The Introduction of Mishna
Teaching in a Reform Jewish Day
School
Rabbi Ellen Pildis
Daniel Brosgol
This presentation will examine the experience of introducing
a curriculum for the study of Rabbinic literature for the first
time at a Reform Jewish day school. What were the
expectations of students, teachers, and families? What were
the particular strengths and weaknesses of the students as they
grappled with material? How did their previous work in
Jewish studies prepare them for the study of Rabbinic
literature? Based on teaching journals and the responses of
the students and families, the presentation will discuss the
challenges and successes of this first attempt at bringing
Mishna to students at the school.
How was the elective introduced?
Dear Middle School Parents;
Our community prides itself on the questions our students ask and on their ability to think
independently. For centuries, the Jewish people have been questioning, thinking and re-thinking. We
are excited to offer a special opportunity this year for interested students to learn Talmud. Learning
Talmud provides us insight into the history and though processes of our people.
We have chosen to use a program provided by Bonayich Educational Services that has
recently been developed in Israel. The program represents a serious step forward in Jewish
educational materials, providing quality materials for the student, and comprehensive aids for the
teacher in skills instruction. The student materials include student activity books and audio disks, and
the teacher materials include fully detailed teacher manuals, teaching aids, posters, etc. In addition,
there is an interactive internet site called www.mishnahkids.com which provides a great avenue for
review and enrichment.
The class will meet two times per week and will be taught by Dan Brosgol. Students will not
be graded on this- it will totally be Torah L’shmah-learning Torah just to learn! We hope to begin
studying after the holidays and continue throughout the year.
Please let us know if your child is interested! Once you have signaled your interest, we will
work with families to find a time slot that works for as many students as possible.
Goals
• Students will be exposed, in an organized
form, to Rabbinic literature, specifically
Mishna.
• Students will understand that midrash is a
genre of Rabbinic literature.
• Students will make connections between
modern Hebrew and Rabbinic texts.
Who are the students?
The number has fluctuated during the year, but there
is a core group of 10-12 students from grades six
and seven that come on a regular basis.
Most impressive is the fact that the students have
chosen to give up their recess and lunch time to
take the Mishna elective, and that they are willing
to come twice a week.
Judaic backgrounds of the students
-Most have been at Rashi since Kindergarten
-Newton Center Minyan (Conservative-style)
-Beth El Temple Center, Belmont (Reform)
-Temple Aliyah, Needham (Conservative)
-Hillel B’nei Torah, West Roxbury (Reconstructionist)
-Temple Emanuel, Newton (Conservative)
-Temple Beth Elohim, Wellesley (Reform)
-Temple Emeth ,Chestnut Hill (Conservative)
What were the strengths of the students?
1. Strong family support for additional
academic work
2. Above-average Hebrew skills compared to
most students at Rashi
3. Families committed to Jewish learning
4. Willingness to explore something new
What were the weaknesses of the
students?
-Students were not familiar with the terms
“Torah she’bichtav” and “Torah shebe’al
peh” and the curriculum assumed an
understanding.
-Students did not understand what the Mishna
or the Talmud was.
-Students were not familiar with terms like
makhloket, masechet, seder, midrash, or
aggadah.
What were the weaknesses of the
students? (continued)
-Students were not familiar with any of the
Tanna’im or Nasi’im.
-Students did not know any of the place names
and locations of the academies.
What is the educational focus?
• Shinun- memory learning/memorization by
repetition and chanting
• History- the redacting of the Mishna
• Vocabulary- Rabbinic Hebrew and new
phrases and words, i.e. netz ha-chamah
What is happening in the
classroom?
• It is an active learning environment- talking,
chanting, arguing, discussing.
• Students enjoy the challenge of shinun.
• Students are beginning to get an
understanding of different Rabbis and their
opinions and styles.
How has the community
responded?
• Surprisingly, no one is questioning the
curriculum.
• Is this because the families don’t know the right
kinds of questions to ask?
• Is this because the families who are opting out of the
elective don’t care?
• Is this because the families who support this
undertaking are simply happy that their children are
beginning to learn some Rabbinic literature?
Student survey questions
• Why did you choose to take the Mishna elective?
• What synagogue or minyan do you belong to or
attend?
• What has been the biggest challenge for you in
studying Mishna?
• How has your Rashi education prepared you for
the study of Mishna?
• What are the most interesting things about the
Mishna elective?
“Why did you choose to take the
Mishna elective?
“My friends were taking it.”
“To learn Mishna.”
“It sounded fun.”
“My mom wanted me to.”
What has been the biggest challenge
for you in learning Mishna?
-Memorizing (almost all students wrote this)
-Chanting
-Hebrew
What has been the most interesting
part of learning Mishna?
“Learning the different opinions of the
Rabbis.”
“Reading and learning Mishna.”
“Controversy.”
“Discussions.”
“Memorizing the mishnayot.”
Beginning the program in the
Fourth Grade
A similar e-mail was sent out to Fourth Grade
parents.
A group of 10-12 students is now meeting at lunch to
begin the study of Mishna.
Parent response #1
From mother M
Hi Dan,
Today when E arrived home she was full of excitement and brimming
with details about today's introduction to Talmud class. She was delighted that
so many kids came and that there was great representation from each class.
She was engaged in the material and the ability to ask questions to a teacher
who thoughtfully answered. She is still mulling over how we define oral
stories when they are actually written down!
M
Parent response #2
From mother A
Hi all,
A attended the Talmud class today at recess and at lunch. He enjoyed the
class and told me a bit about what they talked about. It sounds like a wonderful
program. I asked if he would continue to participate and he answered, “Yes, if
my friends keep going, too.”
So, I am appealing to you to encourage your kids to stay involved. It
will be great to get the kids connecting with text and participating in
stimulating discussions without the pressure of grades or tests.
With this email list I have probably missed some of the kids who were
there, or are interested in participating. Please send this along to anyone you
think would want to see it.
Thanks!
A
Parent response #3
From mother S
“For them to come home and be able to say
‘Torah she-be’al peh’ was powerful for
them.” (mother S)
What have we learned?
There is an interest in a Reform Jewish day school,
from families with diverse backgrounds, to have
more substantive learning in Rabbinics.
There is a need to provide a stronger foundation in
basic Rabbinic terms and concepts to our students
to better prepare them for the study on Rabbinic
literature.
What have we learned?
• Rashi students are excellent questioners and
debaters. Rabbinic literature is a topic that
engages them.
• Rashi students are working to connect
modern Hebrew to traditional texts.