Jewish Portal of
Teacher Education
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Search results for: Emotional education
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This paper considers how the Auschwitz Birkenau State Museum is experienced by teenage visitors on organized visits with the Holocaust Educational Trust (UK). The findings presented are based on semi-structured interviews with twelve 17 year olds, exploring their emotional engagement with the sites and how they perceive and understand this emotional interaction. The findings suggest that young people experience their visit in a variety of ways, and that this is an incomplete and ongoing process in their learning. The paper raises a number of considerations for educators taking educational visits to the museum, to support pupils in their learning.
Published: 2019
Updated: Jul. 11, 2019
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Mussar, an approach to character growth emerging as a movement in the 18th century, has increasingly been incorporated into contemporary Jewish education. The purpose of mussar—the cultivation of character—is consistent with the goals of Jewish day schools and other settings. This article examines the implementation of a mussar-based program in a Jewish community high school. Particular attention is given to questions raised by the introduction of this program into a pluralistic school setting. Implications are discussed in terms of the broader goals of Jewish education.
Published: 2017
Updated: Aug. 30, 2017
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Along with the development of programs for social and emotional growth, many congregational learning teams are refocusing their efforts more broadly to include the socio-affective domain. Jewish educators are asking how they may help their students develop social relationships that are embedded with Jewish values. They are seeking to create Jewish learning that nurtures the soul, honors spiritual curiosity, and is relevant to their lives. Jewish educators working in the part-time space are experimenting with a number of models that foster choice and emphasize the value of group work.
Published: 2017
Updated: Jun. 01, 2017
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Pressure of national and international achievements tests results in elementary schools dedicating most of their time to promoting pupils' achievements. However, does school dedicate adequate time to students' emotional availability to learning? Under the 'New Horizon' educational reform in Israel, homeroom teachers must dedicate one weekly hour to individual emotional conversations with pupils. This policy relies on development theories regarding emotional conversations as vital to learning processes. I believe in managing a 'heart to heart conversations' system shared by the entire school staff, a policy that requires overall solutions, but paves the way to pupils' emotional availability to learning and resulting success. Emotional conversation has many advantages for the teachers as well such as: getting to know children beyond their learning abilities, matching expectations and become more significant for their pupils.
Published: 2016
Updated: Feb. 01, 2017