For Adam and Daniel Kaplan, Hebrew has always become a living thread of culture, identity, and memory. As Teaching Assistants for Hebrew 101–104 at the University of Rochester, they brought this perspective into every classroom interaction. Their roles extended beyond instruction, and they became cultural ambassadors, mentors, and learners themselves.
Engaging with students from diverse backgrounds challenged them to think deeply about the structure, meaning, and purpose of the language. In guiding others, they uncovered new dimensions of their own fluency, proving that the act of teaching can be one of the most profound forms of learning.
Learning by Teaching: Insights from the Front of the Classroom
Teaching a language profoundly influences both the student and the instructor. As Adam and Daniel Kaplan discovered during their tenure as Hebrew TAs, standing before a class required them to confront significant questions, revisit foundational concepts, and often learn alongside their students. Their journey illustrates how the processes of explaining, responding, and lesson planning can solidify one’s understanding of a language.
Explaining the ‘Why’ Behind the Language
Instructors frequently engage with students possessing varying degrees of familiarity with Hebrew, some deeply rooted in the language, others encountering it for the first time. These students often posed questions like, “Why does this rule exist?” or “Why is this word used here instead of another?”
To address such inquiries, teachers must look beyond surface-level explanations. For Adam and Daniel, deconstructing grammar for their students necessitated viewing Hebrew as a dynamic system governed by logical rules.
This approach compelled them to identify gaps in their own knowledge, bolster their confidence in complex topics, and render abstract rules tangible through real-world examples. Consequently, each lesson became an opportunity for the instructors to reinforce their own understanding, making the teaching process mutually beneficial.
Answering Complex Questions from Graduate Students
“Advanced learners with a penchant for analysis often challenged us to expand our own knowledge base,” says Daniel E. Kaplan. “These students sought clarity on exceptions and historical shifts in usage, prompting discussions on nuanced verb forms, the historical roots of biblical Hebrew patterns, and the cultural contexts underpinning certain phrases.”
Such interactions transformed the classroom into a collaborative environment where both teachers and students engaged in a mutual quest for understanding. To adequately address these sophisticated questions, Adam and Daniel revisited textbooks, consulted experts, and reflected on their prior learning experiences.
Notes Adam S. Kaplan, “These rigorous exchanges enriched our expertise more profoundly than solitary study ever could.”
Re-learning Fundamentals Through Instruction
Effective teaching hinges on thorough preparation. Crafting lesson plans, reviewing textbook content, and rehearsing explanations required Adam and Daniel to revisit the foundational elements of Hebrew. They couldn’t rely on faded memories or shortcuts; a comprehensive grasp of the basics was essential.
This return to fundamentals reinforced their command of grammar and vocabulary, cultivated a flexible understanding capable of addressing unexpected questions, and illuminated connections often overlooked during passive learning. By confronting the challenges their students faced, the Kaplan brothers identified and addressed their own blind spots.
Teaching Hebrew requires more than vocabulary drills and grammar charts. Each lesson at the University of Rochester offered insights into how language embodies culture, history, and values. Adam and Daniel Kaplan frequently found that student-driven discussions ventured past standard material, leading to profound reflections.
Bridging the Gap Between Classical and Modern Hebrew
“Guiding students through the transition from biblical to modern Hebrew presented both challenges and rewards,” says Daniel E. Kaplan.
The brothers observed students grappling with connecting the formal, rich language of ancient texts to the direct, adaptable modern Hebrew spoken today. Students encountered difficulties with ancient verb forms, words that had evolved in meaning, and varying scripts from archaic calligraphy to contemporary handwriting.
However, each challenge offered a learning opportunity. When a student recognized how the word “shalom” permeates both prayer and daily greetings, it illuminated the continuity within the language. By highlighting these connections, Adam and Daniel helped students appreciate the living nature of Hebrew, bridging its historical roots with its modern branches.
Meaningful Moments: Connections with Students
Some of the most profound learning experiences emerged from direct interactions with students. Adam and Daniel witnessed how collaborative efforts could lead to shared discoveries.
In these instances, the classroom transcended its traditional role, evolving into a community dedicated to mutual learning. Teachers and students alike grew, gaining a deeper understanding of Hebrew’s enduring role in people’s lives. Each question and shared discovery enriched their collective knowledge and appreciation for this evolving language.
Advice for Current and Prospective Hebrew Instructors
Teaching Hebrew at the collegiate level necessitates a balance between deep subject knowledge and genuine curiosity. Instructors encounter new questions daily, keeping their own learning journey ongoing. Each lesson becomes a collaborative endeavor where teachers and students grow together. Adopting certain habits can enhance this experience.
Encourage Curiosity and Reflection
Active listening is vital in a Hebrew classroom. Students bring diverse questions and perspectives, from grammar inquiries to cultural explorations. Embracing these questions fosters a deeper understanding of the language.
Facilitating class discussions, allowing students to explore and reflect, and addressing confusion with thoughtful pauses can create a trusting environment. This approach deepens individual comprehension but also demonstrates that curiosity is a valuable asset in the learning process.
Invest in Continuous Learning
A dedicated Hebrew instructor remains a lifelong learner. Language and teaching methodologies continually evolve, necessitating regular review of grammar, vocabulary expansion, and engagement with new materials.
Seeking feedback from students, participating in peer observations, and joining professional communities can provide fresh insights and enhance teaching effectiveness. Allocating time for personal study, attending workshops, and reflecting on each class session contributes to maintaining high standards and inspiring students’ lifelong interest in Hebrew.
Teaching Hebrew provided Adam and Daniel Kaplan with experiences that extended far beyond the classroom. Guiding students through linguistic rules and cultural meanings deepened their own understanding at every turn. Challenging questions and unexpected discussions offered new perspectives, prompting them to reflect on language, culture, and their roles as educators.
Their journey further points to the value of active teaching, where genuine engagement fosters growth for both teacher and student. For those considering language instruction, embracing each question as an opportunity to learn and grow together can lead to a fulfilling and enriching experience.
The experiences Adam and Daniel Kaplan gained as Hebrew instructors continue to shape their broader work as business leaders, public speakers, and philanthropists. Their time in the classroom honed their ability to communicate across differences, adapt with empathy, and lead through service, skills that now inform how they build teams, deliver keynote addresses, and engage in meaningful community initiatives.
Just as they once guided students through the nuances of Hebrew, they now mentor others through complex professional and personal journeys. The brothers’ future endeavors remain anchored in the same principles they practiced at the front of the classroom: thoughtful engagement, lifelong learning, and a commitment to elevating others.
