‘Teachers Must be Aware of Students from Troubled Homes’

Dr Samuel Klagsbrun, Executive Medical Director of Four Winds Hospital, recently addressed Menachem Education Foundation’s Teacher Training Program to discuss the nature of the teacher-student relationship. According to Klagsbrun, a teacher cannot just come to the classroom to teach his lesson, but must relate to the entire child.

Reflecting on his own career, as a young psychiatrist he disliked sending patients to psychiatric hospitals, for although scientifically professional, their relationship with patients was not good. Eventually he took over the Four Winds Hospital, where his policy is to treat an entire person, as opposed to a group of symptoms. “It’s not the schizophrenic in room 305; it’s David or Harry.” Klagsbrun believes that this wholesome outlook is also a teacher’s responsibility.

If the teacher-student relationship is positive and filled with trust, a teacher will find it much easier to reach his students. The students may even forgive the teacher for his mistakes. Reflecting on his own childhood, Dr Klagsbrun remembered his 4th grade teacher who showed genuine interest in each and every student’s personal life. “But he should have been a baseball pitcher, because if a child would misbehave he’d take the eraser and throw it at the child, and he never missed his target!” The students were able to take it from him, because of the nature of their relationship. From his experience, a nurturing teacher will also see more academic achievement.

In addition, he spoke about how teachers must be aware of students who come from troubled homes. A student who may do well academically, may not have the skills he needs to go through life. Whether the parents don’t treat each other or their children respectfully, or he comes from a home which suffered from tragedy, illness or financial stress, each of these circumstances can heavily impact a child. This can often be noticed by one of two behaviors. Some children will develop a strong and intense attachment to another child to make up for the lack of security at home. Others will do just the opposite, isolating themselves, distrusting everyone. When a teacher notices such behavior he should make a point to spend time with this child, to listen to the child and discuss his interests. The child will at least know that the teacher is a safe and trustworthy individual. The teacher should then organize with the leadership of the school to have professional help provided to the family and child.

Dr. Klagsbrun discussed issues more prevalent in the frum community. Firstly, excessive guilt for not being perfect, for having bad thoughts, or not having enough Kavannah, and feeling that G-d is going to punish me. In an environment with more rigid rules, children have to be taught to forgive themselves for their mistakes. Another issue is secrecy of problems at home, such as abuse and mental health. This models for the children to live without discussing their feelings and problems. The Dr. once had a client from a Chassidic community who had been hidden by his family for ten years because he was considered crazy, and the family was scared of the shame it would bring their family. Dr. Klagsbrun immediately diagnosed him with schitzophrenia and prescribed him with medication. Within 48 hours the schitzophrenia was under control! Dr. Klagsbrun became known in the community as the “Vunder Doctor”.

For more information regarding Menachem Education Foundation’s Teacher Training Program, or any other questions, please visit our website at mymef.org or email us at info@mymef.org.