THE HIDDEN GIFTED

Since Rabbi Yaakov Horowitz’s 1996 article in the Jewish Observer addressing the issue of “at-risk youth”, there has been a groundswell of public awareness, resulting in numerous programs addressing this major challenge, and much discussion of it’s causes and solutions.

But there exists another group of young people, an even larger group, whose existence is in many ways even more ominous for the future of the Klal.

These young people are not hanging out on street corners, nor can they be found smoking outside Chasunas or shopping malls. They are not on drugs, and don’t go to mixed gatherings. They don’t use foul language, nor are they chutzpadik to parents or teachers.  They are not rebelling, either in the classroom or at home.

Who are these youngsters and where will you find them? They can be found in virtually every classroom, quietly suffering, bearing their secret, sometimes alone, sometimes together with their parents. Sometimes they are failing students, and their frustration with academics leads them eventually to act out and develop behavior problems. More often than not, however, these students are simply viewed as “low average” by the rebbeim and teachers who are unequipped to adequately help or even identify them.  Between 15% and 30% of our yeshiva children fall in this group.[1]

One might label these young people “the hidden at-risk” because most of the teens we term “at risk” were in fact, in their younger years, part of this “hidden” group. But I prefer to call them, “the hidden gifted.” These weak, floundering students have many gifts and exemplary qualities waiting to be discovered and brought out. Neglected, these qualities atrophy, leaving a vacuum, “at-risk” of being filled in the worst possible ways. But with the proper attention and in the hands of skilled rebbeim and moros, these hidden gifts and qualities can be nurtured and developed, restoring this group to it’s productive place in Klal Yisroel.

 

SOME SPECIFIC CASES

A mother gathers her courage to call the number she was given by a friend.  Hesitantly, she describes her son to the intake secretary at Merkaz L’Chinuch HaTorah/The Kriah Clinic. The boy always seemed to have been a bright child, but when Gemara became the main subject of study things quickly went down hill. “He stopped listening after a while, and just seemed to give up.” Here she starts openly crying, while the secretary patiently waits for her to gain enough composure to continue. “Now in Mesivta, a well-behaved boy…. he just puts his head down during the shiur.  Afternoon seder he has no chavrusah.  We’ve tried hiring a Kollel man to learn with him, but it hasn’t helped.”

An evaluation of this boy reveals that in spite of his high intelligence, and a high level of competency in English reading, some attentional issues were compounded by major gaps in vocabulary and other age-appropriate Lashon HaKodesh skills, as well as a very weak foundation in basic Gemara skills. The pace and depth of even the “easier shiur” that he attended, was way beyond his present skill level.  How could we possibly expect him to be involved in or motivated by his learning?

Another mother relates her daughter’s difficulties: a sixth grader, who has a Kriah problem which has gone unaddressed for years, has now become a behavior problem with an “attitude” that is disturbing teachers and fellow students alike. What should she do? The school does not have someone equipped to help her, yet they are insisting that the mother “do something about it.”

In a full day presentation for Principals at the Torah Umesorah Convention in 2006, Dr. Aharon Hersh Fried addressed the issue of second language acquisition. He stressed the shortcomings of the present “system” for teaching our children the skills of Lashon HaKodesh.

“Every week”, he reflected, “I receive another, if not several calls that go roughly like this:

Father or mother explains, ‘My son is a bright, alert child. He started off doing well in yeshiva. Then, as the pace picked up, first in mishnayos and then Gemara, he stopped looking inside.  He seems capable of understanding the concepts, but he just can’t or won’t read inside the text. Now he is approaching (or is already in) Mesivta. What happened? What is wrong? What do we do?’

ADVICE FROM OUR GEDOLIM

From advice I have received over the years from Rav Simcha Wasserman zt”l, Rav Avraham Pam zt”l, , Rav Chaim Pinchas Scheinberg  zt”l,  v”ybl   Rav Shmuel Kamenetsky shlita, Rav Yaakov Perlow shlita, and other Gedolim, it is clear that they have been very well aware of this serious and pervasive problem, and fully in support of any efforts to deal with it.

Rav Yaakov Weinberg zt”l stated the problem clearly in his shocking Keynote address at his last Torah Umesorah Convention in 1998:

What is our primary goal in teaching talmidim? Not Chumash, not Mishnah, not even Gemara and meforshim.  Our ikar goal for our talmidim, is—reading!   Our talmidim should have the skills and ability to independently open up a sefer, at least easy seforim, and read for themselves.

Our libraries are full of wonderful seforim, sifrei mussar and sifrei Halacha.  But these are tragically closed books to so many of our talmidim. The libraries, the full range of sifrei kodesh, must become open to our talmidim…. From this, everything will follow.

 

Recently Rav Chaim Dov Keller שליט”א, Rosh HaYeshiva of Telz of Chicago, addressed a group of Rabbeim in Chicago and said:

Kriah, skill in Hebrew language is probably the most critical factor in causing so many of our youth to leave the fold. You must stress Kriah and more Kriah.

 

The Noveminsker Rebbe openly referred to this crisis with frightening words in addressing an asifa of mechanchim in Yerushalyim during January of last year:

Sometimes a bochur sits in the classroom and doesn’t learn, show any interest, or cooperate. There’s an easy way and a more labor-intensive way to deal with such a bochur. The easy way is to dismiss the entire problem with one short sentence: this boy has no desire to learn. He has no interest, and that’s it. End of story.

From the perspective of the rebbe, once they’ve issued such a verdict, the student is outside of the classroom, even though he may physically be present. I’ll say it in a clearer manner: A rebbe or ra’am who issues such a verdict about a Jewish boy who isn’t learning or behaving properly, is perverting his G-d-given mission. He is destroying students. Destroying generations upon generations. He may not be a rebbe! Who gave him the authority to remove a Jew from Klal Yisroel? Who?

Any educator who encounters such a student must conduct an honest conversation with himself. The educator must address the internal world of the student. He’s not learning? Figure out why! Deal with him![2]

A CALL TO ACTION: THE RAV YEHOSHUA BEN GAMLA EDUCATIONAL NETWORK

Only by providing skilled help at the right time can we fulfill our responsibilities as mechanchim to our own children and to all of the children of Klal Yisroel. Yet, how can we focus our efforts to effectively deal with this true crisis affecting our precious talmidim and talmidos, our future Klal Yisroel?

To address this issue, The Rav Yehoshua ben Gamla Educational Network was established by the Merkaz L’Chinuch HaTorah, under the guidance of the Gedolim, with the goal of mobilizing and guiding Mechanchim to effectively deal with this monumental challenge facing the next generation of Klal Yisroel.

 

WHAT IS THE MERKAZ L’CHINUCH HATORAH?

When Merkaz L’Chinuch HaTorah, a private remediation center, opened The Kriah Clinic in the mid-1980’s, it focused primarily on young children who had trouble mastering the basics of Hebrew reading. Over the years, however, Merkaz L’Chinuch HaTorah expanded to meet the needs of a broader and more demanding population: children and boys, and eventually young men who, despite all efforts, despite tutoring and practice, despite obviously high IQs and clear “street smarts” couldn’t succeed in yeshiva.  There were boys who were recommended as bright, who could ask intelligent questions on the Gemara, yet in the classroom were tongue-tied and helpless with a new text. The age range expanded—from six year-olds who couldn’t blend, to Mesivta boys who couldn’t sound out the Gemara, to boys who, having been at the top of their high school shiur, in Bais Medrash found themselves doing somersaults to avoid reading in chevrusah, to adults who dreamed that perhaps they could learn to read, follow an advanced shiur, and even learn independently.  And thus the Merkaz developed new programs, addressing the needs of this broader population, under the guidance of esteemed roshei yeshiva, including Rav Chaim Pinchas Scheinberg zt”l, , Rav Shmuel Kamenetsky שליט”א, and Rav Reuven Feinstein שליט”א.

 

THE GEMARA SKILLS AND LASHON HAKODESH PROGRAMS

The Gemara Skills and Lashon HaKodesh Programs use a variety of innovative Torah-based strategies, incorporating the latest research in language development and learning disabilities. The focus is on phonetic competency, mastery of fundamental dikduk, a comprehensive vocabulary, and the building of higher level skills of comprehension. These skills are reinforced and mastered through the use of guided practice in texts, sequenced according to difficulty in each of these areas.  This unique approach has proven effective with children and adults of all ages, including those with dyslexia, A.D.D. and A.D.H.D.   All work is completely individualized, tailored to the strengths and weaknesses of each talmid. How is that accomplished?  Each talmid’s program is designed only after a unique evaluation, called The Limudei Kodesh Profile.

 

EVALUATION: THE LIMUDEI KODESH PROFILE

       The Limudei Kodesh Profile is an intensive evaluation of all Kodesh subjects done for each child seeking remediation. It is comprehensive; seeking out the full picture, an anatomy of the talmid’s learning skills, with great attention not only to his deficits, but also to discovering his strengths, his learning style and any other contributing issues, such as processing or learning disabilities and secondary deficits which may have resulted from early reading problems. The source of the talmid’s presenting problem is sought, as that will determine the course of remediation. Attention is also given to any residual issues resulting from years of struggle: gaps in vocabulary, basic concepts, and motivational issues, etc., so that the talmid can best use his newly acquired skills to achieve his full potential, ultimately learning at the level of his peers.

 

REMEDIATION: THE INDIVIDUALIZED PROGRAM

All remediation at the Merkaz is one-on-one, supervised through frequent consultation with the rebbe, fine-tuning all issues of method and motivation on a regular basis.  Where appropriate, the yeshiva and regular rebbe are involved, whether being asked to adjust the tests or requirements for that talmid while he is involved in his remediation process, or to support and reinforce the skills the talmid is now mastering.  If there have been behavioral issues, the Merkaz can work together with the administration to develop understanding as well as behavior modification plans. Such behavioral issues generally subside as the talmid improves and sees success in his skills.

 

RESULTS

Remediation time can range from a few months to a year or more, depending upon the severity of the problems and the years of neglect that must be compensated for.  But the goal is the same for every talmid:  achievement of his full potential in learning and restoration of his self-esteem.  For most, that means full competency in his yeshiva setting.  When the program is completed, results include a young man back on track, a happier family, a promising future:  a level of success that neither he nor his parents had thought possible.

One talmid’s rebbe commented, “I can’t believe the change. Before he was completely out of it–now he is following and participating in everything.”

A Bais Medrash bochur recently confided, “I can’t describe how happy I am. The other night, I read and understood a Rashba by myself.   All of my life I dreamed of this.”

 

SUMMER PROGRAMS

During the summer months, the Merkaz runs intensive programs, when tremendous progress can be made without the pressure of the regular yeshiva curriculum. Rebbes learn with the boys during regular learning sedar at their summer camps in the Catskills, or in local day camp programs, while older boys have time for intensive sessions. Talmidim from outside of the New York area and even from overseas use the opportunity of these summer programs to obtain remediation that is unavailable to them locally.

 

WORKSHOPS

The techniques developed by Merkaz L’Chinuch HaTorah have helped hundreds of talmidim, on an individual basis.  But in conjunction with The Rav Yehoshua ben Gamla Educational Network, the Merkaz offers intensive workshops for Mechanchim and Mechanchos, enabling both mainstream and remedial mechanchim to use our methods and expertise in their own classrooms and resource rooms.  In these workshops, rebbeim and teachers learn both the theory and practical techniques, and acquire the ability to discern a talmid’s true needs, and how to use different methods with different students, all within the same classroom.

 

 THE RAV SIMCHA WASSERMAN METHOD

   Daniel struggled through high school, one frustrated rebbi after another wondering “What will be with this boy?”  Daniel seemed intelligent enough in conversation.  His “street smarts” were first-class—he could plot a cross-country trip on the back of a napkin better than a GPS navigator. But in yeshiva he produced virtually nothing.  Popular and happy-go-lucky, he never seemed to have time to study, with not surprising results.

   Careful evaluation indicated that he had only mild kriah issues, but more serious weaknesses in other learning skills.  With some prodding and special motivation to prime the pump, Daniel consented to work part of the morning on his skills; after all, how much was he gaining in class anyway?

   Daniel was taught a unique method (an original technique that had been developed with the guidance of Rav Simcha Wasserman zt”l).  This technique enabled Daniel to decode and translate the text independently, to develop his own questions and answers, and then to write out the structure of the Gemara, finally expressing it visually in a flow chart.

   Watching Daniel pore over his notes, one might think he was drawing up architectural plans for a building contractor; yet anyone familiar with the Gemara outlined that way would recognize a visual map of the sugya, at a respectable level of depth and analysis.  Once Daniel had mastered this technique, not only did he become conversant in the Gemara at hand, but more important, he could prepare new material, hold his own with chavrusah and in shiur, and retain his learning.

 

How can rebbeim successfully guide and teach their talmidim to always follow the Gemara inside; to master the skills of reading, translating, and understanding “inside” the text -Gemara, Rashi, and Tosofos? In The Gemara Skills Workshop, the classroom rebbe learns a whole new way to approach teaching a sugya, allowing the talmid to independently read teitch and comprehend the sugya while the rebbe is available to provide support.

Through The Rav Simcha Wasserman Method all of the talmidim acquire full mastery of the sugya, as demonstrated in oral and written bechinos upon which talmidim perform 90% or above, from the first bechina and onwards. The approach is soundly based upon teachings of the Rishonim and the Ramchal, and was perfected under the guidance of Rav Simcha Wasserman zt”l.  The method is suited for classroom use or for individual rebbe/talmid tutorial, for talmidim from sixth grade through Mesivta and Bais Medrash.

 

THE THREE TIER METHODOLOGY

   In July Eliezer’s parents received a disturbing call from his Menahel. He just completed seventh grade, a talmid in one of Brooklyn’s foremost Yeshivas. But his performance, as well as his behavior, had gone from bad to worse.

    “I’m sorry I just can’t take Eliezer back next year. He’ll never make it here. I don’t know where to send you, but one thing I know is that here is not the place,” the Menahel said.

   The desperate parents spent some sleepless nights, and eventually a mechanech friend recommended them to the Merkaz. After a full evaluation our opinion was quite different that the Menahel’s. Eliezer showed great potential with strengths, in many areas but his skills were weak. He was overwhelmed and acting out from frustration and despair. After an extended meeting, the Menahel agreed to give him “one more chance.” But this time Eliezer was not simply being asked to “try harder”.  This time, Eliezer was given a support program of focused remediation and strategic pre-learning each day, using the THE THREE TIER METHODOLOGY.

   Two months later I met the menahel at a simcha. He came over to me and said, with a broad smile, “You were right … Eliezer is 300% better!”

   “Three hundred percent?” I repeated in wonder. “I would be happy with 100% improvement? What is 300%?”

   “You don’t understand!” the Menahel explained. “It’s not just that he is paying attention, participating in class, and doing beautifully on bechinos, its that he‘s a different boy. In the halls, at lunch, last year he did crazy things, and now his behavior is regular, like all the other boys.”

 

How can rebbeim and moros successfully guide and teach even their weakest talmidim/talmidos to follow the text inside; to master the skills of reading, translating, and understanding “inside” the text—Mishnah, Gemara, Rashi, Chumash or Tanach?

In THE THREE TIER METHODOLOGY the mainstream or resource Rebbe or Morah learns a new way to approach teaching a text, allowing the talmid/talmida to independently read, teitch and comprehend the material while the Rebbe/Morah  is available to provide support. Like The Rav Simcha Wasserman Method, THE THREE TIER METHODOLOGY enables talmidim/talmidos to fully master the material, as demonstrated in oral and written bechinos upon which all students perform 90% or above, from the first bechina and onwards. The method is suited for classroom use or for individual talmid/talmida tutorial, for students from the first through 12^th grade.

 

 

BACK TO BASICS: KRIAH

While the range of the Merkaz has expanded over the years to learning issues at all levels, from Chumash and Rashi through advanced Gemara, its flagship programs in Kriah continue to garner much attention from mechanchim and mechanchos, as the significance of Kriah as the foundation of all learning is receiving greater recognition by educators at all levels. No longer viewed as a subject for just Pre-1A, rebbes and morahs are looking for more than just review and practice throughout the elementary years. Intensive workshops enable to classroom rebbe and morah to ensure that their talmidim are fully competent in this area, so essential to their ultimate goal of learning independently.

Finally, while the difficulties of those children with severe learning disabilities are often evident to teachers and parents alike, subtle issues, minor deficits, and less severe problems are often overlooked, particularly in otherwise bright and well-behaved children.  The benefits of discovering these hidden problems, before they come to light and threaten the self-confidence of the student, and before they create serious stumbling blocks in the complexities of more advanced learning, is evident to many menahelim and principals.  Lashon Hakodesh skills, even beyond kriah, are essential to the long term success of every talmid and talmida.  A simple screening test, to catch problems when they are small and simple to address, can save much pain and embarrassment, not to mention time and great expense, for many talmidim.

 

THE NEXT STEP: HANDS-ON KRIAH REMEDIATION AND CURRICULUM SELECTION

This in-service class provides hands-on remediation techniques and presents the range of materials available for developing better skills and competency in Kriah and Lashon HaKodesh throughout the elementary grades. It pinpoints which skills are necessary and appropriate for which grade level, and is directed to classroom rebbes, teachers and/or resource room personnel, as well as providing guidance to principals in developing curriculum programs. Highlights include:

• Acquiring mastery of Kriah (accuracy, fluency)
• Innovative materials for developing skills in Kriah and Lashon HaKodesh
• Focused, precise, and effective strategies for remediating common Kriah errors, based on diagnostic prescriptive methodology
• Motivating games for the classroom and for small group settings
• Innovative approaches and materials for developing Chumash Vocabulary
• Dikduk and Whole Language approaches to Kriah and Lashon HaKodesh mastery

 

A NEW TEST:  THE LASHON HAKODESH SCREEN

The Lashon HaKodesh Screen allows Yeshivas and Bais Yaakovs to compare performance of all grades, from 1 to 12, to the performance of their peers, whether in that class, in that Yeshiva, or alternatively to a standard for “similar type schools,” based upon results collected from schools across the country. The test provides scores for Kriah, Chumash vocabulary, and Hebrew reading comprehension, and is designed to effectively identify students who are at risk, or just behind, in Kriah/Lashon HaKodesh at all grade levels. It is designed for use by classroom Rebbes, teachers and administrators, who, with a minimum of training, can easily identify those students who would benefit from extra help before they fall “between the cracks.”

 

THE RAV YEHOSHUA BEN GAMLA EDUCATIONAL NETWORK

For over a quarter century, Merkaz L’Chinuch HaTorah has addressed the needs of some of those “Hidden Gifted,” those 15 to 30% of our young people who function well enough in our yeshivos to not require special classrooms or schools, and who somehow don’t always drift over the “at-risk” precipice.  Those who have had the mazel and the parental support to find programs such as those offered by the Merkaz, have blossomed and grown into adults fully participating in Yiddish life, in Kollelim, Shuls, yeshivos, Bais Yaakovs and beyond.

But the community has a responsibility to address the needs of all such talmidim, in every yeshiva and Bais Yaakov throughout the country.  For this purpose, the Merkaz has spearheaded a new organization, endorsed by Gedolim and met with enthusiastic participation by menahelim and principals.  The Rav Yehoshua ben Gamla Educational Network seeks to join the resources and support of the entire international community to address the needs of all our children.

The numerous activities of the ben Gamla Educational Network include Workshops to guide rebbeim, and moros with inclusion strategies, providing them with the techniques needed to effectively include children with learning issues in their regular classroom; Curriculum Development providing innovative curriculum and testing materials and guidance for schools revamping and upgrading the curriculum; Skill Programs for individual or small groups; and Screening Programs to identify those children who are at risk for academic difficulty, so they can be helped before they fail.

The ben Gamla Educational Network also facilitates Inclusion Programs to help children succeed in their primary subjects, minimizing placement in self-contained classes and Mainstreaming Programs;  The Network also will provide Evaluation Services, a Hotline for rebbeim, moros, menahelim and parents offering educational guidance for specific children; Placement Services for children who require a different educational setting; and answers to halachic sha’alos relating to children with academic, behavioral, or social difficulties

       The Kriah and Special Education Pavilion at the Torah Umesorah Convention has become an opportunity for informal networking among educators from throughout the country; This ad-hoc experience would be expanded by the ben Gamla Educational Network into  National Conferences, bringing special educators together to receive in-service workshops from prominent educators, networking opportunities, contact with our Gedolim, and exposure to successful innovative programs from educators throughout the world.

It is the hope and dream of the Merkaz L’Chinuch HaTorah that, through the The Rav Yehoshua ben Gamla Educational Network, the hidden gifts of nearly a third of our young people will be revealed and nurtured, enabling them to take their rightful place as productive members of the Klal.

For further information about

The Rav Yehoshua ben Gamla Educational Network, or Merkaz L’Chinuch HaTorah,

please contact Rabbi Elkins at

 718-421-0431 or

 merkazlechinuch@thejnet.com.