We are only a few hours away from the dawn of 2011. The media are blaring out New Year's advice in every form - "4 Money-Making Investments!" "6 Steps to Six-Pack Abs!"
"8 Solutions to Household Clutter!"
How about "7 Ways to Get Out of Egypt!" This item isn't from CNBC or "The Martha Stewart Show," but from this week's Parsha, Va'era. Following God's command, Moses and Aaron repeatedly ask Pharaoh to free the Israelite slaves. Each time, Pharaoh's heart is "stiffened" and he refuses to allow the slaves to go. At each refusal, God causes a plague to afflict the Egyptians - blood, frogs, lice, swarms of insects, cattle disease, boils, hail. God's power is demonstrated over and over to the Egyptians. Yet, at the end of Va'era, we read, "So Pharaoh's heart stiffened and he would not let the Israelites go, just as the Eternal had foretold through Moses." * (Exodus 9:35)
We learn from Va'era that the Israelites' struggle to break free from slavery is an arduous one that demands courage, extreme determination, and faith in God's help.
In 2010 (soon to be 2011), we're no longer slaves in the Egypt of the pharaohs. Still, many of us are not free. We err and manage to create our own personal "Egypts." We're enslaved by oppressive emotions and desires such as anger, hatred, envy, guilt, fear, greed - to name a few of the 21st century "Pharaohs." To confront and break free from these spiritual "Pharaohs" demands courage, extreme determination, and faith in God's help.
Shabbat Shalom - Rest and Renew
*From The Torah: A Modern Commentary - General Editor, W. Gunther Plaut
Not one of my students!
Not One of My Students!
Welcome - Baruchim Habaim
Welcome - Baruchim Habaim
Friday, December 31, 2010
Thursday, December 30, 2010
Report Cards - A Positive Approach
For many religious school teachers, it's report card time. The synagogue-based religious school where I teach uses the term, "Progress Report," which is a more accurate description of this document in the context of a two-day-a-week religious education program. Unlike the grade and behavior oriented report cards of a secular school or Jewish day school, a progress report is designed to answer the question, "How well is the student using his/her capabilities to progress on the path of life long Jewish learning?"
On the progress report form that our school is using this year, there are no letter or numerical grades. Instead, the various skill areas are evaluated using the terms, "Needs Improvement," "Satisfactory," "Above average," and "Outstanding." Since we're viewing the progress report as an element in the process of life long learning, I believe that it's important to consider the future impact of these evaluative words. When a student looks back and remembers that he/she received a "needs improvement" in "Prayer Hebrew," for example, does that memory diminish interest in communal worship or further study?
I've come to the conclusion that it doesn't. "Needs Improvement" is a dynamic assessment. We educators can provide students with immediate concrete steps toward the necessary improvement. We can ensure that the next progress report will reflect that improvement. In short, "Needs Improvement" is a form of optimistic evaluation which won't become an impediment to future Jewish learning.
You might use a similar process to examine the evaluation terminology on the report card forms that your school is using.
Some report card forms require the teacher to comment on each student's progress. Here is another opportunity to be candidly positive. (All names in the examples that follow are fictitious.) Say "Doris is being encouraged to carefully review her Hebrew vocabulary cards at home," rather than "Doris is having difficulty remembering her Hebrew vocabulary." Aim for a positive approach while still calling attention to a skill that needs to be developed or strengthened.
The best advice I ever received regarding report card comments was to always begin with a completely positive statement. All of our students, including the most "challenging" have many positive qualities. It's our responsibility as Jewish educators to provide opportunities for all students to succeed in some form at Jewish learning. This may involve modifying learning activities to accomodate different learning styles or having students demonstrate their Judaic knowledge through art, music, or drama as well as writing projects.
In this way, at report card time, there will be many examples of positive student participation to comment upon. "Suzy's creative Hanukkiah design enhanced our Hanukkah display." "Saul's puppet skit helped us to better understand the Torah Portion, Shemot."
And don't overlook a student's social skills or even a good attendance record. "Morris works very constructively on group projects." "Marcy is to be commended on her near perfect attendance at Hebrew School."
As we read over the comments we've written, we might imagine the reaction of our students should they come upon their religious school report cards five, ten, twenty years from now. Let's make certain that they say, "Those were good times. I'm glad I've continued my Jewish learning." and not, "I was so glad when that religious school stuff was over!"
A few well-chosen words can make a positively huge difference.
On the progress report form that our school is using this year, there are no letter or numerical grades. Instead, the various skill areas are evaluated using the terms, "Needs Improvement," "Satisfactory," "Above average," and "Outstanding." Since we're viewing the progress report as an element in the process of life long learning, I believe that it's important to consider the future impact of these evaluative words. When a student looks back and remembers that he/she received a "needs improvement" in "Prayer Hebrew," for example, does that memory diminish interest in communal worship or further study?
I've come to the conclusion that it doesn't. "Needs Improvement" is a dynamic assessment. We educators can provide students with immediate concrete steps toward the necessary improvement. We can ensure that the next progress report will reflect that improvement. In short, "Needs Improvement" is a form of optimistic evaluation which won't become an impediment to future Jewish learning.
You might use a similar process to examine the evaluation terminology on the report card forms that your school is using.
Some report card forms require the teacher to comment on each student's progress. Here is another opportunity to be candidly positive. (All names in the examples that follow are fictitious.) Say "Doris is being encouraged to carefully review her Hebrew vocabulary cards at home," rather than "Doris is having difficulty remembering her Hebrew vocabulary." Aim for a positive approach while still calling attention to a skill that needs to be developed or strengthened.
The best advice I ever received regarding report card comments was to always begin with a completely positive statement. All of our students, including the most "challenging" have many positive qualities. It's our responsibility as Jewish educators to provide opportunities for all students to succeed in some form at Jewish learning. This may involve modifying learning activities to accomodate different learning styles or having students demonstrate their Judaic knowledge through art, music, or drama as well as writing projects.
In this way, at report card time, there will be many examples of positive student participation to comment upon. "Suzy's creative Hanukkiah design enhanced our Hanukkah display." "Saul's puppet skit helped us to better understand the Torah Portion, Shemot."
And don't overlook a student's social skills or even a good attendance record. "Morris works very constructively on group projects." "Marcy is to be commended on her near perfect attendance at Hebrew School."
As we read over the comments we've written, we might imagine the reaction of our students should they come upon their religious school report cards five, ten, twenty years from now. Let's make certain that they say, "Those were good times. I'm glad I've continued my Jewish learning." and not, "I was so glad when that religious school stuff was over!"
A few well-chosen words can make a positively huge difference.
Sunday, December 26, 2010
The Bible Code - Holy or Hole-y
The History Channel recently featured a lengthy program called "The Bible Code." The Bible Code is a computer generated search of the Hebrew Torah Text for "grids" of words that allegedly prophesize some cataclysmic historical event such as Napoleon's conquests, World War II, or 9/11. The Bible Code turns the Torah into a giant word search and purports to describe the past and predict the future - even the End of Days!
According to the Bible Code, the End of Days will be caused by a collision between earth and an asteroid or, wait, in another grid by an atomic explosion, or, check this grid out, "The comet will be crumbled." Choose your doomsday or survival scenario. It's all in the Bible, somehow, somewhere, horizontal, vertical, diagonal, backwards. So many letters. So many possibilities - and no mention at all of the fact that Hebrew is a compact language. A word's meaning can be expressed in 2 or 3 "root" letters. Despite the earnest explanations of "experts," there are holes in the Bible Code theory big enough to pass a stack of Talmudic commentaries through.
For added audience appeal, the program raised the provocative question, "Who wrote the Bible code?" Was it God or possibly extraterrestrials? From the divine to the ridiculous, the Bible Code has it all.
I have three words (that I can use in a "family" blog) for the Bible Code - waste of time!
Instead of embracing an arcane approach to Biblical revelations, one need only go to a synagogue before Shabbat morning services. There, you are likely to find a group intently employing a time-honored method of discovering the meaning of Biblical texts. It's called Torah Study - no computer gimicks or alien wisdom needed!
According to the Bible Code, the End of Days will be caused by a collision between earth and an asteroid or, wait, in another grid by an atomic explosion, or, check this grid out, "The comet will be crumbled." Choose your doomsday or survival scenario. It's all in the Bible, somehow, somewhere, horizontal, vertical, diagonal, backwards. So many letters. So many possibilities - and no mention at all of the fact that Hebrew is a compact language. A word's meaning can be expressed in 2 or 3 "root" letters. Despite the earnest explanations of "experts," there are holes in the Bible Code theory big enough to pass a stack of Talmudic commentaries through.
For added audience appeal, the program raised the provocative question, "Who wrote the Bible code?" Was it God or possibly extraterrestrials? From the divine to the ridiculous, the Bible Code has it all.
I have three words (that I can use in a "family" blog) for the Bible Code - waste of time!
Instead of embracing an arcane approach to Biblical revelations, one need only go to a synagogue before Shabbat morning services. There, you are likely to find a group intently employing a time-honored method of discovering the meaning of Biblical texts. It's called Torah Study - no computer gimicks or alien wisdom needed!
Friday, December 24, 2010
Words of Wisdom for Shabbat - Shemot
This week's Torah Portion, Shemot, begins Sefer Shemot or the Book of Exodus. In Parshat Shemot, a cruel Pharaoh comes to power. Baby Moses is rescued from the Nile by Pharoah's daughter. When grown, Moses kills an Egyptian who is beating a Jewish slave and flees to Midian where he marries Jethro's daughter, Zipporah. God speaks to Moses from the Burning Bush, telling Moses to free the Israelites from Pharaoh's oppression. Moses and his brother, Aaron, approach Pharaoh, but Pharaoh refuses to free the Jewish slaves.
God tells Moses that God will show Pharaoh "a greater might." (Exodus 6:1)
Shemot is filled with famous events and there is no shortage of commentary, both ancient and modern. But, I prefer, in this instance, to add my own. Of all that occurs in Shemot, I was struck by the words, "A new king arose over Egypt who did not know Joseph." (Exodus 1:8). What?! Didn't know Joseph? Joseph who interpreted Pharoah's dreams? Joseph whose astute planning saved Egypt from famine and economic ruin? Joseph whose family was welcomed and honored? Didn't know that Joseph! How was such a thing possible in a society like Egypt obsessed with recording its own history? What is the Torah trying to teach us in this startling statement, presented without any background detail or explanation?
I think this statement from the beginning of Shemot serves as a reminder, a warning even, to us, the descendants of those ancient Israelites, who, like Joseph, live comfortably assimilated (or so we think) in many lands.
Even in America, land of the free, where Jews are thoroughly assimilated and contribute successfully to all facets of American life, there is always the potential for anti-semitism to arise like a "new king." We need to be as aware of the forces around us as Moses was when he realized that the burning bush was not simply dry foliage on fire, but a miracle.
I suggest that Shemot leads us to recognize that if we are knowledgeable about our Jewish history and heritage; if we maintain our Jewish values and actively participate in Jewish observance; if we support Israel, our Jewish Homeland; and above all, if we engage in the study of Torah; we need never again fear a "new" Pharaoh.
Shabbat Shalom - Rest and Renew.
God tells Moses that God will show Pharaoh "a greater might." (Exodus 6:1)
Shemot is filled with famous events and there is no shortage of commentary, both ancient and modern. But, I prefer, in this instance, to add my own. Of all that occurs in Shemot, I was struck by the words, "A new king arose over Egypt who did not know Joseph." (Exodus 1:8). What?! Didn't know Joseph? Joseph who interpreted Pharoah's dreams? Joseph whose astute planning saved Egypt from famine and economic ruin? Joseph whose family was welcomed and honored? Didn't know that Joseph! How was such a thing possible in a society like Egypt obsessed with recording its own history? What is the Torah trying to teach us in this startling statement, presented without any background detail or explanation?
I think this statement from the beginning of Shemot serves as a reminder, a warning even, to us, the descendants of those ancient Israelites, who, like Joseph, live comfortably assimilated (or so we think) in many lands.
Even in America, land of the free, where Jews are thoroughly assimilated and contribute successfully to all facets of American life, there is always the potential for anti-semitism to arise like a "new king." We need to be as aware of the forces around us as Moses was when he realized that the burning bush was not simply dry foliage on fire, but a miracle.
I suggest that Shemot leads us to recognize that if we are knowledgeable about our Jewish history and heritage; if we maintain our Jewish values and actively participate in Jewish observance; if we support Israel, our Jewish Homeland; and above all, if we engage in the study of Torah; we need never again fear a "new" Pharaoh.
Shabbat Shalom - Rest and Renew.
Thursday, December 23, 2010
People of the Kindle?
A friend came to visit recently and brought his new Kindle. It was the first time I'd seen one close-up. Our friend described the Kindle's amazing capabilities including its capacity to store 3000 books.
"It only takes a few seconds to download an entire book," he pointed out.
Could the Kindle be a metaphor for Torah?
When we stood at Mt. Sinai, did we, as a People, then and forever experience an intstantaneous Divine Download in the form of Words of Torah which Tradition describes as "black fire on white fire."
I had planned to further extend the Kindle metaphor - but...
Mastering the workings of the Kindle - a short time spent with the built-in Instruction Manual.
Learning how to study Torah - a lifetime of examining complex commentaries
The Kindle- small, sleek, lightweight, opened with the push of a few discreet buttons
The Torah Scroll - Heavy, wrapped in velvet and adorned with silver ornaments, unrolled with Blessings, sacred songs and a processional
The Kindle - repository of information from 3000 books
The Torah - repository of information from God
Yes, the metaphor was more limited than it seemed at first glance.
Awesome as the Kindle is, in the end , it's a transitory device which will inevitably be improved, upgraded, and eventually replaced by an even "smarter" gadget.
The Torah, which we received at Sinai is timeless, unchanging, yet infinitely relevant.
The Kindle - turn it on and read 3000 books.
The Torah - "Turn it and turn it again, for everything is in it."
There's simply no comparison!
"It only takes a few seconds to download an entire book," he pointed out.
Could the Kindle be a metaphor for Torah?
When we stood at Mt. Sinai, did we, as a People, then and forever experience an intstantaneous Divine Download in the form of Words of Torah which Tradition describes as "black fire on white fire."
I had planned to further extend the Kindle metaphor - but...
Mastering the workings of the Kindle - a short time spent with the built-in Instruction Manual.
Learning how to study Torah - a lifetime of examining complex commentaries
The Kindle- small, sleek, lightweight, opened with the push of a few discreet buttons
The Torah Scroll - Heavy, wrapped in velvet and adorned with silver ornaments, unrolled with Blessings, sacred songs and a processional
The Kindle - repository of information from 3000 books
The Torah - repository of information from God
Yes, the metaphor was more limited than it seemed at first glance.
Awesome as the Kindle is, in the end , it's a transitory device which will inevitably be improved, upgraded, and eventually replaced by an even "smarter" gadget.
The Torah, which we received at Sinai is timeless, unchanging, yet infinitely relevant.
The Kindle - turn it on and read 3000 books.
The Torah - "Turn it and turn it again, for everything is in it."
There's simply no comparison!
Friday, December 17, 2010
Words of Wisdom for Shabbat - Vayechi
We have now reached Vayechi, the final portion of the Book of B'reishit . Under Joseph's care, Jacob and sons are thriving in Egypt. As Jacob nears the end of his life, he blesses Joseph's sons, Ephraim and Manasseh. Jacob also blesses each of his own sons with blessings that are at once poetic and enigmatic. While their meanings may be somewhat obscure, Jacob's blessings are filled with intriguing imagery and startling characterisations of the sons.
Judaic scholar, Everett Fox, in his book, The Five Books of Moses, translates Jacob's blessing for Joseph in this way:
"Young wild-ass,
Yosef,
young wild- ass along a spring,
donkeys along a wall.
Bitterly they shot at him,
the archers assailed him,
yet firm remained his bow,
and agile stayed his arms and hands-
by means of the hands of Yaakov's Champion,
up there,
the Shepherd, the Stone of Yisrael.
By your father's God-
may he help you,
and Shaddai,
may he give-you-blessing:
Blessings of the heavens, from above,
blessings of Ocean crouching below,
blessings of breasts and womb!
May the blessings of your father transcend
the blessings of mountains eternal,
the bounds of hills without age.
May they fall upon the head of Yosef,
on the crown of the consecrated-one among his brothers."
(Genesis 49: 22-26)
Puzzling references and a very different picture of Joseph - neither the dream driven youth nor Pharaoh's protege. The Torah is full of surprises!
Everett Fox's approach to translation is fascinating and merits further examination in future posts. For this Shabbat, though, read aloud Jacob's blessing for Joseph with the intensity of expression which it deserves. What imagery! What power! What an amazing final portion in the wondrous book of B'reishit!
Chazak! Chazak! V'Nitchazeik
Shabbat Shalom - Rest and Renew
Judaic scholar, Everett Fox, in his book, The Five Books of Moses, translates Jacob's blessing for Joseph in this way:
"Young wild-ass,
Yosef,
young wild- ass along a spring,
donkeys along a wall.
Bitterly they shot at him,
the archers assailed him,
yet firm remained his bow,
and agile stayed his arms and hands-
by means of the hands of Yaakov's Champion,
up there,
the Shepherd, the Stone of Yisrael.
By your father's God-
may he help you,
and Shaddai,
may he give-you-blessing:
Blessings of the heavens, from above,
blessings of Ocean crouching below,
blessings of breasts and womb!
May the blessings of your father transcend
the blessings of mountains eternal,
the bounds of hills without age.
May they fall upon the head of Yosef,
on the crown of the consecrated-one among his brothers."
(Genesis 49: 22-26)
Puzzling references and a very different picture of Joseph - neither the dream driven youth nor Pharaoh's protege. The Torah is full of surprises!
Everett Fox's approach to translation is fascinating and merits further examination in future posts. For this Shabbat, though, read aloud Jacob's blessing for Joseph with the intensity of expression which it deserves. What imagery! What power! What an amazing final portion in the wondrous book of B'reishit!
Chazak! Chazak! V'Nitchazeik
Shabbat Shalom - Rest and Renew
Thursday, December 16, 2010
Shalom Kitah Gimel Students and Families #11
Students led the Blessings for Torah Study and cookies and zipped through the Hebrew attendance conversation, which they now know very well.
Today, we celebrated a special finale - the final Portion of the Joseph story which is also the final Portion of the Book of B'reishit (Genesis). Students used packets of information to review the Torah Portions Vayeishev, Mikeitz, Vayigash, and Va-y'chi (the Portion for this Shabbat).
Va-y'chi describes the dying Jacob's blessings for his sons and for his grandsons, Ephraim and Manasseh, the sons of Joseph. Jacob's sons bring his body back to Canaan for burial.
The final lines in Va-y'chi tell of Joseph's death at the age of 110.
After reading the very last line in Va-y'chi, students held up a Torah Commentary book (in place of a Torah Scroll). We all stood and recited the traditional phrase which we say when we have finished reading a Book of the Torah - "Chazak, chazak, v'Nitchazeik" ("Be strong, be strong, and let us grow stronger." )
Students then examined a sheet which summarized all of the Portions in B'reishit. They identified 12 thought-provoking themes in B'reishit: birth, death, family problems, Blessings, bad deeds, destruction, favoritism, slavery, dreams, sibling rivalry, traveling, and mistaken identity. These themes certainly represent a broad spectrum of human and Divine behavior!
For our modern Hebrew exercises, we practiced inserting vocabulary into various sentence patterns, with an emphasis on correctly matching subjects and verbs and nouns and adjectives.
Students received a Winter Vacation Activity packet to bring home. The packet details their vacation assignment, which requires no writing, only speaking. This activity is designed to encourage Hebrew language practice any time, anywhere. On January 4, when students complete the activity, they'll sign the sheet along with an adult family member. All directions are on the activity sheet. We also discussed the directions in class.
Students who were absent will receive their Winter Vacation Activity packet in the mail. As class ended, students were already practicing Hebrew words and phrases to use at home.
Our students have many talents. Just before going to T'fila, a student showed the class a wooden kufsa (box) and a handmade sefer (book) which he had made in his secular school art class - excellent work!
In T'fila, the Cantor led us in Prayer and song - a warm experience on a cold, dark evening. We took a few moments for silent Prayer as well. T'fila ended with a lively rendition of the peace song, Od Yavo Shalom Aleinu. The Cantor gave us a preview of coming attractions. In January, musician Todd Herzog will be an artist-in-residence at the synagogue - more details will follow in the coming weeks.
Even though there will be no Hebrew School (or Religious School) during Winter Vacation, I'll continue my blog posts on assorted topics in Jewish Education. Please drop by Jewish Educators' Village from time to time.
Have an enjoyable vacation.
L'hitraot - See you on Wednesday, January 5.
Morah Ronni
Today, we celebrated a special finale - the final Portion of the Joseph story which is also the final Portion of the Book of B'reishit (Genesis). Students used packets of information to review the Torah Portions Vayeishev, Mikeitz, Vayigash, and Va-y'chi (the Portion for this Shabbat).
Va-y'chi describes the dying Jacob's blessings for his sons and for his grandsons, Ephraim and Manasseh, the sons of Joseph. Jacob's sons bring his body back to Canaan for burial.
The final lines in Va-y'chi tell of Joseph's death at the age of 110.
After reading the very last line in Va-y'chi, students held up a Torah Commentary book (in place of a Torah Scroll). We all stood and recited the traditional phrase which we say when we have finished reading a Book of the Torah - "Chazak, chazak, v'Nitchazeik" ("Be strong, be strong, and let us grow stronger." )
Students then examined a sheet which summarized all of the Portions in B'reishit. They identified 12 thought-provoking themes in B'reishit: birth, death, family problems, Blessings, bad deeds, destruction, favoritism, slavery, dreams, sibling rivalry, traveling, and mistaken identity. These themes certainly represent a broad spectrum of human and Divine behavior!
For our modern Hebrew exercises, we practiced inserting vocabulary into various sentence patterns, with an emphasis on correctly matching subjects and verbs and nouns and adjectives.
Students received a Winter Vacation Activity packet to bring home. The packet details their vacation assignment, which requires no writing, only speaking. This activity is designed to encourage Hebrew language practice any time, anywhere. On January 4, when students complete the activity, they'll sign the sheet along with an adult family member. All directions are on the activity sheet. We also discussed the directions in class.
Students who were absent will receive their Winter Vacation Activity packet in the mail. As class ended, students were already practicing Hebrew words and phrases to use at home.
Our students have many talents. Just before going to T'fila, a student showed the class a wooden kufsa (box) and a handmade sefer (book) which he had made in his secular school art class - excellent work!
In T'fila, the Cantor led us in Prayer and song - a warm experience on a cold, dark evening. We took a few moments for silent Prayer as well. T'fila ended with a lively rendition of the peace song, Od Yavo Shalom Aleinu. The Cantor gave us a preview of coming attractions. In January, musician Todd Herzog will be an artist-in-residence at the synagogue - more details will follow in the coming weeks.
Even though there will be no Hebrew School (or Religious School) during Winter Vacation, I'll continue my blog posts on assorted topics in Jewish Education. Please drop by Jewish Educators' Village from time to time.
Have an enjoyable vacation.
L'hitraot - See you on Wednesday, January 5.
Morah Ronni
Tuesday, December 14, 2010
"Lessons and Carols" - "December Dilemma"
I had intended to write about the winter vacation activity which I've planned for my Hebrew School students. Instead, however,an experience which I had yesterday is very much on my mind. I frequently exercise at a facility which is run by a local hospital. This hospital was founded by and bears the name of a Protestant denomination, although the hospital facilities are entirely secular - usually.
Yesterday,when I entered the exercise area, I noticed on the bulletin board an invitation to join in "The Annual Lessons and Carols" which were already in progress. No problem - I've long since become accustomed to weeks of Christmas carols which, these days, seem to begin while the Halloween pumpkins are still fresh. Actually, I know most of the carols by heart from my childhood in a public school system at a time when, to suggest that Christmas should not be celebrated in a public school, was to be labelled a communist and to be subject to virulent anti-Semitism. The "Lessons" I assumed would be about staying slim during the holidays, plus some bending and stretching to the tune of "Rudolph the Red-Nosed Reindeer." Not exactly!!
As I watched, the carol singing group paused in their harmonizing. A woman wearing a perky Santa hat stepped forward and began to read the Christmas Story from the New Testament. Oh...so that's what they meant by "lessons." I was angry at first and began to mentally compose an irate letter to the Director of the facility, regarding the imposition of religion in a secular space.
At the same time, I couldn't help but look around. This exercise facility also serves as a rehab center. As such, many of those working out are elderly or disabled or both. There were smiles all around, a sense of peace and quiet enjoyment of the familiar words of Scripture. True, the songs and readings didn't reflect my religious beliefs, but were, nonetheless, comforting to the majority of those listening.
Peace, Shalom, Joy, valuable commodities in these chaotic times, whatever the source. I couldn't help but think of Joseph, the hero of the last three Torah Portions. Joseph, the Jewish boy who watched and listened and assimilated into Egyptian society. Joseph, the wise and perceptive dreamer who rose to a position of great power in a land far from his home and traditions. Joseph, who used his power to help his contentious family and, thus, to advance the evolution of the Jewish People. Perhaps, Joseph was uncomfortable with Egyptian idolatry, but he recognized the unfolding of God's Plan in very unlikely circumstances. Joseph watched and listened and learned. A worthy example to follow.
Peace on Earth - Good Will to All. Ah-la- vay!
Yesterday,when I entered the exercise area, I noticed on the bulletin board an invitation to join in "The Annual Lessons and Carols" which were already in progress. No problem - I've long since become accustomed to weeks of Christmas carols which, these days, seem to begin while the Halloween pumpkins are still fresh. Actually, I know most of the carols by heart from my childhood in a public school system at a time when, to suggest that Christmas should not be celebrated in a public school, was to be labelled a communist and to be subject to virulent anti-Semitism. The "Lessons" I assumed would be about staying slim during the holidays, plus some bending and stretching to the tune of "Rudolph the Red-Nosed Reindeer." Not exactly!!
As I watched, the carol singing group paused in their harmonizing. A woman wearing a perky Santa hat stepped forward and began to read the Christmas Story from the New Testament. Oh...so that's what they meant by "lessons." I was angry at first and began to mentally compose an irate letter to the Director of the facility, regarding the imposition of religion in a secular space.
At the same time, I couldn't help but look around. This exercise facility also serves as a rehab center. As such, many of those working out are elderly or disabled or both. There were smiles all around, a sense of peace and quiet enjoyment of the familiar words of Scripture. True, the songs and readings didn't reflect my religious beliefs, but were, nonetheless, comforting to the majority of those listening.
Peace, Shalom, Joy, valuable commodities in these chaotic times, whatever the source. I couldn't help but think of Joseph, the hero of the last three Torah Portions. Joseph, the Jewish boy who watched and listened and assimilated into Egyptian society. Joseph, the wise and perceptive dreamer who rose to a position of great power in a land far from his home and traditions. Joseph, who used his power to help his contentious family and, thus, to advance the evolution of the Jewish People. Perhaps, Joseph was uncomfortable with Egyptian idolatry, but he recognized the unfolding of God's Plan in very unlikely circumstances. Joseph watched and listened and learned. A worthy example to follow.
Peace on Earth - Good Will to All. Ah-la- vay!
Friday, December 10, 2010
Words of Wisdom for Shabbat - Vayigash
The story of Joseph which has been unfolding over the two previous Parshot reaches a dramatic climax in this week's Parsha, Vayigash. Joseph has made it appear that Benjamin is a thief and threatens to enslave Jacob's beloved youngest son. Judah eloquently pleas for Benjamin's release by recounting in detail how Benjamin came to Egypt with his brothers at Joseph's request. Judah repeats several times that should Benjamin fail to return to Canaan, Jacob will die of grief. Judah offers himself as a slave to Joseph in place of Benjamin.
Joseph is overcome with emotion. After ordering his Egyptian attendants to leave the room, Joseph gives a loud wail and reveals his true identity to his brothers. The brothers stand speechless and fearful. Joseph calms his brothers by telling them that their selling him into slavery was all part of God's plan "to assure your survival in the land, and to keep you alive for a great deliverance." (Gen 45:7)*
Joseph instructs his brothers to bring Jacob back along with his whole family and his flocks to settle in the best land in Egypt. With this, Joseph and his brothers tearfully reunite.
End of scene. The orchestral theme rises in crescendo. Close-up of Joseph tearfully embracing first Benjamin, then the brothers. Cut! That's a wrap!
The Joseph story is certainly a high point in Torah Theatre and has inspired numerous commentaries.
Harvey J. Fields in his book, A Torah Commentary For Our Times, offers, among the commentaries on Vayigash, the following:
Judah's offer
With Judah's selfless offer of himself as a substitute for Benjamin, Joseph finally had irrefutable proof of change in his brothers' old attitudes. Judah exemplified their devotion to Jacob, their love for Benjamin, and their sincere repentance for their crime against Joseph himself." Convinced of their love, Joseph reveals himself to them. [Nachmanides] (Meir Zlotowitz, trans., Bereishis, Vol. VI, Art Scroll Tanach Series, New Mesorah Publications Ltd., 1981, p.1958)
Good out of evil
Rabbi Samson Raphael Hirsch comments: "Joseph repeatedly points out to his brothers how this whole chain of events clearly stands out as Divine Management. . . .The great Master of the world achieves everything from the smallest beginnings. . . .God it is who brings everything to service. Without knowing it and without wishing it, folly and sin are also used to serve God's ends." (On Genesis 45:11)
* From The Torah - A Modern Commentary Revised Edition, General Editor, W. Gunther Plaut, published by the Union for Reform Judaism
Shabbat Shalom - Rest and Renew
Joseph is overcome with emotion. After ordering his Egyptian attendants to leave the room, Joseph gives a loud wail and reveals his true identity to his brothers. The brothers stand speechless and fearful. Joseph calms his brothers by telling them that their selling him into slavery was all part of God's plan "to assure your survival in the land, and to keep you alive for a great deliverance." (Gen 45:7)*
Joseph instructs his brothers to bring Jacob back along with his whole family and his flocks to settle in the best land in Egypt. With this, Joseph and his brothers tearfully reunite.
End of scene. The orchestral theme rises in crescendo. Close-up of Joseph tearfully embracing first Benjamin, then the brothers. Cut! That's a wrap!
The Joseph story is certainly a high point in Torah Theatre and has inspired numerous commentaries.
Harvey J. Fields in his book, A Torah Commentary For Our Times, offers, among the commentaries on Vayigash, the following:
Judah's offer
With Judah's selfless offer of himself as a substitute for Benjamin, Joseph finally had irrefutable proof of change in his brothers' old attitudes. Judah exemplified their devotion to Jacob, their love for Benjamin, and their sincere repentance for their crime against Joseph himself." Convinced of their love, Joseph reveals himself to them. [Nachmanides] (Meir Zlotowitz, trans., Bereishis, Vol. VI, Art Scroll Tanach Series, New Mesorah Publications Ltd., 1981, p.1958)
Good out of evil
Rabbi Samson Raphael Hirsch comments: "Joseph repeatedly points out to his brothers how this whole chain of events clearly stands out as Divine Management. . . .The great Master of the world achieves everything from the smallest beginnings. . . .God it is who brings everything to service. Without knowing it and without wishing it, folly and sin are also used to serve God's ends." (On Genesis 45:11)
* From The Torah - A Modern Commentary Revised Edition, General Editor, W. Gunther Plaut, published by the Union for Reform Judaism
Shabbat Shalom - Rest and Renew
Thursday, December 9, 2010
Shalom Kitah Gimel Students and Families #10
Today we celebrated the eighth night of Hanukkah and the first day of the Hebrew month of Tevet. After a student led the Blessings for Torah Study and cookies, we used Hanukkah vocabulary to practice the Hebrew language patterns which translate as "I want," "Here is," and "I have."
In our textb00k, Shalom Ivrit, we reviewed the first story in Chapter 4 which tells about a mishpacha (family) and who is gadol (big) and katan (little). Then we applied these words to things (and people) in our kitah (classroom). As we practice language patterns, students are encouraged to create their own original sentences.
In the middle of our language activities, a student noticed an absolutely spectacular sunset! We all rushed to the window to admire one of God's beautiful gifts.
"This is a good way to end Hanukkah," a student commented.
In the spirit of Hanukkah, one student made a hairband decorated with dreidels and a Hanukkah candle and another designed a Hanukkiah which is displayed in the classroom. Even though Hanukkah is ending, students are still invited to bring in original Hanukkiah (menorah) designs (one of the activities in the Hanukkah packet they received last week.)
As we haven't had a chance to discuss the Torah Portions of the last few weeks, we read summaries of those Portions, Va-Yeshev and Miketz. Joseph's dreams; the coat of many colors; the brothers' treachery; Joseph's enslavement, imprisonment, and rise to power in Egypt; the brothers begging for food from an Egyptian official whom they don't recognize as the brother they'd once hated and betrayed - quite a dramatic tale! How will it all end? We'll find out next week as we complete the Joseph saga with the final two Portions in the Book of B'reishit.
T'fila was held in the synagogue foyer where we gathered in a circle around the large Hanukkiah. The Rabbi and the Cantor led students, parents, and teachers in blessing the Hanukkah lights and in singing Maoz Tzur ("Rock of Ages.")
In the coming week, students are asked to review their Hebrew vocabulary cards and to use at least three of their Hebrew words in everyday conversation.
Every student received a transliteration sheet for all the Hebrew vocabulary in Chapter 4 of our textbook. The transliteration sheet is for the convenience of family members who may not be familiar with Hebrew, but who would like to help their students review.
Reviewing vocabulary at home is an important factor in each student's progress.
Happy Hanukkah,
L'hitraot - see you soon,
Morah Ronni
In our textb00k, Shalom Ivrit, we reviewed the first story in Chapter 4 which tells about a mishpacha (family) and who is gadol (big) and katan (little). Then we applied these words to things (and people) in our kitah (classroom). As we practice language patterns, students are encouraged to create their own original sentences.
In the middle of our language activities, a student noticed an absolutely spectacular sunset! We all rushed to the window to admire one of God's beautiful gifts.
"This is a good way to end Hanukkah," a student commented.
In the spirit of Hanukkah, one student made a hairband decorated with dreidels and a Hanukkah candle and another designed a Hanukkiah which is displayed in the classroom. Even though Hanukkah is ending, students are still invited to bring in original Hanukkiah (menorah) designs (one of the activities in the Hanukkah packet they received last week.)
As we haven't had a chance to discuss the Torah Portions of the last few weeks, we read summaries of those Portions, Va-Yeshev and Miketz. Joseph's dreams; the coat of many colors; the brothers' treachery; Joseph's enslavement, imprisonment, and rise to power in Egypt; the brothers begging for food from an Egyptian official whom they don't recognize as the brother they'd once hated and betrayed - quite a dramatic tale! How will it all end? We'll find out next week as we complete the Joseph saga with the final two Portions in the Book of B'reishit.
T'fila was held in the synagogue foyer where we gathered in a circle around the large Hanukkiah. The Rabbi and the Cantor led students, parents, and teachers in blessing the Hanukkah lights and in singing Maoz Tzur ("Rock of Ages.")
In the coming week, students are asked to review their Hebrew vocabulary cards and to use at least three of their Hebrew words in everyday conversation.
Every student received a transliteration sheet for all the Hebrew vocabulary in Chapter 4 of our textbook. The transliteration sheet is for the convenience of family members who may not be familiar with Hebrew, but who would like to help their students review.
Reviewing vocabulary at home is an important factor in each student's progress.
Happy Hanukkah,
L'hitraot - see you soon,
Morah Ronni
Tuesday, December 7, 2010
Creating Community in the Classroom and Beyond
I recently attended a wonderful faculty meeting. That might sound like an oxymoron, but this meeting was really informative, stimulating, - and fun!
As one of the activities, we were given a sheet detailing ways of "Creating Community in Learning Environments." We were asked to discuss how we might apply the concepts presented on the sheet to our classrooms. In other words, what are we doing in our classrooms to make the Religious School environment welcoming, supportive, and personally relevant to students and their families?
In the course of the discussion, the Director of Life Long Learning shared with us that when Religious School families were surveyed regarding their expectations of Religious School, the majority indicated as priorities, that they wanted their children to feel comfortable, to feel safe, and to have the opportunity to make Jewish friends.
What a powerful message! As we teachers plan curricular content which enables our students to acquire Judaic knowledge and to develop Hebrew language skills, we must also be mindful of the context, and emphatically model Jewish values in all our classroom endeavors.
The positive feelings toward Jewish Education that we inspire in our Religious School students will significantly shape their involvement in life long Jewish learning far into the future. As students mature and engage in many areas of interest, they may forget the details of building a Sukkah or the message of Jeremiah or the pronunciation of a kamatz katan. However, there's a good chance they'll remember feeling valued, welcome, and successful in our Religious School classrooms and will continue to grow and learn as active participants in Jewish life at home, in the synagogue, and in the wider Jewish world.
As one of the activities, we were given a sheet detailing ways of "Creating Community in Learning Environments." We were asked to discuss how we might apply the concepts presented on the sheet to our classrooms. In other words, what are we doing in our classrooms to make the Religious School environment welcoming, supportive, and personally relevant to students and their families?
In the course of the discussion, the Director of Life Long Learning shared with us that when Religious School families were surveyed regarding their expectations of Religious School, the majority indicated as priorities, that they wanted their children to feel comfortable, to feel safe, and to have the opportunity to make Jewish friends.
What a powerful message! As we teachers plan curricular content which enables our students to acquire Judaic knowledge and to develop Hebrew language skills, we must also be mindful of the context, and emphatically model Jewish values in all our classroom endeavors.
The positive feelings toward Jewish Education that we inspire in our Religious School students will significantly shape their involvement in life long Jewish learning far into the future. As students mature and engage in many areas of interest, they may forget the details of building a Sukkah or the message of Jeremiah or the pronunciation of a kamatz katan. However, there's a good chance they'll remember feeling valued, welcome, and successful in our Religious School classrooms and will continue to grow and learn as active participants in Jewish life at home, in the synagogue, and in the wider Jewish world.
Friday, December 3, 2010
Words of Wisdom - Miketz
This week's Torah Portion, Miketz, continues the saga of Joseph. There are more dreams, more familial distress, and a hefty dose of deception. Joseph is released from prison to interpret Pharaoh's dreams. Based on the dream imagery, Joseph predicts that Egypt will have seven years of plenty followed by seven years of famine. He advises Pharaoh to store food during the good years, so that there will be food during the lean years. Pharaoh puts Joseph in charge of his land and its resources.
Famine strikes the land of Canaan where Jacob and his remaining sons live. Jacob sends ten of his sons to Egypt to seek food. Benjamin, the youngest son, remains behind.
In Egypt, the brothers request food from a powerful Egyptian whom they fail to recognize as their brother, Joseph. Joseph chooses not to reveal his identity and manipulates the situation so that Simeon is jailed as a "spy." Joseph will only free Simeon when the brothers return with Benjamin.
Despite Jacob's pleas to leave Benjamin at home, the brothers return with Benjamin to Egypt where - Joseph makes it appear that Benjamin has stolen a wine cup. Joseph, whom the brothers still believe to be a powerful Egyptian, tells them that he intends to keep Benjamin as a - gasp!- slave, while the other brothers return to Jacob in Canaan.
In The Torah - A Women's Commentary, Suzanne Singer's reflections on Miketz suggest:
"This parashah ends mid-action, leaving us to wonder: Will Joseph really enslave Benjamin? How will the brothers respond? Will Joseph reveal his true identity? The answers are not clear - because neither Joseph's motivation for putting his brothers through this ordeal, nor their commitment to ethical behavior, are fully actualized until the next parashah. Perhaps the Rabbis broke off the story here to suggest that our choices are moment-to-moment decisions, the path never certain until the time comes to act. This cliff-hanger ending is also a signal of hope, because *t'shuvah is always open to us."
*T'shuvah, according to Singer means "'return' - to the right path."
Shabbat Shalom - Rest and Renew
Famine strikes the land of Canaan where Jacob and his remaining sons live. Jacob sends ten of his sons to Egypt to seek food. Benjamin, the youngest son, remains behind.
In Egypt, the brothers request food from a powerful Egyptian whom they fail to recognize as their brother, Joseph. Joseph chooses not to reveal his identity and manipulates the situation so that Simeon is jailed as a "spy." Joseph will only free Simeon when the brothers return with Benjamin.
Despite Jacob's pleas to leave Benjamin at home, the brothers return with Benjamin to Egypt where - Joseph makes it appear that Benjamin has stolen a wine cup. Joseph, whom the brothers still believe to be a powerful Egyptian, tells them that he intends to keep Benjamin as a - gasp!- slave, while the other brothers return to Jacob in Canaan.
In The Torah - A Women's Commentary, Suzanne Singer's reflections on Miketz suggest:
"This parashah ends mid-action, leaving us to wonder: Will Joseph really enslave Benjamin? How will the brothers respond? Will Joseph reveal his true identity? The answers are not clear - because neither Joseph's motivation for putting his brothers through this ordeal, nor their commitment to ethical behavior, are fully actualized until the next parashah. Perhaps the Rabbis broke off the story here to suggest that our choices are moment-to-moment decisions, the path never certain until the time comes to act. This cliff-hanger ending is also a signal of hope, because *t'shuvah is always open to us."
*T'shuvah, according to Singer means "'return' - to the right path."
Shabbat Shalom - Rest and Renew
Thursday, December 2, 2010
Shalom Kitah Gimel Students and Families #9
Chag Hanukkah Sameach! Happy Hanukkah!
How wonderful that the first night of Hanukkah falls, this year, on a Hebrew School day. We celebrated and practiced our Hebrew. After saying the Blessings for Torah Study and cookies, we played a game called, Eifo Ha S'vivonim? (Where are the dreidels?) Students were given two minutes to search the classroom for s'vivonim pictures that were well hidden in the wall displays and other spots. Everyone was a winner and had a chance to say, "Yeish li s'vivon." ("I have a dreidel.")
In preparation for the first Hanukkah candlelighting, students received a packet of Hanukkah materials which included three Blessings - two of which are said each night of Hanukkah and a third which is said only on the first night. We recited the Blessings over several Hanukkiot (menorahs) and discussed their meanings.
While munching on sweet treats and sipping juice drinks, students completed an exercise in the packet designed to review Hebrew Hanukkah vocabulary.
The Hanukkah packet, which students are bringing home, also includes a Hanukkah word search game (in Hebrew), a Hanukkiah (menorah) design page, and directions for playing the Dreidel Game. Students are invited to bring their Hanukkiah designs back to class next Wednesday and we'll display them in the classroom.
Although we are currently studying Chapter 4 in our textbook, Shalom Ivrit, students were challenged to read and understand the first pages of Chapter 7 which tell about a family celebrating Hanukkah. We practiced the new Hebrew vocabulary and language patterns together. Students were able to incorporate several new language concepts into the material with which they were already familiar.
In the final minutes of class, we had a mass s'vivon spinning. A student had brought in s'vivonim (dreidels) and I also brought my collection of Israeli s'vivonim. We all enjoyed watching the s'vivonim not only spin, but sparkle, wiggle, and flip!
Following T'fila, students, teachers, and families gathered with the Rabbi in the foyer to light the synagogue Hanukkiah, recite the Blessings and sing Hanukkah songs.
Have a bright and festive eight days and nights of Hanukkah.
L'hitraot - See you soon,
Morah Ronni
How wonderful that the first night of Hanukkah falls, this year, on a Hebrew School day. We celebrated and practiced our Hebrew. After saying the Blessings for Torah Study and cookies, we played a game called, Eifo Ha S'vivonim? (Where are the dreidels?) Students were given two minutes to search the classroom for s'vivonim pictures that were well hidden in the wall displays and other spots. Everyone was a winner and had a chance to say, "Yeish li s'vivon." ("I have a dreidel.")
In preparation for the first Hanukkah candlelighting, students received a packet of Hanukkah materials which included three Blessings - two of which are said each night of Hanukkah and a third which is said only on the first night. We recited the Blessings over several Hanukkiot (menorahs) and discussed their meanings.
While munching on sweet treats and sipping juice drinks, students completed an exercise in the packet designed to review Hebrew Hanukkah vocabulary.
The Hanukkah packet, which students are bringing home, also includes a Hanukkah word search game (in Hebrew), a Hanukkiah (menorah) design page, and directions for playing the Dreidel Game. Students are invited to bring their Hanukkiah designs back to class next Wednesday and we'll display them in the classroom.
Although we are currently studying Chapter 4 in our textbook, Shalom Ivrit, students were challenged to read and understand the first pages of Chapter 7 which tell about a family celebrating Hanukkah. We practiced the new Hebrew vocabulary and language patterns together. Students were able to incorporate several new language concepts into the material with which they were already familiar.
In the final minutes of class, we had a mass s'vivon spinning. A student had brought in s'vivonim (dreidels) and I also brought my collection of Israeli s'vivonim. We all enjoyed watching the s'vivonim not only spin, but sparkle, wiggle, and flip!
Following T'fila, students, teachers, and families gathered with the Rabbi in the foyer to light the synagogue Hanukkiah, recite the Blessings and sing Hanukkah songs.
Have a bright and festive eight days and nights of Hanukkah.
L'hitraot - See you soon,
Morah Ronni
Wednesday, December 1, 2010
Family Shield Project - A Hanukkah Highlight
HAPPYTHANKSGIVINGHAPPYHANUKKAH - one holiday following on the heels of another. But, the Early Childhood Center at the synagogue where I teach is ready! Turkeys have been replaced by a splendid display of dreidel shaped "Family Shields."
Each ECC family received a large piece of posterboard with the outline of a dreidel drawn on it. Attached to the posterboard was the following note:
"Dear ECC Families,
Here is your "Family Shield." Decorate it any way you'd like - be creative- and then cut it out and return it to school with your child. The class with the most participation will get a treat!
Have fun and Happy Hanukkah...
from, Dale and the entire ECC faculty"
The results are spectacular! Photos, crayon and marker drawings, painted designs, cut-out shapes, pictures from books and magazines, tissue paper, cotton balls, hand prints, stickers, and glitter are among the materials which the families used to decorate their shields. From tennis rackets to Tinkerbelle; from menorahs to Magen Davids; from The Cat in the Hat to a Guatamalen Quetzal bird - the images on the Family shields express each family's unique spirit and creativity.
The Family Shield project is truly a keeper. Not only will the Shields be kept up on playroom (or even livingroom) walls long after Hanukkah, but families will always keep among their special Holiday memories, "The Hanukkah when you were little and we made our Family Shield."
Dale Cooperman, Coordinator of the Early Childhood Center, created the Family Shields project. Dale is co-author (with Idie Benjamin) of the "Drops of Honey" early childhood materials published by Torah Aura Productions www.torahaura.com
Each ECC family received a large piece of posterboard with the outline of a dreidel drawn on it. Attached to the posterboard was the following note:
"Dear ECC Families,
Here is your "Family Shield." Decorate it any way you'd like - be creative- and then cut it out and return it to school with your child. The class with the most participation will get a treat!
Have fun and Happy Hanukkah...
from, Dale and the entire ECC faculty"
The results are spectacular! Photos, crayon and marker drawings, painted designs, cut-out shapes, pictures from books and magazines, tissue paper, cotton balls, hand prints, stickers, and glitter are among the materials which the families used to decorate their shields. From tennis rackets to Tinkerbelle; from menorahs to Magen Davids; from The Cat in the Hat to a Guatamalen Quetzal bird - the images on the Family shields express each family's unique spirit and creativity.
The Family Shield project is truly a keeper. Not only will the Shields be kept up on playroom (or even livingroom) walls long after Hanukkah, but families will always keep among their special Holiday memories, "The Hanukkah when you were little and we made our Family Shield."
Dale Cooperman, Coordinator of the Early Childhood Center, created the Family Shields project. Dale is co-author (with Idie Benjamin) of the "Drops of Honey" early childhood materials published by Torah Aura Productions www.torahaura.com
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