end towards it; and although it is a crucial part of the shiur, the rebbe has to see that the lamdut (the theory) is integrated with the give-and-take of the Gemara. Otherwise the talmidim may have an enjoyable and stimulating discussion, but may leave the shiur knowing no more Gemara than when they came in.
It is also important to note that the ba’al teshuvah can frequently encounter considerable disparity between his own ideas and those of the Gemara. It is essential not to repress his ideas, but allow him to articulate them while he slowly disavows some of his basic convictions. It takes time to realize that much of what he considers to be universal truths are in fact the conventions of a particular place and time.
Nonetheless, success in Gemara learning is not that the talmid convince himself that he never opposed what the Gemara is saying. On the contrary, once a student has expressed that he would have looked at things differently, he will probably find it easier to accept the Gemara’s view. Otherwise, the two conflicting ideas may remain gridlocked in his brain, causing confusion and frustration. The most vigorous and meaningful Gemara discussions take place when the talmid fully participates with all his intellectual and emotional faculties.
Another way to make the Gemara experience more meaningful is for the rebbe to devote a few minutes to introducing each new commentator. It is often helpful to provide historical context and perhaps even an anecdote about a particular commentator. All of this goes a long way in personalizing the various Gemara commentators to students who often feel like they are in an asteroid belt, constantly being bombarded with names of rabbis who are indistinguishable one from the other. It makes a tremendous difference to have even a basic appreciation of “who’s who” in the Torah world. Needless to say, these “extras” cannot dominate the shiur; like spice, they can add flavor, but they do not constitute a meal. A comprehensive survey of some of the Rishonim and Acharonim should be the topic of a separate shiur.
My rosh yeshivah, Rabbi Baruch Mordechai Ezrachi, once said that seeing success is the most important thing for someone learning Gemara. This is certainly true for a ba’al teshuvah. Although he may not be able to fully prepare the Gemara by himself yet, a sense of success can be felt most during chazarah (review) period; most of the groundbreaking work has already been done, and the review period allows the student to intellectually incorporate the material. This is especially important with regard to another significant barrier: Because of the lack of punctuation in the Gemara, it is difficult at first to know where one is in the flow of the discussion. Is the Gemara giving an answer, or has it not yet finished asking the question? Is the next source a proof for the above, or a challenge to it? It is through chazarah that one begins to assimilate a sense of the “topography” of the Gemara and to feel comfortable with its style. The benefits of the chazarah period should be stressed to the student, as it will give added meaning to what may otherwise be seen as merely reviewing material that he already knows. Some form of testing– whether oral or written–can also serve to show the talmid that he is progressing, as well as making him feel accountable for his learning. Additionally, many students find that having to prepare and present a shiur to their peers is a very energizing experience. Students have told me that the hours they spent preparing for a shiur were among their most intense and rewarding times spent learning.
In reality, many talmidim struggle with even the basic give-and-take of the Gemara. It is important for them to feel that mastering the basic peshat (literal understanding) is a worthy goal–which it is! Appreciation for what they are doing is more likely to encourage them toward higher achievements. Along with all of this, the shiur should be enjoyable! The geshmak (enjoyment) of mastering the Gemara is what will keep the talmid inspired and encouraged as he develo