Weekly Story: Much More Than Teaching

by Rabbi Sholom DovBer Avtzon

As noted in last week’s story, I will note some practical points of enabling our students and children, that they accept the Torah not only b’simcha, but also b’pnimiyous, it should become their drive.

There is the oft mentioned story, that once immediately after Shavuos, a chossid sent an urgent telegram to the Frierdiker Rebbe, when he was in Poland, bemoaning that the Rebbe had not responded to his previous requests for guidance, and the matter is of great urgency.

Reb Yechezkel (known as Chatcha) Feigin hy”d, who was one of the Rebbe’s secretaries showed the Rebbe this telegram. The Frierdiker Rebbe responded, “I have not yet come down from the mountain.”

Mashpi’im explain, it is noted in Shulchan Aruch (Orach Chaim, ch. 60) that when we say the words u’vonu vocharta, (in birchas Krias Shema) we should have in mind that Hashem gave us the Torah. Then when we say, a few words later, v’keiravtonu, we should have in mind, maamad Har Sinai (the aura we felt when we were standing at Har Sinai). And that is what the Frierdiker Rebbe was saying; He is still at maamad Har Sinai.

In essence there are two integral parts to receiving and learning Torah. There is the actual text, understanding the Torah. But then there is the atmosphere around it, the special aura that comes with it. According to some commentaries, this is the meaning by what we say in the haggadah, If He would have brought us to Har Sinai and not given us the Torah, dayeinu, [that would have been sufficient enough]. This stresses the importance or requisite of having a positive atmosphere in the class, before the learning begins. If the student has any fear that will prevent him/her from concentrating properly. The teacher needs to be tuned into the student’s needs.

Our chazal teach us (Chagiga 2a), Just as we are to be seen by Hashem [when we make the three pilgrimages for the Yomim Tovim], so too we are to see the glory of Hashem.

This teaches us, it is not enough that the teacher have the required knowledge of the subject matter, but that the students can also see [and relate or connect to] the teacher.

But nowadays we are zooming classes; and one of the consequences is that the direct vital interaction between teacher and student is missing. The question then becomes, what do we do to compensate it?

There are some melamdim of older classes who have asked their students to join in a porch or backyard minyan. Even if I can’t have the entire class at one time, but those who are in close proximity can join, some for Shacharis others for mincha and maariv. I will like to replicate the class chemistry as much as possible.

Then you can have the opposite spectrum. There is no class environment, so I can become an educator. I will pre-record my class and give the students the flexibility to listen to it at their convenience. There will be no interruptions and I will be able to present it in a truly thorough manner. While this might be acceptable academically, it is not chinuch. There is no engaging of the student. [Personally, I always enjoyed when a student blurts out a question, which shows that he is engaged in the subject matter, and I have the prerogative to choose, to answer it immediately or reply, we will be getting there shortly].

Just ask yourself, when was the last time you played a zoom session (from youtube etc.) that you wanted to listen to, but couldn’t attend when it was live!
In discussion with melamdim, the question came up, how are we able to mark this period on the report card. Some responded, just as we have done until know, and others said, it is impossible. Yes, I can mark attendance and perhaps participation, but I didn’t give any tests, so I can’t give a mark.

Now obviously every teacher is faced with the same situation. They all are zooming their classes, so why can some teachers give proper grades and marks and others not?

But some teachers are not just teaching, they are trying to engage their students to the best of their ability in these trying times. Many have implemented using technology such as google mail that each student has to record themselves for a few minutes a day. The teacher then listens on and can mark on how the student is expressing it. This works in the younger grades to mark kriah or chumash, and it can work for the older grades as well.

Some teachers listen on one day to what their students recorded the past three days and give the student a call. It can be just to congratulate the student on a job well done, or perhaps the teacher notices a pattern that can be rectified and gives a few moments of one to one guidance. And others reach out to each student individually.
Others told me that they inform certain students that tomorrow they will be called upon to review what was learned today and the student is given notice to review it and say it properly. In other words they are trying to recreate the class atmosphere as best as possible.

This is what b’simcha u’b’pnimiyous, the student is engaged and feels part of it.

Yes, it may be difficult to get the entire class on board. Some students barely call in and even after a phone call to the parents, sorry to say nothing changed. But sorry to say, that can be the situation, even in a classroom, some students might be lacking that incentive to be part of it. However, at least the vast majority of students would benefit from some form of engaging.

After all we are not just teachers and educators, we are mechanchim. Our students smell the coffee (attitude). They can tell which teacher is giving it their best. One boy told me that his melamed went to the west coast for a simcha, but he is up at 5:30 (California time) ready to begin the regular class. Yes that melamed is at the head of the game.

The importance of the student’s feeling is stressed in Chinuch Koton (which was learned in the shiur Yomi for Shavuos), that this inspiration is what keeps the person going even when they become older. We owe it to our students, children and indeed ourselves to be outstanding in these challenging times. The students may not remember the subject, but they will remember the overall picture of our approach.

You feedback is greatly appreciated.

Rabbi Sholom Avtzon is a veteran mechanech and the author of numerous books on the Rebbeim and their chassidim. He can be contacted at avtzonbooks@gmail.com

This week’s post is l’zechus the speedy and complete recovery of my sister Chaya Rivka bas Cheyena among all cholei Yisroel.