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.

The Comprehensive Exercise: Positive Assessment

Last week, my Hebrew School students completed a "Comprehensive Exercise" on the first three chapters of our modern Hebrew textbook. "Comprehensive Exercise" - a rather ponderously vague phrase. Why not just say "test" or "exam"? Actually, I came up with "Comprehensive Exercise" in order to avoid using the words "test" or "exam." Taking a test implies the possibility of passing or failing, and that doesn't fit in with the concept of life long learning on which my Religious School's educational program (and my own view of Jewish Education) is based.

No student should ever be burdened with the notion that he/she failed Hebrew (or Prayers or Jewish History for that matter).
"No, I'm not interested in any Israel programs. I failed Hebrew." That's not what I as a Jewish Educator ever want to hear. Better to use a positive, non-threatening approach which leads a student to believe, "I know some Hebrew words and phrases and can learn lots more by spending time in Israel."

Life long Jewish learning suggests a process of skill development and increasing understanding over time. Over-emphasis on grading and assessment in the Hebrew School years can have a negative impact on a student's desire to engage in future Jewish learning.

I recognize the challenge for the teacher of providing a professional, meaningful program in a way that makes each student feel successful in their Jewish education. We strive to foster excellence, while encouraging improvement and offering support. Sometimes, it's simply a matter of substituting "Comprehensive Exercise" for "test."

So, how did my students "do" on the Comprehensive Exercise? Well, they had mastered some words and need more practice on others. In this week's class, I'm giving each student a card with a list of words they need to review at home. Those with longer lists will see that they need to put extra effort into their weekly home assignment.

In class, I'll re-teach, repeat, and offer students more practice saying the words and phrases they didn't remember. One word that caused many errors was "matana" ("gift). I plan to give each table of students a gift-wrapped bunch of lolly-pops. They'll have a chance to say, "Todah la'matana." ("Thank you for the gift.') and "Hinei matana." ("Here is a gift.") and "L'shulchan aleph yeish matana." ("Table aleph has a gift."), etc.
Sometimes life long learning is better served by a treat than a test grade!

In the grand scheme of Jewish learning, the Exodus from Egypt was a Test.
Matching up a few Hebrew and English words and translating some Hebrew sentences - that's a Comprehensive Exercise.