Page 86 - issue
P. 86
Gemara is not until 15 years of age! This is apply what he has learned into practice concept of learning grammar from the
besides the fact that at the time of the (cognitive learning), he needs to fully start. When students learn English gram-
Mishnah, a child’s command of Hebrew understand the basic premises of the mate- mar, for example, the rules seem tedious,
and Chumash (as well as all of Tanach, for rial in order to do so. The best example is the methodology is confusing, and excep-
that matter) was likely far more advanced when a student is learning a language or tions seem to be the rule. As they get older,
than ours! It does not seem that our gener- studying a text in a foreign language. He they need to memorize terms such as “sub-
ation should be starting any earlier. cannot rely on rote or song to conjugate ject, object, predicate, adjective, adverb”
verbs or to pick out prefixes and suffixes and the like. Little, if any, of these grammar
Are We Bridging the Gap? and recognize a shoresh. Those principles concepts remain with the student through-
From early in first grade, boys are taught to must have been taught in a cogent, logical out elementary school, certainly not with-
echo back the Chumash translation from manner for the student to be able to use out constant review and practice. As we
the rebbe in a sing-song fashion. This the concepts effectively in the future. can all attest to, the aversion to grammar
vocalization and chanting technique surely However, the common practice is that, and syntax makes mastery of a language
is an effective method of memorization, throughout elementary school, simple using rules quite unpopular with teacher
especially for young boys. (Besides, is there Hebrew word structure is merely glossed and student alike.
anything more beautiful than the sweet, over, if covered at all. It is very often not
TO TH
melodious voices of tinokos shel bais rab- reinforced enough at the most opportune Workbooks
ban?) However, this method seems to only time, which is while the student is learning One solution that has been used recently
enhance short-term retention. When chil- Chumash! (Not to mention that Chumash, by many leading special education and
dren move to middle school and are asked sadly, becomes a seemingly forgotten sub- kriah experts is the use of a Hebrew gram-
to translate the same words that they stud- ject once Mishnayos and then Gemara mar workbook. Many of these are beautiful-
ied repeatedly in second and third grades, come around.) It is doubtful that a child ly written and well-organized. However, this
many students fall woefully short in that could be expected to retain information he tautological style and writing exercise can
TO THtask. was taught by rote at age of 7 or 8, through- hardly be considered a comprehensive
There appears to be a missing link out his grade school career. method of retaining a language. The stu-
between the learning methods used in the dents simply fill in the lines of each ques-
younger grades to those of the older Grammar? Dikduk? No, Thanks tion in the lesson in succession, based on
Stop foot or leg pain, usually in 1 or 2 visits.grades. When a student must use rules to Many students are turned off to the very the rule at the beginning of each lesson.
FOOT AND LEG PAINHelp for foot or leg pain including “Growing Pains” inDcAhTEildDrUeEn.
Treating Difficulty Standing or Walking,
attributed to Arthritis, Spinal Stenosis,
in Adults & ChildrenNeuropathy, Poor Circulation or Poor Balance
IAsfoacpuodsiaotnrisnt wonith-souverrg3ic0aylears nI•oaPmreealriepifpaitnhiesenigrthawtl.h..oNbhyeatuhdresoeevnpedareotffhothyoetSpfoyauimnr dfpoartyotswmI owsyaesa8r5s,%with DATE DUE
terxpeeartimenceen, Ithoafvefoalowta&ys floecguspeadionn, & p•aDiniffrfeieciunlbtoythwfeaeltk. Iinthga,nsktGa-nd fdoirnDgr.,Goldman and his
wfnpleiaognhinnsd-o.ysImuthfhripgnaatidvoctametmlhsthar(toeaamasdrtttomhosprettientphitoeceo,oparfplcfletohero,iwnetegiaavt,nhtbedmufnorleoentgtinhnotogrs,s,e passslieoenpfoirnrges,esairtcthiinngh.ealing people with foot and leg ©WWW ©WWW
icnracmlupidnignogr dsiuffricgueltryywoalfkitnhge), feoveontt(hosre p•aAinr. –thArlviitni,sBsayltimmoprteoms in the knees, hips
–bohws—uenahDrlDpocgererekh..doraS)yS,rvt,utuoecstuafahuwrtaaahtnrdoleGltyboofvoGiltendhoiosmtehoirl(natedotsenlrrm.peobareaattcdmnwk,e)ou,ncvtsasisu,niitanbscle.lluydiinng
HoowrfobratucnkatethI faetelmtoahyavbe efournedlaatdeocdtotrowfhooocotuoldrnot only
bdr••eiuallFGtigeewirnvgbhioonorsfwgeuohtaaimnhnnsecybguwtenaioPedolrnegasnrtaiil.sbyanyilnemsgtpoptorfiomnbdsl.ea–mrpSeMatuhlisinaaaeltennfms,ysiaBnanpanyl1etdsimoproeaporcprlieiae2dlimhvsteaisstvhmioteidsss.oedf ,
H F Y F .CStSutauratrGtoGlodlmdmana,nD, PDMPM DiplomFateell,oAwmAermicearnicBaonaCrdoollfePgoedoifatFroicotSuarngderAynkle Surgeons
1P5ikesvilleAFMineualttlrhhoqeowurW,i,sAMoAWmMruulehldattrohirip’coqslareuW,niAmshCrWooutillcilthnelieopgAs’elsmeooWnaefrrFFhtiooËciocoaolN,itteniasanOnnMoTMddneeALdFdenioicgkcoiilnStneye&eSmauanpLnrtgddeoegHmHoSneesyasamlltthhpcCtoaamrrees,
41401-02-3253-52-3243545
HelpFCoornsYeorvuatrivFeeCaerte.oCfothme Foot, Ankle, and Leg.
4000 2O0ldCCroosusrrtoRaodasdD, Sriuviet,eS3u0it1e,
Owings Mills
elP or ourHeelpeFTorYoouMrFeet.Com
78 u www.wherewhatwhen.com u Ë NOT
besides the fact that at the time of the (cognitive learning), he needs to fully start. When students learn English gram-
Mishnah, a child’s command of Hebrew understand the basic premises of the mate- mar, for example, the rules seem tedious,
and Chumash (as well as all of Tanach, for rial in order to do so. The best example is the methodology is confusing, and excep-
that matter) was likely far more advanced when a student is learning a language or tions seem to be the rule. As they get older,
than ours! It does not seem that our gener- studying a text in a foreign language. He they need to memorize terms such as “sub-
ation should be starting any earlier. cannot rely on rote or song to conjugate ject, object, predicate, adjective, adverb”
verbs or to pick out prefixes and suffixes and the like. Little, if any, of these grammar
Are We Bridging the Gap? and recognize a shoresh. Those principles concepts remain with the student through-
From early in first grade, boys are taught to must have been taught in a cogent, logical out elementary school, certainly not with-
echo back the Chumash translation from manner for the student to be able to use out constant review and practice. As we
the rebbe in a sing-song fashion. This the concepts effectively in the future. can all attest to, the aversion to grammar
vocalization and chanting technique surely However, the common practice is that, and syntax makes mastery of a language
is an effective method of memorization, throughout elementary school, simple using rules quite unpopular with teacher
especially for young boys. (Besides, is there Hebrew word structure is merely glossed and student alike.
anything more beautiful than the sweet, over, if covered at all. It is very often not
TO TH
melodious voices of tinokos shel bais rab- reinforced enough at the most opportune Workbooks
ban?) However, this method seems to only time, which is while the student is learning One solution that has been used recently
enhance short-term retention. When chil- Chumash! (Not to mention that Chumash, by many leading special education and
dren move to middle school and are asked sadly, becomes a seemingly forgotten sub- kriah experts is the use of a Hebrew gram-
to translate the same words that they stud- ject once Mishnayos and then Gemara mar workbook. Many of these are beautiful-
ied repeatedly in second and third grades, come around.) It is doubtful that a child ly written and well-organized. However, this
many students fall woefully short in that could be expected to retain information he tautological style and writing exercise can
TO THtask. was taught by rote at age of 7 or 8, through- hardly be considered a comprehensive
There appears to be a missing link out his grade school career. method of retaining a language. The stu-
between the learning methods used in the dents simply fill in the lines of each ques-
younger grades to those of the older Grammar? Dikduk? No, Thanks tion in the lesson in succession, based on
Stop foot or leg pain, usually in 1 or 2 visits.grades. When a student must use rules to Many students are turned off to the very the rule at the beginning of each lesson.
FOOT AND LEG PAINHelp for foot or leg pain including “Growing Pains” inDcAhTEildDrUeEn.
Treating Difficulty Standing or Walking,
attributed to Arthritis, Spinal Stenosis,
in Adults & ChildrenNeuropathy, Poor Circulation or Poor Balance
IAsfoacpuodsiaotnrisnt wonith-souverrg3ic0aylears nI•oaPmreealriepifpaitnhiesenigrthawtl.h..oNbhyeatuhdresoeevnpedareotffhothyoetSpfoyauimnr dfpoartyotswmI owsyaesa8r5s,%with DATE DUE
terxpeeartimenceen, Ithoafvefoalowta&ys floecguspeadionn, & p•aDiniffrfeieciunlbtoythwfeaeltk. Iinthga,nsktGa-nd fdoirnDgr.,Goldman and his
wfnpleiaognhinnsd-o.ysImuthfhripgnaatidvoctametmlhsthar(toeaamasdrtttomhosprettientphitoeceo,oparfplcfletohero,iwnetegiaavt,nhtbedmufnorleoentgtinhnotogrs,s,e passslieoenpfoirnrges,esairtcthiinngh.ealing people with foot and leg ©WWW ©WWW
icnracmlupidnignogr dsiuffricgueltryywoalfkitnhge), feoveontt(hosre p•aAinr. –thArlviitni,sBsayltimmoprteoms in the knees, hips
–bohws—uenahDrlDpocgererekh..doraS)yS,rvt,utuoecstuafahuwrtaaahtnrdoleGltyboofvoGiltendhoiosmtehoirl(natedotsenlrrm.peobareaattcdmnwk,e)ou,ncvtsasisu,niitanbscle.lluydiinng
HoowrfobratucnkatethI faetelmtoahyavbe efournedlaatdeocdtotrowfhooocotuoldrnot only
bdr••eiuallFGtigeewirnvgbhioonorsfwgeuohtaaimnhnnsecybguwtenaioPedolrnegasnrtaiil.sbyanyilnemsgtpoptorfiomnbdsl.ea–mrpSeMatuhlisinaaaeltennfms,ysiaBnanpanyl1etdsimoproeaporcprlieiae2dlimhvsteaisstvhmioteidsss.oedf ,
H F Y F .CStSutauratrGtoGlodlmdmana,nD, PDMPM DiplomFateell,oAwmAermicearnicBaonaCrdoollfePgoedoifatFroicotSuarngderAynkle Surgeons
1P5ikesvilleAFMineualttlrhhoqeowurW,i,sAMoAWmMruulehldattrohirip’coqslareuW,niAmshCrWooutillcilthnelieopgAs’elsmeooWnaefrrFFhtiooËciocoaolN,itteniasanOnnMoTMddneeALdFdenioicgkcoiilnStneye&eSmauanpLnrtgddeoegHmHoSneesyasamlltthhpcCtoaamrrees,
41401-02-3253-52-3243545
HelpFCoornsYeorvuatrivFeeCaerte.oCfothme Foot, Ankle, and Leg.
4000 2O0ldCCroosusrrtoRaodasdD, Sriuviet,eS3u0it1e,
Owings Mills
elP or ourHeelpeFTorYoouMrFeet.Com
78 u www.wherewhatwhen.com u Ë NOT
