In my previous articles, I discussed both the synopsis and the layout for my teaching courses designed for Rebbeim. This article is intended for those who have not attended the courses, offering a practical set of guidelines for the coming school year. Many of these points may seem like common sense, yet they are too often overlooked.
I am not discussing the curriculum itself—what to teach or at what age, which is covered extensively in my book I Can Learn. Here, my focus is on providing rebbeim with practical guidance for succeeding within the system they are in, helping them cope effectively and teach with impact.
Please understand that these suggestions are meant constructively, with no offense intended. My goal is the good of yiddishe children and bochurim, so that they can gain the utmost from their classes and from their Rebbeim. These guidelines can help any rebbi who wishes to improve and upgrade his skills and teaching. Even small adjustments can make a very significant difference.
As the new school year begins, rebbeim and teachers across our communities step back into their classrooms with a sense of anticipation and responsibility. The success of the year rests not only on the curriculum but also on the atmosphere created in the classroom—an environment where Torah can be absorbed with joy, respect, and clarity.
Classroom management is not about discipline alone; it is about building a true makom Torah. It requires foresight, preparation, and a strong sense of mission. A rebbi shapes not only what a child knows, but also how he feels about Torah for the rest of his life.
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1. Preparation: Entering with a Plan
Preparation is the lifeline of classroom success. Children detect unpreparedness instantly, and disorder follows.
Preparation includes:
- Reviewing the text and planning key questions.
- Structuring how to deliver the material.
- Entering class emotionally ready, calm, and energized.
2. The Classroom Environment
A child’s surroundings speak louder than posters or decorations. A dark, messy, or cluttered room suggests disorder. A well-lit, clean, and organized space conveys seriousness and kavod.
Ten minutes before class, a rebbi should:
- Ensure the lights are working and, if possible, open a window to let in fresh air. A room with many boys can quickly become stuffy, leading to fatigue and drowsiness.
- Clear the board and desk, with fresh chalk or markers ready.
Excessive posters, colorful charts, and “noise on the walls” are often counterproductive. Torah itself is engaging; we need not drown children in visual clutter. Whilst colorful walls seem inviting, simplicity allows minds to focus.
3. Desk Arrangement and Movement
A rebbi should never be locked to the front of the room. Desks must be arranged so he can move easily among students. Walking between rows creates connection, discourages misbehavior, and shows talmidim they are never invisible.
This simple adjustment transforms the classroom into a positive space of connection between rebbi and talmid.
4. Knowing Each Child by Name
On the very first day, the rebbi should focus on learning every talmid’s name. A name is the essence of a person. When a rebbi says, “Yankel, excellent question,” the child feels recognized and valued.
Having a class list handy on day one, and keeping track of whom you call on, ensures that no child is overlooked. Within days, talmidim should feel their rebbi knows them personally.
5. Prizes in the Classroom – Guarding Our Children’s Health
Prizes are important for motivating children, but we must stop handing out candy. It has gotten out of control. I often see young children with silver-coated teeth from dental decay, obesity, and other health issues—all stemming from unnecessary processed foods.
Today, diabetes, obesity, and other diet-related illnesses are spiraling out of control—even among young children. A doctor once told me that much of this begins with constant access to candy, sugary drinks, and processed foods, sometimes even given as “rewards.” What may start as a small treat can, over time, lead to serious and lasting damage.
The Torah commands us: “וְנִשְׁמַרְתֶּם מְאֹד לְנַפְשֹׁתֵיכֶם”—we must guard our bodies with great care (Devarim 4:15). This is not only a mitzvah but a sacred duty.
When we allow unhealthy habits, such as constant candy rewards and processed foods, to take root in our classrooms and homes, we risk damaging our children’s health and future.
Instead of candy, let us consider healthier and more constructive rewards. Children can be given nutritious options, or even money or tokens that they can save and exchange for something meaningful. Non-food prizes—such as books, games, or small toys—can be just as exciting, while avoiding long-term harm. We must also remember that the more sugar we give our children, the more hyperactive they become—and afterwards, they often suffer from sluggishness and even constipation.
Even governments are beginning to intervene, attempting to limit the spread of unhealthy junk foods. We must also do our part, especially in our classrooms and communities. By replacing candy rewards with healthier, more thoughtful alternatives, we can help establish good habits that will strengthen both body and soul.
6. Punctuality and Tefillah
If the rebbi strolls in late to school or davening, why should the children value punctuality? Coming on time—ideally early—sets the tone for the entire day.
Even more important is modeling respect for tefillah. The rebbi must daven with kavod, without idle chatter. Children learn more from what they see, than from what they are told: if the rebbi davens seriously and without talking, they will absorb that attitude. If he treats it casually, they will too.
Thus, the way a rebbi conducts himself in tefillah—punctual, focused, and silent—becomes the template that his talmidim carry into their own lives for decades.
7. A Must for All Rebbeim
From the very first day of school—and regardless of which grade one teaches—a rebbi is obligated to ensure that each student can read Hebrew sufficiently. If a child cannot read properly, no other subject in limudei kodesh can be truly absorbed.
Hebrew reading today is in crisis. I can attest to this after decades of working with both children and adults who have passed through the system—even those who are frum from birth—yet struggle to read or confuse letters, sounding them out phonetically in ways that are completely inaccurate. This is a terrible situation, and it is widespread, even in many schools in Eretz Yisrael. While it may appear that students can “read,” in truth, they are merely decoding symbols without fluency or comprehension.
The first step for every rebbi, therefore, is to assess reading. If you don’t know how to detect weaknesses, then it is your responsibility to get trained. It is not acceptable to say, “By Grade 9 or 10 it’s not my responsibility—I only teach Gemara.” I am sorry to say: it makes no difference what age. If a student cannot read properly, it remains your obligation to address it.
If a rebbi himself never received proper training in reading, or even struggles with reading personally—something far more common than many realise—this too must be acknowledged and corrected. There is no shame in seeking help, but there is great harm in ignoring the problem.
The link below is part of my effort to keep Rav Mattisyahu zt”l alive in our hearts and memories. He did so much for Klal Yisroel, and especially for the Jewish communities of Lakewood
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https://flipbookpdf.net/web/site/55cd1a901c9476c88bc3cc04ad7e334f5fb90207202504.pdf.html
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