a certain Mr. A. Ron about a certain dysfunction between two administrators of two different schools in Yerushalayim. The Rebbe told him that he would write to Rabbi Yosef Zevin, the famous editor of the Encyclopedia Talmudis, to get involved and work things out in a way that was satisfactory to both parties.

[Parenthetically, few days later indeed, the Rebbe wrote to Rabbi Zevin and explained that the source of the issue are two points: (a) That one of the members of the general board of both institutions was the brother of one of the administrators; and that (b) Rabbi Zevin himself was not on the board as the fifth and deciding vote when needed. (Igros, Vol. 23 p. 284; #8899)]

The Rebbe then adds this very important foundational educational principal: “In the field of education especially, it is vital that teachers work with true inner satisfaction and peace of mind and not feel forced, as the students are innately affected not only by the words that the teacher actually says, but also by the mood and emotional state of the teacher and the manner through which he interacts with them.” (Igros, vol. 23; p. 282; #8897)

Cooperation With Students and Parents Is Key

(2) The following letter, written in 5714 (1954) to Rabbi Hertzog from Melbourne, Australia describes the proper attitude that teachers and administrators of an institution should have when they interact with parents and students.

“In response to your question whether the administration should take a strong stand about every detail when dealing with the students and their parents:”

“I can’t give specific directives as things have to be judged on an individual basis, but if it is an important matter, you should not compromise. Yet, even in such cases one must proceed in a pleasant and peaceful manner since this will make things much easier to actualize…

“Experience from other institutions has shown that when there is proper coordination and communication between the members of the administration, they are able — in most cases — to find the right words to explain to the parents and the students how a particular rule is beneficial for the institution at large and for the individual student as well.” (Igros, Vol. 9 p. 147 #2766)

Be Mindful Of The Student’s Character

(3) In 5706 (1946), the Rebbe wrote a letter to the famous Chabad Chassid and philanthropist, R’ Yankel Katz from Chicago, Illinois. The Rebbe was writing about the importance of reaching other Yidden through the teachings of Chassidus that he was a partner in their publishing. Within the letter, dated 7th of Shevat, the Rebbe writes:

“At the conclusion of its description of the laws of Pesach, this week’s Parsha [Bo] states (Shmos 13:8): ‘And you shall tell your son.’ This teaches us that at the time the Jewish people left Egypt, Hashem exhorted them to endeavor to communicate to youth and enable them to understand the concept of the Torah and its mitzvos. Chazal say (Pesachim 10:4): ‘According to the son’s understanding, his father should teach him,’ i.e., one must contemplate the nature of the character of the youth being educated, and [on that basis,] seek out ways to draw him closer.” (Igros, Vol. 2 p. 95; #210)