Newspaper Page Text
Pin Six
THE SOUTHERN ISRAELITE
Friday, September 23, 1955
The Southern Israelite
Published Weekly by Southern Newspaper Enterprises, 390 Court-
land St., N. E., Atlanta 3. Georgia. EI*in 8249, Elgin 8240. Entered
as second class matter at the post office, Atlanta, Georgia under the
Act of March S, 1879. Yearly subscription three dollars. The Sou
thern Israelite Invites literary contributions and correspondence but
is not to be considered as sharing the views expressed by writers.
DEADLINE is 12:30 P. M., TUESDAY, but material received earlier
will have a much better chance of publication.
Member, American Association of English-Jewlsh Newspapers
ADOLPH ROSENBERG, Editor and Publisher
Best Wishes for the New Year
Mrs. E. Spencer Butler
Teacher Gives Impressions
Of Miss Rubee and Conference
The Teacher’s Conference was one of the efforts of the Bureau of
Jewish Education to make religious instruction more meaningful in
the community. Some of those who heard Miss Rubee are facing their
first class this year. Others, like Mrs. Udinsky, have had years of
experience. This material comprises some impressions she carried
away from the sessions and we have not edited in order not to detract
from the sponteneity of her reactions.—THE EDITOR.
by Mrs. Khoda Udinsky
2A and 2B Grade Teacher
Ahavath Achim Teaching Staff
790 Hemphill Ave., N.W.
EM 5149
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Miss Rubee is a vivacious per
sonality, who has the ability to
convey to another, whether it be
student or teacher, a “contagious
enthusiasm,” an attribute to teach
the learner and the way to learn
to teach.
First of all, she is appealing
to her audience because you feel
comfortable in her presence with
the immediate detection that here
is a person who is well acquaint
ed with her “subject,” though va
ried her methods may be. At her
first session, she immediately con
vinced the teacher as we listened,
that I, the teacher, was the
•‘helm” of her “realm,” and
should a parent interfere or try
to contradict, she was ready with
her challenging question. Miss
Rubee contended that the grue
some aspects of Jewish history
of any part of Jewish teaching
should not necessarily be kept hid
den from the child’s knowledge,
but should be presented in a way
of interpretation that will put a
logical light on the plot of the
story. In keen comparison, Miss
Rubee brought up the subject of
everyday living such as the atom
bomb, radio, movies, TV, where
the child comes in contact with
the inevitable facts and details
anyway.
Discipline, she contended, starts
with the teacher. It is reflected
in how she speaks to the child,
now the principal speaks and
greets the teacher, how the rabbi
greets the principal, etc. if things
are orderly, if the teacher is
prompt if the work is ready for
presentation. Discipline means
taking an interest in each child’s
personal problems which can be
detected before class begins by
idle conversations between chil
dren and then when class begins,
no one has anything to discuss,
because all has been settled be
forehand. Miss Rubee believes
that children should be allowed
to enter the classrooms before
the bell rings, and not be kept in
one place to rush in all at one
time, causing great confusion.
One point upon which all teach
ers did not agree and that was
the roll should be called at the
end of the session instead of the
beginning. She stressed that
tardies should be ignored and not
made a point of to draw attention
from the class to the child.
Visual aids, to Miss Rubee, con
sisted of ears, eyes, hands, and
nose. Where there’s no music
teacher, good records of signifi
cance was suggested, but proper
explanation beforehand, such as
a good Kol Nidre, which could
be boring to the child, unless he
knew the whys and wherefores
of its origin. One amusing point,
she contended, was that every
teacher has a different "kvetch”
in teaching a song to a class, and
when they all gathered together,
there was nothing but mixed ver
sions of the picture, which means
so much to a child. She told the
story of the child that asked the
teacher, ‘‘What is a zebra?”, to
which the teacher asked, “Well,
do you know what a pony looks
like?", “No", answered the child,
“Well”, said the teacher, “may
be you’ve seen a horse. Do you
know what a horse looks like?”,
(Continued on Page Seven)
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