Big Ideas

The 2020-21 school year was marked by resourcefulness, experimentation, and creativity, among other things. It was different by necessity.

As we emerge from the pandemic and look ahead to next year, when things will be different yet again, consider whether to step back and take stock of the big picture. Not the tachlis of what's working and what's not. But the overall vision of your learning program - what's the point of Jewish education and are you and the stakeholders in your community in alignment?

"The answer to this question lies at the very heart of the approach we take in our educational spaces," writes Batsheva Frankel in The Jewish Educator's Companion. "We are always striving to be our best, wanting our programs to grow and improve. The process of considering change

Kids can sense all the anxiety around them. Here's a way to help them.

With so much uncertainty around the health of your community and how to reach and teach students and families in this environment, Behrman House has been looking for ways to help educators, to try to make things just a little easier.

One of the things we have done is to develop a Judaics curriculum guide for part-time Jewish education programs that can help you structure a program to carry you through the school year. The guide is based on a variety of FREE resources that we have gathered together in one convenient place for you.

This curriculum is particularly well-suited for small schools, those facing a budget crunch, or  those who may be cutting down on meeting times on Zoom and just need a few really good lessons to help you strengthen connections with your learners.

The guide is a tool that’s based on 3 Big Ideas in Jewish Education. It shows you how the lessons are connected, and what learning will take p

I had the perfect first grade Hebrew class.  Everything ran smoothly.  As the students trickled into class on Sunday mornings, they played together quietly with clay, puzzles, and games.  We transitioned into a morning meeting for attendance and letter review. Then they worked on their Let’s Discover the Alef Bet packets and did related crafts and worksheets.  Before I knew it, it was time to send my happy students home.

What, you don’t believe me? 

OK, so there were a few “key players”.  One in particular, in fact.  He seldom participated in activities and didn’t gel with any of the other students. He rarely smiled. He said inappropriate things to his classmates.

And then there was a pandemic.   We quickly pivoted to a zoom-only class in late March.  And the smile on my key player’s face!  He loved it!  He interacted with me and all his classmates.  He was adept at using his c

Should families pay less for remote learning? 

Q&A with Child Psychologist and Author Rona Novick

The Hebrew root for "infection" also points to "clinging to one another" - the best way to support each other and maintain a social glue. 

"Our teens are our crown jewels." What's M'kor Shalom's secret sauce?