The Haggadah tells of four sons, each presenting a different approach towards the traditions of their ancestors. Upon closer inspection, we can say that these sons reflect four typical student archetypes in the classroom, each of whom presents us with a different challenge. Our role as teachers and educators is to understand the motivations behind these different behaviors and provide each student with the appropriate response. 

 Curiosity and Deep Thinking
The wise son in the Haggadah demonstrates proficiency in the written texts, and therefore we are required to answer him “according to the laws of Passover.” In the classroom, it is easy to focus our full attention on the students who drive the lesson forward, but this sometimes comes at the expense of the other students. These students will pose us complex questions, and the challenge we face is to satisfy their curiosity and present them with meaningful content, including through the use of differentiated instruction that emphasizes the involvement of all students in the class. 

 Getting to the Root of Opposition
The wicked son is portrayed in the Haggadah as one who “has excluded himself from the group.” We often encounter defiant students who display a cynical and detached attitude toward us or toward what is being taught in the classroom. This resistance may stem from pain, frustration, or a lack of trust in the system. The educational response should include personal dialogue and listening to the student’s feelings. Once we invest time in finding a way to connect with the student and strengthen their sense of belonging, we can once again include them in the learning circle. 

 The Simplistic Layer of Learning
The simple son approaches the material directly, without considering the broader context, and therefore asks simply, “What is this?” In this case, we are required to use concrete examples and clear explanations, gradually introducing higher-order thinking questions. In doing so, we will help the student develop the ability to analyze deeply. 

 Strengthening the Inner Voice
Some students do not ask questions, not because they do not know, but because they feel their questions are not worthy. These may be introverted students or those who lack confidence in the learning process. Once we identify these students, we must encourage them to express themselves and offer them opportunities to ask questions and even challenge ideas. 

 The Classroom as a Diverse Space
Beyond these categories, it is important to remember that each student is a world unto themselves, and we cannot exclusively assign students to one of these types. Some students may lead the learning in certain areas but may lack confidence in other domains of knowledge. Therefore, we must embrace flexibility and an open mindset when using different teaching approaches. Moreover, we must recognize that the learning process is not a one-way street driven only by the teacher, but rather a continuous dialogue among all the members of the classroom. Recognizing the learning process as a shared journey, rather than a one-way direction, creates a diverse and inclusive learning environment that encourages honest and open discussion. In this way, we can turn the classroom into a space where every student finds their place and becomes an active participant in the learning process.