Category Archives: Education

Parents: Are you sure that your teen will ‘do’ Jewish in college?

Hillel has built some stunning buildings. Will your teen walk in the door?

Hillel has built some stunning buildings. Will your teen walk in the door?

What is the college campus like today?

How does it differ from when you attended and what new challenges will your Jewish teen face once there?

We know from several research studies that affiliation rates are on the decline, particularly among young Jewish adults. In addition, Jewish teens and young adults are feeling less of a need in college to differentiate themselves from their peers.

For sure, some students gain even greater connections to Judaism and Jewish practice once in college, but that is not the norm, even with the kick-start of a Birthright trip.

The Jewish community is rightfully concerned.

Here are some things to think about:

1. Having a Hillel on campus is not a guarantee of  a Jewish connection.  Hillel has made great strides in the way they reach out to students, but making sure that your teen wants that connection is the concern. Through a strategy focused on relationship building, Hillel-sponsored interns reach out to their peers  and engage them in participating and taking ownership of their Jewish journey. It has greater potential than anything I’ve heard in a while, but of course holds no guarantees.

2. Chabad also reaches out to students through a variety of programming, mostly focused on Shabbat experiences and learning sessions. But often that connection needs to be student-initiated. 

3.  On campus, just because an activity is “Jewish” doesn’t mean that participation by your teen will be a given. Jewish college students I’ve interacted with sometimes labeled those who were highly involved with Hillel as people they wouldn’t ‘hang out with’. Others described students who aggressively pursued Jewish social activities as “superJews”. 

4. Many groups compete for your teen’s attention, and some of those groups represent other faiths.  Peer pressure is stronger on campus than you’d imagine, students tend to ‘go with the flow’, especially in the early years of college. If the activity is perceived as ‘cool’, students are more likely to attend functions sponsored by other faith groups. 

5. Colleges are becoming less ‘religion-friendly’, not more. It’s a challenge for Jewish students to take time off for holiday observances, and colleges that used to have days off to accommodate  are stopping that practice in favor of being more fair to all religions. This is especially difficult in the fall, when most Jewish holidays occur, and students are just beginning classes.  During other holidays, when students are less likely to travel home, finding a Jewish community experience may be just as hard. 

So, what is one message you might take from this?

Don’t wait until your teen gets on the college campus in order to ‘do’ Jewish.

From what we know, chances are not great that a Jewish connection will suddenly flower.

Instead, make sure that Jewish education continues after Bar/Bat Mitzvah, the typical drop-off point.

Make sure they’re involved in Jewish learning during the high school years, the precise time when questions about identity, God, and belief tend to occur, so they’re ready for some of the challenges ahead.


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

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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.

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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.


Teens: Cheating on Standardized Tests?

No digital devices in sight

No digital devices in sight

The Los Angeles Times reported that California is coping, almost feverishly it seems, with new measures that require students to turn in digital devices before taking standardized tests.

“The proliferation of cellphones and their potential use for cheating has prompted heightened security measures on this year’s administration of standardized tests in California schools.”

In the previous year, students posted 36 questions from standardized exams on social media platforms.  The consequences were serious for those schools where the posts were from. The 12 schools are not eligible to receive academic awards the next year.

I’m sure that other states will soon need to create their own guidelines to prevent just such a thing.

So, what is the news here?

This is almost too obvious–taking away cell phones and digital devices during a test?

Teens would say “no kidding.”

What I found remarkable about the article, was that although very specific details were given of the egregious acts, the article did not mention that there was a concerns over so many teens engaging in cheating behaviors:

“In all, 249 individuals posted 442 images of test materials that were linked to 147 schools in 94 California school districts.”   (To be fair, “Most images were not of actual test questions.”)

There were no consequences mentioned in the article for the teens who posted the images or content.

However, we do know clearly the measures being taken to prevent such a thing in the future:

  1. Signage in the testing room warning students not to use digital devices
  2. Better proctoring of exams
  3. Strong suggestions to teachers to move around the room to monitor students

But we’re still left wondering if anyone is asking the big questions tied to these occurrences.

Specifically, was there any follow-up with the teens themselves?

What was the intention for these posts?

What are the ethical implications of these behaviors?

Did the students involved do this as a joke?

Was this an act of rebellion?

Or even the most primary question: Did the teens even think this was cheating?

I wrote some time ago about our role in guiding students toward moral clarity. At a later point, I wrote about how teens view cheating, and how shocking their experiences were to me.  This is an issue that won’t simply go away. It will get worse.

I remember not being surprised when corporations, in the realization that so many ethical issues were on the line, and after so many improprieties and illegal allegations, began hiring Chief Ethical Officers.

“The position of ethics officer is of relatively recent vintage, first appearing in the early 1990s, according to Forbes.com.

The job descriptions for Ethics Officers insures accountability between a code of ethics and actual operational procedures.

It’s not a bad idea to institute this position in some school districts. An even better idea is starting to think that way now.


Teens: Watch Your Social Media Presence

twitter logo map 09

twitter logo map 09 (Photo credit: The Next Web)

“Treat every conversation you have on Twitter or Facebook as if it were a nationally televised press conference.”

This advice is not a recommendation from a public relations firm, or from a head hunter, or from a corporate policy book on social media. Nor was it taken from a how-to book on political life.

None of those sources would be surprising.

The quote above is from a sign posted in a Minnesota high school locker room in response to the rampant posting of students taking part in illegal activities online.

Some students, turning against friends, are giving coaches and teachers pictures of them in ‘compromising’ situations at drinking parties and participating in other illegal activities.

Sports scholarships have been pulled based on information coaches glean on Facebook, Twitter, or Instagram.

In a previous post, I wrote that teens’ should make sure their online profiles are clean and scrubbed when applying to college.  As with other things, everything moves down a bit, and what teens do in high school is not exempt from a close look by interested parties.

Opportunities may be in jeopardy based on discoveries online.  Scholarships, nominations, recommendations…..all come into play mostly in the junior year of high school, but since online identities don’t disappear, it’s never too early to start thinking about this issue.

We know that checking someone out online is very tempting and all too easy.

So, for all the teens out there: think about who you are online. Does it match who you want to be? What will you need to do to make the image you want equal to the one you have?  Would you feel comfortable if a scholarship committee saw your posts? Think about the quote at the beginning of this post.

To Parents: The advice above is worth sharing with your teen as part of  a frank conversation about public and private identity, social media privacy settings, limit setting, trust and more.


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

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!”


Israeli teens use cell phones in class: What we can learn

Various cell phones displayed at a shop.

Cell phones: not an opt-out tool for most teeens

According to a recent University of Haifa poll, over 94% of Israeli High School students use social networks in class (via cell phones). Mostly, they’re not checking facts, but Facebook profiles.

This came to my inbox today, a day after I wrote a blog from a cell phone’s point of view.

In that blog, I mentioned that Jewish teens may not be aware of the rich Jewish resources available for the taking from such a small device.  I also referred to the fact that teachers sometimes take away cell phones all together.

I was once a proponent of this.

I thought that (much like the practice at summer camps of instituting a ‘cell phone fast’ for campers to increase the ‘here and now’ opportunities) keeping phones out of the class increased class connections between students and teacher.

I don’t think in those black and white terms any more.

What I believe now, is that like any good educational tool, media needs to be mediated.

In this light, it’s particularly interesting to examine the findings of the poll, which states that the more permissive a teacher is, the less that cell phones will be used in class.

Interesting, no?

Conversely, the study results also showed that the more authoritarian the teacher–those with a more rigid approach, the more students will use cell phones in class.

So, what are the boundaries that teachers should put in place? What are the school’s policies that should not be broken, but bent to advance the curriculum? These are things that need to be thought through before the school year. From a student’s point of view.

So, this what I learned, none of which strikes me as so illuminating, but for me, the benefits were a game changer:

1. It is very difficult to separate teens from their phones, as some teens see it as their lifeline.

2. Teachers need to figure out ways of using the phones as tools, to expand teen’s horizons about the subject area.

3. The way in which this is handled, can be crucial when building community in the class, and respect from students.

Photo credit: wikipedia

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When You Say “Jewish Community,” Who are You Talking About?

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The largest collection of open-ocean animals found in an aquarium

Who is in your Jewish community? Really, start to define who you consider a part of your community.

Do you get a static or lively impression? Are there people of all ages and religious movements in your community? Or is it limited to who belongs where you belong?

What I’ve written about here, is that often “membership” dictates who is in your community. Whether it’s synagogue or JCC, ‘belonging’ seems to define who is in your immediate Jewish community.  Gone from that definition of community are those individuals who have not signed up right along with you, those who tend to be on the fringe.

Not a great way to teach teens that the Jewish community is a fluid, open-networked concept.

With today’s networked world, we really can move beyond the boundaries of walls to begin to define who we are.

I am not saying that belonging is bad, it’s a very good thing to be part of something greater than yourself.

But if your only connection to the Jewish community is where you hold a formal ‘memberships’, you might be missing out on meeting others who haven’t ‘joined’. What are ways that you might connect to the larger Jewish community?

What if every city had a portal to Jewish life, with links to all things Jewish in the area—one that was interactive, and came with a live chat option with a ‘Concierge’? How great would that be? That helpful person would help you navigate through the many options available to you, no matter what your age.

From a pluralistic point of view, that means that everyone gets represented in the community stew.

And your Jewish community just expanded into an open, fluid, and networked concept, just right for the web 3.0 world.

 


Does the Jewish Community Connect Teens to a Jewish Network?

Judaism

Are we reaching high enough?

I doubt that anyone would say that mentoring teens during the coming-of-age years is not a good thing. It’s also doubtful that based on the data we have today, anyone would disagree that we need to connect Jewish teens to the community more, not less.

Doing so helps create a sense of community while building connections, awareness, responsibility, self-esteem, problem-solving skills, and gobs more of all the good stuff. So why don’t we do it more?

Relationship building needs to be at the core of any effort to connect teens with Judaism, and though many programs meet those goals, few consistently deliver over a period of time on communal connections beyond the program itself.

Let me give a few examples.

There are many discrete programs, some gender-based, some philanthropically oriented, some at camps, some in synagogues, some not….that connect Jewish teens to each other and their individual mentor/educator/volunteer but don’t build lasting bridges to the larger Jewish community.

Those programs, successful as they are, often function as “Jewish island experiences” (my term) that are wonderful options while teens are there, but don’t build enough bridges for teens to get off the island.  There seems to be little integration between the groups and the greater Jewish community, either in formal or informal ways.

I remember when I was at summer camp, there was a special program in the last week titled “How to Take Camp Home.” That, in itself, was a great idea and a start to help bind the two experiences. The trouble was, no one in my home community had a similar program called “How to Create Camp Here.”

Recently, I accompanied a group of Jewish teens to local college campuses, specifically to check out Hillel and Jewish life.  The students were so appreciative that this world was opened up to them before they had to make decisions about college. Yet, this trip was clearly a one-way effort.  It was in the best interest of these teen’s Jewish education to have them tour Jewish life on campus, but there is no outreach the other way, from campus to community.

Many programs are like that: one-way avenues to Jewish identity.

We need to make sure that the content we’re offering our teens is not limited to Jewish island experiences but instead function as experiences which connect, web-like to other Jewish organizations and future Jewish activities.

Why not encourage the teens in our programs to further their Jewish education into areas that are not explored in the curriculum that go way beyond the specific setting? Information is available on so many topics, in so many venues, that we really have no excuse for not constructing those bridges when students are in our programs or when they’re getting ready to leave.

In order to build Jewish community in an organic and authentic way, as leaders we need to think beyond our own programs and build-in fundamental ways of integrating those experiences into a larger framework. Building programmatic scaffolds to connect and weave the experiences so they don’t stand alone would be an important step to secure Jewish continuity. In addition we would, as leaders, model the very behavior we want our teens to develop.

(Photo credit: Jrwooley6)


Can Character Be Taught to Teens?

Character Education: what has your teen learned?

Character Education: what has your teen learned?

 

What are the most important traits to develop in students?

At the end of high school, what would you want your teenager to know?

What character attributes will help teenagers succeed beyond school into the journey of life?

These questions are different from ‘outcome’ based education, which is based on content knowledge.

Instead, they ask the larger, more complicated questions that have no specific answer.

Yet, the quantifiable often gets the nod over those things that are difficult to measure and assess.

In a recent New York Times article, some schools have determined that building character is more important than building curriculum, and are backing that goal up with new initiatives.

What are the essential qualities to build character? Leadership?

Most of us recognize that the turmoil of years past, with ethical missteps and outright criminal behavior being acted out in the public arena, by formerly esteemed individuals, we need to really think about how to instill character-building activities in our youth.

Schools are stepping up to the plate, and regardless of how little or much parents are doing, most see this as a good thing.

One Chicago school professional labeled character traits as “resilience, integrity, resourcefulness, professionalism and ambition” which lead to leadership skills.

But this change will take time. What does exist now, are experiences for teens that work on these very things. Think scouting, faith-based after school education, and informal leadership activities like youth groups.

So, if you agree with this concept, that we need to pay attention to character traits (however you define them), your task as a parent and/or educator is to create opportunities for these traits to flourish. Starting  now is a good idea.

image: wikipedia.org


Parents: Will your teen ‘do’ Jewish in college?

English: Rutgers Hillel

Campus Hillel: Will this be the place where your teen ‘does’ Jewish? 

What is the college campus like today?

How does it differ from when you attended?

Even more to think about are the challenges your Jewish teen will face once there.

A recent article acknowledged what most already know: “64% of  those currently enrolled in a traditional four-year institution reported a decline in religious service attendance….”

For Jewish students, this statistic is probably understated, if based on my own recent anecdotal interactions with college freshmen.

Here’s the reality you might want to think about:

1. Having a Hillel on campus is not a guarantee of  a Jewish connection.  Inclusiveness is not always the name of the game. Each Hillel takes on a different culture based on the campus where it is located. Students may be over or under-represented from a particular Jewish denomination, perhaps causing other students some discomfort.  Students I spoke to were not comfortable going to Hillel based on the above reasons.

2. Even if the denomination leanings are a match, students active in that Hillel might not hang in the same crowd as your teen, making it just as hard to participate as any other activity where like-minded teens are sought. Just because it’s “Jewish” doesn’t mean that participation is a given. Students sometimes labeled Hillel participants as people they wouldn’t ‘hang out with’.

3. Many groups compete on the college campus for your teen’s attention, some of those groups represent other faiths.  Peer pressure is stronger on campus than you’d imagine, students tend to ‘go with the flow’, especially in the early years of college. Some students attend functions sponsored by other faith groups on campus,  if the activity was perceived as ‘cool’.

4. Colleges are becoming less ‘religion-friendly’, not more. It’s a challenge for Jewish students to take time off for holiday observances, and colleges that used to have days off to accommodate  are stopping that practice in favor of being more fair to all religions. (Though more Jewish holidays occur in the fall, and students mostly have off during ‘other’ holidays, Ramadan excluded).

5. Both Hillel, by offering programs out of the typical Hillel building, and Chabad, by reaching teens through a variety of programming as well (some controversial), are trying to involve Jewish students as much as possible. The reality however, by recent studies of Jewish college students, points to the fact that students just are not ‘organization joiners’ in the traditional sense. Affiliation is just not that important to them.

One message you might take from this?

Don’t wait until your teens gets on the college campus to ‘do’ Jewish. Chances are not great that a Jewish connection will suddenly flower. What about Birthright you say? Read a future post about that one.

 

Photo credit: Wikipedia


Selling Tomorrow Today to Parents of Jewish Teens

Long-term or Short-term: Pick one

Marketing and Selling.

Terms that were not very much used in the Jewish community just a few short years ago, let alone in the field of Jewish education.

So what happened?

Well, the reality is that people are not flocking in droves to ‘join’ synagogues, or sign up/pay for Jewish education experiences.

David Bryfman, Director of the New Center for Collaborative Leadership, gave a talk about the downside of offering “free” in the Jewish marketplace.

“Free” is a great short-term sales pitch, but tends to devalue what you’re trying to ultimately sell.

And what we’re selling is hard enough.

Seth Godin writes a blog about marketing, and made some points relevant for the Jewish community in a post I read here:

“If you are selling tomorrow, be very careful not to pitch people who are only interested in buying things that are about today. It’s virtually impossible to sell financial planning or safety or the long-term impacts of the environment to a consumer or a voter who is relentlessly focused on what might be fun right now.”

What we’re selling to Jewish teens and their parents, is about the future. Yes, some of our programming is about now, but most of what we do in the way of Jewish identity-building, leadership development, critical thinking, college readiness…is about later.

So, his point here is what we must take to heart:

“Before a marketer or organization can sell something that works in the future, she must sell the market on the very notion that the future matters (bold typeface mine).  The cultural schism is deep, and it’s not clear that simple marketing techniques are going to do much to change it.”

How do we navigate through this, and market effectively to Jewish parents or teenagers?

Will scare tactics work? Perhaps. But only if the resulting long-term effect matters.

Any ideas for how to sell tomorrow today?


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

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.

 Jewish Parents: Choose your teen’s activities wisely

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


Are we reaching middle school students?

Introducing hands-on computing in secondary ed...

When did things get so serious for middle-schoolers?

A new Gallup poll studied factors related to student engagement, optimism, and well-being revealed that students scored relatively high on all these factors.

Except when you examine the findings for middle school students: (italics mine)

“Many adults are apt to blame hormonal and other life changes for the drop in student engagement at the middle school level, but that is not how students tend to explain it, he added. Instead, students are more likely to say that they are “not known, not valued, not recognized” at the secondary level, as they were in elementary school. They also indicate that their school days are stripped of “play” in middle school.

So, turn that reality into goal statements and we should have a very clear idea of the work we need to do.

Public school teachers have their challenges for sure. On top of handling large class sizes, coping with intense student tracking and detailed record-keeping, managing curricular pressures, there needs to be a focus on emotional and social learning.

They would think our work in these areas with students is a piece of pie.

As Jewish educators, we have the luxury of working with teens on an emotional and spiritual level.

For the most part, we have small classes, little curricular pressure, less record keeping.

We should be aceing this challenge and making such a difference with students in this age group.

Instead, students face the middle school reality, along with the intensity of the 7th grade (Bar/Bat Mitzvah) year.

How playful is that?

Not very.

So, how can we make it more so? Mentoring? Trope contests? D’var Torah write-ins?

We can not continue with the ‘business as usual’ paradigm.

So, I know, Gallup’s results aren’t directed at Jewish educators.

And, there is no call to action in the article detailing Gallup’s results.

But we know that we’re not succeeding with this age group.

And yet, again, we need to step it up, quickly.

Photo credit: License, Free-use,  creative commons.

 


Learn these four leadership skills at a Hebrew High

English: Ronald A. Heifetz on 29 March 2010 du...

Ronald A. Heifetz: “Leadership in times of crisis”   How can you make this connection for #Jteens?

A blog I read in the Harvard Business Review mentioned all the bad habits that accrue from being part of a hierarchical and bureaucratic school system.

Coleman writes:   “Our entire education system, from elementary school to graduate school, is poorly constructed to teach young people leadership. Schools do many things well, but they often cultivate habits that can be detrimental to future leaders. Given that most of us spend 13-20 years in educational institutions, those habits can be hard to break.”

Of course, I immediately thought about how, in a community Hebrew high setting, we develop future leaders.

Mostly, we run contrary to most of the details the author wrote about.

Let’s explore four of them here, with the bad habit taught listed first, then very brief examples of how these leadership habits might be experienced differently in a Hebrew High setting:

1. Schools have an emphasis on hierarchy. Examples given are: “Teacher in front of the classroom” syndrome and priorities given to class rankings, class standings, etc. 

Teachers are often called by their first names, and when asked, share personal insights. Teachers are more often the facilitator of learning rather than the expert in a subject area.

Class rank? Often doesn’t exist in a school where some classes consist of multiple grades, with mentoring going on between students.  Coleman says it best:  “Leadership is an activity, not a position,  a distinction explored deeply by Ron Heifetz in Leadership Without Easy Answers. “

2. Schools generally teach that there are right vs. wrong answers. 

Courses in Hebrew high schools are often discussion based, where critical thinking skills are necessary. There are rarely right or wrong answers. Students delve into complex situations like Mid-Eastern politics or ethical issues, where multiple vantage and view points need to be considered.

3. Schools don’t encourage or deal well with failures.

Yet, we know that it’s precisely the activity of trying, and trying again that is part of many leaders’ accomplishments (Lincoln, Einstein, Steve Jobs, etc.).  Students who experience leadership classes or work on programming for the school deal with failure, problem-solving, and work to rectify difficult challenges presented by the student body: lack of motivation, time, interest, etc.

4. Most school reinforce the “serve-yourself’- over-others” attitude by the emphasis on individual test scores, grades, GPA’s, etc. 

The very nature of a school oriented around Jewish values is not only are you learning about core altruistic values, but you are acting upon them through school programming.

I know I’ve created a very generalized portrait of a Hebrew high experience.  All schools differ and their goals are not the same. However, in a school that develops future leaders, the examples I listed would be very typical.

So, interested in building a leader? Becoming one? The shortest route might be to head over to your local Hebrew high and sign up.

Photo credit: Wikipedia


Teens Report What Really Happens In Classrooms

Teacher

Teachers and Classroom Behavior Photo credit: tim ellis

I read an eighth grader’s blog (!) today that resonated with me, and it triggered a memory of what Jewish teens shared with me in a discussion about bullying.

Back to the blog. This young teen wrote about derogatory and mean comments that kids said in hushed tones to others in her class. What they said was either whispered, written, or mouthed out—-all while the teacher’s back was turned.

Can you imagine the effect on the ‘victims’? Just thinking about it will probably tug at your heart.

Instantaneous changes of emotion. Heads bowed. Backs rounded. The day ruined.

And then—-thoughts of a system that offers no corrective action.

The talk I remembered having with my 10th graders was similar. They experienced or witnessed as a bystander, all kinds of inappropriate behavior by teens that was not done at recess, not on the school bus, not on the playing field, but in class!

In most cases, the teacher’s back was turned. 

Want to be shocked?  The students affirmed that sometimes, the teacher was not facing the board, or doing work at the desk.

“What happened during those other times?”, I asked.

“Ugh, the teacher just pretended not to hear or see.”

Can we think of a more challenging environment for our students?

Some feel that they are constantly the ones to point out flaws, misbehavior, or teacher concerns. They’ve told me that when they’ve actually brought these incidents to the teacher’s attention, the information is not even acted upon. And there certainly is a lot of negative feedback the teens get for doing that. (The cultural pull of not being a tattletale comes to mind).

A while ago, I wrote about our schools being Safe Havens, and reading the blog today made this fact even more potent.

No one should deduce that all teachers ignore bad behavior.

But neither should we assume that the teacher is always equipped to manage bad behavior. Or that the teacher gets support from the administration on these issues.

We can rise to the occasion, be better listeners, better mentors, and better teachers of Jewish values.

But that won’t change the system.

Creating students who want to become activists just might.

Supporting their efforts as parents and teachers is what we have to do. And oh yes, we can’t let them give up.


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