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 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…

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…

Why Standards, and Why Now?

The Zekelman Standards for Chumash present a significant milestone for Torah educators, but not necessarily an innovation. A closer look at our sources shows that an approach to Chumash that is based on skills and mastery, as opposed to coverage alone, is deeply rooted in our heritage. The Maharal, commenting[1] on the word “Veshinantam” which connotes fluency and ownership, notes…

Matan Torah: Making it Real

Zman Matan Toraseinu is upon us, the time when my toddler starts asking me: is Hashem going to give us the Torah again this year? Indeed, we are meant to feel as if He truly does - which, as Chassidus teaches us, is really the case. But how do we inspire this feeling of receiving the Torah all over again…

Why I Chose Chinuch

As we prepared for the Chinuch Job Fair, we found ourselves wondering what inspires people to get involved in Chinuch. To get the answer we turned to those we know who are not only involved in Chinuch, but do an incredible job. Here are their answers: "I wanted to educate children in the ways of the Torah and make a…

When They Cry For Help

“I’m not here for myself. I need advice for a friend.” This is a commonly expressed justification for a teenager to show up at the office of a guidance counselor or trusted mechaneches. And quite often, after a short time, it becomes clear that the “friend” is actually the self. Unless it’s not. Sometimes, it is an actual friend. In…