Category Archives: Jewish Educators

“Lesson-Plan” Your Passover Seder: Ways to Involve Teens

Lesson Plan your Seder!

Lesson Plan your Seder!

 

The Passover Seder is considered by many to be the consummate family education event.

This inter-generational experience can create indelible memories, savored for years, long past the momentary taste of yummy matzo balls floating assertively on top of your soup bowl.

So, why are so many seders…um….boring?

Try table reading at this Seder!

No shortage of readers here. (An historic seder with new immigrants at an Israeli Kibbutz, might have been the opposite of boring!)

 

Don’t settle for the all too common reading-around-the-table routine, a time- honored tradition where those around the table take turns reading from the Haggadah.

That technique might remind you of your junior high history class:  “Good morning class, open your books to page 129. Susan, please read the paragraph at the top of the page, and then we’ll go around the room and everyone will take a turn reading….”

This can be compared to the fun one might experience while watching water boil. Seriously, reading aloud in turn is a slow process with an extremely high degree of predictability–at some tired point you do get to the end.

Let’s not sell the Seder short by using educational techniques that are outdated.

The Passover Seder is the consummate educational program, so why not plan for it the way one might plan a lesson?

What might that look like? Well, think about set induction, varied activities, opportunities to engage participants using multiple sensory experiences, asking deep questions of meaning….and you’ll be on the right track.

A sample of ways to engage Jewish teens might be:

“Let My People Go” is a powerful statement in the Torah.

Why is this not recounted in the Haggadah?

What does this say about Leadership? Can one stand without the other?  

In a sense, this idea of obtaining a people’s freedom spurred on a revolution, which has had ripple effects even today (think of how many people are demanding self-determination).

How might you communicate that concept today in a way that people would respond? Think of Facebook, Instagram, Twitter, etc. What #Hashtag would you use? What would be your update? What would your 140 character message be? 

What other powerful sayings have rallied individuals behind a cause?

Think of “If you will it, it is no dream”, ‘I Have a Dream”, “Give me Liberty or Give me Death” , and not to be too trite, but even “Think Different” (apple’s tagline from its early days). 

You get the idea….forget the predictability and go for the unknown.

Isn’t that what the Seder is truly about? Our ability to tell stories and pass them on through the generations is what brought us as a people to this point in time.

For sure, those themes are what teens can relate to: safety versus risk, predictability versus self-determination….just think about the rich conversations that could be going around your table!

Chag Kasher v’Sameach!

 

 

 

 

 

 

 


What many Jewish adults regret—do you?

Do you want a 'do-over'?

Do you want a ‘do-over’?

On a weekly basis, I interact with members of a cohort that have been recently featured in a rash of reports: Jewish teens.

This sudden interest in teens is a good thing, because as little as two years ago (when I started this blog), a Google search of Jewish teens turned up barely any recent research at all 

Try searching now, and this is what you’d get. Progress? Definitely.

Although as Jewish educators we are pleased that these new studies have contributed to the conversation about how to engage Jewish teens, no research center or foundation will know what I know, from the stories I hear.

The stories are not from the teens I work with now, but the ones I’ve worked with and known for the past decade. Now, they are young adults…out of college and into their busy lives.

What they share with me is not the stuff of research: not from surveys, phone polling, focus groups, or market research.

My undocumented data is gleaned from speaking with thousands of young adults about their Jewish education over many, many years.

I listen very closely to what they say, and have had conversations with young adults in multiple settings: camps, youth groups, schools, and even around a kitchen table.

The one comment I’ve never heard is that anyone ever, I mean ever, regretted obtaining more Jewish education.

In fact, when their friends (who usually have had significantly less Jewish education than they did) have been part of these conversations, they regret not continuing, and say things like:

“I wish my parents forced me to go to Confirmation/Hebrew High after my Bar/Bat Mitzvah”

“I found out that I know so little about Judaism….I wish I paid more attention and continued my education when I could” (“there’s no deadline for that”, I usually chime in….).

Sometimes the teens themselves are able to recognize the value of continuing beyond the dreaded drop-off of a young 13.  I just read online about a Jewish teen who extolled the virtues of his continued education .

The sad fact is that many parents have said the same thing. They regret not having more education. This is such a pervasive feeling that we can not deny it, even when tempted to defer to data, statistics, surveys and charts.

Photo: courtesy of http://www.flickr.com Alyssa L. Miller


Four Simple Steps Teachers Need to Engage with Jewish Teens

See on Scoop.itJudaism, Jewish Teens, and Today’s World

This is for teachers in supplementary schools, particularly those who work with Jewish teens.  I’ve been invited to observe classes where teachers really feel that they’re doing a great job.

They feel that students are attentive, absorbing material, and advancing their learning.  I’ve seen some of the best, yet….there are so many that just seem to miss the mark.

How do I know?

They’re talking, and often teens are texting (under the desk or in pockets or defiantly, right out there).

There’s no excitement or signs of life in the class, save for the teacher talking, talking, talking in front of the room; center stage.

Their students’ faces belie boredom (why don’t the teachers see this?)

Here are four simple steps to take that I believe have the power to transform how you work with students.

1. Back off. Yes, sounds a bit harsh I know, but I need to make the point. Try ‘retreating’ from the space in front of the room. There’s no podium in the front of the class, so no need to stand there.

Test yourself. See what happens when you move around and view things from the back of the room—from their perspective.

Even more important, make sure that you’re listening for a greater percentage time than when you’re talking. That will do wonders by itself.   Get rid of the frontal dynamic by making sure students work in groups.

2. Ask questions. Good ones. Ones that don’t need a yes or no answer. If you haven’t mastered the art of inquiry, read up. There are tons of materials out there. Make sure you’re not just asking to ask…really pay attention to the responses and respond back. Every student needs to feel valued.

3. Get familiar with social/emotional learning and reaching students down deep. It makes for more impactful lessons. Focusing on making that emotional connection will help you make sure that you’re reaching all students, not just the ones who are either the most vocal or the most problematic.

4. This is so obvious, it’s embarrassing to say. But here goes. Know every single student by name. This is an absolute must and tells your students how important they are to you.  If you have a bad memory, ask them to make name placards and bring them with you. No excuse. Every student needs to be valued in this way.


“There Is Only One Way to Change the World, and That Is By Education” Rabbi Dr. Jonathan Sacks

stainedglassstar

 

What would you say about how to change the world?

Why does Judaism value education so much?

How are educational values embedded in our tradition?

It’s not possible to improve on the eloquent words of a master writer and teacher, the Former Chief Rabbi of the U.K.

Rabbi Sacks writes a series of articles on the Torah portion of the week entitled “Covenant & Conversation”.

I encourage you to get acquainted with his writings; they will stir you. 

When I read something written so beautifully, that exquisitely states Judaism’s mission of perpetuation through education, all I can hope for is that others like you will read it too.

Education has been the key to our survival, and that notion is at risk.

We’ve often gone for the glitz and forgot the substance.

I’m not bemoaning the loss of old ideas, worn out ways of doing things, or suggesting that we return to unsuccessful models.

But I am saying that whatever we do, we must do it in the name of education.

In today’s world, ‘content is king’.

How fitting for us at this time. We have permission to offer our teens real substantive content.

astrostar

If we focus on this, we will guarantee a healthy future.

This must be our unified message.

“The Mesopotamians built ziggurats. The Egyptians built pyramids. The Greeks built the Parthenon. The Romans built the Coliseum. Jews built schools.”

Rabbi Jonathan Sacks continues: …..”that is why they alone, of all the civilizations of the ancient world are still alive and strong, still continuing their ancestors’ vocation, their heritage intact and undiminished.”

Click, Read, Learn….may your efforts continue our tradition.


One comment I never hear as a Jewish educator

There's data, and then there's what I know

There’s data, and then there’s what I know

I’m lucky.

I regularly interact with a cohort of individuals that others write reports about these days.

I learn so much from the young adults I speak with about their Jewish education.

No research center or foundation will be interested in this data, because it’s anecdotal.

The information I’ve gotten is not from the stuff of research: not from surveys, phone polling, focus groups, or market research.

It’s gleaned from speaking with thousands of young adults about their Jewish education over many, many years.

I listen very closely to what they say, and have had conversations with young adults in multiple settings: camps, youth groups, schools, and even around a kitchen table.

The one comment I’ve never heard is that anyone ever, I mean ever, regretted obtaining more Jewish education.

So, what will we do with that information?


Why Should Our Teens be Jewish?

Being Jewish? Too easy!

Being Jewish? Too easy!

The image above came up in a Google Image advanced search (free to use or share) for “Why be Jewish?”.

The image speaks to the casual nature of being Jewish, and some might think that it actually pokes fun a bit…after all, how many Mountain Jews do you know?

The fact that we might just accept this image without even thinking twice, kind of makes my point.

Answering the difficult question “Why Should Our Teens be Jewish”  is an extreme challenge for parents and Jewish educators.

It’s a basic question that we will need to grapple with for several reasons:

1.     In today’s open society, Jewish values resemble good old-fashioned American humanistic values.

Kindness to animals? Check.

Respect for the elderly? Check.

Caring for the environment? Check.

Social and humanitarian causes? Check.

Well, you get the idea. Our teens are so much a part of the American (Judeo-Christian) value system, that selling them on Jewish values is tough.

Not only that,

2.     Jewish teens don’t perceive themselves as different from their friends, nor do they want to be different.

Religion is pretty much a non-issue among friends. In high school, most kids aren’t staying up into the midnight hours talking theology.

Chem? Yes.

Advanced Physics? Totally.

God? Don’t think so.

3.     Jewish teens aren’t so much interested in doing things that are devoid of personal meaning, and many rituals connected with Judaism have not passed                that test for them. What’s been missing is context.

Ritual without it is pretty empty, since there isn’t the automatic compulsion to follow ritual for halachic  (Jewish legal) reasons.

You can try this. Just ask them how important it is for them to….say Kiddush. Motzi.

Thought so.  (We’re talking about most Jewish teens here, not those for whom a context has been provided).

4.      Back to the God thing. In high school, Reason is King. They haven’t delved far enough into the sciences to really, really comprehend the mystery of it all, which when they do, (later, in college perhaps) can be an awesome and spiritual experience.

Yes, they’ll talk string theory, and quantum physics, but won’t really be able to absorb all of its implications. (Check out my earlier post: Thinking about Religious Truths and Scientific Lies, ). In short, they’re not there yet.

So, we have a job to do. Far more than even worrying about Bar and Bat Mitzvah drop-off.

We have to get them to want to be Jewish.  They need to Love Being Jewish. 

The very first step, is letting them see how much we love it. 

Photo credit: Deviantart.com “MountainJew” by grenadah


Patchwork Fixes Don’t Work for Roads or the Jewish Community

English: A large pot hole on Second Avenue in ...

The Pot-Hole Problem

We’re already past pot-hole fixing season, so I can reflect on it with some degree of dispassion.

Disclaimer: I know not a thing about road-fixing, pot-holes, construction workers, unions. What I do know is that the cycle of pot-hole making and fixing has no end in sight.

Years ago, after driving over one particularly large one, I must have ranted about it, not knowing that my very young son, in the back seat, was particularly paying attention. He pointed his finger in the air and loudly exclaimed in a royal voice (obviously pretending to be some sort of king): “I declare, there shall be no more potholes on the byways and the highways.”

This became a family joke, since, really, if he had all that power, would pot-hole fixing be such a priority?

Well, now that I think about it, maybe.

Gaps in services in the Jewish community are what we all can agree on, but the short-term fixes are just temporary. Unless I missed something somewhere, where are the long-term fixes?

We’re all too familiar with the band of orange-clad road workers, guiding you past their work area (most likely in rush hour), with the knowledge that they’ll most probably be there again, in seemingly just a few short months,doing the very same thing.

Why, when it is perfectly obvious that pot-holes occur in the same spot every year, are we trapped into that model of crack, repair, crack, repair.

I can think of several reasons, all of which can apply to the Jewish community, just substitute ‘pot-hole fixing’ for ‘(teen) leadership development':

  1. No one wants to invest in pot-hole fixing, it’s just not a campaign grabber or an interesting-sounding project
  2. Even though everyone agrees that it is a recurring problem, the money to fix the small problem is much more manageable than to fix the problem for the long-term
  3. It’s easier to redirect traffic in the short-run, than to try to convince everyone to get behind another method
  4. In some areas, different methods have worked, but wouldn’t necessarily apply to another (weather, traffic, road conditions, etc.)
  5. There is no overarching state agency that has the funds, to invest in the long-term solutions
  6. There are not many local organizations that would have the infrastructure to manage the above, since they’ve been designed for the short-term fix

A Command Center Approach 

We need a command system approach

Someone is needed at the helm

More disclaimers: There are wonderful programs that build teen leadership. But, we lack connectors from these programs to other programs. Missing are the follow-up programs and the links to the larger Jewish community.

Where are the natural bridges linking the teen years, the college experience, and mentoring from Jewish communal professionals?

Movements have talked about teen engagement, but for sure, it doesn’t seem that they’re talking to each other.

Birthright, agreeably one of the most successful programs to launch a young adult on the Jewish identity path, has no pathways from the teen years—although everyone seems to agree that reaching teens is crucial regarding Israel education and identification. Instead, what has happened, is that many youth-sponsored Israel trips have suffered because potential participants end up ‘waiting for the free trip’ in college.

Crack, repair, crack.

Let’s begin to think big. Long-term Investment.  You might call it the “Warren Buffet* approach” to pot-hole repair.

We need large, systemic changes. We need a “Department of Transportation” that truly cares about the road ahead. These changes are possible. We’re living in a connected world. We can pave a smoother road ahead.

(Warren Buffet is known for his preference for investments that pay off in the long-term).

Photo credits: Wikipedia


%d bloggers like this: