war
We ;/\

Learn

Why We Teach

educators. It shows we are aware of
how
important this is
Special to the Jewish News
What we do in Jewish schools
isn't just teaching. We know we are
have been an English teacher at
part of creating an education for our
I-Iillel Day School for 37 years. I
Jewish children — creating a knowl-
vividly- recall Rabbi Jacob E. Segal,
edge of their heritage, creating the
of blessed memory, speaking to my
understanding of what it
parents about his dream of
means to live as a Jew, a
a day school in Michigan.
Voices In
love of the holidays and
He recruited me to work
Jewish
Torah -- to take with
with him, and Hillel has
them through their lives.
Education
always been family to me.
This is where I could
My five, children are proud
touch children in the most
graduates.
meaningful way. What more can
I knew when I started that you
one
ask for?
have to make some compromises
when you take a job as a Jewish
We encourage you to share your
educator or indeed as any educator.
Our society continually undervalues
thoughts about current issues in Jewish
what we do and denies the profes
education. Address your letters to Voices
sion the respect it deserves.
In Jewish Education, The Jewish News,
I am very pleased to see that our
27676 .Franklin Road, Southfield, MI
community is making more funds
48034. Fax: (248) 354-6069.
E. mail: rsklar@thejewislinews.com
available to Jewish education and

SHEILA CHARLIP

A

cer!" said Sharon Forman-Toll, a
Hebrew school director in suburban
Philadelphia.
Asked why, given the low salaries
and high frustrations, they stayed in
the field, almost every teacher started
with the word "passion."
Its my soul work, its what I
believe in," said Sylvia Plotkins, a
Hebrew school teacher in California.
"I love the kids," said Gail Katz, a
nursery school teacher at a
Minneapolis synagogue.
Many were quick to excuse their
synagogues or day schools for the low
salaries, noting that Jewish institutions
face a scarcity of funds all around. But
others questioned why the most afflu-
ent Jewish community in history
should have to skimp on any program,
particularly at a time when education
is the stated priority.
In conversations during conference
breaks, teachers and administrators,
mostly from synagogue schools, fanta-
sized about what they would do if
given a blank check to spend.
Not surprisingly, most agreed that
for starters, the prestige and salaries of
educators need to rise. But mass raises
were not the only suggestions.
Lynn Hazan, a storyteller and
teacher from Chicago, said synagogues
need to focus more on building com-
munity and less on offering services.
She suggested a greater emphasis on
substantial experiences that support
people, like retreats and Shabbatons,"

"

overnight Shabbat gatherings. Social
action projects and the arts — partic-
ularly music, dance, drama and story-
telling — are also effective at engaging
people and "bringing texts alive," she
said.
A 19-year-old Hebrew school
teacher, Beth Goodman, suggested
bringing more games and interactive
projects into the classroom.
"You can't just sit and try to pound
information into kids' heads," she
said, noting that most of her students
arrive already tired from a full day at
public school.
Enough textbooks, basic supplies
and teacher development programs
would top the wish list of Ariana Scott,
a Hebrew school teacher and full-time
college student in San Francisco.
Scott also wants something money
cannot buy: family involvement.
"I would require parents to come
with their children at least once a
month," she said. "Most parents only
get involved right before their child's
bar or bat mitzvah."
Joan Melnick, who teaches at
Temple Israel in West Bloomfield,
yearned for greater parental involve-
ment and wondered just how much a
blank check could accomplish.
"I always feel like I have the materi-
als, but with a short amount of time I
don't get enough done," Melnick said.
"I always hope when the kids go
home, there's more of it coming from
there, but I'm not sure there is." Li

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Detroit Jewish News

8/20
1999

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