Philosophy of Teaching Statement Nosson Schuman I believe that Torah should be taught in a way thats meaningful, thought-provoking and

relevant. I believe that people should feel free and secure to ask all types of questions. I believe that children need organized lessons, desire structure in the classroom, and respect a disciplined teacher. I believe that the teacher needs to create a loving bond with his students. We live in a media dominated, open-information society that is constantly evolving. Our children are exposed to stimulating entertainment, cutting edge technology and global events at touch of their fingertips. Their world is one of excitement, choice and opportunity. We need to make their Judaism as equally appealing. Our Torah can provide such satisfaction, , we have a good portion; we just need to present it modernly and appropriately. We need to present 21st Century Torah. When I teach the timeless text of , I endeavor to relay it in way that is relevant to Jews living in modern society: my dog bites your dog. Ill extend the teachings of Sefer Chafetz Chaim to cyber-bullying, and the prohibition of stealing, to copying music files. Although Im not as tech savvy as some of our children, nonetheless, I strive to be fluent in todays technology. Relating to our children doesnt just mean knowing whos on which sports team or who sung that song, but also how to use an ipad or smartboard. Everyday new educational tools are initiated on the internet and Im eager to utilize them; these are the mediums that grab our children. The eternal Torah certainly speaks to this generation; we just need to find the right technological medium and the right terminology to make our students understand that it applies to them. Children need to perceive Judaism as a faith that makes sense to them; hence, they need to be able to ask questions in a secure environment. I try to get my students to think, to appreciate from their heart and mind, the depths of our teachings. In the course of learning, inevitably a good question arises, one that questions the modernity and the morality of Judaism. I treat it seriously and answer the question. These queries come from their hearts and their own sensory experiences; they may be the most the vitally important questions asked in the
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Philosophy of Teaching Statement Nosson Schuman classroom. I respect and appreciate these questions, because I have had them myself. I understand the necessity of answering these questions in sensitive and sensible way. For our children to connect, serve and represent G-d in their lives, they need to understand what and why they are doing this. I plan on answering these questions for them. Children need and desire structure. As still dependent individuals, they yearn to know they are being cared for. When the teacher plans his lessons and installs discipline in the classroom, the classroom is transformed into a caring environment for that child. I plan on teaching many creative and varied lessons implementing multimedia, differentiated instruction, cooperative learning groups and chevrusa learning, but all founded on strong discipline and cooperation in the classroom. I have found that when the students see that I stand for these values, they return the respect in kind. Lastly, the Torah heeds all teachers to consider ones students as ones own children. How crucial is this decree in our day and age, when the child spends more time in school than at home? The great responsibility and privilege to teach, train and raise the next generation can only be done properly through love. I personally try to befriend all the students in the school, to show I care about them all. A teacher of mine said, the greatest respect you can give another is to attentively listen to him. I plan on listening and paying attention to all my students. I plan on learning their likes, discovering their individual strengths and making them feel good about themselves. .

Philosophy of Teaching Statement Nosson Schuman I am a master teacher of Jewish Hashkafa/Outlook. I specialize in the complex faithbased questions, for not only has my lifes quest provided me with some answers, but I understand and appreciate the childrens inquiries. As I teach, be it Gemara, Chumash or Jewish history, I stand, I circle around the room, I read the material and I interact with the students. Im very knowledgeable of Hebrew grammar and try to help them understand the words from their roots. Theyll identify the building blocks of the statement and piece together its meaning. As I sit as a student teacher in the classrooms and observe the teachers and students, I realize that this is my niche in Jewish education. There needs to be someone to seriously and sensitively address these pressing issues. We live in a time when no one is forced to be observant. If we want the Torah to be meaningful to our children, if we want them to follow in its ways, then we need to present a 21st century Torah that speaks to them morally, intellectually and spiritually. Thirteen years ago I became an out of town rabbi to bring Judaism to those Jews who would not have the opportunity to learn Torah. I believed that if someone would just hear the Torahs beautiful messages in a modern and relevant fashion, theyd recognize their treasure and become attached to their heritage. In my travels, I fulfilled my wish and brought Torah to many people who would never have had the access otherwise. However, my congregants and students were not the only ones who gained and grew; I grew tremendously as well. Not only by teaching, but by hearing the cry, the torment and the complaints of the disenfranchised Jew. In the Yeshiva world, the view on the Torah, religious Jews and everything about them is one of perfection. Yet all does not appear perfect to our assimilated kin. They have scientific questions on the age of the universe and evolution, womens equality and status issues, questions on the poor etiquette and honesty of religious Jews, and the latters seeming lack of interest in Tikkun Olam. More problematic are the books and rabbis quoting supernatural midrashim at face value, making Judaism appear mythological, superstitious and illogical. Additionally, they dont feel respect or

Philosophy of Teaching Statement Nosson Schuman brotherly love from orthodox Jews. In my years in the rabbinate, I have striven to be the antidote to these issues. Ive studied many of the resolutions to the scientific issues and Ive even taught classes on womens status in Judaism. I believe in a sensitive, caring Judaism that is interested in the whole world, treating all humanity as created in G-ds image. Ive studied much aggadatah and many midrashim, and have learned when they are to be taken as parable and metaphor and when not. Lastly, I try to live as a nonjudgmental person, showing love to all and appreciating the good that all do. In my years out of town I would teach in the local Talmud Torahs and Day Schools. My teaching methodology was self-learned: I taught the way I remember being taught and improved from trial and experience. Im thrilled though, at being taught formal pedagogy at Azrieli. With knowledge of Piaget, Vygotsky and Erickson, I plan to understand my students learning and social needs on a much deeper level. I plan to incorporate Cold Calling, Pepper, Cooperative Grouping, Smartboard technology, and Blooms taxonomy intentionally into my teaching. Whereas I prepared lesson plans before, Im now aware of Hunters methodology and plan to implement it for greater effect in the classroom. Although my specialty is Hashkafa, I plan on teaching all Judaic subjects. Undoubtedly an important question will arise and Ill be able to represent Judaism in a meaningful way to that student. With my skills elevated and honed from Azrielis Masters Program, I plan to be a most effective Judaic teacher.