Four Students- Part 4

By Mrs. Chana Rose The fourth son of the Haggada is the silent son. The “she’ayno yodei’a li’sh’ol” is the child who does not know enough to formulate a question. Or, he does not know that he is allowed to ask a question, or may be too timid to do so. The Haggada teaches us, “at p’sach lo - you…

Four Students- Part 3

By Mrs. Chana Rose In the passage of the Arba Banim, the Haggada first addresses two extremes - the Chacham and Rasha, whom we have discussed in the past two weeks. The next son addressed is in the middle - the Tam, the simple son. In educational terms, we would call him (or her) the “middle third” - the child…

Four Students- Part 2

By Mrs. Chana Rose The first thing that we need to realize about the second son described in the Haggada, the Rasha, is that he is here at the table. This is not the fifth son who, the Rebbe taught us, does not even know it’s Pesach, nor is it the son who has gone so far that he does…

Four Students- Part 1

The Haggada is our guidebook for Chinuch, with the passage of the Arba Banim holding a prominent place in its instructions for Mechanchim. The first of the four sons is the Chacham - we all know one or more like him. However few or many of these bright and eager children we have in our class, they are the ones…

Which Child First?: A Pesach Message

Teachers are often faced with a dilemma when multiple children are clamoring for their attention: which child’s needs to address first? With limited time and resources, educators are forced to prioritize their responses based on the most urgent and pressing needs. The Rebbe addresses this dilemma with a question on the Haggadah, teaching us a valuable lesson in education. The…

A Word With: Rabbi Dr. Aryeh Solomon

Rabbi Dr. Aryeh Solomon serves as College Rabbi to Moriah College’s 1,500 students in Sydney, AU, and the author of “The Educational Teachings of Rabbi Menachem M. Schneerson.”  Rabbi Solomon speaks and writes widely about the Rebbe’s perspectives on Chinuch, and it is our privilege to interview him regarding his unique Shlichus in Chinuch.   What inspired you to begin working…

A Teacher’s Prayer

I make sure to pray to You before I leave the house in the morning. I guess you can say it’s my “thing”. Each morning as I stand before You, the desire to concentrate on our conversation burns strongly in my heart. But as the sun rises at dawn, I have nothing to offer You, but the offering of the…

The Tone and Tune: Why it Matters.

  They say that only seven percent of a message is conveyed with words - ninety-three percent is conveyed in other factors such as tone of voice and facial expressions. I am not exactly sure how they measure this, and what other factors there are.  But we can safely say that this points to the importance of making sure our…

Chinuch Award Finalists: Mechanchos

Raising the Bar: Learning Chumash Content

This article is a part of a series. Click here for part one and part two. In this post we will explore the second section of the Zekelman Standards for Chumash relating to the knowledge of Chumash content. Students are expected to retain knowledge of people, places, events and narratives, select quotations, terms and concepts and the Mitzvos explicitly written or…