From Mesivta

Mesivta Placement for the Less-Typical Boy

 

It is relatively easy to find the right Yeshiva for children who fit neatly into established categories.  However, there are many children who do not fit established educational categories, whether because of strengths and weaknesses or because of life circumstances.

While this article is written for parents of boys looking for the right Yeshiva high school (Mesivta) for their son, much of this material is relevant for parents of girls or of children who may benefit from switching schools. This article was written with extensive input from Rabbi Shmuel Gluck of Areivim, in Monsey, NY.  Rabbi Gluck has decades of experience helping families, including Passaic and Clifton, find the right Yeshivas for their children.

About Yeshivas

Yeshivas vary in size, level of learning, hashkafa, chinuch approach, and teaching style.  Boys also vary in their strengths, weaknesses, and needs.  Therefore, parents have to keep in mind that the Yeshiva that fits one child may be a bad choice for another. Moreover, most Yeshivas are geared for specific types of children.  If the child’s mix of strengths or weaknesses is not standard, for example, a child high on motivation and low on academic ability, there may not be a perfect placement.

Mainstream Yeshivas: “Aleph” & “Bais”

Boys who are good at learning gemara generally apply to the top tier Yeshivas: the “Aleph Mesivtas”.  Aside from being the most prestigious Yeshivas, the boys who attend them are often top boys in motivation and attitude.

Bais Mesivtas are meant for “good” boys (i.e. motivated) who do not learn gemara at the Aleph level.  Many out of town Yeshivas learn at a lower level, since they are designed to serve their local community where the elementary schools are less competitive than those in the tri-state area.

In-town (tri-state area) Bais Yeshivas are more accustomed to boys who grew up in the competitive in-town environment and have been unable to meet the advanced academic standard.  Some of these boys need emotional support and these Yeshivas may be more experienced than the out-of-town versions in meeting their needs.

Mainstream Yeshivas are the “regular” Yeshivas, whether aleph or bais level.  They bring together like-minded, motivated boys and have an effective system in place, where commitment and peer pressure help students meet expectations.

Most mainstream Yeshivas are not equipped for the boy who does not naturally conform to the Yeshiva’s hashkafa and practices.  While their Rebbeim build relationships with their students, those relationships are usually more about growth, than remedial support.  However, there are some mainstream bais (and a few aleph) Yeshivas which are more attuned to a holistic approach, preemptively helping children solve problems and intervening more as partners than as disciplinarians when things go wrong.  These are “supportive” or “mentor-based” Yeshivas.

Specialized Yeshivas

These are the Yeshivas with the high staff/student ratio, the experience, and the commitment to help children with challenges.  In order to provide each child with an individualized curriculum, they tend to be less structured and more creative with what they teach and how they teach it.  They are also more creative with handling behavior problems, seeing these more as opportunities to foster growth than as disciplinary issues.

Since these Yeshivas are designed to help children grow, their student body tends to include children who have individual challenges.  Therefore, parents may be concerned that a stigma may attach to boys who learn there even if they go on later to mainstream Bais Medrash post-high school.  These Yeshivas also have a much higher tuition due to their higher staff to student ratio..

Who Best Knows Your Child?

The Yeshiva placement process usually begins with the parents consulting their child’s Rebbe, principal or other Yeshiva staff who had a good relationship with their son, to find out which Yeshivas they recommend.

Especially when the child is not typical, it is possible that the parents and Yeshiva will have diverging views about the child and about which Yeshivas are most appropriate.  In this situation, parents are best advised to take the Yeshiva’s viewpoint seriously, even if they disagree with their placement recommendations.  Parents must keep in mind that the Yeshiva staff:

  • Sees the child in the context of school. The academic performance and behavior displayed in this Yeshiva is likely to be replicated in the next one.
  • Is vastly more experienced with children and the Mesivta acceptance process
  • Is likely to be more objective than the parents.

Moreover, the child might not be communicating his real feelings to his parents, whether this is to spare their feelings or because of complications in their relationship.  Parents may also keep in mind that Yeshiva staff might be understating problems in order to be diplomatic.  For example, they may say, “We’re concerned that…”, rather than stating “We know that…” in the area of academics or behavior.

Getting Help with Yeshiva Placement

Yeshiva placement services are a valuable resource when parents need more options for their child, where parents question the Yeshiva’s advice, or where the child is very atypical.  Yeshiva placement is usually offered as a free service, often as part of an organization to help children.  Some of the advantages of using their services:

  • They are aware of many more Yeshivas. Most elementary school principals have only a limited number of “go-to” Mesivtas that they know well and are accustomed to working with.  Placement professionals are trusted by the Yeshivas they work with and are more likely to be heard.
  • They have vastly more experience with complicated placements and have a sense of what is most likely to work for the less typical children. A professional may find creative placements for challenging situations.
  • Placement experts are more likely to be up-to-date with what actually goes on at a Yeshiva rather than relying on reputation.
  • The placement service can help the parents and the child with the target Yeshiva, using their influence to have the child accepted and keeping in touch with the Yeshiva and the child to sort out problems that may arise.
  • Children may be more willing to be frank to the placement professional. Rabbi Gluck of Areivim has found that parents tell him that they are looking for a Yeshiva with certain characteristics only to hear from the child that he wants the opposite.  For example, the parents are seeking a “Yeshivish” hashkafa where the child may have already rejected this.
  • The professional may be more attuned to where the child “is really holding”. Rabbi Gluck observes that children’s behavior lags their internal attitude by six months, whether the child is growing or deteriorating.  This means that a child who presently conforms outwardly to the norms of his school may be on a hidden trajectory to different behavior.  For such a child, placement in a mainstream Yeshiva increases the risk of damage.

Yeshiva Placement Services

The placement expert should meet the child in person in order to get a direct sense of the child’s needs. It is best to go to someone who has experience helping children from the child’s community so that he will understand the child’s background and the nuances of his school experience.  There is usually no charge for the placement service, although parents who can afford it should try to donate to whatever organization the professional works with.

A few recommended experts:

  • Rabbi Shmuel Gluck of Areivim, Monsey, shmuelgluck@areivim.com (914) 490 8129
  • Shuli Halpert, Brooklyn, Johalpert@optonline.net, (917) 692 2702
  • Rabbi Binyomin Strauss, Lakewood, (732) 370-2874

Erring on the “Safe” Side

Parents understandably prefer to send their child to the most mainstream Yeshiva that will accept him.  Aside from avoiding stigma and a higher tuition, it feels safer to place one’s child with more mainstream children at a more supportive institution.  However, the “conservative” option may be the one that is the least safe.

The child may be more likely to stick with the more supportive Yeshiva.  A child who is unhappy at school is more likely to leave or be expelled.  Once a child is sent away by a Yeshiva, it becomes much more difficult to place him in another one.  The only institution that may accept him after he is expelled may be even more stigmatizing than the one that the parents had originally rejected.  Additionally, there may be an option to “trade up” to more mainstream Yeshivas if the boy is successful at his first placement.

Many supportive Yeshivas are experienced with keeping students at different motivation levels from influencing each other.  On the other hand, boys who are unhappy at a more mainstream Yeshiva are likely to find each other and share negative attitudes and inappropriate pursuits.

Specialized Yeshivas are more likely to provide their students with the help they need to grow.  Problems that are ignored may well expand and impede the child’s future development including the ability to get married, stay married, or hold down a job.

What about the Academics?

Parents may be concerned that the Yeshiva recommended for their son teaches at a low level in kodesh and/or general studies.  However, the first task for a complicated child may be to recover from the previous school experience.  The child may need considerable time to build self-esteem and acquire essential life skills.  Once this is accomplished, the child may catch up with the academics.

Parents may need to keep in mind that sending a child to a school with a high level of learning or a quality general studies program does not mean that the child will apply himself and reap the benefits of these opportunities.

Any Yeshiva is Usually Better than No Yeshiva

A boy who is in Yeshiva is part of an institution and a set of rules.  Even if the rules are minimal and the child is not learning, he is still part of a system and feels a sense of belonging and accountability.  Unfortunately, when the child cannot or will not attend any school, the child may decide that he can do whatever he wants.  Homeschooling rarely works in the unstructured home environment.

Therefore, as long as being in Yeshiva is not damaging the child, it is better that he try or remain in a non-ideal placement than in no placement.

Placement Pointers for Non-Typical Boys

Motivated but Academically Weak

There are a variety of reasons for a child lagging academically, including learning disabilities, lower intellectual potential or emotional turmoil due to family problems.

Whatever the cause, parents need to keep in mind the possibility that the child may have suffered emotionally from years of failure in school, even if he seems fine.  While the obvious placement for an ehrliche (upright, committed) academically weak boy is a bais Yeshiva, the boy may need additional support in order to acquire good study habits and possibly to help him overcome emotional scarring.

Where the child’s underperformance seems to be due to a home situation, sending the child to a Bais Mesivta far from home can work well.  When travelling home requires a plane ticket, the child spends less time at home and may find it easier to focus on the learning. However, the parents should make sure that there is at least one warm, caring person at the Mesivta who can serve as a “goto” resource to provide the child with emotional support.

It is tempting to try to push an ehrliche but academically weak boy into an aleph Yeshiva so that he can be with the best boys.  This is often a mistaken strategy, setting up the boy for failure and the possibility of resorting to counter-productive behavior, unless the mesivta is experienced in finding ways for such boys to shine.

Socially Weak

Children who tend to get bullied or ostracized need a Mesivta placement that will also give them access to help acquiring social skills.  This may mean looking for an effective therapist along with finding the right Mesivta.

Some children seem socially weak because they lack friends, but otherwise they function well.  They might be introverted and simply not interested in having a social life.  These children may be happiest in a large Mesivta where they can be lost in the crowd and face less pressure to fit into the social scene.

On the other hand, while placement in a large Yeshiva is more comfortable, this may postpone the process of helping the child acquire valuable social skills.  Small classes in mainstream, out of town schools are usually the best option for learning to fit in, since regular sized classes may be overwhelming to the child.

Bullying can be a problem both in large classes which may consist of cliques that exclude loners and in small classes which may be dominated by one or two strong personalities.

Yiddishkeit Challenges

Children who have practical or ideological problems with Yiddishkeit need a Mesivta that is geared to addressing these issues.  Such Mesivtas do exist and each has its own approach to helping these boys.

Emotionally Fragile

This includes the anxious, depressed, OCD, bi-polar, and so on.  Sometimes, symptoms can be managed when the child is in a controlled environment, but this is not long-term solution since the child may fall apart once he’s in the “real world”.  Such children need a supportive Mesivta that also gives them access to quality therapy to begin working on their deeper issues.  Such Mesivtas may be easier to find in larger communities which have more resources than out-of-town communities.

Medical Issues

Where there are medical issues, it may be easiest and safest to stay local.

Non-local Mesivtas may be wary of admitting boys with chronic medical conditions that require medications, such as diabetes, severe allergies, and chemical imbalances.  Parents should first make sure that they have clarity about the child’s medical condition and needs.

Once they decide on which Mesivta(s) is appropriate for their son, they may need an advocate: a principal, Rebbe, or placement professional to help the Mesivta staff understand that they can handle the child’s needs.  Depending on the situation, it may be best to limit full disclosure of the child’s medical issues until the Mesivta staff meets the boy.  Once the boy is admitted, the parents may ask the staff or the local Bikur Cholim for medical referrals.

Should the Child Dorm?

There are many reasons to want to keep boys away from dormitories and under the closer supervision and more wholesome atmosphere of their home environment.  That said, there are circumstances where dorming may be the better option:

  • If the home environment is unstable, unhealthy, or chaotic, children are often better off in a dorm. Children from divorced families are often more comfortable dorming since this helps them blend in with their peers who are also away from their families.
  • Sometimes, the only way for the teenager to get along with family members is to get away.
  • A true masmid (diligent student) may accomplish more in his learning when he lives at the Yeshiva.

If the best placement option for a child with challenges is an out-of-town Yeshiva, parents should not let the dormitory cause them to reject the placement.  Instead, they can check out the dorm’s structure and supervision, keeping in mind that children living at home are not necessarily “safe”.  Children who are prone to inappropriate pursuits may well find them even when living at home.

Commuting to a Mesivta may be difficult, since some children get worn down from the longer hours this entails and it may be harder to sustain.  That said, children have succeeded using this option.  Sometimes, children dorm at the school after the first year or two.

Children who have difficulty getting along with others are often best avoiding the dorm.  If an out-of-town placement is essential for such a child, parents may want to look into boarding options.

Boarding is complicated since it’s crucial to get the right arrangement.  When a boy is placed in an out-of-town Yeshiva without a dormitory, boarding is the only option.  Parents should be wary of having their son placed in a basement, with or without other boys, since this might mean no supervision.  On the other hand, children feel awkward and uncomfortable “being in the way” of family conversations and events.

It is important to check out the family carefully, since having a spare room does not automatically mean that one is qualified to look after someone else’s child, let alone a non-typical one.  While staying with a Rebbe seems ideal, boys often dislike it.

The terms should be spelled out carefully: what the family is to provide and what the child has access to in the kitchen and home.  Parents should also try to arrange in advance what happens should their child get sick and needs transportation to doctors and the like.

Other Factors Affecting Placement

Child’s Preference

Wherever feasible, the child should be allowed to select the placement option that he prefers.  While younger children (under age 9) or compliant boys can be placed wherever the parent chooses, a resentful teen may sabotage his chances at success in the Yeshiva if placed against his will.  Parents may find it helpful to bring the boy to the Yeshiva in advance and give him a chance to get used to the idea of attending.

Parents should be aware that it is crushing to wake up every morning knowing that you are not going to do anything you want to do that day, or for the next four years.  This can lead to anxiety and depression.

Hashkafic Compatibility

Children are more likely to thrive where they are comfortable.  The Yeshiva’s hashkafa is an important part of the environment.  Wherever possible, the Yeshiva’s hashkafa should match the child’s background, assuming that the child identifies with his family’s beliefs.

Conclusion

We are fortunate that there are many Mesivta options for boys graduating eighth grade.  When parents find the right placement for their son, they are able to enjoy the nachas of watching him grow into the young man he was meant to be.  We wish all our readers success in finding the best options for all of their children.

Helping Your Son Succeed in Mesivta

How to use the Mesivta experience to help your son grow in middos and interpersonal skills

When people think about Mesivta high schools, they typically think about the level of learning or of motivation in the bochurim.  However, there is another dimension to the Mesivta experience: the growth in personal development and good middos that occurs during these transitional teenage years.

The material was obtained through interviews with mechanchim and with local bochurim.

Helping Your Son Fit In

Social development is easier for people when they blend smoothly into their social environment.  This is especially important in a high school setting, since teens are often very concerned about this.  In many Mesivtos, bochurim try hard to look and behave according to the norms of the Yeshiva.   They are concerned about being friendly with others who may be unique.  Therefore, parents who are sending their son to a Mesivta which has a strong culture of uniformity might want to explain to your child why conforming is useful.  Conforming may lead to social acceptance, which in turn allows boys to fine tune the skills they need to make friends and to work effectively as chavrusas.

Which Mesivta Type Suits My Son?

Selecting a Mesivta for one’s child should be seen as finding the right shidduch.  The primary rule is to know your child and to look for the Mesivta that will suit his personality.  Consulting with the boy’s menahel and with his 8th grade Rebbe provides parents with useful information, since these educators know both the child and the Mesivtos.  Each Mesivta is good for certain types of students and not so great for others.  Therefore, you need to look beyond the reputation of an institution to examine the factors that will form the chinuch experience of your child.  With the right shidduch, growth is more likely in all areas.

High Pressure vs. Relaxed

Some boys need the structure of a stricter Mesivta; others may find it hard to handle the pressure.  A Mesivta which pushes boys to excel may be right for boys who thrive in a competitive environment.  If the boy is sensitive, he might be more comfortable in a more relaxed Mesivta where boys are left to grow at their own pace.

Guidance Style

Mesivtas vary in their priorities.  Some boys grow well in a Mesvita that has a “hands-off” approach.  In such Mesivtas, the Rebbe is a maggid shiur, giving over the lesson and answering questions.  Talmidim are expected to approach their Rebbe if they are unhappy about something or if interpersonal issues arise. If talmidim do not speak to the Rebbe, issues are often left to resolve themselves in due time.

In other Mesivtos, hanhalla expects the Rebbe to be closely involved with each talmid.  Usually, these are smaller Mesivtos.  The smaller class sizes allow a Rebbe to be aware of what is happening in and out of the classroom/Bais Midrash and to get involved.  Such a Rebbe interacts with each talmid on a regular basis to make sure that the boy is progressing to the best of his potential.

When checking Mesivtos, parents may ask hanhalla about their policy for intervening when boys are experiencing difficulties.  It is also a good idea to speak with a few older boys in the Mesivta, especially those similar to your son, to ascertain how situations have been resolved in practice.  Bochurim in twelfth grade or Bais Midrash have the perspective to understand and to explain how they felt that their growth was nurtured in their early Mesivta years.

Social Compatibility

Each Mesivta has its own style or personality, even where the leadership shares the same hashkafa and goals as other Mesivtas.  Speaking to parents or bochurim themselves who are presently attending the institution may provide clues about what is stressed in that Yeshiva.  Attending a Mesivta with friends from school or camp is another good way to ensure social compatibility.

Tips to promote a successful start in Mesivta

Send to Sleep-away Camp

Look for a camp with boys from the Mesivta your son will attend.  Aside from allowing a boy to make friends in advance, the camp experience allows a boy to observe how other boys conduct themselves.  It is useful for boys who come from a background different from that of their future fellow bochurim to learn the mannerisms and practices of their peers.  Moreover, boys who will dorm would likely benefit from “practicing” by attending sleep-away camp.

Prepare the Correct Wardrobe

Consult parents of boys attending the Mesivta to make sure that the clothing, accessories and equipment you obtain for your son are appropriate for this institution.

Speak to the Rebbe

If parents have reason to be concerned about their son fitting in, they might contact the 9th grade Rebbe shortly before the zman begins to explain their concerns.  A personal meeting between your son and his future Rebbe may be beneficial, provided that the boy does not object.  It is a good idea to follow up regularly with the Rebbe to make sure that your son is receiving whatever help he may need, rather than waiting for scheduled parent/teacher conferences.

Get a “Big Brother”

If your know that your son is slow at making friends, you may find it helpful to find a warm and outgoing 12th grader or Bais Midrash bochur to learn with him.  This may cost up to a few hundred dollars a year, but it can make a huge difference.  The older bochur should be well attuned to the nuances and unwritten rules of the Mesivta and able to guide a boy through its social intricacies.  Moreover, learning with an older bochur confers useful status to a 9th grader.  (Some Mesivtas make a practice of matching older boys with 9th graders.)

 

Growing through the Chavrusa System

The chavrusashaft  (chavrusa partnership) is the setting for most of the learning in a classic Mesivta and Bais Midrash.  Chavrusas begin their day studying source commentaries to prepare for the Rebbe’s shiur.  After the shiur, they review the material together, working out answers to questions that emerged from the shiur.

In 9th and 10th grade, the Rebbe sets up the chavrusas, and the learning takes place for 45 to 60 minutes.  Boys need to find their own chavrusas for optional learning.  The learning is geared towards understanding the gemara and some basic commentaries on a simple level.  Once they reach the upper grades, bochurim set up their chavrusashafts and learn together for 3 hours at a time.  The learning becomes more complex as the boys work out their own understanding of open ended conceptual approaches to the gemara and the commentaries.

Qualities Bochurim Seek in a Chavrusa

Motivation:  The basic traits of a good chavrusa are consistently coming on time, staying to the end of seder, focusing on the learning, and avoiding distractions.

Social Skills/Good Middos:  Perhaps the most important social attribute of a good chavrusa is being a good listener.  It is tempting for bright boys to want to do all the talking and to aggressively push their own thoughts.  Chavrusas need to learn turn-taking and team work in order to give the other boy a chance to express his thoughts about the sugya.  They must be willing to occasionally give up their own approach and adopt the chavrusa’s way of thinking about the sugya, even if the chavrusa is not as strong intellectually.

Submitting to the chavrusa’s approach can be especially challenging if one of the partners is an original thinker.  At first, such boys need to listen more and to be willing to yield to the more conventional approach.  However, in the upper grades, original thinkers are prized because they bring more interest and creativity to the chavrusashaft.

Bochurim also need to cultivate the generosity of spirit to acknowledge their chavrusa’s contribution to understanding the sugya.  A chavrusa with under-developed middos finds it hard to admit that the other boy is right or that his chavrusa found the answer first.

Boys who have annoying personal habits or poor hygiene find it harder to retain chavrusas.  In general, bochurim expect higher standards of behavior in Mesivta; boys who were used to teasing others in 8th grade may find that 9th graders will not tolerate this.

Compatibility: Shares similar goals and learning style.  It is easier to learn with someone who shares the same tastes about how quickly or thoroughly to cover the material, which approach to use in understanding the material, and the same interests in commentaries (important for upper grades and Bais Midrash).

Sociability: Someone friendly, easy and fun to be with.  Three hours is a long time to spend with one person.

Status:  Especially in the lower grades, bochurim feel safer learning with someone who is self-confident and socially integrated.

When Academic Levels Differ

The mechanchim and the bochurim interviewed agreed that academically stronger boys often find it difficult to learn with boys who are far below their level.  Low with medium level or medium with high levels are more likely to work.  Brighter boys may resent being slowed down by having to explain the basic points of the material to their chavrusa rather than going on to the creative work of resolving issues raised by the shiur.

Such partnerships can work, however, if the stronger boy is willing from the outset to take on the role of leader and teacher.  Some boys appreciate the chance to develop a better understanding of the gemara by helping someone else grasp it.  The weaker boy, in turn, has to be willing to accept the authority of the stronger boy who will serve as “Rebbe” in this relationship.  Each party is given an opportunity for social growth.  The stronger boy needs to learn patience, the weaker boy respect, and both empathy for those who are different.

Weaker boys might find that they are happier when they stay with chavrusas closer to their own level.  This way, there is less frustration and they do not have to feel like they are “taking”.  Should they get stuck on a difficult question, weaker chavrusashafts may seek help from the resources such as shoel u’maishiv (supervisor, question answerer) or older bochurim provided by every Bais Midrash.

A special challenge in unequal partnerships occurs when an academically weaker boy is matched with a brighter but less motivated chavrusa.  While both parties may gain from this arrangement, the weaker boy needs to learn how to motivate his chavrusa without annoying him.

Developing Chavrusa Skills

It takes time and effort to develop the skills needed for a successful chavrusashaft.  The process is much easier if the bochurim know whom to approach for help.  Chavrusas benefit where senior figures, such as the mashgiach, a Rebbe, or an older bochur supervises the free-style learning in the Bais Midrash.  Imperfect chavrusa interactions are more likely to be noticed and corrected in such a setting.  A Rebbe or mashgiach can coach boys through a difficult relationship and show them how to handle the challenges of a specific situation.

Not all chavrusashafts are successful.  A bochur may need to find a tactful way to break up a relationship that is not productive.  Here, too, it is best to seek guidance to find a wording that will avoid hurting the chavrusa’s feelings (“it’s not personal; our styles are too different…”)   A bochur should make sure to give his chavrusa ample time before the end of the zman to find another partner for the next zman.  How he handles this kind of situation will affect his reputation.

Building Reputation

“Reputation,” being known as a bochur with desirable qualities, is the crucial social asset in the Mesivta world.  Bochurim share information.  A boy who has displayed weaker middos will find it harder to find chavrusas.  A bochur builds good reputation by showing himself to be considerate to others, in the Bais Midrash and in the dorm.  For example, an academically strong boy who learns patiently with a weaker boy demonstrates that he’s a “giver.”  Weaker boys may gain status and find better chavrusas by showing diligence in their learning through coming on time to seder and learning steadfastly to the end.

The good news is that the less than optimal reputation can be fixed.  If a Rebbe or a mentor coaches a boy with undesirable traits to change his behavior, the other bochurim will eventually forget his former habits and accept him.

Chavrusa Skills/Life Skills

The chavrusa system encourages teenagers to develop complex social skills.  A chavrusashaft is rarely completely compatible, since even boys on the same academic level have different strengths or learning styles.  Eventually, bochurim may learn to see and appreciate the unique strengths of each of their chavrusas and learn how to benefit from their special qualities.  Boys may benefit greatly in the long term if they attend a Mesivta that helps them develop these skills, since they are invaluable for success later in life.

 

Tips for Helping Your Son Succeed in Gemara

The study of gemara (Talmudic studies) has been the bedrock of the boys’ Yeshiva curriculum for centuries, since by analyzing the mishnayos, it leads to a clearer and deeper understanding of Torah.   Boys are introduced to gemara, usually in fifth grade, and gemara becomes their main limudei kodesh study through junior high school, mesivta, and bais medrash.  The self-esteem of many yeshiva boys and their attachment to Yiddishkeit depends heavily on their proficiency in gemara.  Moreover, boys with better gemara skills have more mesivta and bais medrash options available.

The Gemara Challenge

The transition to gemara is welcomed by most boys because of the prestige of learning what the grown men are learning.  Gemara, when well taught, is stimulating, interactive, and creative.  For boys who have good logic skills but poor ability with text, gemara is their first opportunity to “shine” in school as they contribute to class discussions.

However, gemara is more challenging than the chumash and mishnayos that the boys were learning previously.  The language is Aramaic, the text has no punctuation (no vowels, commas, periods, question marks, etc.) and the logic is complex.  Boys who were successful in chumash through rote learning now have to develop reasoning skills.  Generally, boys who had trouble keeping up with earlier subjects have a much harder time now, especially once the class progresses to the more complicated sugyos (topics).

In order to help their sons learn well, parents need to be aware of their sons’ strengths and weaknesses in academics and motivation.  A student’s proficiency in gemara depends more on his level of motivation than on his intellect.  In this article, compiled through interviews with experienced mechanchim and reviewed by prominent mechanchim in our community, we provide tips for parents to help their sons learn to enjoy and find fulfillment in their study of the Talmud.

How Parents Can Help – Before Gemara Begins

Creating the Right Home Environment

More than other subjects, boys need a tranquil environment in order to achieve in gemara.  Aside from sholom bayis, this includes good relations among the siblings and between the father and his son.  During the early school years, the father should build a mutually satisfying learning/chazara (review) relationship with his son.  It is helpful when parents have realistic expectations about their children.  If the father and/or the uncles had trouble focusing in school, the son may experience similar difficulties.  Additionally, the parents should be honest with themselves: if the father cannot review chumash with his child without acrimony, he will not be able to chazer gemara productively with him.

Parents should also try to foster in their son a sense of self-confidence in his learning by recognizing and praising his achievements.  This will make it easier for the boy to “stretch” to grasp complex sugyos (gemara topics) later on.

Monitoring the Academic Situation

It is the parents’ responsibility to make sure that their son is up to par in his limudei kodesh academics.  Are the boy’s reading and translating skills within the normal range?  Parents might wish to test their child’s reading skills after second grade by having him read to them an unfamiliar perek of Tehillim.  Reading problems are easily overlooked, but they are liable to devastate a child’s academic and emotional future.

Learning disabilities and academic weaknesses should be dealt with as early as possible before the child becomes overwhelmed.  Problems that exist in the earlier, pre-gemara grades usually become exacerbated when the academic material turns harder.  Is the boy behaving appropriately during class?  In general, if the Yeshiva staff is concerned about a boy, parents should be concerned, too.

Building Motivation

While it is hard to “create” a motivated son who is driven to succeed in gemara, parents may influence their children by showing that learning and achieving in Torah is their primary value.  This may be conveyed by sharing divrei Torah enthusiastically, celebrating siyumim and other milestones in learning (beginning of chumash, mishnayos, etc.), and praising children for success in learning.  Seeing their father study Talmud regularly is helpful, too.  It is also a good idea to refrain from pulling boys out of yeshiva freely, for vacations and other discretionary reasons—children can sense the importance parents place on their learning in Yeshiva.

Parents should also try to avoid distracting their children with contradictory messages by putting less stress on hobbies and other interests.  Minimizing (or eliminating) media exposure, movies, games, and internet, is also helpful.  Children who spend extensive time playing or watching electronic media find it harder to focus on academics and become habituated to instant gratification rather than accustomed to working patiently to acquire skills.  On the other hand, children need wholesome ways to relax and to exercise in order to function well in and out of yeshiva.

Preparing for Gemara

Fathers may prepare their sons for gemara by studying with them the gemara-style rashi (Bo, Mishpatim, Vayikra) or by learning mishnayos in more depth.  This may be valuable for boys who have trouble reasoning—practice helps build up the necessary skills.

Fathers should also make sure that their own gemara skills are up to par.  This may entail reviewing/relearning the material that is covered in their son’s yeshiva.  If the father did not attend a standard yeshiva, he should try to find a shiur that covers the topic or find an experienced chavrusa to help him prepare.  The Yeshiva may be able to point out such shiurim for fathers.  (In Passaic, Yeshiva PTI provides such shiurim.)  Learning the sugyos solely from a translated gemara does not convey the yeshivish pronunciation or the flavor of classroom environment.  Fathers may need to sacrifice their own learning schedule and preferred topics in order to prepare for their sons’ gemara learning. 

Chazara – the Learning in the Home

Parents have the most impact on their son’s gemara learning through the chazara process.  In a standard yeshiva, the Rebbe spends most of his classroom time explaining the shakla v’tarya (the reasoning) of the gemara thoroughly, spending less time actually reading the gemara inside. This helps keep a class of lively preteens stimulated and interested as they explore the exciting give and take of the sugya.  The Rebbe relies on the chazara at home every night for the more hum drum skills-building work in kriya (reading text) since this really requires one on one attention.

The top boys in the class are usually able to catch both the logic and the text from paying close attention in class.  Their chazara needs may be met by reviewing with each other, although they might gain a richer understanding by review with a qualified adult.  Most boys need a serious review session in order to fully absorb the material and to learn how to read gemara inside.  Chazara is typically done with the father, although many parents pay to have their sons learn with a Yeshiva bochur or with a boy in an older grade.

Tips for More Effective Chazara

Prepare Properly – The reviewer needs to know the material thoroughly.

Don’t Rush – Allocate sufficient time so that the material may be covered without time pressure.  Calm, patience, and emotional support are crucial for teaching gemara.  The reviewer should avoid interruptions; fathers should try to have chazara time be one-on-one togetherness time.

Incentives Work—When parents offer incentives to a less motivated child, they avoid wasting time and energy motivating him to learn.  Impulsive boys relate better to instant rewards like candy.

Don’t Judge – Fathers should pretend that they are being paid to tutor their son.  When a boy does not know the material, the tutor’s job is to explain it, rather than to blame the boy for not learning it in class.  (If the boy consistently fails to learn the material in class, the parent should contact the Rebbe to find the cause of the problem).

Shakla V’Taria First – It is usually beneficial to have the boy review the oral component of the lesson outside the gemara, peeking in the gemara as needed.  The reviewer should prompt the boy to explain the mishna’s teaching, the gemara’s question, the answer, the proof, and the argument.

Reading Inside – Once it is clear that the boy understands the gemara’s logic, it is time to open the gemara and read the text.  The boy should be prompted to read with expression in order to supply through his intonations the missing punctuation (question, answer).

Allow the Boy to Discover—Chazara is more rewarding if the boy is given time to find things out for himself, whether it’s a question or answer in the gemara’s debate or the meaning of a word in the text.  Part of the chazara agenda is to build the boy’s self confidence in his ability to learn even if he is does not perform well in the classroom.  Therefore, the reviewer should look for opportunities to praise.

Give Priority to Kriya –  If there is not enough time to complete both aspects of the chazara, priority should be given to reading text inside, because this is the skills-building part.  If the boy fails to grasp the gemara’s logic, he is missing out only on that lesson; if he does not learn how to read the gemara, he will suffer in the next grade.

Be Proactive–If the reviewer sees that the boy has a problem, he should approach the Rebbe, rather than expecting the Rebbe to call first or to detect and deal with the problem on his own.  For example, the boy might not know his lessons because he is frequently tired in class.  This is a problem that the parents need to be involved with.

Mothers and Chazara

Given the importance of the skill building aspect of chazara, the mother should step in as reviewer if there is no alternative, since review on one’s own is nearly useless.  Mother may look inside a translated gemara with punctuation to check that her son is reading correctly (women may consult their own Rav if they are uncomfortable with this psak).  Aside from forcing the boy to actually review, this also conveys to her son the importance of gemara and chazara.

If the Boy is Having Difficulty

It is extremely important for parents to be aware when their son is having trouble grasping the material and to be ready to intervene.  Once a boy experiences consistent failure, it is very hard to motivate him to keep trying.  This sense of failure may poison other aspects of the boy’s life.  Therefore, interventions should be started as soon as problems are detected, after consulting with the Rebbe and/or the Menahel.

Making the Material More Manageable

Use a Gemara with Punctuation—This study aid makes a big difference for boys who have trouble reading text.  Practicing with the nekudos habituates the boy to the Aramaic pronunciation system so that he will learn it more easily.  Once he adjusts to Aramaic, he will not need this support..

Reduce the Assignment— Success motivates: review less material to ensure that the boy masters a subset of the lesson.  Ask the Rebbe if the boy might be tested on only the mishna and a few lines of the gemara that follows.

Enrich the Chazara—Techniques for the reviewer to adopt include: creating word lists, punctuating photo-copied gemara, using physical props (blocks, toy animals, cash), making the case into a story, and updating the sugya to contemporary situations (e.g. ox=car).

Pre-teach the Material—Some boys benefit from being familiar with the material before they encounter it in class.  This allows them to participate in class discussions and builds self-confidence.   Pre-teaching becomes a problem if the boy thinks he knows the material and therefore fails to pay attention in class; parents should warn the Rebbe in advance.  To avoid this, it is best to pre-teach to the boy’s specific weaknesses, e.g. basic logic concepts or vocabulary.  Pre-teaching in the summer should only be done for boys who are motivated; the unmotivated are burnt out by the end of the academic year and need to relax.

Hire a Professional—Discussed in more detail below.

Switch Yeshivas—Sometimes, the boy’s best chance to succeed is to attend a Yeshiva (junior high or high school) better suited for his needs: i.e., a smaller Yeshiva or a Yeshiva that specializes in teaching boys with learning disabilities. Rebbeim with special needs education know how to use a variety of techniques to help boys grasp gemara content.  For example, a Rebbe might create a “road-map” of the sugya, diagramming and color coding the give and take of a complicated machlokes (debate).  A Rebbe in a standard classroom does not have time to break down and transcribe each piece of gemara.

Hiring a Professional Tutor

Tutoring, typically done by Rebbeim, is expensive–$30 – $50 per half hour session.  Usually, parents begin by paying for two half hour sessions per week at their home or at a Bais Medrash; they may need to increase to three or four times per week.  The Menahel of their son’s yeshiva is a good source of recommendations, as are parents with sons with similar challenges.  The tutor must be matched in skills and temperament to the boy’s needs: some boys need a strict disciplinarian, others, a softer tone.  A good tutor is able to detect and address the source of the boy’s difficulties; he also knows motivation techniques and how/when to push or to hold off with a weak student.

Tutors are far more effective when they regularly speak with the Rebbe.  In addition, it is the parent’s job to check with the Rebbe that their son is truly benefiting from the tutoring.  While deep seated problems cannot be fixed quickly, some slight signs of progress should appear within a few weeks: improvement in motivations, skills, or behavior. If there is no improvement, parents should consider trying another tutor, since success in tutoring depends on the quality of the “shidduch” between the parties.

If Nothing is Working

Sometimes, despite the best efforts of the parents and their son, the boy simply cannot grasp the gemara.  In such situations, it is best for the parents to give their son unconditional love, find him opportunities to succeed in other areas, and leave off the pressure to succeed in gemara.  The important thing is to try to maintain the boy’s morale so that he may try again in a different environment when he grows older.  There are many mesivtas and bais medrash programs that cater to good boys who have trouble with gemara.

Conclusion

Some boys take to gemara like a duck to water; most need some support and incentives from their parents.  There are boys who will only find enjoyment in gemara after years of effort.  It is the challenge of the parents to appreciate each of their sons, while guiding them to achieving their potential in Talmud Torah.

Selecting a Mesivta

This article is geared towards parents who have sons enrolled in a Yeshiva elementary school and are looking for a Mesivta high school.  A typical Mesivta expects the high school boys to devote many hours to studying Gemara.  General studies (not always offered) are de-emphasized in many Mesivtas.  Once they finish Mesivta, most bochurim usually learn several more years in Bais Medrash, possibly in Israel, followed by marriage and some years in Kollel.

Please note that we are not endorsing Mesivta-Bais Medrash-Kollel as the “correct” path.  There are other valid choices, which may or may not include a college degree.

 

Gathering Information

While the application process usually begins after Chanuka, parents ideally should begin their research much earlier.  There are two components to the research: understanding the needs of their son and learning what types of Mesivtas are available.  At this stage, the object is to decide which type of Mesivta is the most appropriate.

Learning About Your Son

The two major factors that determine which Mesivta is appropriate for a boy are the boy’s level of learning in gemara and the boy’s commitment to learning.  Sometime in seventh grade (or earlier), parents should obtain an objective assessment of their son’s learning ability.  An experienced Rebbe is able to tell parents how their son’s academic achievement in gemara measures compared to others in his class, grade, and age group.  It is most essential that the parents perform this research objectively.  Usually, the staff at the boy’s Yeshiva is the best source for this information.

 

It is more complicated to evaluate a child’s emotional attachment to learning and to the “Yeshivish” lifestyle.  Some clues may be obtained by observing the boy’s chevra: are his friends serious learners?  How does he spend his free time?  A good gauge of a boy’s hasmada is whether he spends some of his “off” time on Shabbos or after hours learning.  Rebbeim and the Menahalim may provide helpful knowledge.  The Shul’s Rav may also be able to provide insight, since he sees the boy in a variety of contexts.  Staff at the boy’s summer camp may also contribute a useful perspective, especially for boys who are unhappy in school.

Know Yourself

Parents need to decide what their own derech or aspirations are for their son in ruchniyus   It is not uncommon for a dedicated bochur to eventually surpass the learning level of his father. Although most parents are proud of this achievement, parents need to understand that their child may now follow the hashkafa of the Mesivta. They will need to come to terms with the possibility that he may prefer to avoid participating in family activities that he no longer deems appropriate, for example, watching movies or attending sports events.

In addition, if parents would like their sons to attend college, they should keep this in mind when doing their research.  While most Mesivtas do not provide boys with a top notch secular education, they do vary in their attitude towards boys acquiring degrees.  It may cause problems to send a boy to a right wing Mesivta and then expect him to go to college.  In general, it is best for a boy’s chinuch when the parents and the school share the same objectives.

To Dorm vs. To Commute

This is one of the most important questions in selecting a Mesivta.  If the local Mesivtas are not appropriate for one’s child, the boy will have to dorm or to commute.  Commuting brings its own challenges.  Mesivta hours tend to be long—7:30 am until 9:00 pm is not uncommon.  Adding a commute on each end may make the hours intolerable.  A commuter may be socially isolated if most of his peers are dorming or attending other Mesivtas.  Dorming has its variations:  boys may come home every Shabbos, every month, or three times a year.

Prominent Rabbanim and Mechanchim have recommended against high school boys dorming.  However, sometimes, the only Mesivta that meets the needs of a boy is located beyond commuting distance.  Dorming may be the only option.

Dorming has pros and cons.  A dormitory cannot replicate the level of supervision and care that parents typically provide in a family setting.  The ready availability of cell phones and ipods (allowing boys to watch movies) brings temptation ever closer.  It is easier to experiment with self-destructive behaviors when one is surrounded by others doing the same, and the likelihood of being caught is low.  Furthermore, some boys simply cannot manage without parental support or without their private space.  In addition, boys with social challenges may suffer greatly when thrown together 24 hours a day with their peers.

Moreover, even well-adjusted boys who are away from home may lose when deprived of their parents’ chinuch and involvement.  Derech eretz and life skills are more naturally and successfully instilled by one’s parents. When a boy attends a Mesivta that permits bochurim to return home only a few times a year, the parents essentially give up their role in his life.

On the other hand, dorming in a good quality out-of-town Yeshiva provides bochurim with unparalleled opportunities for solid growth in learning.  Away from the distractions of home, living right next to the Bais Medrash, surrounded by peers eager to progress, a boy may rise steadily to his full potential.  Socially, too, the dorm provides great bonding and lasting friendships with great boys.

Parents may discover that their son really wants to dorm.  Typical reasons include a desire to break with elementary school, a wish to make new friends, to follow older brothers out of the house, or to attend a prestigious Yeshiva.  In addition, dorming might be appropriate to remove a child from a sub-optimal situation with parents or siblings.

Types of Mesivta

Today, Mesivtos cater to boys across the spectrum of academic ability and motivation.  Apart from the prestigious Mesivtos that select only the top boys, there are right-wing Yeshivish Mesivtos for boys who are motivated but not at the top of their class intellectually.  Other Mesivtos specialize in motivating boys who have the ability but not the commitment.  There are Mesivtos that work with boys with different emotional or learning challenges.  Some Mesivtos work at inculcating a specific derech.  There are large Mesivtos and very small ones.  Boruch Hashem, there is a tremendous variety and new Mesivtos are opening up all the time.  To learn about the newer options, parents should network with friends, mechanchim, and rabbanim.  The newer Mesivtos are also likely to advertise in Jewish publications.

Elite Mesivtos: Advantages and Disadvantages

Many parents and boys look forward to enrolling their son in the “best” Mesivta, the Mesivta with the highest standards and the great reputation to which everyone else aspires to send their sons.  While these mosdos provide talented and motivated boys with wonderful opportunities to grow in Torah, they are often not equipped to help boys who have social, emotional or hashkafa challenges.  It may be difficult for boys with poor social skills to succeed in these Mesivtos, since they rely heavily on long stretches of unstructured learning b’chavrusa.  A boy who is unable to network to find good chavrusas is at a disadvantage.

Secular Studies

Some Mesivtos that put a serious emphasis on secular studies are less likely to attract as many students who take their learning extremely seriously. Most bochurim who put the time and effort to excel in their learning are primarily interested in pursuing their Torah studies and finding a career in learning or chinuch.  They see no reason to apply to a Mesivta that will force them to study math, science, and language arts.

Parents who want their son to have some exposure to secular studies in Mesivta should investigate this part of the day when researching individual Mesivtos.  In practice, Mesivtos vary immensely in what takes place during secular studies periods.  While no right wing Mesivta offers a rigorous general studies curriculum, some Mesivtos are stricter than others in enforcing discipline and making sure that their bochurim make the most of what is available.

 

Researching Individual Mesivtos

Yeshiva Placement Services

There are people who specialize in matching boys to the right Mesivta.  These services are useful for parents who are not sure where their son belongs.  They have extensive knowledge of different Mesivtos, including the smaller ones, and they are very experienced with children who do not fit the mold.  Parents may consult with their Rav or with staff at their son’s elementary school to get in touch with these professionals.  It is essential that the placement professional meet with the boy and his parents in order for his advice to be effective.  The service, often provided for free, usually includes help in making the placement happen: contacting the school, arranging the interview, and advocating for the child.

Collecting Information

It pays to speak to many people, including parents and mechanchim.  When speaking to other parents, keep in mind that their children may be very different from yours, and therefore, their experience may not apply to your son.  Boys may wish to speak to older friends who are attending a possible Mesivta choice.

If it is likely that their son will dorm, parents must find as much information as possible about the level of supervision.  One question to ask is how the bochurim spend their time on those long Friday nights Shabbos afternoons, and Motzai Shabbosos.  Does the Mesivta provide them with enjoyable and wholesome activities or do they just hang out?

Boys usually develop better in a “happy” place.  If practical, the father should visit Mesivtos during breaks and recess.  Are the boys playing, joking, schmoozing?  Maariv is also a good opportunity to learn about the older bochurim.  How serious is the davening?  How do bochurim react to an unfamiliar adult?  Do they offer a chair?

When researching Mesivtos, parents should keep in mind that the character of an institution may change fairly quickly.  Information from more than a year or two ago, may be out-of-date.  If the Mesivta is new, and especially if it specializes to a specific need, parents must visit the place to ensure that their information is accurate.

The Importance of Chevra

A very important component of the Mesivta’s chinuch is going to be the quality of the boys attending the institution.  They have more influence on a child than the staff.  Parents should look for a student body that includes boys who learn well and/or have good middos.

Menahel and Rebbeim

Getting off to a good start is important.  The ninth grade Rebbe may have a crucial impact on a boy’s success in Mesivta.  A warm, welcoming Rebbe may make a huge difference for a nervous ninth grader.

Different Mesivtos have different styles or philosophies in their interaction with bochurim.  They range from “hands off” (we provide the setting, you provide the learning) to highly involved (we take responsibility for your success).  While boy who are socially, spiritually and intellectually adept will thrive in any setting, boys who have weaknesses may need a Mesivta staff with a great degree of commitment to the talmidim.  Problems do arise, and parents may consider it important to know that the Mesivta will do its best to help.

What Resources are Available?

Different boys have different needs.  For some, it is important to learn in an environment that includes a vibrant Bais Medrash program.  It enhances the Mesivta experience when there are older boys to learn with or just to serve as role models.  Some boys may need access to trained professionals to help them overcome their specific challenges, physical, educational, or emotional.  A nurturing community may be an asset, too.

The “Square Peg”

In most classes there are a few boys who do not fit in, perhaps because the Yeshiva or class is not a good match for him, or because he has his own challenges.  It is especially crucial for these boys to find the right high school, since they are often the most vulnerable.  The Menahel and Rebbeim are often able to guide the parents towards Mesivtos that best for their son.  Generally, the Menahel has a good feel for which boys will fit into which Mesivtos.  However, for some boys, there are no easy answers.  Parents may be uncomfortable with the Menahel’s recommendation.  Parents may know their son better or they may be biased.  In this situation, it may be best to consult an outsider—a Yeshiva placement service or a Rav who is familiar with the student.

 

The Application Process

Elementary schools usually encourage parents to wait until after Chanuka before applying to Mesivtos.  Parents typically set an appointment with their son’s Menahel to ask for his advice about which Mesivta(s) are appropriate for their son.  An experienced Menahel will have a good idea as to which institutions will be likely to accept their child.

Once the parents have decided which Mesivta(s) they would like for their son, they need to contact the Mesivta to procure an application form.  It is wise to apply to more than one Mesivta.  Even well-qualified candidates are not guaranteed a place in the Mesivta of their choice.  Mesivtos often are looking for specific qualities beyond raw learning ability.  These chinuch institutions may prefer to stick with a certain type of child whom they know they may educate successfully.  Moreover, certain Mesivtos receive so many applications that they must reject promising applicants.  It is probably better to apply to no more than three places, since the farhers are stressful for both the father and the son.

The application process involves two parts: the parents complete their forms and the elementary school sends the boy’s information.  The Mesivta may contact the Menahel and/or Rebbeim to find out more information about the boy.  It is at the discretion of the school staff to decide whether to “push” for the boy’s admission or to hint that this is not a good fit.  This is one reason to heed the Menahel’s recommendations about which Mesivtos would be most suitable for one’s child.

Dormitory Mesivtos mandate that each applicant spend a Shabbos there.  Spending Shabbos at the Mesivta is an effective way to study the dynamics of the place.

The Farher

After the Mesivta processes the boy’s application they contact the family to schedule a farher or interview/oral examination.  Most Mesivtos allow boys to select the gemara on which they will be tested.  It is a good idea to ask how much material they expect the boy to prepare: it may range from an amud to a daf.  Boys are usually asked a few general questions, too.  The higher the level of the Mesivta, the tougher the farher.  In such Mesivtos, the interviewer is more likely to ask difficult havana-related (comprehension) questions in order to learn how the boy thinks.

Some Mesivtos expect less from the boy at the farher; they want to know the boy’s strengths and weaknesses.  Some of these Mesivtos are willing to rely on the report card and the Rebbe’s report rather than subject the boy to a formal farher.

Both the father and the son should dress to match the Mesivta’s style.  The father is expected to stay in the background.  If the boy is not too nervous, he should try to be open and willing to express himself.  Parents should be aware that farherers are usually highly experienced; often interviewing 150 boys a year.  They should not think that they can fool the farherer into thinking that their son is something he is not.  If the boy has not been working seriously on his gemara in seventh and eighth grade, he cannot compensate by preparing intensively just for the farher.  That said, it is essential that the boy know the specific piece of gemara he is being tested on as thoroughly as possible.  He only has one oral exam.

An added source of stress during the application process is that some Mesivtos provide their answers earlier than others.  Some boys wait until April.  It is tough for a boy to wait weeks for a reply, knowing that his classmates have already been accepted into the Mesivtos that they have chosen.

Making the choice

If a student has been accepted into more than one Mesivta, parents need to decide how to choose.  At this point, it may be easiest to let the boy himself decide; if the boy knows that it was his decision, he will be more likely to make it a success.  Boys often want to go with their friends.  There are advantages to starting in a new place with some friends.  While boys make new friends easily in Mesivta, given the crucial role that chevra plays in a person’s development, parents who are happy with their son’s current chevra may prefer the security of knowing he is with good friends rather than relying on the unknown type of friends he will find.  The best insurance is to send your son to a place where you have some knowledge about who else is going.

One factor in favor of choosing the highest level Mesivta is that generally, the higher the level of the learning, the higher the quality of the boys.  While bad influences may exist in every Mesivta, there are likely to be fewer where the boys have the commitment to take their learning seriously enough to be admitted into an elite institution.

Potential Consequences of a Wrong Placement

When a boy is placed in a Mesivta beyond his academic level, the boy may manage to “hold on” at the beginning, in ninth grade, since boys start out roughly at the same level.  As the years progress, the brighter boys will pull ahead, advancing steadily in their ability to learn and in their commitment to learning.  Meanwhile, the weaker boy will experience growing levels of frustration, anger, and depression as he simply cannot make the grade.  Frustrated in his Mesivta life, the boy may turn to outside distractions: media, stimulants and inappropriate activities.

A boy whose academic ability entitles him to a place at an elite Mesivta, but whose aspirations do not match those of the more Yeshivish boys may feel increasingly alienated from the learning and the spirit in the Mesivta.  He will not meet his emotional and spiritual needs.  On the other hand, a boy who has great aptitude in learning but a lower level of commitment may find the shiur in a lower level Mesivta boring, because it was designed for boys who find learning gemara challenging.  Boredom in shiur is demotivating, too.  Unfortunately, for some boys, there are no easy answers.

In general, a boy who is enrolled in a Mesivta that is beyond his level is liable to suffer long term psychological and/or spiritual damage.  That said, a highly motivated boy may succeed in an elite Mesivta despite being on a lower level academically, as long as he is able to handle being at the bottom of the class.  Such a boy may thrive in the atmosphere of the Yeshiva and benefit from the good chaverim to be found there.  Parents must consult carefully with their son’s Rebbeim before making such a decision.

Switching Mesivtos

Transferring from one Mesivta to another is feasible, but this might require persistence on the part of the parents, since many Mesivtos discourage applications from transfers.  A boy may develop during his high school years and desire a more challenging curriculum.  Sometimes, it is clear that a boy tried to succeed in his Mesivta, but it simply “wasn’t a good shidduch”.  If the boy’s current Mesivta respects him, they may facilitate his switching.  Boys do change during their high school years, and the Mesivta that was right when he was thirteen may not work for him when he is fifteen.  Parents may benefit from consulting with organizations that help with Yeshiva placements to facilitate the switch.

Choosing a Mesivta—An Opportunity for Growth

Elementary school often has an unavoidable “one size fits all” aspect, since younger children are not going to dorm and commuting is more difficult for them.  Therefore, a variety of children are forced together for nine years.  When the high school years approach, the parents and their son should look for a school that fits their son’s personality, hashkafa, and academic level more closely.  Once their son passes through the adjustment period, he may find it exhilarating to finally attend the place where he belongs.  With Hashem’s help, parents will enjoy the nachas of seeing their son develop into the person he is meant to grow into.