Today we had Hebrew School and we covered a little bit of Aleph, bet... we worked on Shin, Tuv, and Bet and while Nathan semi-knew the letters and sounds, Charlie did not but he did amazing with these letters and read his first two Hebrew words: Shabbat and Bat (daughter). He was so proud of himself and Nathan clearly needed the review and helping Charlie along was a perfect opportunity for that!
We discussed Shabbat today and went onto the "Lighting" of Shabbat (still working off of that play/show theme where we initially discussed the "overture"). In discussing the lighting, I was asked a lot of questions-- some of which I had to look up and get back to Nathan on:
1. Why do we bring our hands to our eyes 3 times when lighting the Shabbat candles -- I was able to explain about going from "darkness to light" in bringing the candles into our souls starting shabbat but no where have I been able to find out why 3 times? If anyone knows, an answer would be great!!!
2. Why do women light the candles? -- because women set the foundation for the home, according to chabad.org and this is why they have the opportunity to usher shabbat into the home
We talked about the mitzvah of inviting someone into your home, in particular for Shabbat and we read Tefillat Habayit (prayer for the home). Then each boy wrote their own prayer for our home which I will print out and laminate to read at our Shabbat table:
Nathan's blessing: May this home be shared with others, loved, have peace and be welcomed by Shabbat. Charlie's blessing: May the people int his home be good and healthy.
We ended Hebrew with a Rosh Hashannah Video that Talli sent me that goes to one of the boys' favorite songs: http://www.youtube.com/watch?v=T_M5-qthA8w&feature=player_detailpage
This will set the tone for our unit on Rosh Hashannah that begins this weekend!
Wednesday, September 21, 2011
Tikkun Olam
So, I had been waiting for the "perfect" moment to present the boys with an unbelievable letter written to them by the mayor of Hamamatsu, Japan (where a significant portion of the money they raised at the Spaghetti dinner went). We began our last Hebrew School session with discussion of Tikkun Olam and the idea of repairing the world. I provided them with a visual of a broken glass that we must put back together-- or a broken and fragmented globe that is awaiting our "work" of finding different pieces and making them fit and ultimately gluing them back together to great one whole. I told them that is our goal as Jewish people in this world to try hard to put back together a "broken but beautiful" world.
I asked the boys if they have ever tried to "repair" the world or something that happened in this world and they both immediately said "our spaghetti dinners, right?" We talked about the spaghetti dinner and then Charlie asked why we had to discuss it for so long-- a perfect question to bring back to our last Hebrew School lesson on reflection. So, we discussed reflecting on different things we do and have done and talked to the boys about the likelihood of them doing more good things if they take time to reflect on the good they have already done; likewise if they do something "not so good" and reflect on it, they are more likely not to do that same thing again. So the gift of reflection became noted once again.
I then read the boys the letter from the mayor of Hamamatsu, a most gracious letter that incidentally tells the boys that from across the ocean, they are trying to make the world a better place and how special that is.
We (Phil and I and the boys) talked for a very long time about the spaghetti dinner, reflection, and this notion of Tikkun Olam-- We talked about how sometimes problems seem really big and we feel really small and unable to fix the problems. I did a visualization exercise with the boys where I told them to imagine them living somewhere where they don't have food for many days and are so hungry and so are lots of people around them... and then one little boy walks by and gives each of them a sandwich, and the boy didn't have any more than what he gave them-- did that sandwich make a difference to them? Both boys were adamant that YES those sandwiches made a HUGE difference to them. So, they were then reminded (or taught) of the value of even doing the little things we can-- because every little bit does make a difference... to someone....
A start to our Tikkun Olam unit and a beautiful start to some incredible dialogue.....
I asked the boys if they have ever tried to "repair" the world or something that happened in this world and they both immediately said "our spaghetti dinners, right?" We talked about the spaghetti dinner and then Charlie asked why we had to discuss it for so long-- a perfect question to bring back to our last Hebrew School lesson on reflection. So, we discussed reflecting on different things we do and have done and talked to the boys about the likelihood of them doing more good things if they take time to reflect on the good they have already done; likewise if they do something "not so good" and reflect on it, they are more likely not to do that same thing again. So the gift of reflection became noted once again.
I then read the boys the letter from the mayor of Hamamatsu, a most gracious letter that incidentally tells the boys that from across the ocean, they are trying to make the world a better place and how special that is.
We (Phil and I and the boys) talked for a very long time about the spaghetti dinner, reflection, and this notion of Tikkun Olam-- We talked about how sometimes problems seem really big and we feel really small and unable to fix the problems. I did a visualization exercise with the boys where I told them to imagine them living somewhere where they don't have food for many days and are so hungry and so are lots of people around them... and then one little boy walks by and gives each of them a sandwich, and the boy didn't have any more than what he gave them-- did that sandwich make a difference to them? Both boys were adamant that YES those sandwiches made a HUGE difference to them. So, they were then reminded (or taught) of the value of even doing the little things we can-- because every little bit does make a difference... to someone....
A start to our Tikkun Olam unit and a beautiful start to some incredible dialogue.....
Friday, September 16, 2011
Self Reflection....
Our first "during the week" Hebrew School lesson occured on Wednesday night, and what a night it proved to be. We began by reviewing our class pledge and going over our Hebrew words for different colors... but, our topic for the night was Reflection.
We began our night by taking a fun quiz that I found online that asked the kids what they would do in different situations -- the different answers varied in terms of whether they would respond to the different situations with words and artistically (Kaleidoscope), by responding through thinking of their own personal experiences (Mirror), or whether they tend to think of the natural universe (binoculars) and where the event falls within the greater context of life. I talked about the difference in what we would see if looking into a mirror, kaleidoscope, or binoculars and explained that all Jewish prayer could fall within one of these three categories.
Tonight, however, we were focusing on reflection. Both boys then got up and spent some time (as I suggested) looking at themselves in a mirror. We then began to discuss and collectively define reflection. Nathan said: a mirror is an exact copy but a lake lets you see a beautiful picture of you if you look into it, but the sun has to be shining.
They both drew on their wipe boards how they would define reflection and Nathan proceeded to draw a picture of someone looking at themself in the water (the reflection, interestingly, was much more detailed and beautiful than the person looking into the water-- need Bruce Gilberg or some other amazing guru in child development to analyze that for me!!!), Charlie drew a sun and a diamond with sparkles reflecting and radiating off the edge of the wipe board and right onto the table (yikes!).
We discussed the importance of reflection and then talked about other types of reflection and the boys knew that 'to reflect' meant to think about things. I helped guide the conversation to self reflection and why this might be important. Charlie then said: when we act, the way other people act back to us can reflect us. EXACTLY!!! So, we talked about ways our behaviors and moods are often reflected in the ways others interact or respond to us.
Buillding off of this theme of reflection, we cut out the Modeh Ani prayer that one is to recite upon first waking in the morning. Luckily, both boys sort of knew the prayer which made teaching it that much easier. We had a discussion about why we need sleep: to rejuvinate ourselves, to get the most out of the next day, to rest, to give our eyes a break. We then talked about how each night, we believe a portion of our soul goes to "be with hashem" and we awake and sing Modeh Ani, to say thank for you giving us that part of our soul back to us and ready for a brand new day.
Though this doesn't sound like "much", the conversation was incredible and watching the boys think on this type of level was truly wonderful for me, as a mother (and as a teacher).
Perhaps the best part of all of this, was this morning at 4am when Phil awoke to catch a flight to DC and Nathan must have heard him, Nathan comes running into my room singing at the top of his lungs "modeh Ani"-- I said "Nathan, it is still the middle of the night, go back to bed" and he said "Mom, you told me that I am supposed to sing this RIGHT when I wake up and my eyes open in the morning." So, in my half awake state, I tried to sing it with him, he proceeded to fall right back to sleep, as did I but not before a huge smile came across my face.
We began our night by taking a fun quiz that I found online that asked the kids what they would do in different situations -- the different answers varied in terms of whether they would respond to the different situations with words and artistically (Kaleidoscope), by responding through thinking of their own personal experiences (Mirror), or whether they tend to think of the natural universe (binoculars) and where the event falls within the greater context of life. I talked about the difference in what we would see if looking into a mirror, kaleidoscope, or binoculars and explained that all Jewish prayer could fall within one of these three categories.
Tonight, however, we were focusing on reflection. Both boys then got up and spent some time (as I suggested) looking at themselves in a mirror. We then began to discuss and collectively define reflection. Nathan said: a mirror is an exact copy but a lake lets you see a beautiful picture of you if you look into it, but the sun has to be shining.
They both drew on their wipe boards how they would define reflection and Nathan proceeded to draw a picture of someone looking at themself in the water (the reflection, interestingly, was much more detailed and beautiful than the person looking into the water-- need Bruce Gilberg or some other amazing guru in child development to analyze that for me!!!), Charlie drew a sun and a diamond with sparkles reflecting and radiating off the edge of the wipe board and right onto the table (yikes!).
We discussed the importance of reflection and then talked about other types of reflection and the boys knew that 'to reflect' meant to think about things. I helped guide the conversation to self reflection and why this might be important. Charlie then said: when we act, the way other people act back to us can reflect us. EXACTLY!!! So, we talked about ways our behaviors and moods are often reflected in the ways others interact or respond to us.
Buillding off of this theme of reflection, we cut out the Modeh Ani prayer that one is to recite upon first waking in the morning. Luckily, both boys sort of knew the prayer which made teaching it that much easier. We had a discussion about why we need sleep: to rejuvinate ourselves, to get the most out of the next day, to rest, to give our eyes a break. We then talked about how each night, we believe a portion of our soul goes to "be with hashem" and we awake and sing Modeh Ani, to say thank for you giving us that part of our soul back to us and ready for a brand new day.
Though this doesn't sound like "much", the conversation was incredible and watching the boys think on this type of level was truly wonderful for me, as a mother (and as a teacher).
Perhaps the best part of all of this, was this morning at 4am when Phil awoke to catch a flight to DC and Nathan must have heard him, Nathan comes running into my room singing at the top of his lungs "modeh Ani"-- I said "Nathan, it is still the middle of the night, go back to bed" and he said "Mom, you told me that I am supposed to sing this RIGHT when I wake up and my eyes open in the morning." So, in my half awake state, I tried to sing it with him, he proceeded to fall right back to sleep, as did I but not before a huge smile came across my face.
Sunday, September 11, 2011
Homeschooling Hebrew School Day Number 1 (September 11th, 2011)
I never liked Hebrew school. Perhaps I didn’t hate it as avidly as my sister, brother, and cousin did, but I never liked it. I take that back, I liked the taste of a Wendy’s order of fries and frosty as it coated my devious throat during Hebrew school hours when my cousin and I “skipped” and instead of going into our Hebrew school, quickly turned before the synagogue entrance, walked up the little hill and down two blocks to the Wendy’s which greeted us warmly week after week.
I understand the value of Hebrew School. In particular, I agree with the statement that most parents use in justifying Hebrew School to their all too resistant children “It is important to be with other Jewish children”. Many of our friends happen to be Jewish and our children attend Jewish camps and socialize with many Jewish children, so that as a sole reason for sending our children to Hebrew School this year, was simply not enough.
Two years ago, our oldest son (who was 7 at the time) asked my husband and I if we would “homeschool Hebrew school, because sitting in the class listening to kids read Hebrew from our book is like listening to jail cell bars being put up”. We knew then that we were going to have to be creative in whatever we chose to do, even if that meant continuing to send him to Hebrew School (which we did last year). So, another year passed with our boys at Hebrew School and it was again a year of pulling teeth in terms of getting them to go without a fight and trying to help in engaging them in whatever curriculum was being taught, or in the particular manner in which it was being taught.
So, this summer with the support of my husband, I spent much time trying to devise my own Hebrew School Curriculum for my 7 and 9 year old sons. I have borrowed from many different curricular sources and websites available and have incorporated much of my own thoughts and ideas throughout in order to create what I consider an iterative curriculum; one that is ever-changing.
Today was day 1. September 11, 2011 and it was day 1 of our own Homeschool Hebrew School. The day began with an intense and fascinating discussion about September 11th. Nathan had known about September 11th but Charlie had not. I was not very visual or too detailed in my accounts of that day but tried to give enough depth to evoke concern and compassion from both of them (not hard to do). I was shocked by how emotional I felt in telling them about that tragic day, 10 years ago. I actually got choked up a bit especially as I was telling them that on that day, I was pregnant with Nathan telling them about the walk I took around our neighborhood in Arlington Virginia that very night with the silence of twilight and the solemn faces upon faces of neighbors sitting on porches puzzled by the day’s event and trying to lend a lifted eyebrow of hope or pout of collective sadness to help us all feel a little less alone.
We talked about how some people were very mean and had a lot of hate and this hate is what allowed them to do such evil things on this day 10 years ago. We had a fascinating conversation about hate and how someone learns hate. Charlie (7) said “they learn it from their parents”, and then we discussed whether someone can unlearn hate and Nathan (9) said “yes, definitely, anyone can change. We need to just show them how and why.” The discussion continued as we strived to answer the following questions: What is hate? Where do people learn hate? Can hate be unlearned? Should we try to help those that hate or only focus on those who don’t? We discussed the passage from Vayikra about Loving one’s neighbor as you love yourself. We defined ‘self love and self respect’ as well as ‘neighbor’ in this context and then talked about respecting yourself and others. This led us to develop our own “class pledge”, a set of rules we created for creating a safe, secure and engaging classroom environment. We all signed this class pledge for our Homeschool HebrewSchool.
The boys listened about September 11th intently and asked fascinating questions and then talked amongst themselves and actually debated “why didn’t anyone on the plane try to stop the mean people?” (N) And then he answered his own question by saying “I think some probably tried to stop the people but other people probably did not know what was going on”. We then spoke about how people on each of the planes were brave and demonstrated courage. And, then we spoke about the firefighters and the police forces and the innocent workers and how courage was seen all over. We defined courage and talked about the importance of trusting in one another and in our fellow human beings. This discussion culminated with a trust walk outside where the boys took turns being blindfolded and guiding the other through different “terrain” (i.e. mud, through bushes, on the street, on gravel, in dirt). When they came face to face after each of their turns they needed to thank each other for “guiding” the other and for “trusting me to guide you”.
Nathan's wipe board depicting "Courage"
Charlie's Wipe Board Depicting Courage (twin towers)
After we came back inside, we began our Hebrew language work for the day. Since the boys are at different Hebrew levels, I am essentially starting with the basics (where Charlie is) and will be supplementing with some additional activities for Nathan during the week. In the meantime, Nathan is not too far ahead and the review will certainly be of benefit to him. So, we worked on the letter Aleph today and talked about the equivalent numeric value of 1 assigned to Aleph. I taught them that aleph is made up of a vuv and two yuds and the relevance of the placement of these three letters whose cumulative value equals 26, the same as the numeric value for the word for “god” in Hebrew, Adonai.
We went over some “aleph” Hebrew words that are high frequency words and the boys were told that if I catch them using the words during the week, they earn points for a prize in a couple of weeks. We also learned the words for colors. I bought a box of 96 crayons and as each boy looked at their color reference sheet, they had to say the name of the color as we hot glued the actual crayons onto a poster board. Ultimately we had a “Keshet” or rainbow of crayons that we then heated and melted with a hair dryer and they boys made awesome color pictures. It was a lot of fun, and the pictures are beautiful!! And, we most certainly practiced these color words A LOT during this activity!!
The last portion of our Hebrew School today was focused on Shabbat and thinking of Shabbat as a play or a show of sorts—as a special occasion. I explained to the boys about the “overture” of a play and what that means. Today we focused on the overture of Shabbat and what the overture should entail, or in other words what were some things we could do to make the “overture” of Shabbat something special. Some of the boys ideas were:
1. Setting the table really special
2. Shower shampoo and wear fancy clothes
3. Invite people over
4. Make special recipes
5. Be extra nice and loving
I am blown away by the incredible conversation that ensued during today’s first day of Homeschool Hebrew School. I feel very optimistic and encouraged by day number one and look forward to our next Hebrew School adventure.
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