? The Science of Chinuch ?

I have recently began studying the field of education psychology. This field attempts to look at the way a person's mind is designed to learn and store information and then develops educational models most in sync with that process. One such model is that of Dr. Madeline Hunter. http://www.humboldt.edu/~tha1/hunter-eei.html#direct who was a professor at UCLA. Dr. Hunter researched educational theory and developed a number of elements that defines good educational practice. Once trained her approach, I would consider sharing this knowledge with other to insure that the Torah educators are teaching in the optimum way.

After at first resisting, then personally researching and experimenting with these techniques, I have learned their significant value. When I take the time to develop a lesson plan based on the suggested model I find the lesson to be more effective and the students learn with better understanding.

When I shared this information with a fellow mechanech, he aggressively objected to the entire premise. He based his objection on the published opinion of Rabbi Yaakov Weinberg zt”l. I was able to find the quote in his book on education that consists of his transcribed speeches given to mechanchim.

“There is one thing that is very difficult to recognize and accept, but it the very foundation of all Jewish education: Torah and chochmah are two entirely different things, and therefore all of the experiences, judgments, experiments, and conclusions that may be correct about secular education have utterly no relevance o a Torah education .”Chochmah b’umos ta’amin Torah b’umos al ta’amin – Wisdom among nations, believe it; Torah among the nations, don’t believe it” (Eichah Rabbah 2:13) suggests that Torah does not enter the mind the same way that secular knowledge does. Therefore, all of the methodologies that apply to secular knowledge are completely irrelevant when it comes to the way we learn Torah.” (pg 105-06)

Where does this leave my new found appreciation for Madeline Hunter?

I am confident that Dr. Hunter did not develop her theories in the Los Angeles cheder with students involved in Torah study. So what level of validity do these effective elements have? How to we resolve this conflict?

After sharing this question with a number of very prominent principals, I have synthesized their collective responses in the following way:
The “mesorah” of chinuch is to effectively communicate to our talmidim the words of chazal. The key word is effective. Any “tool” employed by a Rebbe that is effective cannot be classified as “secular”. Just as we would not consider a desk, pen or board, secular because it may have been created by a non-Jew, we cannot declare “anticipatory set” invalid . It is merely a tool that we use to transfer our Mesorah to our Talmidim.

Furthermore the Mesorah can never preclude the use of new and valuable tools due to the basic principle of Chanoch LeNar Al Pi Darcho. Each child, each generation, and each classroom, require a new set of tools that must be employed. If a mechanch picks up a technique that works for that situation, he must use it.

The Talmudist in me wonders if Rav Weinberg’s message can be understood to allow the usage of Dr. Hunter's research. Could Rav Weinberg's words suggest that when a technique is developed for the secular classroom its validity will be based on research done in secular environments and studies; however, when assessing an education tool for the Torah classroom it must be validated using a different standard? The standard must include the technique's consistency with Mesorah, its effectiveness with Torah learning, and the general impact on the Talmud’s appreciation of Torah.

When a new technique passes these additional tests one can certainly employ them in a Torah classroom. In fact, any Rebbe that does not employ these effective techniques will be missing out on providing talmidim with a fuller understanding of Hashem and His Torah.

The "Here-and-Now"

In the book The Gift of Therapy, Dr. Yalom writes that one of the most critical elements of therapy is the “Here-and-Now”. The here-and-now refers to the therapist identifying issues that are taking place in the client’s life that are expressing themselves in the actual therapy session. Properly identifying such issues and bringing them to the attention of the patient can allow for some very powerful and effective intervention. Instead of talking about a theoretical of historical event the therapist can talk about the “Here and Now”.

He writes “The here-and-now is a major source of therapeutic power, the pay dirt of therapy, the therapist’s (and hence the patient’s) best friend…The here-and- now refers to the immediate events of the therapeutic hour, to what is happening here (in this office, in this relationship, in the in-bewteeness- the space between me and you) and now, in this immediate hour. It is basically an a historic approach and de-emphasizes (but does not negate the importance of) the patient’s historic past or events of his or her outside life.”

When working with children there is an added value in identifying the here-and-now. Even more than adults, children are often unaware of themselves. It is important for children to learn how their behavior and emotion manifest in the world around them. Even when teenagers are aware of themselves they will do anything to avoid or deny that knowledge. The here-and-now becomes an invaluable technique that can be used to identify behaviors as they happen in a discreet and meaningful way. This is not to be confused with telling a child that what they did was wrong. This is about an ongoing conversation with a student about an area of weakness and pointing out real life examples of the struggle.

Here is a model of how this can be applied:

Shalom is a student who gets into fights with his fellow classmates. Although many fights are mutually generated, he rarely takes responsibility for his role. The Rebbe would like to sensitize Shalom to his role in these conflicts. In a private meeting, not about or in response to a specific incident, the Rebbe can carefully explain how often people have trouble seeing their own actions. In this unguarded environment Shalom would be more likely to concede to the possibility that he can miss his role in the conflict at times. The Rebbe and student agree on a hidden symbol or that they will talk after class if such an incident occurs.

Here and now you utilize the here-and-now.

The next time a situation comes up in which Shalom (or another student) plays a subtle role in a conflict, you have an amazing teaching moment to discuss in real terms what has taken place. I have been pleasantly surprised in how much easier it is to discuss behaviors in this context. Much of the dialogue will take place after class in private, but the mutual identification of the moment when it happens will allow for a real conversation later.

There are many variations and applications of this technique that can be employed. When taught with dignity, children respond positively to opportunities for growth.

Critical Moments

There is nothing like the first day of school. Each student enters with new books, new clothes, new teachers and a new start. Along with the clean first page of the notebook is an attitude of the potential for success. Human beings want to succeed, they want to accomplish and overcome obstacles. That is in part what makes computer games so appealing…simply overcoming the challenge. Being successful in school means more than just overcoming a challenge, it means approval from significant adults in a child’s life and usually social stature. In many children’s’ minds success in school translates to success in life.

So when the child walks in the first day he is hopeful and ready to accomplish and be successful. Maintaining this attitude can be one of the most critical objectives for teachers. As long a child believes he or she can be successful they will be willing to work and try. The second they feel they cannot succeed there is no point in trying. Trying will just make the failure more painful.

One critical element in the child staying “in the game” is academic success. Children who have not succeeded in previous years will be used to starting the year fresh and then dropping off. It can be the first homework that they do not hand in, it can be the first quiz they fail and for some it can even be the first line of notes they miss.

It is essential for the teacher to keep an eye out for this moment. If missed, the child will descend the well worn path to school apathy. If the teacher is able to keep the child from that breaking point the student will remain hopeful and willing to try for one more page of notes, homework assignment or quiz.

There are a number of things a teacher can do the help the child overcome these critical moments. One component is the level of difficulty of the work. The difficulty level must be slowly raised so the child is not overwhelmed academically. As the level is raised each stage must be celebrated for the significant accomplishment it is. In a larger class this can be a challenge but there are ways of differentiating that can be done with a bit of creativity. An easy example is announcing to the class that if you feel the expectations for a quiz is too high they can speak to you and you will allow them to only be responsible for part of the material. In the past eight years of teaching I have not experienced a child who has abused this opportunity.

The teacher must also keep careful watch of the students when assignments are announced. When looking at the body language, facial expressions, and even verbal reaction of the children one can often gage how the students feels about the assignment. These moments are critical because at these points a child with a history of failure will give up. If the teacher can become aware of what is going on in the mind of the child, he can stop this negative cycle. A small compassionate conference after class can make the difference for an entire year.

The first day of school is a gift of renewal. A good teacher will not squander the opportunity it brings for every child.