Michael Laitman, On Quora: “How do teachers effectively manage individualized instruction?“
Effectively managing individualized instruction is indeed a problem in modern education. Nonetheless, we have to check what suits the children’s characteristics.
There are many instances of dividing the students into classes according to topics, but it is usually when they have grown up a little. In elementary school, we can also see children have their own inner direction, which becomes clearer with age, but we need to help them make their clarifications.
I think that teachers should be able to discern each student’s attitude to reality, their inclinations, interests and inner structure. Accordingly, I would group the students according to distinctive characteristics, such as sensitivity, intellectual aptitude, affinity for nature or technology, and more. By doing so, teachers can tailor their teaching methods to resonate with each group’s preferences and learning styles.
We can discerning students’ unique qualities by employing multifaceted teaching approaches. Instead of adhering to a single teaching style, we should explain concepts from various angles and provide examples from different fields. Such an approach lets students grasp the material in a way that aligns with their individual learning styles.
I recall my own school days when I sometimes struggled to comprehend a concept presented by a teacher. However, when my mother explained the same concept differently, using examples that resonated with my learning style, I gained a deeper understanding. This underscores the importance of flexibility in teaching and the potential of using relatable examples that cater to each student’s preferences.
When it comes to perceiving the uniqueness of every student, especially from a spiritual perspective, we, as teachers, can greatly benefit from inner preparation. I suggest that teachers view their role not solely as instructors of young children but as facilitators of the development of humanity to its final, perfect and eternal state of complete connection. In other words, the more teachers are aware of the way in which nature develops us all toward states of greater connection, then the more teachers can align their methods in a way that leads the students to increasing balance with nature. Recognizing that each student embarks on a unique journey in their development to a greater state of connection with others and nature can help us connect with our students on a profound level.
By considering the teaching process as a means of guiding the students to more balance with nature, we can transcend conventional notions and acknowledge the inner essence within each child. This shift in perspective empowers us to discover the distinct qualities in our students and offer a more profound level of fulfillment.
Effectively managing individualized instruction in teaching is a multifaceted task that demands sensitivity, adaptability and an understanding of each student’s uniqueness. By grouping students based on their characteristics, employing multifaceted teaching approaches, and adopting a spiritual perspective, we, as teachers, can navigate this challenge more effectively. Ultimately, our goal is to provide tailored education that enables every student to thrive on their unique path of learning and self-discovery.
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Based on “Ask the Kabbalist” with Kabbalist Dr. Michael Laitman on September 11, 2008. Written/edited by students of Kabbalist Dr. Michael Laitman.
Photo by Kenny Eliason on Unsplash.
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Question: From about two years of age, a child wants to do everything by itself. We rejoice when we achieve some success on our own. In spirituality, we see that it is necessary to be disappointed in this “by myself.” What kind of metamorphosis should happen in us so that we do not strive for independent achievements, but only ask the Creator?
