Teacher/Student DialogueTeacher/Student Dialoguein the Spirit of Janusz Korczakin the Spirit of Janusz Korczak

Presented by Dr. Avi TsurPresented by Dr. Avi Tsur

- Krochamalna 92 -- Krochamalna 92 -The OrphanageThe Orphanage

Brainstorming ActivityBrainstorming Activity

1. Each person is allowed to make 1 contribution 1. Each person is allowed to make 1 contribution

in each roundin each round2. No raising of hands. Be patient and attentive to 2. No raising of hands. Be patient and attentive to

your surroundingyour surrounding3. Clarifications as to disagreement will be dealt 3. Clarifications as to disagreement will be dealt

with at the endwith at the end

How would you define How would you define class or lesson climateclass or lesson climate??

Krochamalna - a homely atmosphere ~ Krochamalna - a homely atmosphere ~ harmony, trust, warmth, non threatening, …harmony, trust, warmth, non threatening, …

Lesson ClimateLesson Climate Positive lesson climate is associated with Positive lesson climate is associated with

well-managed lessons that have clearly well-managed lessons that have clearly stated expectations, where the student stated expectations, where the student feels safe & where teachers consistently feels safe & where teachers consistently acknowledge all students addressing their acknowledge all students addressing their

behavior in a fair manner.behavior in a fair manner.

Korczak’s belief ~Korczak’s belief ~

Years of work have confirmed for Years of work have confirmed for me more and more clearly that me more and more clearly that children deserve respect, trust children deserve respect, trust and kindness, that it is pleasant to and kindness, that it is pleasant to be with them in a cheerful be with them in a cheerful atmosphere of gentle feelings, an atmosphere of gentle feelings, an atmosphere of strenuous first atmosphere of strenuous first efforts and surprises, of pure, efforts and surprises, of pure, clear and heart-warming joys, that clear and heart-warming joys, that working with children in such an working with children in such an atmosphere is exhilarating, fruitful atmosphere is exhilarating, fruitful and attractive. and attractive.

Korczak JKorczak J. . The Child's Right to RespectThe Child's Right to Respect, ,

E.P. Kulawiec, p. 171E.P. Kulawiec, p. 171

Memorizing NamesMemorizing Names How does one go about memorizing thirty How does one go about memorizing thirty

names that are sometimes difficult to remember names that are sometimes difficult to remember and sounding much alike, and linking them to and sounding much alike, and linking them to thirty faces? thirty faces?

Korczak J. Selected Works of Janusz Korczak, Summer Camps, p.333Korczak J. Selected Works of Janusz Korczak, Summer Camps, p.333

A child finds it easier to address aA child finds it easier to address a teacher who knows him, whether it teacher who knows him, whether it

be with a request or a question, and be with a request or a question, and the teacher will listen more willingly the teacher will listen more willingly to him if he had heard, remembered, to him if he had heard, remembered, recognized. recognized.

Korczak J. Selected Works of Janusz Korczak, Korczak J. Selected Works of Janusz Korczak, Summer Camps, p.333Summer Camps, p.333

Building a RelationshipBuilding a Relationship

Twenty new children to read, to Twenty new children to read, to decipher, like twenty books written decipher, like twenty books written in a barely comprehensible hand, in a barely comprehensible hand, like second-hand books with like second-hand books with missing pages. missing pages.

Korczak JKorczak J. (August 1939), Mortkowicz-Olczak H. (1965), . (August 1939), Mortkowicz-Olczak H. (1965), Mister Doctor,Mister Doctor, p.183 p.183

An educator who does not enforce but An educator who does not enforce but sets free, does not drag but uplifts, sets free, does not drag but uplifts, does not crush but shapes, does not does not crush but shapes, does not demand but requests, will experience demand but requests, will experience inspired moments with the child. inspired moments with the child.

Korczak JanuszKorczak Janusz, , How to love a ChildHow to love a Child, number 83, number 83

Two Children, Three WorldsTwo Children, Three Worlds

One child – a full and comprehensive world. Two One child – a full and comprehensive world. Two children – three worlds: the world of each individual children – three worlds: the world of each individual and that of both of them together. Three children are and that of both of them together. Three children are not only one, a second and a third. In addition to the not only one, a second and a third. In addition to the three – first and second together, first and third three – first and second together, first and third together, second and third together is also the world together, second and third together is also the world of them all. Presently we have seven worlds.of them all. Presently we have seven worlds.

Lacking in determination, friendship, a quarrel, joy, Lacking in determination, friendship, a quarrel, joy,

depression, … - think of how many worlds are to be depression, … - think of how many worlds are to be found in ten, twenty, thirty kids. Alone, without the found in ten, twenty, thirty kids. Alone, without the assistance of the children you will never get to know assistance of the children you will never get to know these worlds and your educational tasks will never these worlds and your educational tasks will never succeed. succeed.

Korczak J., Korczak J., The Child’s ReligionThe Child’s Religion, Kibbutz Hameuchad Publication 1978, p302, , Kibbutz Hameuchad Publication 1978, p302, translated by Dr.Avi Tsurtranslated by Dr.Avi Tsur

The Sensitive EducatorThe Sensitive Educator What a fever, a cough or nausea is for What a fever, a cough or nausea is for

a physician, so a smile, a tear, or a a physician, so a smile, a tear, or a blush should be for an educator. Not a blush should be for an educator. Not a single symptom lacks significance. single symptom lacks significance.

It is essential to record and think over It is essential to record and think over every detail, discard all that is every detail, discard all that is incidental, bring together all that is incidental, bring together all that is akin, and akin, and seek out theseek out the gu guidiiding ng lawslaws. .

… …seek out the guiding lawsseek out the guiding laws . . Why will one pupil, when he comes to Why will one pupil, when he comes to

the classroom, look into all the corners, the classroom, look into all the corners, say a word to everyone and be driven to say a word to everyone and be driven to his bench by the sound of the school his bench by the sound of the school bell only with difficulty? bell only with difficulty?

Why does another take his seat at once, Why does another take his seat at once,

reluctant to leave it even during the reluctant to leave it even during the break? What sort of individuals are break? What sort of individuals are these, what can the school offer them these, what can the school offer them and what can it demand in exchange?and what can it demand in exchange?

Korczak J. (1919), How to Love ChildrenKorczak J. (1919), How to Love Children

Speaking with the ChildrenSpeaking with the Children

In the forest, for the very first time, I spoke, not to In the forest, for the very first time, I spoke, not to the children but with the children, and not about the children but with the children, and not about what I wanted them to be but about what they what I wanted them to be but about what they wanted to be and about what they were capable of wanted to be and about what they were capable of being. being.

Janusz Korczak, The Summer CampJanusz Korczak, The Summer Camp

The School NewspaperThe School Newspaper What is the benefit from a school newspaper? Immense! What is the benefit from a school newspaper? Immense!

It teaches work in a planned manner, based on the It teaches work in a planned manner, based on the combined effort of various people. It teaches courage in combined effort of various people. It teaches courage in voicing one’s opinion. It is the conscience of the voicing one’s opinion. It is the conscience of the community. community.

The newspaper is a link, which binds the class or The newspaper is a link, which binds the class or school. Through it complete strangers come to know school. Through it complete strangers come to know each other. It puts a spotlight on those quiet and each other. It puts a spotlight on those quiet and thoughtful ones who in solitary silence can express thoughtful ones who in solitary silence can express themselves on paper but whose voice is lost in a vocal themselves on paper but whose voice is lost in a vocal dispute.dispute.

I firmly believe in the need for newspapers for I firmly believe in the need for newspapers for children and youth, meaning papers in which they children and youth, meaning papers in which they themselves are the contributors, and which tackle themselves are the contributors, and which tackle subjects salient and interesting to them.  The subjects salient and interesting to them.  The children and youth must themselves say in their children and youth must themselves say in their

school newspapers what they find important.school newspapers what they find important.  

The Little Review

School creates for the child the rhythm of School creates for the child the rhythm of hours, days and years. School officials are hours, days and years. School officials are supposed to provide for the needs of today's supposed to provide for the needs of today's young citizens. Needed is not a despotic young citizens. Needed is not a despotic order, imposed discipline, or distrustful order, imposed discipline, or distrustful control, but tactful understanding; faith in control, but tactful understanding; faith in experience, cooperation and co-existence is experience, cooperation and co-existence is the real basis of child-care.the real basis of child-care.

Korczak J. The Child's Right to Respect, Korczak J. The Child's Right to Respect, E.P. Kulawiec, page 176E.P. Kulawiec, page 176

Henryk Goldszmit Janusz KorczakHenryk Goldszmit Janusz Korczak

July 22, 1878 August 5, 1942July 22, 1878 August 5, 1942

There are stars whose light reaches the earth There are stars whose light reaches the earth long after they have disintegrated and are no long after they have disintegrated and are no more. And there are men whose scintillating more. And there are men whose scintillating memory lights the world long after they have memory lights the world long after they have passed from it. These lights which shine in the passed from it. These lights which shine in the darkest night are those which illuminate for us darkest night are those which illuminate for us the path…”the path…”

Hannah Senesh Hannah Senesh חנה סנשחנה סנש

The Educational Legacy The Educational Legacy of Janusz Korczakof Janusz Korczak

I caress these children with my gaze as I ask myself:I caress these children with my gaze as I ask myself:

““Who are you, you wonderful secret and what do you Who are you, you wonderful secret and what do you bring with you? How will I be able to help you?” bring with you? How will I be able to help you?”

Korczak J. (1918), How to Love ChildrenKorczak J. (1918), How to Love Children