Over 70 seniors recently graduated from a supplementary Jewish community high school. Why was attending cool for them, and not for their friends? Why are they, who have continued this far in an educational program past the age of Confirmation cut-off, in the minority? I know, it seems everyone is on this question now.
They made this choice, and they’re not odd, nerdy, or weird…so, what’s the deal here? We’ll get to that issue later.
In thinking about how to attract more of these dedicated and amazing teens, a good place to begin is with a report on recent research sponsored by the Jim Joseph Foundation: “Effective Strategies for Educating and Engaging Jewish Teens” . The report offers very concrete steps to take for a program to have sustainability, and many creative programs are listed, although not representational of an academic environment.
In addition to the dead-on recipe list generated by that report for programs to be successful (cool is not mentioned by implied), there are some suggestions I’d add, specifically related to an educational experience with curricular goals. Here they are:
- Make sure the program holds students accountable. Somehow, we’ve been led to believe that less is better (teens are so busy, how can they possibly have time for a weekly program?). This has not been true in my experience (I think teens elsewhere are not so dissimilar), as demonstrated by the large numbers of teens who show up every single week, despite mid-terms, finals, and scores of extra-curricular activities. Programs that count attendance and record grades are not ‘old school’. Teens have said that in their ‘regular’ world, earning a grade counts, so why shouldn’t this standard apply elsewhere in an academic setting? However, it is important to give them the choice, since not everyone is motivated similarly, and putting students in charge of how they’re assessed is an important distinction to make here. Most students are academically motivated and respond to programs that stretch their minds and challenge their intellect. When attendance and participation matter, it sends a message that their efforts matter.
- Offer well-crafted and executed experiences. Whether in the classroom, on a bus, in a museum, on the floor, in an auditorium…..make sure the program is memorable and worth the time.
- Get the parents on board. It helps if the parents have attended a similar program after Bar/Bat Mitzvah. Parents definitely ‘get it’ once they’ve experienced similar programs with substance. The social aspect, and why it’s important to have teenagers be with lots of other teens, is part of their own memories. If they were lucky, they also remember learning something too. However, it’s a hard upward climb for parents who have no reference point as to what the gains of such a program might be. Holding parent orientations, open houses, educational sessions for parents, and engaging parent advocates are some ways to mobilize parents who might help (but don’t expect them to come in droves, their kids pressure them not to be involved; ‘nerd’ factor at work).
- Hire phenomenal teachers, and continually offer professional development opportunities. The best teachers offer a deep knowledge of the subject area, plus a facility for informal, experiential activities. Classrooms need to feel like camp communities. Open sharing, unconditional acceptance, loyalty to each other, and regular contact all help set the tone. However, even the best teachers need guidance and opportunities for reflective practice.
- Get your teens to talk to other teens. This is probably the most difficult challenge of all. Plus, there is a disconnect I mentioned at the beginning of this post. While graduates talk about how much they’ve gotten out of the program, they don’t understand why others don’t attend. However, the tough truth is that teens don’t like to talk about the fact that they’ve chosen to attend an additional educational program besides their ‘regular school’. Can you imagine the following conversation?
Cool Student: ” I heard you go to another school besides this one….dude, is that right?”
Jewish Teen: ” Are you kidding? Me, take more classes? Are you nuts?”
Based on the dialogue above, there goes the recruitment opportunity, right out the window marked “nerd”.
So, numbers 1,2, 3, and maybe even 4 are totally doable. The fifth is a real challenge.
We’ve asked our students, who rate satisfaction levels above 80%, why they don’t tell their friends about it, and a version of the above is the response, peppered with comments like: “C’mon, this is on a Sunday morning, you think I’d tell any of my friends that I wake up early to come here?” “Unless there were chocolate cookies coming down from the ceiling, I wouldn’t tell my friends to come with me on a Sunday.” “Oh, there’s no way they’d be interested in this. This is too Jewish for them.”
We understand the difficulty. The question is, what are some ways to deal with this? Please, feel free to comment!.
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