Could Curriculum be Adjusted?
Being that the subject of "At Risk Kids" is only an auxiliary subject on my blog, I was a bit surprised to see the amount of traffic that the first post generated. Obviously the subject is a popular one, and it is well within the purview of "Orthonomics," so I figured that a second installment was definitely in order.
I don't claim any expertise in this subject area, but I think I am smart enough to recognize where some of the problems are coming from. It doesn't take a rocket-scientist to point out some general issues. In addition, I think my life experiences could add a unique perspective that is hopefully worth reading about.
Over at Harry Maryles' blog "Haemtza," the subject of "At Risk" is also hot, to say the least. An amateur blogger like myself could only aspire to generating so much heated discussion. Harry has posted two installments on the subject, the first of which deals with the At Risk Issues in the Chareidi World and the second of which takes a look at the At Risk Issues in the Modern Orthodox World. The comments related to both of the posts lead to a very heated discussion about the curriculum in Yeshivot, especially boys Yeshivot.
Steve Brizel, a valued commenter there and now here, writes:
In this regard, I saw nothing in any of the articles about rethinking our curriculum, especially in boys schools, which function under a success ratio of 1/1000 between entering students and Gdolim produced thereat. The source of that ratio is a Medrash and is defended by R Dessler ZTL despite the fact that an explicit Mishnah(" a Mfureshe Mishnah") states age appropriate levels and that this age appropriate curriculum was advocated passionately by the Maharal. As of yet, I have yet to see, read or hear answer to the question as to why we continue to maintain a dysfunctional system that produces revolutionaries, drug abusers and sexually promiscuous adolescents and ER cases. How many must we tolerate before we state that the system is broken? We need a discussion led by the Gdolim on the issue, as opposed to mussar that blames parents and band-aid chizuk/kiruv-type solutions that deal with teens and those who have already survived the system and moved on from there.
I agree with Steve that we need to take a good hard look at our institutions. Our Day Schools basically offer a "Israel Experience Prep" and "College-Prep" courseload and our Yeshivot and Bais Yaakovs offer a "Beis Medrash Prep" or "Seminary Prep" courseload with some academics thrown in for good measure. A student who does not belong in either of these tracks for whatever reason, is certain to be float aimlessly.
While recently we have seen a dearth of vocational training programs for adult Yeshiva products, by this time it is often too late. Why do we force our children to stay the course in a completely college-prep track despite the fact that 1) our kids may not be college bound because of their own academic limitations -or- 2) our kids may not college bound (at least immediately) due to financial limitations.
The truth is that I don't know how we could fund an education system that tried to track kids according to their levels and abilities and so I hope we can reserve those concerns for later. Right now I just want to look back at my (public) education and point out the positives (yes, there were positives!).
My school district was well aware that most students, even the most academically oriented among us, were not headed to elite private colleges. In fact, they realized that most students would be putting themselves through the local junior college while working or enlisting in the military (G-d bless those who are serving our country). The curriculum requirements reflected the fact that students who were not on a purely academic track would need to graduate with enough skills to get themselves on their own two feet rather quickly.
There were three basic curriculums that the school offered: 1) An Advanced College-Pre Track, 2) A College-Prep track that required a vocational elective, and 3) A Vocational Track. As my husband pointed out, many parents are loath to admit that their kids may not qualify for an advanced academic track. Fortunately, my school required students who were fell out of track 1, to supplement their education with a course from track 3. Basically, if you were not definitely headed to a four-year University, the school wanted to make sure you had an introduction to something vocational. And, if you were certainly not headed towards college, a la track 3, the school wanted to make sure that you had some marketable skills.
Being that I was in the first track, I spent most of my day with the same students that I had been in class with since the 4th grade or 7th grade. A number of students found their way into either advanced math and science or English and plenty of students were shown the door if they were not working up to their potential. So, I was fairly unfamiliar with the course offerings .
Fortunately, due to the internet, I was able to locate my school's course catalogue and see what was offered to those in track 2 or 3, and was I impressed. There are a full selection of both "white collar" and "blue collar" vocational courses and there is a career center to guide students through their high school courseload towards employment. The courses offered are "certified" and local businesses know that certain skills are being taught. All, in all, I think the model is a positive one.
So, what is offered?
Microsoft Office
bookkeeping
Computer Programming
Computer Networking
Hardware and Software repair
Criminal Justice with on-the-job training
Developmental psychology with on-the-job training in local pre-schools and public schools
Agriculture and Horticulture
Automotive classes, including classes in specific systems like brakes
Drafting, more advanced classes include software training with CAD
Graphic Arts
Metal and Woodworking
Construction
I am no expert in what our children need or what would interest them. I do think that it is criminal that we don't recognize that our children are not all going to become Roshei Yeshiva or Rebbeim, or doctors, lawyers, or businessmen. I also think that it is criminal that we let our children float aimlessly, rather than offer them skills that would give them the dignity that comes with accomplishment.
And, I also think it is criminal that we do not recognize that not every parent can continue to support their children financially while they pursue years in Beis Medrash and that we do not provide direction early on. Being able to support one's self and one's family comes with its own pride and dignity. The fact that there are 30 year olds in our communities who may never be able to support themselves is emotionally crushing.
Now leave my readers to discuss the situation and add their own insights. Shabbat Shalom!
20 comments:
Good post.
I especially agree with your sentiment that we have to find a way to recognize which students won't become gedolim (or lawyers) earlier on.
Here in Israel, many programs aimed at vocational studies for 22-26 year-old kollel yungeleit are beginning to open. But as far as I'm concerned, that's WAY too late. I don't have a problem with everyone studying in Kollel, but those who aren't going to be doing it permanently need to start training (possibly instead of night-seder) MANY years earlier.
I agree with the host's comments re the state of our educational system. Unfortunately,an overemphasis on "soft" and "Apple pie" issues such as Shalom Bayis at the expense of hard discussions on how we can improve schools and communities is no more than a smokescreen . We need to confront the issues, rather than hide behind fluffy rhetoric
Thanks for the supportive comments.
I agree with Jak Black that 22-26 years old is just too late. Providing a vision for adulthood is necessary at a much younger age.
One wouldn't start teaching their kids the mitzvot a month before their Bar or Bat Mitzvah. Why in the world do we wait to provide a vision until a our children are married with their own chidren?!? That is ludicrous and completely impractical, especially in our world where we are expected to have many children and finance their private educations.
Jak Blak-I think that there are ways out there that separate Gdolim from pretenders. Bchinos, publications, and peer review via chaburos certainly are the operative derech in RIETS' Kollelim. You don't last there if you don't cut the mustard. I have heard that Ner Yisroel is also moving towards more bchinos and that in Mir/Yerushalayim and Lakewood there is a process whereby some guys are asked to leave once it becomes obvious that their destiny and career lies elsewhere. In fact, there are Chared mental health professionals who are consulted with by Lakewood on this issue.
Steve,
Yes, change is finally in the wind. I even recently saw a sefer written by an accepted Chareidi talmid chacham (R. Ezriel Tauber) that basically rants that change must come in this area.
Jak,
It would be great if you would post sections of the sefer of R. Ezriel Tauber's on your blog. I'm sure that it speaks for itself. I'd love to link to it and see what our Rebbeim do suggest and why.
SL,
I'll try to do so tonight. With all these massive posts looming over my head, it's easy to just "escape" them and post something simple :)
Jak, I'm waiting patiently.
If we want to help our children, it is really up to parents to make the schools offer alternatives. I live out of town, and at the local yeshiva katana, there is a boy from a very wonderful family who is not destined to be a learner. He has some issues that make it really impossible. Luckily for him, his parents and school recognize this, and for a last couple years (he is now 13) they have allowed him to work part-time for a bookbinder and he is now going to be spending a few hours a week working at a local kosher restaurant.
As he and his family are looking into yeshivas for next year, they realize that it will not be so easy to find the right place for him, and that he may have to work out a home-schooling situation. THis is not a boy that has any obvious disability. He is just not cut out for the academic world. He is super personable and will probably make a wonder businessman. It makes me so proud to see how his family is helping him make these decisions now and not pressuring him to try to conform.
Shuli--Thanks for a nice story. It is great to hear about families who are helping their children succeed in life according to their abilities.
One of my neighbors has three daughters whose husbands are all in kollel. Their older son is learning in EY this year. Their younger son had academic problems in yeshiva ketana and demonstrated some soft "at risk" symptoms. Last night, I saw him helping his uncle, a videographer/photographer, at a dinner. He seemed very happy. I think that it is fantastic that he found something that may have turned his life around.
That being said, I definitely feel that girls have a far better and more rounded chinuch than men. (The issue of orientation towards kollel is another issue.)Even the Charedi girls schools products know more Tanach, Jewish History and Halacha than the boys.One can ask whether Tznius is taught in a positive sense or even with any hashkafic propriety, other than checking for sleeves, necks and skirts.
In contrast, boys "learn" Talmud only and from way too young an age. A system that runs on a premise of aq 1/1000 success rate based upon a Medrash as opposed to the age appropriate curriculum of the Mishnah is dysfunctional and therefore will be one aspect of why boys get turned off to learning, even in the so-called "best homes." Obviously,low paid rebbes and moros are a huge part of the problem. Chinuch remains the province of too many Kolleleit and Kollelistas who have gravitated there as a bdieved, as opposed to a genuine choice and excitememt in education. R Moshe Besdin ZTL, my RY in JSS used to state that when teachers are paid peanuts, we should not be surprised that they produce monkeys.
Oftentimes a job is just what is needed to help a kid find value and direction in their life. A job can also instill the responsibility and discipline necessary to succeed in life.
Great to hear your neighbors son is finding a job he can enjoy. I'm sure that not only will an activity that he enjoys make him happy, but that it will make him into a mentsch.
Also, Steve, regarding your last comment: I think that getting into Chinuch could be given a lot more structure that would ensure that those who choose chinuch do so "l'chatchila."
I plan to post more on this some other time. But, I find it alarming that there is basically no formal program for bochurim and kolleleit that introduces them to the fundamentals of educational theory, psychology, classroom observation, and student teaching in a frum environment. I know Rabbi Horowitz wrote about the idea. I plan to review his article and add some perspective on how it is done in public schools. In short, he has a great idea (long overdue), but there is no need for his idea to cost so much to train so few. There should be a system for credientially Rebbes and student teaching should be an absolute requirement. Becoming a teacher should be an active choice, not something one falls into because they had no other plan.
Also, Steve, regarding your last comment: I think that getting into Chinuch could be given a lot more structure that would ensure that those who choose chinuch do so "l'chatchila."
I plan to post more on this some other time.
I plan to address this too. Frankly, I think it's the number one problem in chinuch today. How many Rabbis can you name who first went into kollel knowing they would someday like to teach?
SL,
Rav Tauber's words are up.
Thanks Jak. I plan to link to your post soon. It is certainly enlightening in more ways than one.
'But, I find it alarming that there is basically no formal program for bochurim and kolleleit that introduces them to the fundamentals of educational theory, psychology, classroom observation, and student teaching in a frum environment.'
Yeshiva University has an entire graduate program that does this:
http://www.yu.edu/azrieli/
Richard Joel told me recently that he is hoping to expand the connections between the Azrieli school and YU's two high schools. He is well aware that there are almost no other institutions of any type in America that run both an school of education and a high school -- and that this is a frum institution! He hopes that this will be a plus for both the Azrieli School and the YU high schools, as well as the entire Jewish community.
Touro also has such a program; I am less familiar with it:
http://www.touro.edu/edgrad/gsep.asp
'Chinuch remains the province of too many Kolleleit and Kollelistas who have gravitated there as a bdieved, as opposed to a genuine choice and excitememt in education.'
Steve,
Do you think that the fact that so many of the teachers have had such a narrow educational background themselves limits the potential for our schools to adopt a more sensible (and, as you point out, Mishnah-mandated) curriculum?
Charlie, I apologize. I am well aware of YU's developed programs, although less aware of Touro's programs. I should have been more specific and directed those comments to the Yeshivish schools, which is where it seems that most of the teachers are coming from (even in the more modern schools).
The important point is that the classroom observation and student teaching, as well as courses focusing on education, should be standard for staff.
Charliehall-The expansion of Azrieli into MTA and Central ( YU's affiliated high schools) is long overdue and needed. IMO, both schools need to have more after close experiences between rebbe/teachers and students. I see very little evidence of the same at the present in the past. I think that talmidim should spend Shabbos or do a chesed project with a rebbe or teacher. Any charedi school or BY oriented girls school emphasizes this at least as much as tests.
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