Jack, Joseph and Morton Mandel Center for Studies in Jewish Education

In reflecting on the Mandel Fellow seminars, I realize that a few core beliefs drive my teaching style. I have learned that one of my biggest strengths as an educator is the ability to naturally model Jewish values. As I think about modeling Jewish values, three seminars stood out to me.

Teaching about G-d. During this seminar, we were presented with theological statements and asked to choose the ones we agreed with to begin to articulate our own understanding of God. I struggled to put an abstract topic, such as God, into a concrete box. It is important to create environments in which students can explore Jewish values and practices and construct their own meanings of different Jewish concepts, especially God. I value creating spaces where students can connect to Judaism in ways that they find meaningful.

Integrating Learning Styles. This seminar reinforced my belief that it is important to meet students where they are. This means getting to know my students and their learning styles, and taking this information to develop lessons that include visual, auditory, and kinesthetic components. I value building relationships with my students as individuals and accounting for diverse learning styles.

Ritual Objects. This seminar reminded me that it is important to take into account students’ lived experiences: some students come with extensive backgrounds in Judaism and some with none. This seminar strengthened my desire to use hands-on, interactive activities when teaching Jewish concepts. Having real ritual objects gives students the opportunity to use their five senses to explore Jewish rituals. The more senses students use, the more engaged they will be and the more memorable the learning experience. I value teaching with as much authenticity as possible; using actual Judaica is one way to do this.

Finally, the seminars reinforced my identity as a Jew in the more cultural and communal sense. I connected most with the seminar topics when we discussed them together, as I felt that these discussions fostered a strong sense of community. It was enlightening to discuss as a group; we all have different perspectives and environments that we come from, thus we all have something new and unique to add.

What does it mean to be a teacher? With no formal training, I have gained significant insights into teaching children in real-time. I have always loved teaching, especially back at MetroWest Jewish Day School where I was eager to assist my teachers in explanations, and my classmates in their work. During my first year of teaching, I had a co-teacher. The experience of collaborating with another educator to create a meaningful learning environment was irreplaceable. I bring that collaboration aspect into my teaching now, and I love that Jewish education encourages asking questions, being critical, and incorporating other perspectives into our own. 

During the seminar when we discussed exploring G-d with our students I was in awe of the privilege we have to grapple with and share huge questions with children. The framework of taking different ideas of G-d to construct a unique idea of G-d helped me overcome a fear of imparting my biases onto my students with something so personal. It also led to an incredible class conversation about faith and morality.

Additionally, incorporating many different kinds of learning with the audio/visual/kinetic activity, as well as thinking about multiple intelligences has helped me diversify and effectively adapt to my classroom. Once I realized most of my lesson components are audiovisual I incorporated at least one learning game into my lessons. I had great success reviewing vocabulary with games like around the world, and another where students face off to find the definition on the whiteboard. I can push students to really engage with material much more effectively now that I’ve identified how they learn best.

 This experience has been incredible. It has been amazing to get to know our group and hear all of their amazing ideas and insights. This fellowship did not only teach me how to teach better, though that is part of it, it has been an opportunity to really reflect on how I engage with all people and what it really means to be a teacher. I am ecstatic about my future as an educator, and I will use the skills I learned in this fellowship for many years to come.

Before experiencing this program, I was most unsure how to get my lesson across to each student. During the year, we covered approaching Jewish texts in ways that met a range of reading comprehension levels; we learned about using ritual items to teach multisensory learning; and the ways to include visual, auditory, and kinesthetic learning styles. We discussed ways that the classroom setting can be a tool for students to connect with the Jewish experience beyond the lesson content, especially when their minds are wandering elsewhere. 

Creating a safe, accessible classroom environment allows for each individual to feel personal safety among their peers while exploring their Jewish spirituality. Before this fellowship, I had pushed off exploring my own spiritual connection and faith in G-d. This fellowship pushed me to bridge my Jewish spirituality to the values and morals I teach. It did not occur to me that my students would notice a disconnect between my lessons and my Jewish observance. 

Throughout the year we were reminded that Jewish education is an ongoing conversation. We are not expected to show up with all of the answers; we can learn from our students too and expand the lesson together. 

What do you know about supplementary Jewish education and yourself as a Jewish educator that you did not know before?

I am a Jew.
I am a hiker.
I am a cook.
I am a dancer.
I am an activist.
I am a gardener.
I am a learner.
I am a teacher.
I am a painter.
I am a foodie.
I am a questioner.
I am a reader.
I am my past.
I am my present.
I am my future.
I am myself.
I am my students.
I am my educators.
I am a human.
I am a multifaceted individual.

As someone who has the ultimate honor and privilege of creating joyful Jewish experiences for students, I believe it is essential to celebrate individuals and all that make people who they are. We must empower individuals to bring their whole selves to their Jewish education. This ensures students feel seen in their Jewish education.

As I reflect on my transformation as an educator through this fellowship, I am most thankful for the opportunity to be part of a vibrant community of teachers who are passionate about creating enriching Jewish experiences for students. I have a firmer grasp on the importance of creating individual learning moments tailored to each student that are collectively part of the larger communal learning experience. My conversations with the other fellows have inspired me to reflect on my why for Jewish education.

My why: I believe Jewish education empowers individuals to seek deep connections in the world, connect individuals through powerful experiences, and develop a thoughtful values system. Throughout this year, I have created learning moments centered around my students’ passion for the environment that allowed them to investigate the role they want to play in fighting climate change using Jewish ideology.

From forcing myself to talk about G-d in an education setting to incorporating ritual items into multiple learning experiences to thinking about who is being centered in Jewish education, this seminar has awakened me to the ways in which I can create vibrant Jewish education experiences for my students.

Dear Past Yonah, 

Remember, being a Jewish educator is fun. Most of your previous Jewish educator experience has been as a counselor, and you've thrived. Your energy and enthusiasm have allowed children to be engaged and interested in both the way you act and what you tell them. 

Moving into being a classroom educator will not be easy, here are some tips and tricks I've learned in the Mandel Fellowship that might be helpful. 

First, students learn differently, and that is okay. No specific lesson or activity will cater to all of your students but understanding the importance of diverse learning styles is essential. Some of your students will be auditory learners, some visual, some kinesthetic, and many a combination of these. When creating a lesson plan, think about which type of learners it will be suitable for, and be sure that there are parts of the lesson that appeal to all types of learners.

Second, the environment you create is the most important part of your classroom. You want your students to be engaged; make your lesson engaging. You want your students to be friends; let them talk to each other. Facilitate conversations that make them think, interact, and even argue with their peers. Judaism has a lot of opinions; guide your students and let them create their own. 

Finally, make sure Hebrew school is fun. Use your energy so that the students jump out of bed on Sunday morning excited to engage with their peers, madrichim, and teachers on the next Jewish topic. Help them remember the great times they've had in a Jewish context and help them build only positive associations with G-d, temple, Judaism, and Jewish education. 

Good luck, 
Future Yonah