In a special guest post for Covenant Classroom, Covenant Award recipient and Director of the National Ramah Tikvah Network Howard Blas shares some of the latest and greatest creative and original educational programming from Israel and reminds us yet again how the land of our ancestors is truly the original Covenant classroom.
Making the Most of Any Ability and Increasing Self-Confidence, too
At Kibbutz Tzuba in the Judean Hills, 15 minutes from the center of Jerusalem, teens who are struggling academically can now participate in a farming program where they learn skills and enjoy the feeling of success beyond the classroom walls. The founder of the program, Alon Greenboim (everyone calls him “Jumba,”) knows first-hand how traditional classrooms may not the learning environment of choice for everyone–but that everyone can learn by doing.
When he was a young boy, Jumba was assigned to work in the kibbutz apple orchard. There, he needed a ladder to reach the apples. He told himself then that if he were ever in charge, he would figure out a way to get the trees to grow horizontally so that shorter people would not need to climb a ladder to pick apples off the trees. Sure enough, today the entire apple orchard at Kibbutz Tzuba is made up of trees that grow out, not up.
It is this type of ingenuity that has allowed Jumba to grow a multi-million dollar agricultural business and also help young people who haven’t found their footing in traditional school, to accomplish and achieve in ways they never thought possible.
Thanks to a new program, Gdolim Bemadim, Special in Uniform, people with a wide range of disabilities can now serve in the IDF. In areas such as logistics, printing, supply rooms, food service, computers and more, this program allows soldiers with disabilities to build self-esteem, and the typical soldiers benefit as well. Yossi Kahana, Director of JNF (Jewish National Fund) Task Force on Disabilities and co-founder of the program, believes strongly that “if every soldier in the IDF had the opportunity to work side by side with people with disabilities, the potential to change attitudes in Israeli society [would be] tremendous.”
Learning Sensitivity and Compassion in the Dark
It is hard to give people a sense of what it might be like to experience life with a disability. But now, thanks to the Dialogue in the Dark program at the Israel Children’s Museum in Holon, visitors can experience a taste of what it’s like to be blind. Guides who are either visually impaired or blind lead visitors through the exhibit (which includes a port, market, pub and noisy pedestrian crossing)–and engage them in conversation about disability, coping and life in general. To cap off the experience, Na Lagaat Blackout Restaurant (at The Na Laga’at Center, Ratzif HaAliya Hashnia, Jaffa Port), a short 3.5 miles (6 km) away, offers an opportunity to experience and enjoy a delicious kosher dinner in total darkness, served and guided by blind wait staff.
Teaching Peace…One Serve at a Time
Can coexistence be taught on the tennis court? Since the 1970’s, the Israel Tennis Center has been doing just that, through its Israel Tennis Centers (ITC) Coexistence Tennis Programs. The ITC aims to alter negative perceptions while instilling positive ones, through joint sporting activities held for Jewish, Arab, Druze and Bedouin children. Twinned kindergarten classes organized through the ITC bring together 60 children from an Arab kindergarten and a Jewish kindergarten weekly on one court, where they learn motor skills development and participate in sports activities at the ITC centers in Jerusalem, Jaffa and Akko.
Another ITC program, called “Doubles Coexistence,” pairs Arab and Jewish children as partners on the tennis court and encourages them to interact on and off the court, thereby building a bridge between the different cultures.
“Families that share stories about parents and grandparents, about triumphs and failures, provide powerful models for children. Children understand who they are in the world not only through their individual experience, but through the filters of family stories that provide a sense of identity through historical time...Through sharing the past, families recreate themselves in the present, and project themselves into the future.”
—“Do You Know…” The power of family history in adolescent identity and well-being
Read more about Dr. Marshall Duke and his work, here.
“There are people out there who are educating their hearts as we speak. They’re getting on with the work, they’re loving their kids, they’re loving their students, they’re loving their communities. We must retrain our vision toward those people—we must develop eyes to see and ears to hear where that love is already happening—that is worth our energy and our care and our time, to tend that love, to show that love ourselves.”
—Krista Tippett, Founder and CEO, The On Being Project
“There are just two outcomes that really matter: First, that students feel Judaism is the fertile ground in which they get nurtured to grow, and second, that they find Judaism joyful.” Rabbi Joy Levitt, Executive Director, JCC Manhattan
"Civil discourse requires us to listen generously and to act as though—and to really believe—we could be open to persuasion. We each may think: 'I did not cause this situation, I am not to blame.' Yet we each have the capacity to help society turn the corner, if we honestly ask what went wrong and what we can do about it."
- Martha Minow, the 300th Anniversary University Professor at Harvard University and Joseph William Singer, Bussey Professor of Law, Harvard University
The Wow Metric of Success: Jewish Life in Bloom on the Farm: Spring has arrived, and the Jewish community is busy planting with purpose. In Vaughan, Ontario, the yellow coltsfoot and purple-blue scilla are just starting to flower at the Kavanah Garden, a half acre community garden that’s part of Shoresh, the Canadian-based Jewish environmental organization that includes the Kavanah Garden and Bela Farm. Last Sunday, on “Yom Manual Labor” volunteers gathered to turn the soil, plant seeds, paint outdoor tables and participate in construction projects with the Shoresh team, preparing the garden for growing season.
“Our Jewish community is only as strong as its ability to include all members in the fabric of Jewish life. Doing so helps each of us recognize the unique strengths we all bring to the Jewish community, and that community cannot possibly be complete until we actively and intentionally welcome each other.”
-Meredith Englander Polsky, 2017 Covenant Award Recipient, Director of Institutes and Training, Matan, and Developmental Support Coordinator, Temple Beth Ami Nursery School
“From all of my teachers, I have grown wise.” Psalms 119:99. Framing Jewish Education, a project of The Jewish Lens and supported by The Covenant Foundation, was created to engage teachers, students, and families in conversation about the value of Jewish education and to illustrate the power of great teaching and learning via a curriculum based on visual literacy and text.
“For me, study is a divine and daily imperative; I study a page of Talmud daily so that I am not only teaching. My teaching is constantly being fed by my learning.” —Erica Brown Associate Professor, George Washington School of Education and Human Development. Director, Mayberg Center for Jewish Education and Leadership, 2009 Covenant Award Recipient
The Covenant Classroom means something different to every educator but common goals are to motivate, engage and be inclusive of all learners. In this volume, we’ve collected an array of Teachings on Inspiration and Motivation in all areas of Education.
#ThankATeacher It has been twenty-five years since The Covenant Foundation first opened its doors, and we continue to be humbled by extraordinary Jewish educators from across North America and across the spectrum of Jewish life who have devoted their careers and considerable talents to the field of Jewish education. Now, in celebration of a quarter-century-old tradition of honoring Jewish education and educators, and to kick off a year of public engagement around great teaching, we’re proud to share The Covenant Foundation voices app with you: a new digital way to give and share your gratitude.
“What would it look like if we bet on Jewish early childhood education for the long-term, as our tradition instructs? The task might seem large, but the reward, we know, is great (Pirkei Avot 2:15).”
“Countless leaders have been inspired by the story of the Jewish people leaving bondage in Egypt – those whose names we know, like Martin Luther King, Jr. and those whose names we never will know, whose every-day acts of kindness and resistance fuel social change. This story, our story, has become a cornerstone of modern social justice work.”
—Abby Levine, Director of The Jewish Social Justice Roundtable
This is how I see a “Covenant Classroom”: a place where challenging topics are passionately discussed; a place where complex ancient texts are grappled with; a place in which self- esteem grows, and motivation to learn increases exponentially because of it. An environment in which each Jewish soul is given the confidence to continue the eternal search for meaning.”
—Dr. Sandra Ostrowicz Lilienthal, Curriculum Developer and Instructor at The Rose and Jack Orloff Central Agency for Jewish Education of Broward County and 2015 Covenant Award Recipient
“When powerful, new approaches to learning are introduced through digital tools, meaningful disruptions occur along the way… When this happens, new approaches which previously seemed inaccessible, are suddenly within reach.”
—Barry Joseph, Associate Director for Digital Learning, Youth Initiatives, American Museum of Natural History
“The future of Jewish teen engagement can in fact be found in 3D printers, and in text-people, and in service, and outdoor education, and in anything that brings teens into contact with authentic learning experiences and passionate, caring, knowledgeable educators.”
—Charlie Schwartz, Senior Jewish Educator, Director, BIMA & Genesis, Brandeis High School Programs
Portal seems like a particularly apt metaphor for entry points into Jewish life and learning because ultimately we want those experiences to be deeply experiential and transformative. We also want them to be accessible. A portal has no toll; passage is free. At the same time, a portal is particularistic, not a generic entrance. It conveys a sense of magic, ritual, and power. Similarly, we want to convey that Jewish life is rich, layered, and meaningful beyond what is immediately apparent. We want the encounter with Jewish life to take you on a journey that is profound and surprising. And, given that each of us may enter through the same portal but have a completely different experience of what is on the other "side," the possibilities are endless.
— Judith Rosenbaum, Executive Director, The Jewish Women’s Archive
"We need a new kind of creativity in the classroom that’s going to reach Jewish kids… If a teacher is imaginative, he or she is going to connect to students’ hearts and souls.”
—Dr. Arnold Eisen, Chancellor, Jewish Theological Seminary, Board Member, The Covenant Foundation.
"There are four types of students... The sponge absorbs everything. The funnel brings in on one side lets it out the other. The strainer lets out the wine and retains the lees. The sieve lets out the flour dust and retains the fine flour." —Pirkei Avot 5:15
"There’s a misconception that a venture must depend on large grants from big donors. It makes more sense and it’s more sustainable to test out an idea, and see whether it has the opportunity to make an impact on people’s lives."
— Ariel Beery, founder, PresenTense
I think [creating new Jewish texts] is a really good description of what we’re trying to do. These days we’re increasingly creating products that are intended to be shared on the web. We’ve felt and continue to feel that this medium, and virtual communication as a whole, is being under-tapped for its possibilities for making art.
— Reflections from Sam Ball on the New Jewish Filmmaker Project