The Movement Movement

Each season of year, day of the week, and time of day has a specific energy in the classroom. The most easily identifiable examples are the bookends of the first and last days of the school year. Who cannot easily identify the nervous energy that the first day has or the energy of anticipation that accompanies the last day of the year? Identifying the “energy identity” of a classroom is another insight a teacher can benefit from when planning and executing the lesson.

I first became acquainted with this concept after a particularly difficult day in the classroom. Aa I returned home from Yeshiva I called my shver, Rav Simcha Cook, as I often do in times of crisis. He explained to me that I should take note that this took place on a Sunday. Sunday is often the most challenging day as the bachurim are re-acclimating to the Yeshiva classroom and schedule. After that point, I took notice that most often it was Sunday when I felt overwhelmed by the behavior of my students (today included).

One of the more challenging times of our Yeshiva school day is night seder. Our Yeshiva has night seder every night (excepts Tuesday). I return to the Yeshiva after dinner for an hour of Gemarah shiur followed by fifteen minutes of mussar. By this point students have been in Yeshiva for twelve hours straight and are coming off an hour of break. To say that focusing this group of emerging adolescents is challenging would be an understatement. Over the years I have resorted to a number of nontraditional techniques. These include ga-ga tournaments, dart board competitions, standing on desks and a wide variety of question-answer sports games. All of these activities are aimed at harnessing the energy into a constructive activity that reinforces the learning. Some attempts have been more effective than others.

Wednesday has always been most challenging. I assume this relates to the fact that it takes place between the weekends and the boys have PE class that afternoon. Whatever the reason, when I return to the building on Wednesday evening I always brace myself for the energy that will envelop me when I enter the room. One particular Wednesday was especially challenging. Parent/teacher meetings were taking place in our classroom and I had to teach my shiur in the Bais Medrash. The multiple distractions of the other Talmidim and people entering and leaving the Bais Medrash made it impossible to keep my beloved Talmidim focused. After a few minutes we deiced to try going outside.

In front of our building is a circular driveway and we started walking around it in groups of two. I went from group to group and explained a point in the gemarah with each pair. Although between my visits I allowed them to speak about whatever they wanted, I asked that they review the stage of the gemarah with each other before continuing their conversation. I was shocked by how well they learned. They listening careful to each stage and were able to repeat it back. We got more accomplished in that hour than we did at a “normal” night seder. There was no bantering, arguing or disobedience. When not learning the students were engaged in civil conversation with a peer – something that itself is not all that common in a ninth grade classroom. It was not surprising that the next night the bachurim asked if we could do it again because they felt that they had learned better that way.

Since that fateful night, we have been walking for about a half hour each night. The boys are better behaved and more focused, and when we return to the classroom for musser or review they are calmer and open to listening to the shmooz.

I am still integrating the lessons from this experience. Here is what I have so far;
1) Sometimes a difficult teaching situation can lead to interesting innovations.
2) Students are capable of sharing with their teacher how they learn best.
3) Creative approaches to the “classroom” can yield remarkable results.
4) Teachers can benefit from being in touch with the “energy level” of the class and must adapt.
5) When students are invested in the learning process, they achieve much more.

I am sure this would not work for every group and yeshiva but it seems to be making a positive difference for my group for now. And that is the only criteria that really matters anyway!