How to Recognize the Female Words and Male Words in Hebrew - Essay Example

E-portfolio Problem of Practice How to recognize female word and male word in Hebrew There is something unique about the Hebrew education system. There are different words that are used to refer to the same thing, may it be numbers or nouns, based on the gender of the item. If an individual wants to mention the numbers, they will be required to use different words based on whether the numbers are used to describe the male or the female characters. A good illustration, when a person wants to talk about three boys, the words the person will use are different from when the person wants to talk about three girls (Chambers, 1982). In any sentence construction therefore, the element of gender has to be considered before embarking on making the full fledged sentence. When referring to two students whose gender is male, then one is supposed to say “shney talmidot”. This is very different from when a person wants to talk of two female students. The person is supposed to say “shtey talmidot” (Chambers, 1982). This system is unique to the Hebrew education system only. However, there are some elements of the Arabic language that consider the use of different words to refer to the same thing of a different gender. This uniqueness creates a challenge in the attempt to learn under the Hebrew education system, owing to the fact that in other languages, same words are used to refer to similar things, regardless of their gender affiliation. Thus, the Hebrew education system is totally challenging. The Hebrew language as applied in education system is observed to cause a lot of confusion to individuals who are not able to understand that in the Hebrew language, the grammatical gender does not represent the actual gender (Chambers, 1982). All Hebrew nouns have a grammatical gender, and there is not a neutral noun, the equivalent of the noun “it” in the English language. Therefore, all nouns in the Hebrew language are gender aligned. This is a reason enough to cause confusion to the other scholars who would embark on studying in the Hebrew education system. This confusion can be well illustrated by studying God in the Hebrew perspective. According to the Hebrew translation of the Bible, God in Masculine, and thus referred to with a male noun “He”. However, when it comes to the spirit of God, referred to as “Ruach Elohim,” the nouns here is feminine. Furthermore, the presence of God, referred to as “shekhinah” in the Hebrew language is also a feminine noun. This raises the question as to whether God is actually masculine or feminine in nature. Can God be a male and His presence and spirit become feminine? The reference of the presence of god and His spirit in feminine nouns, yet God himself is referenced as masculine creates a lot of confusion (Chambers, 1982). This is the nature of the Hebrew education system, confusing and challenging to understand. Lack of a neutral noun further complicates the understanding of the language, in that a noun like a car that has no gender affiliation becomes an issue of difficult to reference. The choice of words in the Hebrew education system is a factor that many undergoing the systems education have considered a great challenge more than any other. When any noun is aligned to gender affiliation, the actual sense of gender is lost and the grammatical sense of that gender noun becomes elusive. While considering God as a masculine gives the actual identity that the nature of God is male, the grammatical noun, such as referring to a book as a “sefer” is a masculine noun also. The actual sense of God being a male is lost here, since God and a book are both masculine. This becomes elusive and a challenge to understand (Chambers, 1982). Another example that can illustrate this better is the reference to an animal. In Hebrew, an animal is referred to as “hayyah.” This is a noun that is feminine in its nature. Thus, when a person speaks of an animal, they have to refer to it as a feminine, notwithstanding the fact that the animal in question could be a male (Chambers, 1982). It is in this sense that the Hebrew education system appears as elusive, in that it fails to accord an item its actual nature. Referring a male animal with a feminine noun is vague. Therefore in the light of the 21st education system, there is a lot that needs to be done in the Hebrew education system, more so as regards the elusive and lack of precision of the Hebrew grammar. Personal Narrative Since I believe that by natural creation, every person was created for an intended purpose, I take my teaching job not just as a job but as a divine call (Chambers, 1982). I also believe that in teaching, it is not only about the materials you have to use in teaching but more of how you use these materials to teach. Based on these believes, I teach my students using different methods that will make them understand better whatever I teach. I use simple illustration that appeal to all students so as to create interest in the subjects I handle. I also ensure that that there is free interaction of the students among themselves and between me as their teacher and themselves. That is why I apply technology tools such as PowerPoint, Prezzi and Anime to enhance these interactions. Since in the classroom setting there are different students with different educational and learning needs, I apply the technological tools to reach all of them and meet their learning needs. There are those who understand better through visualizing, others through reading the materials and others through listening. The combination of these three technological tools ensures that I serve these special needs of all my students. Since I believe that a good teacher never stops learning themselves Chambers, 1982), I also engage the in learning the best ways to reach all my students needs and the right technological tool to apply in this objective. That is why I embrace my theme of self improvement. Technology Tools PowerPoint It is good education tools that has multiple applications and can be used to teach students of all ages. It organizes texts in a preferred systematic manner and can also incorporate pictures to help the students with the visual learning needs understand the content of study better. A PowerPoint presentation can also incorporate audio and sound clips. This goes a long way in assisting the students with the hearing learning needs to understand the content of the subject much better. A great advantage of this tool is that it enables the teacher to display only a specified content page at a time. This is vital in enhancing the systematic flow of the learning content, creating a better understanding to the students. Prezzi This is another advanced and better educational tool that can be applied to teach student well. It has similar features as does PowerPoint, but it is in addition comprised of multidimensional features, as opposed to the linear features of PowerPoint. This educational toll is well applicable in incorporating texts and visual components, which are viewable in multi-dimensions. This helps to make the students with the visual learning needs understand the learning content better. Anime This is an educational tool that applies drawings for better illustration of the learning content. It integrates animations of pictures and voice narration to enhance the understanding of the content by the learners. It incorporates many styles of presentation that are well desired to help the students understand the learning content better. Works cited Chambers, G. (1982). About the Jewish education System: Is God Male or female. Kenneth Copeland Publications. Read More