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Dear Shalom,
Thanks for the list. I enjoy the discussion, even through the summer. I
would like the input of other, more experienced teachers on the following
two issues:
I would like to note that I am teaching to girls (10th - 12th grade), but am
unsure whether that fact should factor into these issues.
1. One of the issues facing us here in New England (Hebrew HS of NE) is the
gemara curriculum. We face the issue of whether to teach a masechet that
deals with more "lomdus" issues -- Baba Metzia comes to mind, or perhaps to
try and focus on masechtot that would be more "relevant" to the daily lives
of our students (and they would be more interested in what they're
learning). It is my belief that gemara as a subject is not "halachah
lemaaseh," and instead deals more with a process than a specific result. In
addition, perhaps it is those sugyot and issues which really force the
students to think critically that will draw them to gemara, and not
necessarily the fact that they recited this or that berachah this morning.
This is not to say that sugyot in moed cannot be taught critically. Rather,
the issues that arise in the classical "yeshivish masechtot" really contain
important and "meaty" issues.
2. In addition, this past year, I taught using a Steinzaltz edition of the
gemara, and found that those students with less experience found the gemara
far more accessible than they otherwise would have. On the other hand, when
it came time to read a rishon without vocalization, they found it difficult=
,
probably more than they would have had they utilized a "regular" gemara
throughout the year. So, to Steinzaltz or not to Steinzaltz? That is the
(second) question.
Thanks for this wonderful educational tool.
Reuven Spolter</HTML>
