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P. 88
Rarely are the lessons actively reviewed and when they learn l’shon hakodesh. books to be their primary reference and
practiced in the classroom. This is a certain “Binyan Hateiva: Construction of a resource for acquiring Torah knowledge.
way for students to forget they ever learned Let me be clear: it is not the point of this
the skill to begin with. Word in L’Shon HaKodesh” was created author to in any way, shape, or form
with the middle school student in mind, debate the use or place of these wonder-
It is as if we are unfairly asking students one who is advanced enough to under- ful books. They can and should be an
to build a house without the proper tools stand the basic conjugation of nouns, educational staple of every Jewish house-
– and without even laying a foundation! verbs, prefixes, and suffixes. It is at this cru- hold library. However, we must take great
So what can be done without revamping cial time that students will be able to put care that their use does not become the
the whole “system”? the tools they have acquired into practical default mode of learning. We must not for-
use as they learn Chumash, Mishnayos and get the importance of teaching our sons
A New Approach eventually Gemara. A child with the confi- how to read a Rambam or Mishnah
The good news is that there is a program dence to translate any word will likely be Berurah, inside, or how to analyze a Rashi
called “Binyan Hateiva: Construction of a more apt to have a positive outlook toward carefully.◆
Word in L’Shon HaKodesh.” It is not an his future in Torah learning.
overhaul of our yeshiva system. Far from it!
In fact, it requires little extra classroom time, To obtain this program or for
and can easily be incorporated into an additional information, pleasecontact: M.
existing curriculum. This very simple solu- Wealcatch,at Moshewealcatch@gmail.com
tion is to teach the very basics of Hebrew or 718-687-8306
word structure with a clear, concise, and
visual demonstration. The program does Postscript: The Role of English
not cover poalim, syntax, or other detailed Sefarim
and complicated rules. It focuses on simple Few would argue that the advent and
shoresh, prefix, and suffix word parts. It is widespread use of Jewish books and
intended to encourage the student to self- sefarim written in English helps reveal the
translate by showing how complex words beauty of Yiddishkeit to so many different
were constructed and eliminates the appre- Jews in so many different areas. However,
hension that usually accompanies students it is no secret or surprise that many of our
children are relying on these wonderful
THE BEARMAN REICH NER TAMID MONTESSORI SCHOOL 2N0Roe1wgi6sAt-cr2acte0ipotn1in7g
The Montessori Advantage
Combines the Montessori method with Jewish values Torah, T’filah and Chagim Shira Gryll sgryll.design@gmail.com
Builds knowledge and character
Fosters independence and self-esteem
Prepares children for K-12 education at any school Noa Goldman, DIRECTOR
Features hands-on educational materials
6214 Pimlico Road
Baltimore, MD 21209
410.358.6448
nertamidmontessoripreschool@gmail.com
Cultivates social, intellectual and emotional development A Maryland Excel School
Fully licensed and validated Montessori School by The Maryland State Department of Education | Professional Teaching Staff since 1987.
80 u www.wherewhatwhen.com u
practiced in the classroom. This is a certain “Binyan Hateiva: Construction of a resource for acquiring Torah knowledge.
way for students to forget they ever learned Let me be clear: it is not the point of this
the skill to begin with. Word in L’Shon HaKodesh” was created author to in any way, shape, or form
with the middle school student in mind, debate the use or place of these wonder-
It is as if we are unfairly asking students one who is advanced enough to under- ful books. They can and should be an
to build a house without the proper tools stand the basic conjugation of nouns, educational staple of every Jewish house-
– and without even laying a foundation! verbs, prefixes, and suffixes. It is at this cru- hold library. However, we must take great
So what can be done without revamping cial time that students will be able to put care that their use does not become the
the whole “system”? the tools they have acquired into practical default mode of learning. We must not for-
use as they learn Chumash, Mishnayos and get the importance of teaching our sons
A New Approach eventually Gemara. A child with the confi- how to read a Rambam or Mishnah
The good news is that there is a program dence to translate any word will likely be Berurah, inside, or how to analyze a Rashi
called “Binyan Hateiva: Construction of a more apt to have a positive outlook toward carefully.◆
Word in L’Shon HaKodesh.” It is not an his future in Torah learning.
overhaul of our yeshiva system. Far from it!
In fact, it requires little extra classroom time, To obtain this program or for
and can easily be incorporated into an additional information, pleasecontact: M.
existing curriculum. This very simple solu- Wealcatch,at Moshewealcatch@gmail.com
tion is to teach the very basics of Hebrew or 718-687-8306
word structure with a clear, concise, and
visual demonstration. The program does Postscript: The Role of English
not cover poalim, syntax, or other detailed Sefarim
and complicated rules. It focuses on simple Few would argue that the advent and
shoresh, prefix, and suffix word parts. It is widespread use of Jewish books and
intended to encourage the student to self- sefarim written in English helps reveal the
translate by showing how complex words beauty of Yiddishkeit to so many different
were constructed and eliminates the appre- Jews in so many different areas. However,
hension that usually accompanies students it is no secret or surprise that many of our
children are relying on these wonderful
THE BEARMAN REICH NER TAMID MONTESSORI SCHOOL 2N0Roe1wgi6sAt-cr2acte0ipotn1in7g
The Montessori Advantage
Combines the Montessori method with Jewish values Torah, T’filah and Chagim Shira Gryll sgryll.design@gmail.com
Builds knowledge and character
Fosters independence and self-esteem
Prepares children for K-12 education at any school Noa Goldman, DIRECTOR
Features hands-on educational materials
6214 Pimlico Road
Baltimore, MD 21209
410.358.6448
nertamidmontessoripreschool@gmail.com
Cultivates social, intellectual and emotional development A Maryland Excel School
Fully licensed and validated Montessori School by The Maryland State Department of Education | Professional Teaching Staff since 1987.
80 u www.wherewhatwhen.com u
