There Are Four Types Of Students: Quick To Grasp And Quick To Forget - His Gain Is Overridden By His Loss; Slow To Grasp And Slow To Forget - His Loss Is Overridden By His Gain; Quick To Grasp And Slow To Forget - This Is A Good Portion; Slow To Grasp And Quick To Forget - This Is A Bad Portion.

There Are Four Types Of Students

One might ask: What is the point of this teaching? Seemingly, it is an obvious observation which any teacher could make. Moreover, what connection does it share with Pirkei Avos, which teaches pious conduct?

The key to the mishnah is that role of a teacher which it attempts to nurture. Generally, we think of a teacher as a person who imparts knowledge. The mishnah informs us that the approach of mili dechassidusa obligates teachers to accept a more encompassing task.

They should see themselves as being responsible for their students' conceptual development. This necessitates a careful appreciation of their capacities, and conscientious efforts to offset their weaknesses and accentuate their strengths.

When a teacher sees that a student is quick to grasp, he must maintain a connection and observe the student's powers of retention. If the student is by nature quick to forget, the teacher must emphasize the importance of repeatedly reviewing the subject matter.

If he sees that a student is by nature slow to grasp the material being taught, the teacher should not give up and direct his attention to other students. It is possible that the student is also slow to forget, and then "his loss is overridden by his gain."

Even if the student is also quick to forget, the teacher should not despair. Although such a student has been given a bad portion, this reflects merely his natural tendencies. Everyone has the potential to apply himself, and through such effort overcome natural disabilities and succeed in his studies.

Conversely, when a teacher has a student who is quick to grasp and slow to forget, and therefore succeeds in his studies, the teacher should not become overly proud. Instead, he should realize that the student has been given "a good portion," and be content that he was able to nurture these potentials.

(Sichos Shabbos Parshas Bamidbar, 5744)