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| | | Message Board Posts: | 5 | | 1. |
I have helped schools implement this across many grades. If set up and monitored correctly, it really works. It benefits the listener as well.
Please feel free to contact me to discuss further.
Rabbi David Jacobson, Ph.D.
Director,
Yeshiva Educational Services, Inc.
rdjla@msn.com
(323)633-0874
245 S. Alta Vista Blvd.
L.A. CA 90036
" title="Dear Reb Dovid,
I think you are in te right track, combining something they need to learn to do anyway (shnayim mikra) and the deisre to improve kriyah. Not only that, but kriyas haTorah is something the students (boys at least) know needs to be perfectly.
However, practice alone doesn't make perfect! Otherwise there would be no car accidents, etc. Practice with feedback makes perfect. So, while your idea of the rebbe listening to one ( I think 2 or 4 is better) student a day while e/o else reads is good, the others shouldn't read to themselves. Rather they should read b' chavrusa, after you've trained them what the listener's job is and how to take turns. I like to say that the rebbe is "deputizing" the whole class to be on kriyah patrol, so every student is benefitting from feedback every day, not just the one(s) with the rebbe. The rebbe then circulates from chavrusa to chavrusa and adds his own shmi(r)a to that of the chavrusa. (That's why I say he listens to 2 or 4 per day)..
I have helped schools implement this across many grades. If set up and monitored correctly, it really works. It benefits the listener as well.
Please feel free to contact me to discuss further.
Rabbi David Jacobson, Ph.D.
Director,
Yeshiva Educational Services, Inc.
rdjla@msn.com
(323)633-0874
245 S. Alta Vista Blvd.
L.A. CA 90036
">Dear Reb Dovid,
I think you are in te right track, combining something they need to learn to do anyway (shnayim mikra) and the deisre to improve kriyah. Not only that, but kriyas haTorah is something the students (boys at least) know needs to be perfectly.
However, practice alone doesn't make perfect! Otherwise there would be no car accidents, etc. Practice with feedback makes perfect. So, while your idea of the rebbe listening to one ( I think 2 or 4 is better) student a day while e/o else reads is good, the others shouldn't read to themselves. Rather they should read b' chavrusa, after you've trained them what the listener's job is and how to take turns. I like to say that the rebbe is "deputizing" the whole class to be on kriyah patrol, so every student is benefitting from feedback every day, not just the one(s) with the rebbe. The rebbe then circulates from chavrusa to chavrusa and adds his own shmi(r)a to that of the chavrusa. (That's why I say he listens to 2 or 4 per day)..
I have helped schools implement this across many grades. If set up and monitored correctly, it really works. It benefits the listener as well.
Please feel free to contact me to discuss further.
Rabbi David Jacobson, Ph.D.
Director,
Yeshiva Educational Services, Inc.
rdjla@msn.com
(323)633-0874
245 S. Alta Vista Blvd.
L.A. CA 90036
| | | 2. | Rabosai,
Based on interviews with many teachers across the spectrum of (orthodox) day schools and across many grades, I think this is a non-question. We have no way to control whether the talmidos (or talmidim) use English to prepare, unless we give them the English and tell them to use it! Making rules or making them sign is ineffective. Many parents do try to cooperate with the rebbe or morah, but ultimately some, many or most students, wanting to do well, will find a way to use English, openly or surrereptitiously. This puts pressure on those trying to abide by the rules and can create tension in the home.
The solution I find expedient is to tell students to come well prepared for the pesukim you want to teach and allow that to go faster and smoother, however they prepare. Use the time you save to focus on skill building in the classroom, where you have the control over what materials are used.
An adjunct to this is to emphasize the skills and to announce and include an "unseen" passuk, Rashi, etc. on quizzes or tests- thereby testing the translation and chumash/Rashi skills and letting students know that the skills are important in addition to the knowledge they gain by reading English.
A ksiva vchasima tova to the whole chevra their families and talmidim
Dovid Jacobson
| | | 3. | Dear Shoshie,
Even in an ideal world, not every teacher is helped by every principal, and so some could benefit from the expertise of a coach. Even if this were all a principal did (I agree it is a most important function,) there are not enough hours in the week to work with every teacher frequently enough. Most principals would still need to either choose a few higher need cases or try to get to everyone on an infrequent basis.
Kal v'chomer, in our world where:
1) Principals often do the work of 2-4 people, including calling for substitutes or filling in themselves, admissions, interviewing staff, publicity, discipline, fundraising, etc. and therefore do not have time to reach every teacher, especially on the frequent, regular basis change and growth require.
2) Not every principal is schooled or skilled in either or both the particular instructional or management techniques needed and the methods of mentoring and coaching.
3) Teachers are often anxious or defensive with their supervisor/evaluator. We know this to be an impediment to learning.
With an outside coach:
1) His/her only role in the school is to be there for the designated teachers at the appointed time, every time- regardless of missing teachers, bus problems, fights, injuries...
2) S/he is selected for expertise in mentoring/coaching in the required areas
3) There is a confidential setting that is soley for development and not for evaluation, teachers feel safe and therefore can be more open to learn and grow.
I was a principal for over a decade and I was trained and committed to professional development for my staff and did a lot of coaching. Yet I still hired outside coaches to work with certain teaches for reason 1 above. Now that I have been consulting for a decade, much of the time as a coach/mentor, I see the benefit to every school. My greatest successes often come when working in tandem with a principal who is also “into” coaching.
So, yes, Shoshie, this is part of what a principal does or should do, but there are so many good reasons to also have an outside coach. By the way, principals benefit from coaches too, and who is there to do that?
Rabbi Dovid Jacobson, Ph.D
rdjla@msn.com
| | | 4. | Reply Received June 2009
Most schools I work with have balls and bats for PE, but not for playground play. Most elementary schools only allow softballs or soft ("tee") balls, the type of bat doesn't matter.
David Jacobson | |
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