“As a starter in education, I noticed two distinct styles of classroom management: the traditional ‘old-school’ approach and the more ‘modern’ method. I couldn’t help but wonder—why were some teachers clinging to outdated methods?”
By a Rebbi
Having experienced the Cheder system at a time when hitting was frowned upon but not yet banned, I found myself increasingly drawn to the modern ideas emerging in contemporary Jewish literature, advocating for a new era of positive education and emotional awareness.
As a starter in education, observing different classrooms, I noticed two distinct styles of classroom management: the traditional “old-school” approach and the more “modern” method.
The modern approach was fun and exciting, with activities and competitions to promote academic success, along with personalized behavioral plans to help students overcome everyday challenges. With students raving about their teachers, these educators enjoyed greater popularity and stronger parent relationships, as their methods prioritized kindness and aligned with contemporary values.
Then there were those who stuck to the old-school approach, maintaining a serious atmosphere and rigid learning. While lessons remained attractive and stimulating, strict discipline was enforced, and proper student etiquette was a fundamental expectation.
I couldn’t help but wonder—why were some teachers choosing to opt out from the modern approach, missing the opportunity to make Yiddishkeit attractive and engaging, and instead clinging to outdated methods?
After a prolonged period of observation, a new image started to emerge.
In Pirkei Avos, Perek Gimmel, the Mishna tells us: “Reflect on three thoughts, and you will avoid sin: 1) Know where you come from, 2) Know where you are headed, 3) Know before whom you will ultimately be accountable.”
The Yaavetz, a 15th century commentator, explains that even if a person internalizes these teachings, their evil inclination may still overpower them, leading them to harm others. The key to self-restraint, he notes, is found in the wisdom of the next Mishnah: “…if not for the fear of (authority), one would swallow his friend alive.”
The Yavetz interprets that, in addition to the personal responsibility each individual has to avoid negative traits, humans also require the fear of authority to restrain themselves. Without this external fear, they will inevitably harm one another.
What I observed was something like this:
In “Modern Classrooms,” where teachers compromise their authority out of kindness, it is the children who bear the consequences first – not from the teacher, but from their peers. In such environments, the children take control into their own hands and their behavior becomes less and less kind.
When a teacher enforces classroom etiquette fairly, children understand that they will be held accountable for their actions, helping to keep their childish impulses in check and reducing the natural tendencies toward cruelty. And when cruelty does arise, a teacher whom the students fear can swiftly and effectively correct such behavior.
This led me to the conclusion that a true classroom should be filled with positivity, nurturing good behavior and proper communication in accordance with the ways of the Torah. Engaging lessons should make learning Torah enjoyable, fostering a warm and positive relationship to Yiddishkeit.
At the same time, contrary to popular belief, a child will not have a positive and wholesome childhood in an environment where they fear their peers more than the adult in the room – even when proper behavior is incentivized and promoted.
In truth, no matter what you name it, accountability and consequences exist in every human-controlled environment. Every structured classroom will, at some point, hold students accountable for their actions – gently in early childhood and more harshly when they grow up.
To create a healthy educational environment, one needs a balance of kindness and discipline. This is exemplified by Yaakov, whose children, despite their challenging childhood experiences, grew up to be healthy adults. Their education was a blend of kindness and strictness, Tiferes.
May we merit the time of “I will return your Shoftim and your Yoatzim,” when “Shotrim” will no longer be needed, with the coming of Moshiach, speedily in our days.
See also the letter printed at the beginning of Kuntres Havodah where the Frierdiker Rebbe strongly admonishes the teachers who are too intimidated to use rebuke and discipline towards their students.
Children in school today may have “more fun” than my children had.
But they exhibit less yiras Hashem
Less derech eretz
Less self discipline
Less connection to shabbos (using the non existent eruv)
Less connection to tzinius (no explanation needed)
Less connection to kashrus (dropping chabad standards, especially on Pesach).
When will we pick up our standard again?
Who said that children in school today have “more fun”?
I am sure that back in the day children had a lot more fun, and it is not a secret. You can look at pictures and videos from back in the day and you see the kids are happy, they are joyous, they have real smiles on their faces!
They didn’t let every small thing ruin their spirit (“mood”).
“Today’s kids,” on the other hand, are a lot more depressed. Try to see them happy – you will first need to get them something special… and only then will you merit (only for a split moment before it is already considered the norm, which the norm is not a reason to be happy) to see them have a smile.
This is not fun! It is a ruined once-in-a-lifetime chance for childhood!
Let us all merit to have the revelation of our shofet, yoetz and navi – the Rebbe MHM – and march together to the complete geulah NOW!!!
I’m not seeing that at all. I would just point out something that many people are overlooking, the children of today are being raised by the people who went through the “old school” system that you are encouraging to force-feed yidishkeit.
Maybe that’s why parents aren’t raising their kids the way they were raised?
Maybe there is a reason we through the old system out. It didn’t work?
That’s a liberal excuse to throw out discipline. Children thrive when there is proper structure – which includes rules and consequences. They want an adult who leads confidently, not a “friend.”
No one is recommending harshness. While it is possible that some teachers were too harsh, today’s children suffer from parents and teachers who are too weak and don’t exhibit strong leadership. It is unsettling for the children and it breeds bullying and other bad middos.
The majority of parents with kids in school today were themselves in school post gimmel tamuz, where everyone was afraid to take a stand because “the children are in crisis. We have to treat then different”.
Big, bad mistake.
This author seems very chassidish, as he quotes chazal, but also seems conflicted. He describes the stress of being tugged from both directions. Olden day rabbis say be strict, but modern experts say don’t be strict – Oy, conflict, and hence confusion. What should we do? Compromise! (just ask a shaila to your local Rav and you’ll see).
What he fails to notice, likely because he is a supervisor without practical experience, is that there is something called individuation. Just as there are children who require old school treatment, there are other individuals who require modern treatment (which too is old school, FYI). There are different types of students and therefore different ways of dealing with him/her.
Besides, compared with upcoming technology, brewing beneath the Nevada desert, for example, everything we have come to know as “modern” will be relegated to ancient history. Our so-called experts have spoken of the need for educators to nurture a mere 5 senses – look at the “sensory” playgrounds opening up in airports – that’s like grappling in the dark in comparison with what’s to come. We will have a lot to come to terms with. We will be facing a reality where old school ways will not necessarily be old, and what we call modern methodology will certainly not be new.