Creating the Perfect Classroom in a Jewish School - Research Paper Example

What is an ideal room in a Jewish school setting? According to the Society of Humanistic Judaism (15), the Jewish education system consists of three categories: primary education (grades 1-6), middle school (grade 7-9) and high schools (grades 10-12). Elementary learning (ages between 5-12 years old) is a particularly significant stage of Jewish education and children begin learning as early as five years old of age. There are about 800 Jewish day schools in the United States. Out of these, 79% are 0rthodox, 10% conservative and 8% are community schools with the remaining percentage for reform schools. In reference to Goodman (20-22), a classroom is a physical environment with psychological connections. The classroom atmosphere should provide a comfortable serene area for learning in both the physical furnishing and psychological setting. Such a comfortable environment is fundamental for a 4th grade student who is young and eager to learn and explore. Goodman (23) outlines that the teacher, as the leader in the classroom, promotes community thinking among the students. Kids have one thing in common that bond them together “they are of the same age of less life experience”. This makes them think, act, learn and behave alike when together; they like to learn in groups and clubs. Ballantine et al (29) indicates that, in an ideal classroom, the excellent teacher instills community thinking into the children’s mindsets. The teachers’ communication is particularly significant to the students e.g. by saying; “In our class, we work together” the students begin thinking in a broader perspective as a class and not as individuals. This is particularly essential for the junior 4th grade students who still want a feeling of connection to one another. The 4th grade children in Solomon Schechter schools acts and behave like a community in and out of the classroom. This is because the Hebrew language instills core Jewish culture in their learning and community relationship. Gurock (26) argues that the teacher connects to the students in the classroom by showing interest in the students’ lives and showing them how valuable they are to be members of the class. Through empathizing with children or encouraging them, the students feel connected not only to the tutor but also to the classroom as a whole. Warshawaky (52) outlines that, as the leader in the classroom and an example that the student should follow, the teacher must act, communicate and behave in a respectful manner in the classroom. Young students often copy what their teacher does and believe what their teacher tells them or what the teacher says (Marcus 22). The students will mirror the behavior, actions and communication techniques of their teacher. Jewish culture (in all the Jewish movements; 0rthodox, conservative or reform Jews) demands a child upbringing that is religious and that shares in the norms, believes and rituals of Judaism. A teacher of 4th grade Jewish students ought to instill respect into the students while in the classroom environment. According to Gurock (32), the Orthodox Jewish schools place more focus on religious studies of Torah and Hebrew culture. They often devote almost half of the school day for religious practices and instructions. The curriculum of most of the Orthodox Jewish schools (where all students are Jews and practice Jewish culture and prayers to the letter) promotes Judaism and religious studies. The primary responsibilities of the teachers in the Orthodox Jewish schools are to train the students in skills as well as proper religious, morals and social behavior (National Institute of Education 44). For example, the teacher should encourage students to embrace the use of phrases such “thank you”, “you are welcome”, and “excuse me” among other respectful statements. Weitherman (41-44) explains that the classroom is a democratic place where everybody’s view is respected. Fourth grade students have a mind that can unconsciously criticize other students without knowledge of the effects that the critique can cause. As classroom discussions precede, the teacher acts as the moderator. As a moderator, the teacher must ensure that all students argue their opinions without any form of prejudice. Great teachers encourage respectful disagreements among the students during discussions: and when the discussions go out of hand, the teacher must seek a clear and fair compromise to ensure all the students in the discussion are satisfied (Pomson 62). At Solomon Schechter day Schools, discussions form a great part of learning at the 4th grade level. Teachers encourage classroom discussions. Students arrange themselves in circular groups of identified numbers and discuss upon subjects upon provision by the teacher (e.g. how to handle disobedience of students in school). The teachers act as facilitators and moderators of the discussions and ensure that every opinion of each student is accorded the same respect. In most conservative Jewish day schools, discussions provide a socialization platform where students can approach each situation in both the Jewish cultural believes and from the modern world point of view. The reform Jewish community day schools discussions from both the Jews and non-Jew students provide the way through which students can understand different life settings and through which teachers can ensure that each student's point is accorded the same weight. Marcus (15-17) explains that not all students in a classroom are similar in understanding or qualities. There exist both fast and slow learners in a classroom. Students’ performance should not be a tool for segregation. Notably, great teachers create classrooms downplaying performance outcomes. Fourth grade students are particularly sensitive when it comes to performance, and any perception of a negative performance or treatment from the teacher can adversely affect the student. Needless to say, an excellent teacher does not make salient the students who do well and or those who do not. If the teacher has to correct mistakes in the classroom, he has to do it in a way that does not discourage students from trying again next time. In academics, winners should be celebrated and encouraged to improve on their performance next time (Wertheimer 30). Solomon Schechter day schools have reading competitions for fourth graders, for example, where all students are made to feel winners. Raphael (39-41) explains that children are fond of winning, and losing scares them from trying their best, therefore, teachers should not publicly display grades. In the Jewish supplementary day schools, the competitions do not lead to grading. Students learn and memorize the Torah and other Jewish educational materials then recite to the facilitators without any grading. The Jewish day schools focus on learning Hebrew language (Society of humanistic Judaism 47). Later, the students have to compete to ensure that they understand. Some teachers may focus on spelling tests for the Hebrew words. In such tests, there should not be any losers or winners. Raphael (45) notes that classrooms are social places. The connection among students is what brings about the existence of the classroom. Students-teacher connection is also necessary for the class to perform better. An excellent teacher is humorous to students i.e. the teacher has an outstanding sense of humor. They encourage students to feel lucky for being part of the class and makes fun out of small things (e.g. a sleepy student). To make the classroom lively for student positive attitude is the chief aim of the teacher. The teacher can also make jokes out of his mistakes to make the students have an idea that mistakes should not be a source of unhappiness in the class. 2. Inclusion models and component instruction files According to Pomson (79), an excellent teacher creates safe collaborative space among the students as a method of inclusive learning. The teacher sets ground rules of collaborative learning behavior and makes time to know all the students individually. He encourages students to think openly and collaborate with others in class activities. With a comfortable environment, (both physical and psychological) students are encouraged to make mistakes, be stuck and uncertain of their opinions, disagree with others but eventually learn from all that they do (National Institute of Education 102). “An excellent learning inclusion model believes in developing strategies for generating and sharing knowledge” (Ballantine 118). Excellent teachers encourage self-regulation. As much as fourth grade students demand intensive attention they should be given opportunity make their own choices (e.g. to choose which book they will read for their homework). This includes activities that are open and flexible and strategies that encourage students to draw on their own interests, experience and knowledge (Gurrock 74). Such strategies will also encourage students to apportion their knowledge and experience with other students. For example, when the teacher honors students’ ownership of their own work, he lets the students stay in charge of their work. This can be done by requesting the student to share their work with others. Excellent teachers have realistic goals and ambitions for the students. As an inclusive learning model, the teachers encourage the entire student to engage in tasks they can accomplish, that is, the tasks they that they have efforts, knowledge and skills of accomplishing. Their goal for the students is to enable them believe in themselves. The teacher makes the students in charge of their learning by ensuring that the students accomplish their tasks appropriately. The teacher can achieve this by following the curriculum with books and other co-curricular activities (Gurrock 79). According to Pomson (80), an excellent teacher is the one who creates a classroom filled with feedback. The feedback must be both positive and negative and both downwards and upwards. The teacher gives the students opportunity to let him know his or her points of weakness and as well corrects the students on their mistakes. Feedback can involve praising students when they do well and correcting mistakes. For example, Gurrock (90) argues that in a creative writing the teacher can praise the student for increasing the length of the story with better spelling and punctuation. Werthimer (60-61) believes that this is an outstanding way of creating a motivating classroom atmosphere where students are free with the teacher and the teacher includes all the students in learning. Werthimer (66-68) argues that, connection with students’ lives is a significant inclusion model for excellent teachers. This may involve negotiating or selecting activities and topics that are relevant to the lives of the students and their backgrounds. The Jewish culture encourages utmost religious life. This is what fourth grade students should know and grow up with in life. If the teacher does not select activities or topics that relate to Jewish religious culture, he will have betrayed the students (Goodman 62). Therefore, the teacher ought to identify with the students in order to connect with their lives. By echoing Wertheimer (105-106), the teacher must be culturally aware of the students, especially fourth grade students, to be able to outlay inclusive learning. Aspects like the holidays, events, religion and beliefs of the students are particularly significant for growth and development of the students. The teacher can choose to use resources, anecdotes and humor among other ways that are relevant and identifies with the subject of the students. The choices must be sensitive to the socio-cultural diversity of the students. Since Jewish education focus on Torah study, the teacher can encourage the use of the Bible as a main study material. In learning Hebrew, the teacher must include appropriate Hebrew related resources for students to ensure that all students are included. In Jewish reform schools, for example, where not all students are Jews, appropriate learning materials that ensure inclusion of all students is significant. Works Cited Ballantine, Jeanne H, and Joan Z. Spade. Schools and Society: A Sociological Approach to Education. Los Angeles: Sage/Pine Forge Press, 2012. Goodman, Roberta L, and Betsy D. Katz. The Adult Jewish Education Handbook: Planning, Practice and Theory. Denver, Colo: A.R.E. Pub, 2004. Gurock, Jeffrey S. Orthodox Jews in America. Bloomington: Indiana University Press, 2009. Marcus, Audrey F. The Jewish Teachers Handbook. Denver: Alternatives in Religious Education, 1980. National Institute of Education. Resources in Education. Washington, D.C: Dept. of Health, Education, and Welfare, National Institute of Education, 1975. Pomson, A. D. 'One classroom at a time? Teacher isolation and community viewed through the prism of the particular', Teacher College Record, 107 (4), 783-80, 2005. Raphael, Marc L. The Columbia History of Jews and Judaism in America. New York: Columbia University Press, 2008. Society of Humanistic Judaism. Humanistic Judaism. Birmingham, Mich: Humanistic Judaism, Inc, 1967. Warshawsky, Gale S. Creative Puppetry for Jewish Kids. Denver, Colo: Alternatives in Religious Education, 1985. Wertheimer, Jack. The American Synagogue: A Sanctuary Transformed. Cambridge: Cambridge University Press, 2003. Read More