Click, click, click.
My heels echo against the dark wood staircase as I climb my way toward the classroom, excited for the day ahead. I turn the corner, and already I hear an eager voice from the distance:
“Morah Cherry is here!!”
Chaya skips toward me, her eyes shining. “Morah, guess what!! My uncle just got engaged and my whole family is going to New York for the wedding…”
I sip my tea while my dear students surround me, the same way my children do while I sit on the couch on Shabbos morning. Side by side, like an extended family, they each share details of their week, and cheer each other on.
כָּל הַמְלַמֵּד אֶת בֶּן חֲבֵירוֹ תּוֹרָה מַעֲלֶה עָלָיו הַכָּתוּב כְּאִלּוּ יְלָדוֹ
(סנהדרין יט)
It’s easy to feel that these precious neshamos in first and second grade are my kids. How many hours have I spent teaching them? Calculate: five hours a day, five days a week, minus Yom Tov and summer. That’s a lot of hours.
Can everyone turn their class into a family? My vote is YES!
14 Things I Do to Make My Class a Family
- Think like a parent.
I ask myself: How would I want my own children to be treated by their teacher? I try to do the same for my students. I want my children to be completely cared for — and that means my students deserve the same. Sometimes that means making sure a student, who’s been acting out, has had breakfast that morning. Instead of going straight to consequences, seek to understand the bigger picture of what could be going on in your student’s life.
- Mimic a home.
Add fluffy pillows. Neutral colors. Plants everywhere.
My students loved sitting on fluffy pink flower-shaped pillows while doing chavrusa work or reading a good Jewish novel.
- Zero gossip policy.
The same way you would never badmouth your husband to anyone, do the same for coworkers. No lashon hara — only collaboration.
- Hashem is my Partner.
Keep a list of students in mind while lighting Shabbos candles:
“Hashem, please help Rosie — her mother went to Florida and she’s been having a tough time. Please help Menucha, whose bubby is sick and needs a refuah sheleimah…”
- Amplify the good.
Seek out what makes each student special and connect over it.
“Wow, look at how beautiful your drawing is. I notice you used blue and pink in your sky, and the trees in the background…”
- Bring joy with you.
Come into the classroom in a good mood. Children aren’t responsible for an adult’s mood. And they shouldn’t ever fall victim to it.
- Celebrate together.
Put on music and have a dance party. My students’ favorite memory is our glow-in-the-dark Rosh Chodesh recess dance party.
- Love them, even when it’s hard.
The same way you may have a different temperament or personality than your child, but you’ll do everything possible to bridge your differences and make sure you love them — do the same for your students.
Never say, “Oh, I won’t be teaching them next year, I just have to get through this one.” No. This is a precious neshamah entrusted into your care by Hakadosh Baruch Hu. You must find a way to love them.
- Stay connected.
I was blessed to teach many of my students for several years in a row, but even those who moved on know I still think about them. Stop to chat with former students in the hall. Ask how their niece is doing and if she’s learned to walk yet.
- Keep growing.
Keep improving and learning yourself — so you can uplift and influence your students’ learning.
- Spread positivity.
Smile and laugh a lot. Moods are contagious — and your joy can uplift your classroom, which uplifts your grade, which uplifts the whole school.
- Create bonding experiences.
Bring your students on trips just because. I learned this from my husband, who takes his students skiing every year. It directly affects how they learn Gemara: “If I can face that scary black diamond, it teaches me to be persistent, to do hard things, to trust myself and my abilities, and of course to daven to Hashem for help.” It also creates powerful bonding memories and fun.
- Play together.
Have games in your class — lots of variety. We had a box of LEGO, Uno, Apples to Apples, Chinese jump rope, regular jump ropes, and pumped-up rubber balls for elimination.
And yes, I joined in! They got to see the competitive side of their Morah when we played gaga together.
- Validate feelings.
Acknowledge their feelings without getting offended.
“Morah, I do not like that bag of chips you brought for our class.”
“I hear that’s not your favorite. Which snack do you wish you had?”
“Oh, I love chili lime chips too! Thank you for letting me know for next time. Let’s practice how to say this in a respectful way: ‘Morah, I wish we could have chili lime chips next time. Those are my favorite.’
Please Hashem, give me the wisdom and understanding to raise my students and children to follow in your ways.
Morah Cherry Freeman is a first and second grade teacher at Cheder of the Bay Area.
