Bat Zion-MTA Reunion - May 2014

Over 120 alumnae and staff attended Orot's second Bat Zion- MTA reunion in Elkana. This special event was organized and planned by Nomi Spanglet, the former assistant director of the Bat Zion program. The event was a tribute to the many Bogrot of these 2 programs who have come on Aliyah, and who live the ideals that Orot so strongly believes in: Am Yisrael, Torat Yisrael and Eretz Yisrael. It was Orot's way of saying "we are proud of you and we are still here for you!". The evening started off with a buffet dinner, leaving time for the Bogrot to catch up with many old friends. Following dinner, words of welcome given by Nomi as well as short divrei torah given by Rav Yehuda Felix, the founder of Orot and Rabbis Moshe Rachimi and Rav Avram Weiss, both former directors of the BZ program.


The highlight of the evening was an educational panel with Rav Yona Goodman ( senior staff member at Orot) and Rav Gideon Weitzman (formerly a BZ staff member & presently a lecturer at several Midrashot, as well as serving as a Rav in Modiin). The panel was lead by Rav Reuven Spolter (head of recruitment for the College). The topic of the panel was "how to rekindle the flame". The panel was very inspiring and without any doubt gave food for thought to all those that attended.
I believe that the words of some of our Bogort best sum up this special event:

Thanks for organizing such an amazing reunion last night. It was so nice to see fellow bogrot, rabbanim, staff and madrichot. It just shows what an amazing program Bat Zion was and what an impact it had on all of our lives. It was so nice to be back on the Orot campus, and to see how the michlala is growing, it brought back so many wonderful memories. It is really touching to see that although the Bat Zion program no longer exists the michlala and you personally continues to maintain contact with the bogrot and are interested in what we are doing and where we are at in our lives.

hi nomi. i wanted to thank u so much for organising the amazing reunion. it was so good to see everyone again, you and all the teachers, (and the girls of course although we BH meet up often :) ) and it was so nice to be on the campus again. It really made me realise how much i miss it, and how Orot is such an amazing and special place and I'm so lucky to have been a part of that! Looking forward to the next reunion :)

Enclosed you will also find a slide show presentation of pictures taken at the reunion as well as a slide show of BZ that was prepared by Michal Katz Reinitz and shown at the reunion.



Enjoy the pictures and the memories!!

B.Ed. Degree Ceremony

Some one hundred and thirty Orot Israel College graduates were recently awarded B.Ed. degrees and teaching certificates during a gala commencement ceremony at our Elkana campus. The graduates came from four different departments: Early Childhood Education, Special Education (two tracks), Dance, and Secondary Education.

98% of Orot's graduates work as teachers and educators in Israel and abroad, and a significant number have started graduate studies programs at various academic institutions.
The degree ceremony was held in the presence of Rav Professor Neria Guttel, President of Orot Israel College; Rav Chaim Saban, Orot’s vice president; Rav Chaim Fogel, chairman of the board of trustees; Professor Yisrael Rich, chairman of the academic council; Rav Dr. Moshe Rachimi, academic dean and head of the graduate school; Rav Eliezer Melamed, Rav of Har Bracha and Rosh Yeshiva of Yeshivat Har Bracha; and the graduates’ families and friends.
A representative of the graduates addressed the attendees, and singer Yisrael Parnes, whose daughter was one of the degree recipients, entertained the crowd. To view pictures from the ceremony, click here.

He Who Teaches Torah to His Nation Israel

"והייתה המדינה מרגשת והיו שואלין להן להיכן תלכו, ואומרים לבית ה' שבשילה שמשם תצא תורה ומצוות."

Several weeks ago some forty religious preschool supervisors from across the country gathered in ancient Shilo, for a conference led by national supervisor Mrs. Esther Hatav. The list of speakers at the conference, which focused on teaching stories from the Torah to preschool children, included Rabbanit Dr. Lea Vizel, Orot Israel College’s dean of extramural studies; Mrs. Vered Yanai, lecturer and pedagogical coordinator of Orot’s early childhood education department; Mrs. Luzit Odesser, head of Orot’s early childhood education department; and Mrs. Becky Pinsky, (retired) supervisor of the Yerushalayim district.
The ganenet (preschool teacher) has the great privilege of planting the initial seed – the girsa d’yankuta (literally, the knowledge acquired during one’s childhood) – which will eventually blossom and grow into the child’s spiritual world. When the ganenet teaches Torah stories, she must construct an experiential world that is rich in knowledge and activities and that will serve as a strong foundation for developing faith, observing the mitzvot with love, and acquiring a national-religious worldview. This is a great privilege that comes with great responsibility.
The ganenet is faced with challenging questions. For instance, should she teach Chumash Breishit and some of Chumash Shmot according to the parshat hashavua (the weekly Torah portion) or chronologically? What is more important: enabling the child to take part in his family’s Shabbat table discussion about the parsha or learning slowly but in greater depth? Which prakim (chapters) should she teach, and which prakim should she skip? What is most appropriate for a child’s soul and developmental level? Should the lesson be based on the pshat (the simple meaning of the text)? How should the Midrash be taught? How does one encourage the child to identify with the Avot and Imahot and follow in their footsteps? How should ethical questions arising from the psukim be handled? These and other questions were addressed during the course of the conference.
First, Dr. Lea Vizel discussed the great responsibility inherent in teaching young children. She showed how Yoav ben Tzruyah’s teacher was sentenced to death, because he caused Yoav to misunderstand the commandment to wipe out Amalek’s memory. (See BT Bava Batra 21a.) Next, Mrs. Vered Yanai described Orot Israel College’s unique approach to teaching Tanach to young children, and Mrs. Luzit Odesser spoke about slow, in-depth learning versus learning according to the parshat hashavua. Finally, Mrs. Becky Pinsky recommended that the chavruta (study partner) model be adapted for preschool children.

All the participants agreed that the conference was a huge success, and that they look forward to future Education Ministry events for preschool teachers.

From Vision to Action

Orot Israel College’s English Department Head Speaks at Hemed Conference

Recently, the Education Ministry’s Religious Education Administration (Hemed) and Rav Uriel Ovadia, the supervisor for secondary education, organized a day-long seminar on improving English instruction. As part of the seminar, which was geared for principals and English teachers from the southern, central, and Tel Aviv districts, Dr. Vitela Arzi, head of Orot Israel College’s English department, gave a lecture entitled, “English Instruction as an Interdisciplinary Experience in Israel’s Religious Public Schools.”
Dr. Arzi called upon the Religious Education Administration and the school principals to formulate a vision which will make English-language instruction a high priority and to rely on this vision when defining goals, guiding, and leading, in cooperation with parents and teachers and with their creative input.
According to Dr. Arzi, low English scores in Israeli religious public schools can be attributed to two factors: First, in general, Israel suffers from a significant shortage of qualified English teachers in every sector. Second, religious students in particular may be exposed to negative attitudes about studying English, which is often perceived as a manifestation of an ideological world antithetical to religious educational values. The result is a “vicious cycle,” whereby religious public school graduates are reluctant to train as English teachers even when they possess the necessary skills. Thus, the religious educational system’s primary objective must be to break this “vicious cycle.”
Dr. Arzi noted that a foreign language can be acquired in one of two different ways: structured, direct learning in a formal classroom setting and unstructured, “random” learning in an informal or recreational setting. As she demonstrated, recent empirical studies have proven that long-term exposure to television and movies – as well as to popular music and computer games – improves English language skills and vocabulary. Recognizing the significance of informal, “random” learning can shed light on the achievement gaps between students in the religious public school system and students in the general public school system, because religious students are not exposed to the same degree of informal learning as their peers in the general school system. Therefore, religious public schools must find suitable alternatives and increase their efforts to narrow the gaps – while working to recruit qualified teachers.
In addition, Dr. Arzi explained that due to the Internet revolution, educators must treat English as a second language rather than as a foreign language and adopt the learning tools used to teach a second language. Thus, educators must ensure that English is “present” and accessible throughout the school and during many different activities and that the entire faculty be involved in the effort. For instance, teachers can develop Jewish-themed learning centers which incorporate English-language activities, put out printed or online English school newspapers, organize English-language recess-time activities, initiate English writing competitions, and produce English-language school plays. Furthermore, school principals should provide their students with English texts and invest in English libraries.
During the course of her talk, Dr. Arzi presented examples of various successful Orot Israel College initiatives which implement these ideas. She added that one need not be concerned that this approach will hurt Hebrew-language skills or vocabulary, because research has shown that language skills are not only transferred from the mother tongue to the second language but also vice versa. Improving literacy – by reading and writing in English – has a positive effect on Hebrew literacy as well.
In conclusion, Dr. Arzi called upon the Religious Education Administration and the school principals to formulate a vision which will make English-language instruction a high priority and to rely on this vision when defining goals, guiding, and leading, in cooperation with parents and teachers and with their creative input.

Room for Hope: A Special Education Seminar

By Dr. Avia Guttman ,
Special Education Department, Elkana Campus

On Wednesday, 10 Adar II 5774 (March 12, 2014), Orot Israel College’s Special Education Department organized a one-day seminar designed to meet the needs of Orot’s special education students and to help prepare them for their chosen careers. The seminar’s primary message was that in spite of the many challenges and difficulties faced by special needs children, there is room for hope. With the support of their families and their special education teachers, these children can develop and progress according to their unique abilities and talents.

Rav Dr. Moshe Rachimi, Orot’s academic dean, greeted the participants, citing the words from Tehilim, "עולם חסד יבנה" (literally, “a world of loving kindness will be built” - Tehilim 89:3), Dr. Rachimi extolled Orot’s special education students who do their field work in schools and preschools and described their important contributions.
Mrs. Tzippy Meshulam of the Lomdim L’Hatzliach “toolbox” company spoke about learning strategies and showed how they can be used to help students with learning disabilities. After introducing her eight books about reading comprehension, written expression, and more, she gave each Orot student a laminated sheet with many of her helpful tips and suggestions. All of her books are available for the students’ use at Orot’s state-of-the-art pedagogic center.

Next, Dr. Michal Schreiber-Divon discussed dating and protection. She said that the Orot students – as future teachers – must be aware of the fact that special needs children also undergo puberty and experience physiological and psychological changes which affect their sexuality. Dr. Schreiber-Divon addressed this issue with a great deal of modesty and discretion. During the course of her talk, she screened a number of related videos, which helped the Orot students gain a better appreciation of this sensitive topic.
Finally, students were treated to a moving, delightful play entitled “An Angel with Down’s Syndrome,” which tells the story of Dekel, a young man with Down’s syndrome, and his brother Ofer. When the performance was over, Dr. Avia Guttman, head of Orot’s special education department, observed, “I saw many students with ‘crying-laughing’ eyes – eyes with both laughter and tears together.” Following the play, Ofer spoke to the audience, and he and Dekel patiently answered the students’ numerous questions.
Special thanks to Orot Israel College’s administration and staff, the various speakers, and of course our dear students for ensuring that the seminar was a huge success.

The Wise Son: The Missing Answer

Among the Four Sons listed during the Seder, we identify most with the Wise Son. We don't really accept the premise of the Wicked Son (we might criticize children today for acting badly, but we don't identify them as "bad" or wicked children), and we like to hope that our children grow out of being either Simple or that they Don't Know to Ask.
Which leaves us with the Wise Son. Who among us don't really, deep down in our heart, consider our children "Wise"? Moreover, looking at his question, we recognize that his question is excellent:

חָכָם מָה הוּא אוֹמֵר? מַה הָעֵדוֹת וְהַחֻקִּים וְהַמִשְׁפָּטִים אֲשֶׁר צִוָּה ה' אֱלֹקינוּ אֶתְכֶם?

What does the Wise Son say? "What are the testimonies, statutes and dictates that the Lord our God commanded you?"

In fact, we find this exact question in the Torah, as Moshe instructs the Jewish people,

כִּי-יִשְׁאָלְךָ בִנְךָ מָחָר, לֵאמֹר:  מָה הָעֵדֹת, וְהַחֻקִּים וְהַמִּשְׁפָּטִים, אֲשֶׁר צִוָּה ה' אֱלֹקינוּ, אֶתְכֶם.

When your son asks you in time to come, saying: 'What is the meaning of the testimonies, and the statutes, and the ordinances, which the Lord our God has commanded you? (Devarim 6:20)

Ibn Ezra explains that the word מה – does not mean "what", but instead means למה – "what is the reason". In essence, the Wise Son asks, "Why do we do keep of these commandments?" It's not just an ancient question found in the Chumash. Rather, it's an eternal question, asked by children – good, wise children – throughout Jewish history.
Every Jewish parent should not only expect this question, but should hope for it. We want our children to ask. We want them to inquire about why we do what we do. But, if we want them to ask good questions, we better be ready with good answers. What indeed do we tell them when they ask us, "Why should I keep the Torah? Why do you keep the Torah?" (Because I said so only works for the first few years. After that, you'll need to provide a better answer.)
The Hagaddah provides an answer – and that's where we begin to run into problems.

וְאַף אַתָּה אֱמָר לוֹ כְּהִלְכוֹת הַפֶּסַח: אֵין מַפְטִירִין אַחַר הַפֶּסַח אֲפִיקוֹמָן.

You, in turn, shall instruct him in the laws of Passover, [up to] `one is not to eat any dessert after the Passover-lamb.

What is the relevance of the answer we give him to his question? He's asking why we keep the commandments, and we're talking about dessert and the Korban Pesach? This isn't my own question, either. Ritva, is his commentary to the Hagadah writes,

וקשה, מה ענין תשובה זו לשאלה זו?

This is difficult, as what is the relevance of the answer to the question?

Moreover, we ourselves need not search for an answer to this great question, as Moshe Rabbeinu has already provided us a wonderful, powerful answer. Right after telling us what our children will ask us in the future, Moshe teaches us how to answer them.

וְאָמַרְתָּ לְבִנְךָ, עֲבָדִים הָיִינוּ לְפַרְעֹה בְּמִצְרָיִם; וַיֹּצִיאֵנוּ ה' מִמִּצְרַיִם, בְּיָד חֲזָקָה.  וַיִּתֵּן ה' אוֹתֹת וּמֹפְתִים גְּדֹלִים וְרָעִים בְּמִצְרַיִם, בְּפַרְעֹה וּבְכָל-בֵּיתוֹ--לְעֵינֵינוּ.  וְאוֹתָנוּ, הוֹצִיא מִשָּׁם--לְמַעַן, הָבִיא אֹתָנוּ, לָתֶת לָנוּ אֶת-הָאָרֶץ, אֲשֶׁר נִשְׁבַּע לַאֲבֹתֵינוּ.  וַיְצַוֵּנוּ ה', לַעֲשׂוֹת אֶת-כָּל-הַחֻקִּים הָאֵלֶּה, לְיִרְאָה, אֶת-ה' אֱלֹקֵינוּ--לְטוֹב לָנוּ כָּל-הַיָּמִים, לְחַיֹּתֵנוּ כְּהַיּוֹם הַזֶּה.  וּצְדָקָה, תִּהְיֶה-לָּנוּ:  כִּי-נִשְׁמֹר לַעֲשׂוֹת אֶת-כָּל-הַמִּצְוָה הַזֹּאת, לִפְנֵי ה' אֱלֹקֵינוּ--כַּאֲשֶׁר צִוָּנוּ. (דברים ו:כ-כה)

Then you shall say to your son: 'We were Pharaoh's slaves in Egypt; and the Lord brought us out of Egypt with a mighty hand. And the Lord showed signs and wonders, great and sore, upon Egypt, upon Pharaoh, and upon all his house, before our eyes. And He brought us out from there that He might bring us in, to give us the Land which He swore to our fathers.  And the Lord commanded us to do all these statutes, to fear the Lord our God, for our good always, that He might preserve us alive, as it is at this day. And it shall be righteousness to us, if we observe to do all this commandment before the Lord our God, as He has commanded us.' (Devarim 6:20-25)

This is a wonderful answer, especially when we read the text with care. In his answer, Moshe emphasizes our collective history, and our connection to our Forefathers and the Promised Land. More importantly, he describes the Torah and a life of adherence to the Mitzvot as "good", and the giving of the Torah as an eternal act of kindness that God did for us.
That's the true answer to this all-important question. We follow the Torah because we know that God wants goodness for us, and transmitted to us the ideal way to achieve that ultimate Good. While we don't always understand every detail, and cannot always perfectly answer each question, when we do answer the Wise Son, we must convey that sense of Goodness inherent in a Torah-true life.
This only makes the answer in the Hagadah all the more perplexing. Where's the connection to our history? What about the mitzvot? There isn't any mention of God! All we hear about is the Afikomen. Is that really a good answer for the Wise Son? Couldn’t the Hagadah have given us a better answer?
Ritva explains that the key word in the answer to the Wise Son is the word אף – "even". The answer provided here isn't the whole answer. Rather, it's the very end of the answer.
Of course we must provide the complete answer. and any Seder that doesn't address these critical questions, and focuses only on the minutia of the practical aspects of the Seder (How much Matzah to eat; how quickly to eat it, etc.) misses the most important element of the Seder. The very essence of the Seder is answering the underlying question of the Wise Son: "Why are we sitting here tonight?"
Only when we have finished answering his questions – all of them! – can we then proceed to the more intricate aspects of the Seder. Only then, וְאַף אַתָּה אֱמָר לוֹ כְּהִלְכוֹת הַפֶּסַח – "even teach him about the halachot of Pesach".
As parents, we sometimes fail in this critical mission. Sadly, we're good at details and minutia and "do it because I told you to," but fail miserably to convey the sense of goodness, fulfillment and love that the Torah brings into our lives. We fail to address the deeper questions, somehow afraid that we might say something wrong, give an incorrect answer, and mislead our children away from the truth.
Yet, the opposite is true. We must simply do our best and answer these challenging questions as best we can. We can start by studying the answers that appear in the Torah. But then we can and should answer the question our children really want to know: Not "why should they be Jewish?", but "Why are we Jewish, and why do we keep the Torah?"

Orot Invites You to Join us at our Upcoming Bat Zion-MTA Reunion

If you haven't signed up yet, you can do so here. Also, please join the Facebook Reunion page - and share your pictures and memories with fellow bogrot.