This trend, if it exists, does not explain what the Torah answers will be to the next generation's questions --- but it does provide some interesting food for thought about what those questions might be.
Showing posts with label al pi darko. Show all posts
Showing posts with label al pi darko. Show all posts
Japonisme
Leaving aside the political and moralistic thrusts of this article, I was intrigued to see someone else voice the idea that American popular culture is becoming increasingly Japanese.
This trend, if it exists, does not explain what the Torah answers will be to the next generation's questions --- but it does provide some interesting food for thought about what those questions might be.
This trend, if it exists, does not explain what the Torah answers will be to the next generation's questions --- but it does provide some interesting food for thought about what those questions might be.
A Montessorian on Motivation
"But do you think it can really be done, to have students studying different material simultaneously in one classroom?" the principal asked.
"Absolutely!" I said, and started ticking off - Montessori, and Sudbury, and the local middle school math class, and the entire history (and present) of the one-room schoolhouse in America, and -
"But," she said, cutting into my description of Montessori, "what if you have a student who just doesn't want to learn?"
I have some memories of what I've observed Montessori teachers doing for specific kids, but - does Montessori have a general prescription for this? I was curious.
So, I wrote to one of my Montessori teachers to ask her.
Here's her answer.
Her phone inserted its own line breaks; I've left them in because I like the found-poetry aspect of it.
You asked about discipline at the High School level — this probably will sound elitist but
It all begins with 2 1/2 year olds and builds on what is learned at that level through
Lower Elementary, Upper Elementary and into Jr High.
As you might remember one important aspect at any level of Montessori is learning to make good choices.
At all levels, students make mistakes and
***learn from these mistakes — are encouraged to work through them, talk them out and decide to try again.
Another important aspect is adult guidance to steer EACH INDIVIDUAL toward exactly what s/he needs (academically, socially,
and as an individual).
Montessorians try to instill a love of learning
In each student while guiding each student toward learning the basic skills needed in life.
Learning how to learn is VIP. As well as discovering what turns each person on
— what is their passion? But also realizing
that those disciplines that are not so interesting/more difficult, must be tackled as well.
At all levels our Montessori students are encouraged to pursue their interests;
work hard to overcome their weaker areas;
learn how to work with others in a variety of activities; and really care about the world around them.
My inner mantra was always:
Everything is connected.
We are connected to everything.
Anyway, I found this info from Cleveland
about their High School program and thought it might be of interest.
https://www.
"Absolutely!" I said, and started ticking off - Montessori, and Sudbury, and the local middle school math class, and the entire history (and present) of the one-room schoolhouse in America, and -
"But," she said, cutting into my description of Montessori, "what if you have a student who just doesn't want to learn?"
I have some memories of what I've observed Montessori teachers doing for specific kids, but - does Montessori have a general prescription for this? I was curious.
So, I wrote to one of my Montessori teachers to ask her.
Here's her answer.
Her phone inserted its own line breaks; I've left them in because I like the found-poetry aspect of it.
You asked about discipline at the High School level — this probably will sound elitist but
It all begins with 2 1/2 year olds and builds on what is learned at that level through
Lower Elementary, Upper Elementary and into Jr High.
As you might remember one important aspect at any level of Montessori is learning to make good choices.
At all levels, students make mistakes and
***learn from these mistakes — are encouraged to work through them, talk them out and decide to try again.
Another important aspect is adult guidance to steer EACH INDIVIDUAL toward exactly what s/he needs (academically, socially,
and as an individual).
Montessorians try to instill a love of learning
In each student while guiding each student toward learning the basic skills needed in life.
Learning how to learn is VIP. As well as discovering what turns each person on
— what is their passion? But also realizing
that those disciplines that are not so interesting/more difficult, must be tackled as well.
At all levels our Montessori students are encouraged to pursue their interests;
work hard to overcome their weaker areas;
learn how to work with others in a variety of activities; and really care about the world around them.
My inner mantra was always:
Everything is connected.
We are connected to everything.
Anyway, I found this info from Cleveland
about their High School program and thought it might be of interest.
https://www.
Charlotte Mason on Report Cards
This (Victorian-era) approach to grades makes a lot of sense to me:
"The good marks should be given for conduct rather than for cleverness -- that is, they should be within everybody's reach: for punctuality, order, attention, diligence, obedience, gentleness."
"The good marks should be given for conduct rather than for cleverness -- that is, they should be within everybody's reach: for punctuality, order, attention, diligence, obedience, gentleness."
Al Pi Darko Explanation No. 2
חנך לנער על־פי דרכו גם כי־יזקין לא־יסור ממנה
Mishlei (Proverbs) 22:6 -- 'Educate a child according to his path; even when he ages he will not turn away from it.'
The first explanation of this verse that I posted involved baby kangaroos.
Another explanation, I heard from Rav Kook of Rechovot at the 2015 Torah uMesorah convention. He said the Alter of Kelm explains "ממנה" as "מלהתחנך" --
That is:
The "it" that the child will not turn away from when he ages is the practice of educating himself.
Mishlei (Proverbs) 22:6 -- 'Educate a child according to his path; even when he ages he will not turn away from it.'
The first explanation of this verse that I posted involved baby kangaroos.
Another explanation, I heard from Rav Kook of Rechovot at the 2015 Torah uMesorah convention. He said the Alter of Kelm explains "ממנה" as "מלהתחנך" --
That is:
The "it" that the child will not turn away from when he ages is the practice of educating himself.
Pouch Practice
Because why not start off a blog with baby kangaroos...?
חנך לנער על־פי דרכו גם כי־יזקין לא־יסור ממנה
Mishlei (Proverbs) 22:6 -- 'Educate a child according to his path; even when he ages he will not turn away from it.'
There are various ways to translate this. One is that you should educate a person with his future in mind. What is the path this child is going to walk? Educate him accordingly.
For instance, if one thing he is going to really need in life is the ability to jump into pouches, make sure you address that. --
חנך לנער על־פי דרכו גם כי־יזקין לא־יסור ממנה
Mishlei (Proverbs) 22:6 -- 'Educate a child according to his path; even when he ages he will not turn away from it.'
There are various ways to translate this. One is that you should educate a person with his future in mind. What is the path this child is going to walk? Educate him accordingly.
For instance, if one thing he is going to really need in life is the ability to jump into pouches, make sure you address that. --
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