Tag Archives: Teachers

February 28, 2013

“But I’ve already been to the museum!”

By Ruth Schapira
Negotiating with teens when they say "been there, done that!"

Negotiating with teens when they say “been there, done that!”

The entire school was taking a trip to the relatively new National Museum of American Jewish History, located in Philadelphia. The museum, with thousands of historic treasures, interactive exhibits, and multi-media presentations, has caused many people to say that they could spend days there and not see everything.

Yet, we heard that one student, when he learned about the trip, went home and confidently told his mother: “I don’t want to go. I’ve already been to the museum once.” 

The comment above is not specific to the museum. It is a catch phrase for all things that kids think they’ve already done, if they’ve done it once.

I remember working with a student on his course selections for the coming year. I suggested a class that I thought he’d find really interesting, based on his background. He didn’t ask me any clarifying questions, and without missing a quarter-note, told me assertively: “I don’t need to take that class, I’ve already taken Talmud!”

Put in whatever word works for you here, so that the comment would be equally humorous:

“I don’t need to take that class, I’ve already taken engineering.” (architecture, medicine, fine arts, or any area of study that could be endlessly interesting if someone had the interest).

So, how as parents and educators do we get past the “been there, done that” syndrome?

With patience, explanations, and the confidence that we know better. 

We should never assume because someone is in school, that there is a deep understanding of the process of learning.

We need the confidence to communicate that when it comes to learning anything, revisits are important and necessary. Gaining depth of a subject matter, seeing things again from a new perspective, is a good thing.

Let’s think about that, and let that very thought bring sweet smiles to our faces when we meet at our Seder tables and hear “But we did this last year!”

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July 18, 2012

Read what one teen says about teachers

By Ruth Schapira
Timken Roller Bearing Co., calendar, September...

From the 1950’s, but great teachers create impact no matter the year

This summer I’m working with an intern through a program that combines work experience with college preparation. Great idea, no? I’m fortunate that this person has also been a part of our school for years, and is somewhat familiar with the world of blogging (and has his own gaming site blog!).

I asked him about his experience in our Jewish community high school, and to be a guest blogger.

“Something I really find a need for in Jewish education is good teachers. I hear my friends complaining a lot that their teachers are uninteresting, and they may find hebrew school, or any religious school for that matter, a waste of time or boring.

I don’t entirely disagree with that. If a teacher cannot find an interesting way to teach a subject or at least a way to keep the students interested, then they won’t want to learn, and they won’t care about Jewish education.

As a highschool student myself I find that the only reason I really keep coming to hebrew school now, is the great teachers and the friends I have made. The teachers that I have found to be the best are the ones that don’t just teach the subject. They know how to really engage us into the topic.

These special teachers have been able to not only get my attention, but to really make me think.

They have been able to start great class discussions that weren’t even meant to happen.  I also think it is better when the teacher treats us like an adult, like we can handle more mature topic matters.

I have had teachers in the past that would break every subject down—spoon-feeding us the material, and would tone down the maturity level simply because we are teenagers.  There was not thinking involved. The best teachers I have had may have provided us with more detailed information, but they do it for a reason, and they would end up explaining why that method was used.

Overall the best teachers make the best Jewish education experiences. If the teacher is really good, they could get any student interested and understand anything.”

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April 15, 2012

‘Wow, You’re Soooo Jewish!”

By Ruth Schapira

What image comes to mind when you read the headline?

Is it the consummate Jewish nebbish, portrayed here by Woody Allen?

The words “You’re soooo0 Jewish”, said in that tone of voice, from one Jewish teenager to another, is not meant as a compliment.

So, what does it mean?

Really, take a minute.

What would it mean to you?

 

To this teenager, it meant that his Jewish friend was taking Judaism seriously, too seriously.

Not only was he Jewish, he was acting Jewish.

Forget that being ‘so Jewish’ is a little like being a human. You either are or you’re not.

But that’s not the point.

The comment was meant as a put-down, a derogatory statement about identity.

Clearly, there is no ‘cool’ factor when it comes to Jewish education for these students.

Okay, you’re wondering, what is it that this student is doing that makes his peers say he’s so Jewish?

He attends a supplementary high school program two days a week.

He’s in 8th grade, and says that he wants to graduate the program in 12th.

He belongs to a youth group.

He sometimes attends synagogue on Shabbat. And he sometimes studies with a Rabbi.

Okay, by now you’re probably convinced that his Jewish involvement is unusual, and you might be shaking your head.

Years ago, this student would not have been labeled ‘SuperJew‘.

On the contrary, that’s what thousands of teens were doing. Then.

Before their lives got so busy, complicated, college-focused and pressured. Now, based on today’s new realities and priorities, our expectations have changed. So, is the student I described s00000 Jewish, or have we bought into diminished standards?

What Jewish involvements are too much? Too little?

How do you feel about the term s0000o Jewish?

What I will say, is that the one thing, the Jewish identification thing, that will help Jewish teens be more grounded before they run off to college is the thing that tends to get low priority.

Unless of course, you’re “SuperJew” and one of the kids who is “sooooo Jewish.”

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February 19, 2012

what Jewish teens taught me about family values

By Ruth Schapira
English: Heart Planet Earth

Last week I was figuring out a way to teach eighth graders the value of Shalom Bayit (Family Harmony–Peace in the Home).  With teens going through their own struggles for authority in that realm, the notion  of peace and family harmony might not strike the right note. 

The last thing I think they’d want to hear were clichés and platitudes about the topic and I could just imagine the yawns when introducing it.

I couldn’t argue with that.  Would anyone in the class disagree with the concept of such a positive sounding value?  As a teacher, how could you explore that further in a way that would inspire a lengthy discussion?

I needed to find a way in to this topic and create some educational tension.

So, I decided to become “MojojoBo”, an alien from another planet.  In that way, the students would need figure out how to teach the subject matter to me.  The students would need to explain teachings to this being that ‘their people’ practiced, focusing on  Shalom Bayit and family values. Since MojojoBo had a family too, it was an easy place to begin.

I began the class in character, with accent, stunted staccato speech and all.  Corny? Definitely. Campy? For sure.

MojojoBo wanted to be convinced that as a people known as “Jew” they had values surrounding family, preservation of tradition nad mutual respect. I gave more details to MojojoBo’s story so students would have a context and not get caught up in irrelevant details.

I divided the class into groups to study the textual sources. Their task? To break down the language in very easy to understand words and concepts so MojojoBo would understand what they were saying. That meant that no prior learning about the topic could be assumed. They had top break down words and concepts like ten commandments, Torah and Kavod because MojojoBo wouldn’t understand the meaning.  They went to work deciphering the texts, figuring out the best way to explain them and selecting the best ones to convey the concepts.

Taking turns, the groups made presentations. The quote “A home where Torah is not heard will not endure”  instead became: “Your home, where your family lives, needs to be a place where you can learn the teachings of your people. Not only learn them, but talk about them everyday so every one in the family understands why they are special and needs to continue being part of this people in days and years ahead. Your home is where that begins.”

I was riveted. I wish I had a video. These are today’s teens, who often get shortchanged for not being connected, being too self-centered and not always very respectful. I am hearing them say these incredible things about respecting parents, valuing tradition, being partners with God, holding back anger, commitment to Jewish peoplehood, and MORE. Their responses were stunning. I know the lesson would not have gone this way if I had used a more traditional approach.

They were teaching me things I didn’t even know they were thinking, let alone feeling, about their homes, parents, God, and spirituality. I will miss MojojoBo but will bring that dear, sweet, alien back whenever I need to learn from our amazing teens.

Image via Wikipedia

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February 13, 2012

Jewish Teens Reinvent the Synagogue

By Ruth Schapira

I’m so lucky.  We Jewish educators trudge uphill a lot of the time, just to keep pace. Yet, every week I get inspired from the Jewish teens I work with. Last week I asked a group of 10th and 11th graders how they would reinvent the synagogue:

Synagogue construction, Baron De Hirsch Trade ...

“Your goal is to insure that people will be active, engaged, and interested. There are no limits. What will you create? What type of organization will speak to you?”

They had a hard time with this initially, not being able to get past what they experience now.  That surprised me. They first offered: more music, shorter services, more comfortable seats.

When I prodded further, they pushed the boundaries a little more.

Welcome to the synagogue as seen through the eyes of a group of Jewish teens: branding abounds, with lots and lots of food available (did I mention that there are mostly boys in this class?).

Someone piped in: “We could have a Manishewitz wing!” Another student shot right back: “Yeah,why not? Companies could be sponsors of the synagogue or even sponsor events.”

“Even Bar/t Mitzvahs I asked?”

“Yea, why not,” they responded. That way, they wouldn’t cost so much.”
Hmmmm. Interesting.

Unanimously, they all agreed that there needs to be more food.  Then they began to dream big, envisioning a cafe-type set-up, with lots of  informal places to sit–like a lobby in a hotel.  Oh, they were also big on sports options.  Basketball and racketball courts and pools. Places to sleep when family comes into town for b’nei mitzvahs. Why not a spa?

What they talked about resembled a newly configured JCC/Synagogue/Restaurant/Hotel.

I told them that they will be the ones to do this, and that we’re depending on them.

Though I don’t see a Rokeach-sponsored Bat Mitzvah anytime soon, I can see the ‘Awesome Osem Auction!’ with these teens in charge of things.  Just maybe we need to take some cues from these young leaders and simply lighten things up a little. Oh yes, and have some food.

Image: Synagogue construction, Baron De Hirsch Trade School, South Jersey Colonies, Carmel, NJ (Photo credit: Center for Jewish History, NYC)

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August 12, 2011

When Teens Say “I’m not that Jewish”

By Ruth Schapira
Jewish Star; Star of David

Image by Alex E. Proimos via Flickr

I met with several teens yesterday, and when I asked them to tell me about their Jewish identity, their answers surprised me.  At one point or another, more than half of them responded in the negative with: “I’m not that Jewish” or “I’m not really so Jewish” and sometimes they completed  those statements with: “because I don’t go to synagogue”, “because I don’t really practice”, “because I’m not that religious”, or because I don’t really believe in God….”

Does this strike anyone else as strange? Why the emphasis on ‘not being Jewish’ and why the focus on what they don’t do?

Somehow, they are defining themselves by what they’re not.  Yet, I don’t think that holds true for other aspects of their lives.  If I would ask them to describe themselves, I doubt they’d begin by telling me what they’re not: “I’m not athletic, I’m not friendly, I’m not really into music” –would sound ridiculous.

I wanted to explore these comments with them, and decided to challenge them instead of playing it safe. I responded with something like: “saying you’re really not that Jewish is like saying ‘I’m really not that human’, isn’t it?  “A human is what you are through and through….and so is being Jewish. It’s your identity, it’s who you are and what you are.”

They just looked at me, surprised by my strong opinion.

I proceeded: “Why the continuum? Why do you rate yourself on your Jewishness? Why do an evaluation? By the way, do any of your non-Jewish friends define themselves that way—-on a scale?” (This sounds much harsher in print than the actual tone of the conversation, but you get the point).

I also encourage them to stop defining “Jewish” .  Those other qualifiers of belief, practice, attendance….tend to create distance and separation–the opposite of what we should be after.

I think we need to be aware of the language our teens use and help them flip it towards the positive.  As a start, “I am Jewish” sounds great to me.

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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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April 5, 2011

Can our students just show us some love?

By Ruth Schapira

credit: Mike D'Angelo

 

How can we get our own students to love us the way their friends do?

This past Purim, students were asked to bring friends to school to share in the festivities.  Out of over 200 students, only one brought his friends because he wanted them to experience a fun holiday like Purim. As it happened, his friends weren’t Jewish. As it also happened, they had a great time.  They loved being in a ‘unique, challenging, fun and educational place’ !

In a recent small focus group at the school, we were trying to get to know students a bit better, and what makes them decide to attend.  We asked them why, if they enjoy attending so much (satisfaction rates are above 90%), they don’t bring their friends. They basically said that ‘unless cookies were falling from the sky’ they wouldn’t ask their friends to come.  Oh, and they also asked if we were kidding: didn’t we realize that since they were attending on a Sunday morning their friends already think they’re crazy and that they wouldn’t be caught dead asking their friends to wake up early to join them?

So, I’m trying to put this together with a recent news item by Rabbi Justus N. Baird in the Religion section of the Huffington Post . He reports on several studies (one of which was a decade’s worth by the Pew Forum on Religion and Public Life), which show these same results: that American attitudes toward Jews are as positive — or even a few degrees warmer — as attitudes toward Catholics, and significantly higher than toward any other religious group (the Pew data does not ask about attitudes toward Protestants).

Even the Anti-Defamation League had similar responses to the surveys they conducted. So, this should make us feel very good, very secure, and surely steady enough on our feet to hear the term Pro-Semitism without falling over.   

Love from our students? I think we get that, it’s just that they won’t tell anyone else about that….except maybe their non-Jewish friends.

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March 7, 2011

Safe Haven

By Ruth Schapira

Sometimes I can’t believe what our kids have to deal with yet they just seem to accept it. Probably none of  the following will be news to you.  It’s just that hearing about how our students’ lives have changed (in the few short years since my own kids were in high school) had an impact on me today. It is a horrible fact of life that a safe place for learning in secular schools only seems to occur with a great deal of effort.  It’s more amazing that these procedures are taken in stride. 

Today I visited an Introduction to Talmud class, and the conversation was about personal responsibility.  The following incidents that students mentioned were not meant to be the ‘meat’ of the discussion, but were casually inserted like a side order of fries. When I seemed surprised to hear some of the stuff, the response was “it’s no big deal” and “it’s just what happens”.

One student who attends a large high school told me that when kids come to school late, she thinks that they may be carrying a knife or a gun since they missed the screening in the beginning of the day. There was a killing that occurred when she was in middle school (MIDDLE SCHOOL) and from time to time she thinks about it.  This is not an inner city school. Two students at two other schools mentioned that there were fights in the cafeteria just last week.  A student mentioned that whatever you carry in the hallway has to be made of clear plastic because there was a gun problem. Another student said that entering school is not unlike checking into an airport: body scans and bags on the conveyor belt.  This was at a school with a ‘solid’ reputation.

I write this not so  much for you, because as I said, these things may not be news.  But for me, it is a stark reminder of how much harder we need to work to make sure that every single space we create for our students in the time they’re with us needs to be a safe haven from the commotion outside.

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February 17, 2011

Jewish Teens’ Best Kept Secrets

By Ruth Schapira

I can’t help thinking about it.  Why do our most committed students keep their Jewish involvements a secret? Even from Jewish professionals?  Are we guilty of modelling  that behavior to them?

I co-facilitated a workshop a week and a half ago that featured a teen panel (volunteers) who were asked to discuss communication and other issues that are important to them.  There was no set criteria to be on the panel and they were not billed as “Super Jews”. These were teens who were willing to share their opinions with a group of Jewish educators and parents.

None of the adults knew the students personally. Ironically, the teens all opted to continue their education past the age of  the infamous Bar/t Mitzvah drop-off, and are enrolled in supplementary synagogue and community high schools.  A majority of them are well into their senior year of high school.  Some are taking college level courses and earning Teaching Certificates. Yet, when introducing themselves to this group of Jewish parents and educators they mentioned their secular high schools, towns of residence, some hobbies, but none said that they were currently enrolled in a Jewish supplementary high school program (ignoring the kvell factor entirely).  Why the secret?

Our students may be compartmentalizing their lives, and we may have trained them to do so: “I go to hebrew school on Sundays and Tuesdays, baseball practice on Wednesdays, debate class on”…..and so on.  I’ve even heard students say on occasion: “When I’m here, this is my time to do things Jewish (sic), I don’t have time to do (extra research, projects, language practice) anything in addition to that. I only have this amount of time for that.”

Even if I get the fact that their time is limited,  the question I still need to ask is “okay, so why are you keeping what you’re doing a secret? Why aren’t you proud of the fact that you’re doing this double academic load? Why is doing this not a cool thing to do? ”

The question I need to ask myself is whether, as a Jewish educator, I’m helping to ‘keep the secret’. Am I complicit in setting this standard by not talking about my Jewish life outside of class? Am I modelling what I want my students to do?

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February 12, 2011

What Jewish teens want us to know

By Ruth Schapira
English: Classroom in SIM University.

Image via Wikipedia

A panel of teens expressed their opinions in a workshop at a Jewish educator’s conference in Philadelphia called “Understanding the Teenage Brain.”

Who were they? These were teens already involved in post Bar/t mitzvah education, both in synagogue and community schools, which means they are committed to continuing their Jewish education.

I asked them to talk honestly about what they want from their relationship with their teachers, and from their Jewish education experiences.

Do you want to know the amazing things they said? Can you fathom the tons of resources we’d have to pull together in order to do what they’re asking?

Here are some of their comments:

  • When we come to class, ask us how we’re doing and how our day was
  • Get us involved in what we’re learning
  • Ask us how we want to learn the material
  • Create a sense of enjoyment in the classroom
  • Allow 5 to 10  minutes to debrief from the day, or give us the ‘free space’ to talk about what we want during that time
  • Don’t talk down to us
  • Don’t use language to ‘be cool’
  • Create an environment where we feel comfortable and not judged
  • Recognize that we have a lot of stress in our day, and we have a hard time adding more

Tell me what’s not doable here. And yet they felt the majority of their teachers were not doing these things.

Why not? What is the biggest investment we need to make?

We need to listen, or better:  Na’aseh v’nishmah. (Exodus 24:7 We will do and we will keep listening so we understand).

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