When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. This is one of many lessons we will be sharing on teaching Judaic content, lesson planning, models of teaching, differentiated and individualized instruction and learning activities designed to transform the classroom into a Jewish community of cooperative learners. The title of this lesson is “What Does a Madrich or Madricha Do?” Since there are 13 elements in each lesson plan we will divide this lesson plan into two parts. Thus, here is the first part of this lesson on the roles and responsibilities of the madrich or madricha.
Title of Lesson: What does a Madrich or Madricha Do?
Enduring Jewish Knowledge Rationale for the Lesson:
A teacher is one who engages students in the study of Torah. From our perspective, a madrich or madricha is a role model, teaching assistant or pre-service teaching intern who helps the teacher instruct, and the students to learn Torah. Also see the enduring Jewish knowledge rationale in a previous lesson.
Essential Question/s: What does a madrich or madricha do?
Assessment/s: (Initial, ongoing, and final activities designed to measure what the student has learned)
Students individually, in pairs, via classroom discussion and as a homework assignment discuss the answer to this essential question. What does a madrich or madricha do in the classroom?
Objective/learning outcome/Learning Outcome: (What the student is supposed to learn from this lesson) The student will be able to define in his or her own words the answers to this question: What does a madricha or madrich do in the classroom?
Name of the Active Learning Procedure/s: Mill and Freeze and You’re the Teacher
Anticipatory Set: (Motivation activity that prepares students for the learning outcome)
Suggested Motivational Statement:
“Now that we have discussed what it means to be a Judaics teacher, and have identified some of the transparent and hidden activities of a teacher, let’s focus on the responsibilities of the teaching assistant and role model in the classroom, the work of the madrich and madricha. I know that some of you have been madrichim in a Judaics teacher’s classroom, and some of you have served as teaching assistants in other formal and informal educational settings. So here’s my question to you. What exactly is a madrich or madricha expected to do to assist the teacher in a supplemental or day school classroom?”
Introductory Activity: (Initial exercise to focus on the objective/learning outcome)
Give students a few minutes to individually record the responsibilities of a madrich or madricha in a supplemental or day school.
Developmental Activity: (Set of procedures or steps to reach the objective/learning outcome)
1. After each student has recorded a list of responsibilities (at least five) expected of the madrich or madricha, invite each student to stand with her list in hand, while holding a writing implement.
2. Then ask each student to mill around the room and greet each member of the class. Model this so that each student knows your expectations regarding how to mill and greet their fellow classmates. Thus, for example, you might say, “Shalom, Meirav, ” “ Hi Adi,” or “Boker tov, Aviv.“ You might also wish to model what you do not want students to do or say (i.e. name call, speak loudly, withdraw from the group, etc.).
3. At a signal given by you, the students stand still. Your signal can be a command like “freeze”, a whistle, a few claps, or the turning off of music, etc. You then invite students to form temporary learning pairs where each member shares one item from her list of responsibilities expected of the madrich or madricha. As with Rally Round, if students have that item on their list, they mark a check next to it. If they don’t have the item, they add it to their list.
On the next post we will share part two of the lesson on the roles and responsibilities of the madrich or madricha.