Tag Archives: faith-based education

June 9, 2015

Why Jewish Organizations Need To Be More Like The Food Industry

By Ruth Schapira
Fresh and Appetizing!

Fresh and Appetizing!

Fortune magazine recently published The Food Issue and I was struck by how the CEO’s of major food corporations are facing head-on the huge loss of market share and consumers. I mean large corporations: Campbell’s Soup, ConAgra, and Hersheys just to name a few. A top analyst in the business stated that the top 25 companies have lost about $18 billion in market share just in the past few years: “I would think of them like melting icebergs, every year they become a little less relevant.” 

Since I’ve been on the front lines, witnessing the many ways in which Jewish education is trying to transform itself, the iceberg analogy above sounded all too familiar to me. The issues we may think are isolated are not endemic to Judaism. It seems that much larger organizations need to restructure, regroup, and refocus. So I read on, wondering how the leaders of these corporations were tackling these difficult issues, and if there was anything Jewish organizations could learn from their approach.

One thing was clear, no corporation was pretending that the loss of market share was a fading or fleeting trend.

There seemed to be very little ego involved in these corporate leaders’ decisions to rework things in order to gain footing. There was also recognition and some frustration that it would take time for an upswing to occur.

So, I took in what they said, and found commonalities in the list below:

  • People want simplicity and the companies are striving to deliver: by collaborating with other food purveyors, buying smaller, successful companies, or developing entirely new product lines to meet the demand. There is an honest appraisal of the company’s strengths and weaknesses, resulting in adaptations that are essential for survival.
  • The consumer’s desire for fresh means that the recycling of old products, i.e. “new and improved” just doesn’t cut it anymore. Customers are discerning and pressed for time. There has to be a new, relevant, approach that appeals to the consumers’ needs for what they want, when they want it. Brand loyalty is not generally a factor.
  • The customer wants authenticity and integrity above all. Slick packaging or as one CEO says “the barn on the package” (referring to the false advertising of wholesome nutrients) doesn’t fool the customer into thinking that the product is all natural. There has to be substance beneath the product.
  • Large organizations, with lots of structural barriers, are at a deficit when they aren’t able to move fast enough to meet the demands of the marketplace.

Many Jewish organizations are in the midst of enacting some of the changes, but many are stubbornly hoping the tide will turn back in their favor. Time in this case, is a luxury that the Jewish community just can’t afford any longer.

Related Posts:

Judaism As A Polysystem.

Praying for Pluralism

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February 6, 2015

the challenge of raising teens in a country missing moral clarity

By Ruth Schapira
Ethical clarity? Clueless

Ethical clarity? Clueless

The year is newly born, yet through the lens of ethics things feel quite stale.

The clarity that should come easily when as a country, we are faced with ethical challenges, eludes us and sadly, our teenagers.

This evening, the news reported that yes, in fact, the White House made a mistake by not sending a noted and visible government official to the protests in France. This admission by our leadership, came a full day after everyone was shaking their heads in confusion about why the U.S. was absent from such a history-making event.

On January 11th, Paris was the place to be, a place where world leaders and millions gathered to support the lofty goals that make us human.

The coverage yesterday billowed with those intangible ideals that some risk their lives preserving.

What could have been more clear than for the U.S. to show support not only for the freedom of free speech (#JeSuisCharlie) but for freedom of religion (#JeSuisJuif). Both exemplify the values our country was founded upon.

usflag

Ideals are the very thing that inspires our youth, especially Jewish teens. Our teens need to  see that the world has the capacity to stand up against anti-Semitism, terror, and cruelty. That’s the message that we would want our civic leaders to share.

In today’s times, when our youth need to grow up with a clearer ethical direction, instead they often experience the swampy murkiness of political correctness, hedging, and wishy-washy behavior.

Yesterday for me was a chance to purge ourselves just a tiny bit from the overwhelming heap of moral misses: cheating on tests by school districts, abuse by teachers, stealing by politicians, abuse of power by the famous and infamous, and an increasing distrust of those who serve to protect us.

What better time than now, to reflect on what has the potential to make humans great, instead of what havoc has been created from terrorists.

Our teens hear too much from the dark side and subsequently, the downside of being Jewish. The past year has been challenging to embrace Judaism and its future. This was the year of the Gaza war, the signed petition by university academics boycotting Israel, the increased visibility of the BDS movement, and the Pew report on the disaffiliation rates of American Jews that take their searches for meaning outside the typical synagogue experience. Hitting closer to home was the debate about Open Hillels and the USY controversy, creating many opportunity for rich discussions, but when not taken, just causing more confusion and bewilderment.

Yesterday, at least for that day, although I hope and pray for much longer, we could have thought about the fact that Jews are not in the freedom fight alone. There is a world of people out there who care about fairness, innocence and who are willing to call evil and terror just what it is.

Reporters worldwide were talking about Anti-Semitism in France, for the first time.

And Jewish educators felt vindicated: yes, there are these horrible things that happened and the world took notice.

Except their own country was not visible on that day. And yes, it was a big deal and a big loss.

(I wonder how the history books will retell the march in France….would it be noted as the historic event it was, or will be downplayed because the U.S. did not participate?).

It is up to us then, to make sure that the lessons of the day, unlike the transitory images on the screen, don’t disappear. I am embarrassed that my country did not choose to be visible and laud this event for what it was: an opportunity to gain moral clarity for our teens.

Photo courtesy of Gratisography.com

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September 12, 2012

Parents of Teens: Do You Miss Those Parent-Teacher Conferences?

By Ruth Schapira

Heiwa elementary school %u5E73%u548C%u5C0F%u5B...

I just read a quick blog about how elementary school parents should prepare for Parent-Teacher conferences.

For parents of teenagers: Will you connect to your teen’s teacher this year beyond the basic back-to-school night?

My guess is no.

Unless things have changed (optimistically maybe they have), parent involvement past 6th grade is pretty much off the table.

The biggest change you’ll experience is that there won’t be ‘official’ ways to connect to the school as you’ve had in the past You know, classroom parent, home room helper, PTO representative, and candy sale coordinator….mostly non-existent.

This will not occur because you don’t want a connection.

And not because there shouldn’t be one.

It will be because schools tend to wean parents out of the picture pretty soon after elementary school.

And realistically, there is little time, fewer resources, and frankly less interest on the part of the school, parent, student to have those connections.

This doesn’t mean those formal opportunities and meetings to hear about academic and social progress are any less important.

Unfortunately, the fabric of the home/school connection is fraying just at the time when it needs to be strengthened. (If I have this all wrong, please comment).

You will need to find other ways to maintain a connection with those who work with your teenager. Why is this important?

Because whoever that is, can give you another glimpse of your child in another venue which allows you to have a check into how they’re developing.

How can you get those connections?

Some ideas are below, none of which I considered ‘helicoptering’.

Instead, they are creative ways of parenting and making connections in these busy times.

After all, your teen has just spent a considerable amount of time in a different environment.

Plus you’ve either spent time, money, or resources on the activities, and you have a right to know

  • Establish a relationship with your teen’s coach (beyond “why is he/she on the bench so much?”)
  • Connect with your teen’s camp counselors, director, after the summer is over to see how they did.
  • Send your teen to an after-school faith-based program, and connect with the staff about your teen’s progress in social and educational areas.
  • If your teen belongs to a youth group, chat with the coordinator about your teen’s social experiences.
  • After your teens attends any teen program, check in with the staff regarding the above.

Please share your comments and thoughts, I’d like to hear from you.

Related articles

 Jewish Parents: Choose your teen’s activities wisely

Back-to-school basics for working parents (goerie.com)

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September 14, 2011

When Parents Say: “Jewish Education On The Side, Please”

By Ruth Schapira
Title page to Locke's Some Thoughts Concerning...

Image via Wikipedia

Some parents are guilty of treating Jewish education like a side dish, something that will never star as the main course and won’t be terribly missed if not around either.

So often choices surrounding Jewish education seem like an afterthought, a rush job, something that’s done while in the middle of doing something else that’s way more important.

Basically, it is chosen as an option only if things work out. Otherwise, well, it’s not really a priority. Pretty harsh, huh?

How can I say such a thing? Just listen to my experience these past few weeks and judge for yourself.  The type of phone calls I’ve received illustrate this, and there were actually more calls than I’m describing.  I am open to hearing from you what your experiences have been.

One parent wanted to discuss her daughter’s enrollment during a prolonged red light.

Another parent called to ask about our program for his daughter, but he was about to board an airplane: “Okay, will rows……..” blared in the background as we were trying to discuss the different course options she’d take.

Another parent happened to breeze by the office at 6:15pm with questions that had to be answered right then because she was already late to go somewhere.

Another parent dropped by with his son to sign him up but could only spend 5 minutes on figuring out what program would be the right fit because he had a pressing work matter to attend to.  Yet  another asked her child to fill out the online application, and was in shock when it required a parent’s sign off (before we went paperless, it amazed me how many students completed the applications themselves).

People are sure busy and I understand the pressure to get so many things done.  Plus, I am appreciative that we’re even part of the rush-job-life these people are juggling. I really am.  I just wonder about the none-too-subtle messages that are given to teens when in general, their Jewish education is treated this way.

So here’s the recommendation: despite every activity that competes with commitments to Jewish education, involvement in Jewish learning is an important goal that is part of life’s meal, not a side dish. (This of course excludes those who have opted for the day school entrée).

Let’s not settle for being that low on the priority list. We want your teen to be part of our program, because we know there is value in participating.

Whatever commitments your family makes, place the proper value on the Jewish education part. Kids quickly get the message that it’s just not all that important to you from your actions, which counts much more than you think.

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August 30, 2011

Ethical Issue: When Teens Cheat

By Ruth Schapira
St Paul Talmud Torah Nursery School graduation

 What are the obligations of a Jewish supplementary high school in raising the ethical level of its students? How do we hold our students to a higher standard while trying to explain all the cheating going on by education professionals? How do we prepare the next generation to succeed in college and beyond? 

With these questions in mind, what happens when a teacher notices that a student may have plagiarized material, or copied from a friend?

The first time a teacher came to me with this I struggled with the questions above, adding a few more: can we confirm evidence of cheating? How can this transform into a learning experience? How can I make sure the parent(s) is(are) on board? In what ways can I work to ensure that this student really changes? How can I create an accepting environment for the student but not the behavior?

I am actually grateful that these issues arise in a Jewish context, because it gives me a unique opportunity.  Working with teens on ethical conduct is exactly what we should be doing.  For me, it is part of the ‘value added‘ of the supplementary school experience.  Our response to cheating is a test for us, and students will remember what we do. We can reference Jewish texts to support advice when we help students navigate through this.  Those texts should also inform our behavior. We can give them skills to self-adjust and offer moral support along the way.  Plagiarism is a serious offense, especially in college, and we can give them a foundation of Jewish ethics to lean on.

This is tough stuff, but doing any less in today’s times creates more moral murkiness.  I believe we are preparing the next generation to become leaders which requires us to respond quickly and appropriately especially when the road ahead will be even more challenging.

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July 12, 2011

Non-Day School Jewish Teens: Orphans in the Field?

By Ruth Schapira

photo courtesy of ePublicist

 

 

 

 

 

 

 

 

Almost every day I experience a huge disconnect between my reality and the world of foundations and philanthropy.  

I would like someone to take note that the Jewish community consists of more stakeholders than students at  Jewish day schools and summer camps. 

 I am not always in the mood to respond, but I have to, because I believe that I’m speaking for those who are not speaking for themselves: Jewish teens who are not attending day schools.   

Really, do any teens, let alone Jewish teens, need someone to speak out on their behalf? Since when are teens quiet? On the contrary,  teens are usually outspoken and full of comments about everything. 

But it’s not their job to keep up with the Jewish educational world, it’s mine.  So, I apologize if this post seems redundant and quite similar to things you’ve read before.  I am not dropping this issue, even if it means no one will read about it any more.

I do need to advocate for the thousands of Jewish teens out there that are not currently enrolled in day school.  I think day schools are a fine option for those families who have made that choice.  As Jewish educators we generally believe in the ‘more is better’ axiom. 

But for those teens who have opted for a different educational setting, there is little attention/money/support paid to them.

This is how my online experience usually goes: I might get a Google Alert. Or I read about a new program/initiative/study/ that is usually directed toward day school students/Jewish camps/Israel trips. 

For example, today I read about a great program, supported the Legacy Heritage Fund Limited, that along with Yeshiva University, places young and innovative teachers in day schools and mentors them for a few years with workshops, additional training opportunities, and other support systems. 

This is a great idea, no?  Who would say that such a thing is not necessary?  It is what the Jewish community should be doing to support young and motivated educators so that they stay connected to the Jewish community and act as role models for those yet in school.

Okay, so here is how I see it:  there are thousands of students in supplementary Jewish high schools, and many who graduate in twelfth grade are teaching in those same schools when they get to college.  The harsh reality, is that most receive very little support and/or mentoring.  Often, they leave after just a few years, burnt out and never to return. 

These are often the best, brightest, and most Jewishly committed students who may have held regional board positions in their youth groups, may have chosen to attend Jewish camps for the summer, and may have been on several Israel trips.  Their downfall is that they haven’t attended a Jewish day school. 

Sometimes I get tired of sounding  the same note in an unbroken melody post after post.  One thing hasn’t changed: the number of American Jewish students attending Jewish day schools outside the ultra-Orthodox community has barely budged, yet the Jewish community has not re-oriented itself. This has been reported in numerous places.  Even Michael Steinhardt was quoted as saying that the lack of growth in the day school population is “sad, sad, sad.”

So, what do I want? I want these Jewishly committed teens to get the attention they deserve. Do we really think we’re building community by not paying attention to these ‘orphans’ in the Jewish educational field?

 

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June 30, 2011

How Jewish Youth Go About Repairing the World

By Ruth Schapira

A report came out recently detailing the volunteer activities of Jewish young adults.  Some interesting facts emerge:

The good news  is that a large percentage of these young adults are participating in community work at a rate of  up to 86% depending on denominational and identity factors.  Also, over three-quarters of them are involved in civic activity. 

The bad news? Most of the volunteering takes place infrequently and is episodic.

Though the population examined is “young adults” my own experience with teens mirror these two findings.  So many students have told me about their “mitzvah project” in the year leading up to and including the Bar/Bat mitzvah year. 

They see  the experience as an obligatory ‘check off’ on the list of tasks they need to accomplish and perhaps talk about from the podium.  A small minority might even get local press about their efforts.  Few, if any, continue the practice beyond the mandated time. 

I don’t disagree with the idea that service is a value to be pursued, but if we desire different results, we need to examine the process of how we engage these young teens.  It may be that the launch of these volunteer projects in tandem with this Jewish rite of passage feels a bit forced. 

It is interesting to note that according to the survey, young Jewish adults don’t even know about volunteer opportunities in the Jewish community, and feel that Jewish organizations do not address the causes that are most relevant for them.  Wow.  In addition, it seems that Jewish values are not the prime motivators for their decisions, but rather universal values are.  This is not a bad thing, but if Jewish identification is what we’re after when we pitch  doing ‘mitzvahs’, then we are missing a big opportunity.

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May 24, 2011

Classroom and Community: Making It Real for Teens

By Ruth Schapira

courtesy of katerha's photostream

Recently I was teaching a class the Jewish value of G’milut Hasadim (acts of loving kindness). I asked them to think about a time when someone (friend, family–anyone) did something for them that they would define as an act of G’milut Hesed so we’d have an example of how the value is applied to real situations.  This is a class of intelligent and outspoken students, grades 8 and 9, who attend public and private schools in a suburban area. No hands shot up. I waited and gave some examples in case they didn’t understand the concept yet, suggesting that it was a difficult question and to take as much time as they needed. Still nothing.  Not one student had anything to say.

I discovered that the way  they experience kindness is through gifts or exchanges of things.  At this point we brainstormed about what they could do for others.  At first, they also thought about things: buying someone lunch, buying them an itune, etc. It took some work to move beyond that, but we did.

I don’t know if this lesson will ‘stick’, or if its ramifications will affect them in any way. But it stuck with me.

I learned that this is pretty much their world.  It’s not that gifts are bad (which we talked about). It’s just that in their experience there seems to be little in the way of true community at work.  In a non-Orthodox Jewish community it is really hard to build that into Jewish life.  I didn’t hear anyone talk about their synagogue or their youth group in this context, let alone the public arena.  This is the setting in which community and classroom have to go together.  The classroom needs to be the vehicle to put G’milut Hesed into action and any other value that we try to teach.   We need to make it real.

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May 18, 2011

Talented Teens and Performance Highs

By Ruth Schapira

America’s into talent of all types, and we seem eager to watch, based on show ratings and tallies of millions calling in to vote for their favorites. This past Sunday we had a school talent show.  In what was a thoroughly enjoyable display of amateur ability we had singing, dancing, a fencing demonstration, quick sketching, a song parody, comedy, and dramatic readings.  What made this display of skill so energizing and exciting?   I think part of it was giving teens the opportunity and freedom to express themselves in ways besides the academic.

We say that in our environment teachers should share more of “who they are” with their students, as these role-modeling opportunities are built into the fabric of Jewish educational programming. This works both ways. Students also need to share their talents with teachers, and not in ways that are limited to annual classroom ice breakers.

At the show, we were able to see these students at their best, doing what they love while being generous enough to share it with others.  It’s interesting that as much as we think they might be afraid to be judged by their peers, they were incredibly open about performing in front of them.  I hope that we will continue to give our teenagers opportunities to shine and get applause.

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May 10, 2011

Jewish Parents: Four Things I Wish You Wouldn’t Say to Your Teenager

By Ruth Schapira

 

Making decisions about continuing Jewish Education  is often a challenge, though I’m not sure why. 

The comments below are ones I’ve heard directly, usually on the phone when asked whether their child will continue in our program, or sign up for the first time.  

Every year, unlike with other educational venues and opportunities, the conversation about Jewish education is reopened.  I’m not sure why Jewish education gets the blow-off.

Parents would never question other identity-building, intellectually engaging, social-emotional experiences and leadership opportunities, but in this case they do. (Le’ts see…do you want to continue editing the high school paper next year? Do you really want to put that effort into the advanced calc club?).

So, this posting is my way of  assembling the most common things I’ve heard, and  my responses.  I’d love to hear yours. Here is my brief list:

“It’s your decision”

Why? Why is furthering education a child’s decision? Parents make decisions about other forms of education, why abdicate here? Generally, teens are not wired for more school, they’re wired for less, so this becomes no decision at all.  Would parents ask if their child wants to ‘go on’ in Math or English? Of course not. Because in order to be an educated person you need a modicum of education. Putting Jewish education in an optional category makes more of a statement about its relevance for the parents, which speaks volumes.  Say no more, your child has already figured out your priorities.

“Your school work is more important”

Ditto, plus is school work always more important? More important than identity-building? Personal development? Creating a network of like-minded peers? Students will often need to juggle responsibilities between numerous commitments. You’ve  just told them there is no choice.  But is this really true? Won’t they have to make decisions about these commitments and sometimes choose the non-secular choice? Like whether to attend class on a Jewish holiday? Like whether to speak up and challenge a professor when tests are given on those holidays?

“Are you having fun?”

Ask any student involved in athletics if they’ve had fun at practice.  Yet, everyone knows that the end result: inner satisfaction with an accomplishment trumps ‘fun’.  Also, teens love learning and grappling with issues. Why do we underestimate them in this way?  You might ask what they’ve learned, what questions they’ve asked, what new issues they’ve explored.  This is our hope for the substance of their experience.

“You don’t have to go if you don’t want to.”

Really? If they’re part of the Jewish-people team, than isn’t showing up part of the obligation? Should they miss marching band? Practice? The reasoning used there is that they’ve made a commitment to be part of a group, and that holds responsibilities. Each person is depended upon to hold his/her own weight. Why should our language be any different here? They’re part of a team….why not transmit that message early on?

Please share your comments and thoughts, I’d like to hear from you.

2 Comments   |  tags: , , , , , , | posted in Adolescence, Jewish, Jewish Community, Jewish Education, Jewish Teens, Judaism, Parenting