Facilitators and coordinators

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To the place I love, where my feet lead me.

Study page
Designed for: 
Seminaries, communities
  • carrier: Memizrach Shemesh
The individual's awareness of a social situation in which there is injustice, a lack of mutual responsibility, and a lack of concern for others causes many people to want reality to be different, better. This desire sometimes leads to seeking solutions from external factors: leaders, social processes, various social groups, and more. Asking questions about social reality is what brings those who notice injustices and are interested in correction to turn to those they see as capable of promoting correction. Directing questions not only to external factors but back to the questioner allows the questioner to examine the resonance of a certain reality that is not being corrected within them and, in the process, to find the social area that is burning for them. A social act that is motivated by internal combustion is an act that has a better impact on reality and corrects injustices more deeply. This approach to social action allows those leading the action to invest in places and processes in which they can have more influence.

The feeling will grow and the ability will feel.

Lesson plan
Designed for: 
Seminaries, communities
  • carrier: Memizrach Shemesh
Social change is a profound process that has an impact on worldviews, social structures, and behavioral norms. Due to the wide-ranging factors involved in this process, economic, geographical, demographic, and other factors, the ability to drive them is seen as the preserve of leaders and authoritative decision-makers. Leading these processes tends to be associated with traits such as strength, charisma, and determination. In contrast, sensitivity is seen as an important trait for individuals, but not one that is necessary for a leader. In the private sphere, we see people taking actions that stem from seeing others and being sensitive to their needs, actions that create change in the space in which they live. Simple, interpersonal actions have the power to change social norms in ever-increasing circles, so that in practice an act of sensitivity is an act of leadership. True and profound social change will occur when the sensitive actions of "ordinary" people connect with the actions of official leaders. Adopting the trait of sensitivity will also allow these leaders to act from a true perspective of others, a connection to their followers, and the ability to identify and feel their distress.

Setting personal goals for the classroom teacher

Teacher training
Designed for: 
Teachers
  • carrier: Reshit
The goals of the meeting are to focus on goals, to become familiar with practices, and to acquire practical tools to achieve the goals. This meeting will deal with setting goals for each classroom teacher for her own classroom. We will do this using projective tools from the world of visual images. At the beginning of the meeting, we will get into the atmosphere by choosing a tool from a tool sheet that the teacher feels she needs for the coming week in her classroom and explain why – this is how we get into the subject, it will be both a little funny and a little liberating. After that, we will really dive in with the help of drawing to define the personal goals of each classroom teacher for her classroom. And finally, we will get to know the practices that Keren Leon, the head of the primary program, defines for classroom teachers and discuss them.

The question of why

Teacher training
Designed for: 
Teachers
  • carrier: Excellence, periphery, Reshit
Rationale: As has often been said, ""He who has a 'why' to live for can bear almost any how"" (Nietzsche). Therefore, the question of why do I do what I do? Or rather, answering this question is a necessary step in any process that we seek to carry out. We will deal with the question of 'why?' from there to 'what?' and only finally the 'how.' We will deal with the question of 'why?' from there to 'what?' and only finally the 'how.' We will then try to find answers to two central questions: Why am I an educator/teacher? What would I like to accomplish? Answering these questions will allow us to deal with practical sub-questions that we will seek to answer in subsequent meetings, such as: What is the desired character of a teacher in our yeshiva? And how can we lead a process of reducing gaps and increasing equal opportunities.

How do you fulfill an educational dream?

Teacher training
Designed for: 
Teachers
  • carrier: Reshit
The goals of the meeting are to provide the educator with a model for realizing an educational dream, to map her roles and to choose the topics for the annual work. This meeting will examine the many roles of the educator and her level of satisfaction in each of the areas. Later, there will be work in teams to focus on topics and goals for this year. Finally, learning the 5 keys – a model for starting an idea and turning it into reality.

Maimuna

Lesson plan
Designed for: 
Middle school, high school
  • carrier: Morasha
Activities on the theme of the holiday of Mimouna. Study segments, collaborative creative activities, and discussion in the spirit of the holiday's values – hospitality and reconciliation.

The communication model

activation
Designed for: 
Teachers
  • carrier: Reshit
Boys and girls grow up and develop in different cultural environments, belong to different socio-economic classes, to different ethnic and national groups. How do these associations affect the relationship between the school and parents? Our goal is to broaden the perspective and observe what is hidden from sight, to reveal the mechanisms that have a fundamental impact on informal power relations. A critical reading of the hidden text that shapes, perhaps unconsciously, the encounter between parents and teachers.

Tishrei Holidays – Why is it hard for me to forgive?

Lesson plan
Designed for: 
Middle school, high school
  • carrier: Morasha
An activity set with presentations, flashcards, and study segments on the topic of forgiveness. Around the Ten Days of Repentance, the activity deals with our ability to forgive others, maintain relationships with our friends, and resolve issues between people.

Community Trust Index Questionnaire

Teacher training
Designed for: 
Teachers
  • carrier: Mesharim
A school trust and satisfaction questionnaire for students' parents.

I am in the world workshop

Lesson plan
Designed for: 
Upper division
  • carrier: Sodkot
Introduction workshop setup – I am in the world.

Gates of Excellence booklet

Lesson plan
Designed for: 
Teachers
  • carrier: Gateway to Graduation
The workshops deal with excellence as a value, and their goal is to stimulate thinking, develop attitudes, and provide tools aimed at cultivating excellence. Among the workshops you will find an engagement with the distinction between excellence and excellence, the benefit behind the pursuit of excellence, the distinction between fixed learning and developing learning, failures as a lever for success, the professions of the future and their requirements, and more. The workshops are diverse in content and methods - they incorporate conversation cards, songs, films, videos, games and play, an invitation to creative expression, and more. The diversity allows the workshops to be delivered to students out of interest, at eye level, while encouraging active learning, and also allows for an optimal connection to the teacher/facilitator who delivers them. In addition, each unit is accompanied by a relevant article, intended for educators and inviting further in-depth study.

Resilience and action

activation
Designed for: 
  • carrier: Gateway to Graduation
In order to cope with the challenges of the times, one must be prepared with adapted pedagogical and emotional responses. This presentation offers a course of activity and dialogue with students, in order to cultivate resilience and tools for coping through action.