> With Our Compliments:
20 Tips for Classroom Management With the New Siddur Program for Hebrew & Heritage

By Seymour Rossel

Introduction

Tips 1-7

Tips 8-14

Tips 15-20

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• Quick! Name five things students do in your classroom (all the time) that let you know that you are a great teacher! (See Tip #10.)

• Does one student keep saying, "You just don't understand!" or "You never listen to what I'm saying"--if so, look at Tip #4.

• Can you tie the study of the Siddur to the students' everyday life--and make your classroom utterly relevant at the same time? (See Tip #14.)

• Do students sometimes try to undermine your teaching? Do some students cheat? (See Tip #2.)

• What are the best ways to use the small group activities provided in the teaching materials for The New Siddur Program? (See Tip #19.)

• How can you help parents develop a positive attitude toward your Hebrew class and become your partners in educating their children? (See Tip #4 and Tip #5.)

• How can you tell which exercises in each chapter are the right ones for the students in your class? (See Tip #13.)

• When is the best time to use the classroom board games for The New Siddur Program? (See Tip #11.)

• Do you have one student who never succeeds in class? Can you plan success for that student? (See Tip #2.)

• When should you use the more advanced exercises and hints in the Teacher's Guides for The New Siddur Series? (See Tip #13.)

• Should students be bribed to learn Siddur Hebrew? How large must a reward be to be effective? Is there such a thing as over-rewarding? (See Tip #11.)

• Looking for a quick way to motivate Hebrew students who are falling behind? (See Tip #5.)

• Is there a better way to make students eager to learn the Hebrew vocabulary, study the lesson story, or do the chapter exercises? (See Tip #8.)

• Do you often wonder how to help your students "let off steam" without destroying the classroom atmosphere? (See Tip #20.)

• Is there a simple plan for improving the in-class attitudes of your students? (See Tip #7.)

• Do students complain that you "baby" them? Does your praise seem to fall on deaf ears? Maybe you are not using one of your most effective tools effectively! See Tip #12.

• When is praise the best way to make learning happen? And when is praise your worst enemy? (See Tip #9.)

• Are there guaranteed ways to make your Hebrew classroom more fun? (See Tip #17 and Tip #18.)

• What does it mean when students refuse to listen to one another? When they refuse to help one another? When they are unwilling to work together in small groups? (See Tip #10.)

• Do you have a sure-fire way to make your students share your goals? (See Tip #15.)

• Do you need a quick way to see who in the class needs special attention? (See Tip #3.)