THE DEFINITION OF TRUE EDUCATIONAL SUCCESS

In an exclusive and inspiring interview, Rabbi Shachar Shaer, well-known educator and principal of the Chabad Talmud Torah in Elad, discusses the publishing of his first book, “N’chanech V’Natzliach.” He recalls his childhood in Rechovos in an atmosphere of shlichus, the moment he burst into tears before his son’s teacher, homework for teachers, the complexity of the parent-teacher relationship, and success in education. How much involvement should parents have in what’s happening in school? Is there such a thing as a helicopter parent? How do we define success in education? What educational message did he learn from an elderly toy salesman excited over a new piece of merchandise?

Translated by Michoel Leib Dobry

“I have an elderly friend, the owner of a toy store,” said Rabbi Shachar Shaer. “Every new toy he brings to his store, he shows to me with the excitement of a child. Once I noted to him that his excitement over his merchandise was more appropriate for a child of seven than a man of seventy. My friend looked at me and then said something that has remained permanently engraved in my memory: ‘On the day that I stop getting excited about toys, I can stop selling them.’

“I make certain that my educational staff and my students keep this story in their minds at all times,” said Rabbi Shaer. “On the day that we stop getting excited about education, we’ll have to stop teaching.”

At the start of the current academic year, Rabbi Shaer introduced his first book, N’chanech V’Natzliach (We Will Educate and We Will Succeed). This book provides a collection of insightful and useful tools for success in education, based on his tremendous record of achievement and many years of experience.

“It’s impossible to stop getting excited about education,” Rabbi Shaer explained as we began our interview in connection with the publishing of his new book. “The world is changing rapidly. Modern-day reality constantly poses new challenges for us, and we must develop ourselves accordingly. While the basis remains the same, the manner of presentation must be appropriate for the emerging condition. One must constantly learn, renew, diversify, and develop professionally.”

In recent years, Rabbi Shaer has become a well-known personality in the world of Chabad education. He has a history of key educational roles, and today he fills a variety of senior positions in the field. He was one of the founders of the Kfar Chabad education committee, together with Vaad Kfar Chabad representative for educational affairs Rabbi Yaakov Koenig and Vaad secretary R’ Ofer Dishon. He has served as administrator of the Chabad Yeshiva in Ashkelon and Tzivos Hashem in Kfar Chabad, founded and ran Yeshivas Tamim L’chat’chilla in Rechovos, and today he is the principal of the Chabad Talmud Torah in Elad.

“I was privileged to grow up in a home of teachers and shluchim of the Rebbe,” recalled Rabbi Shaer, when I asked him how he got caught up in the education fervor. “My father, Rabbi Shimon, and my mother have been shluchim in the western Rechovos neighborhood of Kiryat Moshe for decades. It is known that one of the most important foundations in education is the personal example and natural environment one grows up in. Thank G-d I was privileged to grow up in a home that breathed shlichus and education. These are the things that I absorbed from my father’s house. I remember myself at a very young age doing outreach activities with children who were older than I was.”

However, Rabbi Shaer did not settle for the home atmosphere and transformed his childhood experiences into his life’s mission, never ceasing to supplement his professional acumen in the field of education. “I started as a counselor with the vocational school in Kfar Chabad,” he said, as I asked him how it all began. “I moved up to be a reading teacher in cheider and a classroom instructor in the Chabad Talmud Torah in Rechovos. Under the tutelage of Rabbi Amir Hertz, I acquired experience in virtually every role in the basic education system, after serving as a consultant to school rabbis on behalf of the Ministry of Education in Yerushalayim, a classroom teacher, and an advisor and vice principal at Ohel Meir School in Kiryat Ekron. Then, I was called upon by Reshet Oholei Yosef Yitzchak director-general Rabbi Yisroel Baruch Butman a”h to serve as principal of the Chabad school in Kfar Saba. Later, I ran the Ohel Shalom School in Rosh HaAyin for eight years. During this same period, I began working as a lecturer at the Beit Rivka College in four central areas of educational activity: leadership and classroom discipline, evaluation and assessment, building learning programs, and educational research.”

Rabbi Shaer began his training for education in a course for educational coordinators at Bar-Ilan University, and continued learning at Moreshet Yaakov College and at Beit Rivka for his teaching certificate. He completed his course in teachers’ counseling at Bar-Ilan University, courses in academic administration and organizational education counseling at Michlalah-Jerusalem College, his studies in teachers’ counseling and family life groups at Beit Rivka College, and his bachelor’s degree in education at Talpiot College.

“While I also studied other fields,” said Rabbi Shaer, “everything I learned over the years was utilized for educational matters. All this was done in accordance with the Rebbe’s letter stating that investment in education is worthwhile and redoubles itself many times over.”

Yet, it turns out that after all the courses and degree work, his main educational principles have come specifically from the Rebbe’s teachings. “The Rebbe provides a clear and orderly doctrine in education. It is amazing to see how precise and appropriate it has been for every situation, even with the changing reality. In each book published on the subject, in every sicha I learn, I look for the connection to education. Even when I was working for government-sponsored religious educational institutions, I always included sichos and messages from the Rebbe in the weekly newsletter for parents and homework for teachers.”

Homework for teachers?

“Yes, incredible as it may sound. Each week, I give the teaching staff a sheet with excerpts from the Rebbe’s sichos, relevant and timely instructions, and informational, thought-provoking material about the class. The standard weekly parsha brochure is not enough.”

What exactly is N’chanech V’Natzliach?

“N’chanech V’Natzliach is a practical guide for success in education. The book seeks to deal with a variety of challenges that we confront as teachers and parents. What is education? How do we deal with problems of discipline? How do we deal with violence? How do you conduct a classroom? And the list goes on. The book was compiled in a systematic manner, built from numerous models designed to help the teacher or the parent remember the necessary procedures in a moment of truth. For example, the book uses a code – “EMET”, which is an abbreviation for three essential chapters – Ahava, Miktzo’iut, Tikshoret Bein-Ishit (love, professionalism, and interpersonal communication). It is impossible to detach these three areas from one another; together they comprise the secret of success in education.”

You suddenly got up in the morning and started writing a book?

“First of all, why not? If you’re in an active mode and you feel confident about putting things in writing, then absolutely. The Rebbe has always encouraged anyone who can put his educational innovations in writing. If these things have meaning and significance, and if they can help others in the field of education, we should feel rewarded.

“From my point of view, I see the writing of this book as a shlichus of the highest order. If you have a method or approach that has proven successful in numerous places, it would be a crime not to share it openly with other educators. However, the truth is that the idea for writing this book came specifically from out there.

“One of the courses I gave at the Beit Rivka College was a course in leadership. The entire subject of classroom leadership, school leadership, and leadership in education in general is one of great importance. We have developed it considerably in the course program, creating detailed models of leadership. Teachers who have passed the course say that they didn’t come out as they had gone in. It created a conscious change among the teachers, and they asked that the learning material be put in writing in an orderly fashion. Thus, the idea for the book was born. We eventually added some more chapters, expanding into additional areas. N’chanech V’Natzliach became a reality.”

For whom is this book intended? Teachers and educators, or parents?

“It is impossible to break the connection between parents and educators in a child’s education; period. Anyone who thinks that parents and teachers are on opposing sides of the fence will eventually cause damage to the very education they all want for their children. The parents and teachers must feel that they are on the same side for the good of the child. As long as the cooperation and connection between the parents and teachers remains firm, the success will grow.

“Initially, the book was primarily directed towards teachers and educators. However, at the request of many people who read its early drafts and asked that the book also relate to parents, it was eventually expanded and made into appropriate reading material for parents as well.”

In other words, anyone who reads the book will succeed?

“Anyone who reads it? No. Anyone who acts according to its suggestions and proposals? Yes. I didn’t invent the wheel. This book does not contain any of my own innovations or discoveries. All of the approaches and guidelines are based on the Rebbe’s holy instructions. I merely presented and organized his instructions collected from various sichos and letters, putting them into practical language for parents and educators.”

I have been following after your educational activities for some time. I have noticed that this success pattern of yours repeats itself in a variety of contexts. What is the meaning of the phrase “success in education?”

“The word success is among the words we have heard the most from the Rebbe, “Bracha V’hatzlacha.” I was personally honored to hear this from the Rebbe himself dozens of times when I went for dollars. On one special occasion, I was privileged to be alone with the Rebbe in Gan Eden HaTachton when I received his siddur as a chassan.”

What is educational success?

“The Rebbe defines success in education as bringing the student willingly to follow the path of Torah and mitzvos, with his understanding that this is the best way for him to go.

“In a sicha from Shabbos Parshas Shoftim 5751, the Rebbe said that as a preparation for the coming of Moshiach, the influence upon another Jew must be similar to an advisor, who can bring the person to practical action through proper Jewish identity, pleasure, and joy.

“From my viewpoint, this is educational success. While I know that it’s not simple to attain this, I am certain that this is the definition that the Rebbe gave to education, and the Rebbe chose us to be his shluchim in dealing with education. This made the mission an attainable goal. It demands tremendous effort, dedication, perseverance, and precision. As a result, the book comes to bring the correct prescription for achieving this objective.”

You mentioned previously that interpersonal communication is a fundamental part of education. Where did the Rebbe speak about this idea?

“Interpersonal communication is the ability to connect with others through understanding and sensitivity for their situation, thereby enabling us to have a positive influence upon them. Thus, even if the Rebbe wouldn’t have spoken about this, we should see this clearly in his actions. However, the Rebbe definitely did speak about this, for example, when he demanded that even when we are compelled to scold a child, it must be done firmly and gently. Can this be anything but interpersonal communication? In the Rebbe’s instructions, he asked that people take note of potential consequences on the future lives of children and students that will surely take place because of statements made by parents and teachers.”

What should be the nature of the relationship between parents and teachers?

“This is a very complex topic. On the one hand, it is quite clear that there must be cooperation and mutual support between teachers and parents. As one who fills a role of authority in the educational system, I talk with teachers who share their feelings with me, as they complain that parents simply don’t understand them. On the other hand, parents contend that they often sense that the teachers fail to understand their situation in dealing with their children. One of the book’s objectives is to serve as a bridge between parents and teachers, presenting each with the other’s viewpoint. It would seem to me that parents and educators who read this book will already be able to understand one another and work with greater cooperation.”

What is your message to teachers today?

“I’ll tell you something: A few years ago, in the middle of a discussion with one of my children’s teachers, I wasn’t able to contain my emotions and I suddenly began to sob uncontrollably. What was I asking from the teacher? Just one thing – sensitivity. I cried out from the depths of my heart: ‘Don’t create a rift between me and my child; your conduct is causing my child to hate the path that we as parents and educators want him to follow.’ At that moment, I told the teacher of my decision: ‘I will not let anyone separate me from my children, and the educational path that I want for them.’

“This is my message to the teaching staff at my Talmud Torah, my students, and my fellow school administrators: Let’s appreciate the fact that these parents have placed their children in our hands. This is a very heavy responsibility, and we must validate their trust in us. We will spare no effort as we declare openly what our path in education is, the tools we use, and what we hope to reach with our students.”

Does a teacher who learns Chassidus receive tools that can help him become a better teacher?

“Chassidic education is achieved through love and inner personal avoda, as well as on the student’s part. Maximum love brings maximum compliance.”

How important is it for parents to have “their fingers on the pulse” regarding all matters taking place in school? Is there such a thing as a nudgy parent? Where do you draw the line?

“In most instances, the avoda must be with the parents, not about the parents. That means looking upon parents as full partners, working together with them for an important objective: the child’s education. On rare occasions, there are parents who interfere with their children’s educational success. In such a case, we have to work with them on changing their habits and conduct for the sake of their children. In this book, you can find effective tools for this purpose.”