OY- is this real??? Esav??? He was not really a Yid- or at best a mumar. He was different from birth. Rav HItrsch says he needed a different chinuch. True. But every child born into Yiddishkeit post Kabbolas HaTorah is born with a nature and desire to want to learn, to want to imbibe Torah, to fill his inner souls yearning for Ruchniyus. If we would educate “al pi darko” all the way, we would raise a generation of lomdei Torah who enjoy learning. Some will do it all day…. some for kevias itim, but they will enjoy that all day learning or that hour or 2! We need to work to extract that kedushas Yisroel…. Yisroel Hashem and Torah are one!!!! It is not separate from us. Each of us has a neshomo connected to one of the letters of the Torah…… and each letter- although it stands alone- is still connected to all the others. With ahava and structure we can warmly and with geshmak give over the mesikus HaTorah to each child according to his nature and according to his ability.
There are issues in the classroom. We can’t expect a Rebbi who has to have other streams of income to have the time, head, patience etc to provide individualized chinuch. And we cannot expect him to do it for 30, 35 and more in one class. But fundamentally- yes Torah was created for each of us and each was created with his chailek in Torah. Rav Moshe Shapiro zt”l repeatedly said that we must believe in the koach of Torah ( not in ourselves) and then Torah learning will have its positive effect.
I just love these shiurim that are 100% true but in reality this is totally unrealistic. Let me explain when a child comes for his interview at THREE years old unless the child was clearly on the spectrum he would be accepted to the yeshiva. In nursery through pre1a unless something clearly sticks out the child is going to first grade. Now he’s in first grade Here too unless he was a total failure he’s in this yeshiva until eighth grade. Now he’s going to mesivta here is where things can be fixed however as i have personally experienced The alef yeshivos accept the cream of the crop but even if a bais student is accepted he flounders, There are are some fine Bais yeshivos and there is a need for them however, The bais yeshivos often have to accept the gimels and daleds as well. These boys often a negative influence. I feel the alef yeshivos should accept more of the weaker boys and work with them.
I have experience with adhd children and grandchildren and bH I am so happy they were put in mainstream classes. BH my son is a talmid chochom and gives shiurim! And his son once termed adhd is an outstanding learner bH, who lives and breathes Torah! So I say that to seperate these type of children at an early age can be the worst thing for them. A good rebbe must be able to spot a child whos falling behind and find a way of drawing him close and building his interest in learning. This definitely can be done in the same classroom with help and support from parents. The child must be understood by all staff members in school so that he doesn’t come to resent them!
Amazing! Reb Avi is right on! Yasher koach for posting this!
are we in 1980’s here?
I think the community has responded to this with millions . In new types of Yeshivas and other systems for these types of kids.
Alteh Bucher
OY- is this real??? Esav??? He was not really a Yid- or at best a mumar. He was different from birth. Rav HItrsch says he needed a different chinuch. True. But every child born into Yiddishkeit post Kabbolas HaTorah is born with a nature and desire to want to learn, to want to imbibe Torah, to fill his inner souls yearning for Ruchniyus. If we would educate “al pi darko” all the way, we would raise a generation of lomdei Torah who enjoy learning. Some will do it all day…. some for kevias itim, but they will enjoy that all day learning or that hour or 2! We need to work to extract that kedushas Yisroel…. Yisroel Hashem and Torah are one!!!! It is not separate from us. Each of us has a neshomo connected to one of the letters of the Torah…… and each letter- although it stands alone- is still connected to all the others. With ahava and structure we can warmly and with geshmak give over the mesikus HaTorah to each child according to his nature and according to his ability.
There are issues in the classroom. We can’t expect a Rebbi who has to have other streams of income to have the time, head, patience etc to provide individualized chinuch. And we cannot expect him to do it for 30, 35 and more in one class. But fundamentally- yes Torah was created for each of us and each was created with his chailek in Torah. Rav Moshe Shapiro zt”l repeatedly said that we must believe in the koach of Torah ( not in ourselves) and then Torah learning will have its positive effect.
I just love these shiurim that are 100% true but in reality this is totally unrealistic. Let me explain when a child comes for his interview at THREE years old unless the child was clearly on the spectrum he would be accepted to the yeshiva. In nursery through pre1a unless something clearly sticks out the child is going to first grade. Now he’s in first grade Here too unless he was a total failure he’s in this yeshiva until eighth grade. Now he’s going to mesivta here is where things can be fixed however as i have personally experienced The alef yeshivos accept the cream of the crop but even if a bais student is accepted he flounders, There are are some fine Bais yeshivos and there is a need for them however, The bais yeshivos often have to accept the gimels and daleds as well. These boys often a negative influence. I feel the alef yeshivos should accept more of the weaker boys and work with them.
Children learn in three ways:
by example
by example
by example
I have experience with adhd children and grandchildren and bH I am so happy they were put in mainstream classes. BH my son is a talmid chochom and gives shiurim! And his son once termed adhd is an outstanding learner bH, who lives and breathes Torah! So I say that to seperate these type of children at an early age can be the worst thing for them. A good rebbe must be able to spot a child whos falling behind and find a way of drawing him close and building his interest in learning. This definitely can be done in the same classroom with help and support from parents. The child must be understood by all staff members in school so that he doesn’t come to resent them!