Education Rip-Off

Basic English words for "quiz-game" I made up for my high school students last year.

This is now the season when Israeli children return to school. For some it's the same old school but a different class/grade, and for others it's a new school completely. Israeli parents have a lot of choices in education styles and curriculum when choosing schools for their children. In most cities, towns and regions there are regular "state" or public schools, which aren't religious, state-religious and atzma'i-"independent," which are chareidi. In the religious sector, for boys there's also the Talmud Torah, which is charda"l, a "zionist chareidi" style of education.

In recent years men who left the chareidi way of life have protested very vehemently about how the curriculum in the chareidi schools left them at a terrible disadvantage in trying to learn a profession, study in a university and/or get a decent job. The curriculum in the chareidi boys schools only prepares them for yeshiva life. It's almost totally Talmud with very basic math. And in some schools the classes are taught in Yiddish, so that their Hebrew is sub-par. A neighbor of mine who left the chareidi world says that they aren't even taught to write basic compositions, just to memorize and recite. The norm in recent years in the chareidi world is for the husband to "learn" in a yeshiva full-time as a job, get a small stipend, and be supported by his wife. That's why in the girls schools, there is a general bagrut, matriculation curriculum, in which the girls learn math, English and other subjects on a level which allows them to study for a profession and get a good job/salary.

The newscasts about this problem, which I saw, left out the fact that it's not just former chareidim who  suffer from badly conceived curricula. When I taught English in yeshiva high schools I discovered that many of my students in the lowest/remedial groups weren't there because of a lack of innate ability. They hadn't failed the English entrance exam, because they had a serious learning problem. They failed because their parents had sent them to an elementary school that didn't teach English at all or just made it into a joke in order to claim they taught it. They certainly didn't teach it on the level that a state school, religious or not, demands. And many of the same students, otherwise good students and highly intelligent, had serious problems in math for the same reason. The parents of these children aren't chareidi. They just thought that the religious level would be higher in the "talmud Torah." But those same parents wanted their children to learn professions and even go to university as adults, so for high school, they looked for schools with bagrut, matriculation curricula.

Of course, no good yeshiva high school will take boys missing English and Math, and whatever school would accept them would have to put them in remedial groups. In most cases, the students never really catch up.

So, please do your children a favor. Use "backwards planning" when choosing an elementary school. First think of your child as an adult who will have to work and earn a living. Then think of the type of post-high school study and training needed for that, then the type of high school and then the best sort of elementary school to prepare him/her for that sort of education. And, yes, there are many good state-religious-torani elementary schools which do their best to prepare students for both a Torah observant life and a top university education.

Israel, Excellence in Education

School Year Opening Ceremony in Ofra

In various articles I've read about the opening of the new school year here in Israel, NRP aka Jewish Home's Education Minister Naftali Bennett's aim is "excellence" in education. That's nice, but I don't think he's going about it in the right way. If I've understood correctly, in recent years, the Ministry of Education has forbidden doing the the Mathematics and English Bagrut (Matriculation exam) in the Tenth Grade. They want the students to continue studying the subjects more years, which makes sense, but what they do by that ruling is actually "dumbing down" to "very good" rather than raising the level to "excellent."

High school students should be studying those basic subjects until the end of their senior year, 12th grade, but those who are capable of passing the highest "5 point" test in 10th or 11th grade should be given the chance, and if they pass, they they must take higher level courses. That's what my eldest did when she was in high school. A group of parents pushed the school to allow their English-speaking daughters to take the test in the 10th grade, and then in the 11th grade they took an extra, 6th point, English Literature course. That excellent high level course opened up a whole world of knowledge and interest, which led to her majoring in the subject in university.

My second daughter also did a number of her Bagrut tests early, including English in the 10th grade, and found herself in the position the Ministry of Education wants to prevent. She had almost nothing left to study as a senior. At least her high school allowed her extra Jewish Studies in a neighboring seminary for women. This was before today's easily accessible internet and "elearning."

If the Ministry of Education really wants "excellence," then they should encourage the gifted students to finish the basic 5 point exams earlier and provide higher level classes for them until they finish their "twelve years of studying." These classes, when there aren't enough students or suitable teacher in a school, can be via the internet.

The other day, I saw a news clip about how the children of Chabad families all over the world study in "classes" via the internet. In some cases, the children have to be up in the middle of the night, because of the time differences. So, here in Israel, this wouldn't be a problem. Even gifted and motivated students in the smallest schools can study on a suitably high level.

A "Teudat Bagrut," high school diploma, of such a student with high level tests and grades allows the student automatic admission to university in majors related to the subjects passed on a high enough level. That means, no Psychometric Exams and courses required for those subjects.  That's a big time and money saving for those high level successful students. My third got into university like that, and ended up finishing her Master's Degree simultaneously with her Bachelor's.

Things are always changing in Israeli Education. One "reform" is replaced by a newer "reform" ad infinitum... If they want excellence, my suggestions should be implemented.

September 1st, Israeli School Year Officially Begins! For Jews and Arabs

All over Israel there has been great excitement and stress, too, about the beginning of the school year. Lots of impressive ceremonies have been held before the school year actually began.

Facebook is full of photos of little kids schlepping heavy bookbags/backpacks etc. In Yafiz, the clothing store where I work, parents have been feverishly buying the simple T shirts stamped with school logos, which is now considered the "school uniform."

Due to the healthy and high birthrate here, Israel's Ministry of Education and various municipalities have been going crazy trying to come up with an ever-increasing number of classrooms. It's a challenging puzzle finding suitable space for all the students, Jews and Arabs to study.

More than 180,000 educators returned to work Thursday, teaching the 2,232,172 Israeli children registered in schools and kindergartens across the country.
Some 159,000 students entered the Israeli elementary school system today, starting first grade. In addition, roughly 9,000 new teachers joined the Israeli public school system for this academic year. (Arutz 7)

Most of this is perfectly normal, at least here in Israel. The classroom shortage is all over, and many children study in trailers, Jews and Arabs. I'm pretty sensitive to the issue, since I was in a very overcrowded school as a kid. We had double session until (including) the Second Grade in PS 46, Bayside, NY. But a few years later, the school was already pretty empty, since families were small and few had moved out to be replaced with more younger families. But in Israel, most neighborhoods keep getting younger and younger.

One of the newscasts this week got me very angry. They were focusing on the problems in the Arab neighborhoods of Jerusalem. There are families/students who are complaining that the Israeli curriculum is taught in Jerusalem. They want the "Palestinian, sic, curriculum." That's a lot of nerve. Let all of those families leave Israel, leave Jerusalem and move to Ramallah, Jenin, Bethlehem or one of the Arab villages etc. Let them give up their rights as Israelis including our excellent healthcare, infrastructure etc. Let them enjoy the corrupt rule of the P.A. Palestinian Authority! And for those who want the Jordanian curriculum, let them move to Jordan!! There's no reason for my Israeli tax money to be paying for Arabs to learn to hate and murder us! If they want to study as if they aren't in Israel, let them leave!!!

Israeli Curriculum for Arabs in Jerusalem, A Pragmatic move?

Last night as I was observing Arab families shopping in Yafiz, Sha'ar Binyamin, I couldn't help but notice how loving many of the fathers were towards their kids.  Suddenly I thought to myself:

"Would these fathers want their children killing themselves as a tool to murder Jews?"

Then I wondered if maybe I was just projecting my own love and value of life over ideology and hate.  Do the Arabs who promote terrorism and pass the evil onto their children shop in the Jewish-Israeli shopping center, Sha'ar Binyamin?  Do I meet, work with, serve a typical cross-section of Arabs or are these the less ideological, more pragmatic ones?

From body language and tones of voice, I can easily see many of the Arab parents admonishing their children to behave properly in the stores.  Many of the Arabs who shop in the Sha'ar Binyamin stores are forbidden to enter "Israel proper," sic, most of the State of Israel and nearby shopping/industrial areas like Mishor Adumim.  They need the right certification for that.

In the more than two and a half years since I began working in Yafiz, Sha'ar Binyamin there seems to be a slight rise in the percentage of Arabs who speak Hebrew with me.  Prior to that I used mainly English and pantomime to help them select clothing to buy.  Having a good grasp of Hebrew is a key tool for getting good jobs and a good education for the Arabs here.  The Arabs lucky enough to be employed at even the Israeli Minimum Wage jobs in Rami Levy Discount Supermarket make more money than a qualified teacher in cities such as Jenin and Shechem.  I've had discussions with Arab English teachers who told me how little a teacher makes there.

So I'm not at all surprised to read that five Arab schools in Jerusalem are switching to the Israeli school curriculum.

JERUSALEM (Ma'an) -- The director of education in Jerusalem has urged families with schoolchildren in Jerusalem to be aware that at least five Palestinian schools are switching to Israeli education materials.
Sameer Jibril said the Ebin Rushd and Abdulla bin Hussain schools were using Israeli education materials in the seventh and eighth grades. The Sour Baher school is using them for fourth, fifth and sixth grades, and the Ibin Khaldoun school uses it for seventh graders.

There are Arabs who are ambitious for their children and want the best possible education for them. By following the Israeli curriculum, it'll be easier for the students in these schools can more easily get into universities and get better jobs. 

Another reason the schools are switching to the Israeli Curriculum is that they will have a larger budget and higher salaries if they become part of the Israeli system.

The Israeli municipality in Jerusalem offered to increase salaries for teachers and principals who agree to implement the plans in their schools, the official said. The proposal would add about 2,000 shekels (about $550) per student enrolled in schools using Israeli curricula.

As we all know, money speaks; money speaks very loudly.

Statistics show that Arab family size is shrinking.  Many Arab families do still indoctrinate their children to do everything to oppose the State of Israel and are dangers to us, but my gut feeling is that more and more are pragmatically accepting Israel and don't want Arab rule.  They are in touch with their family and friends in Arab countries and know how difficult life is there.  That's not the life they want.  I also see over and over that local Arabs take visiting friends and family members to Sha'ar Binyamin to go shopping.  It's one of the major "must-see" sights and experiences when visiting.  The Arabs come on "shopping tours,"  oohing and ahhing over what we have to sell.  I've been told more than once that our simple family clothing store reminds them of America.

I see a great irony in the fact that despite Israel's foolish (and dangerous) decision in 1967 to allow the Arab schools in Jerusalem to continue with Jordanian curriculum, it's due to the Arabs' needs that almost a half a century after the Six Days War they are adopting Israeli educational requirements. G-d willing it's a step in the slow but sure path to a true peace.

Gush Katif Education Week: Remembering is the First Step to Rebuilding

Gush Katif Education Week: Remembering is the First Step to Rebuilding
By Sara L. Shomron

Next week, Jan. 23-27, hundreds of schools across Israel will designate a special Gush Katif Day or week by learning about the history and relevance of Gush Katif to the country’s development. Those schools that participate in the voluntary program do so in cooperation with the “Gush Katif and Northern Shomron Memorial Law” passed in 2008 and with the approval of the Ministry of Education. The dynamic and engaging programs can include speakers from former Gush Katif communities, relevant videos, and the now available Gush Katif educational kit. These kits, produced by the Gush Katif Committee, are in Hebrew only and provide student-friendly, grade appropriate legacy materials (kit details: Orit Berger, oritberger33@gmail.com).

Some 600 schools have already purchased the new Gush Katif educational kits. These schools predominantly represent the state-affiliated religious system. Perhaps this is reasonable to some but this writer thinks education is the key element in molding our future and that of our children. We need to reach out. After all,the forced removal of Jewish citizens and destruction of the Gush Katif communities affected all Israeli citizens regardless of religious and political affiliation. The nation was and remains divided. Is this schism endemic to Israeli society?

The Gush Katif Committee posts Hebrew and English updates on the plight of the former Gush Katif residents here

An exciting "Literature Study Guide for Grains Of Sand The Fall Of Neve Dekalim" power point slide–show presentation is now available here. Post-reading activities and project ideas here

A Youtube “Gush Katif” search will produce a host of videos, English and Hebrew, from which to select.

Facebook offers, in English, the "Gush Katif - historical fiction novel" page introducing "a more personal look and awareness of former GK residents and issues still being grappled."

Suggested Gush Katif books in English can be found here

The Real World

Not only did I teach high school English here in Israel for the past eleven years, but my five children are all high school graduates.

I'm certainly not going to praise the educational system here nor support the most recent version of the English Bagrut (state tests.) That's not what's behind my criticism of David Herz's op-ed.

Like many, Herz's complaints and visions are rooted far from reality. Promoting the cancellation of the Bagrut tests will not inspire the youth to love learning for learning's sake or any other lofty ideals. There are two main problems, and an additional one which shouldn't be forgotten nor ignored, in his proposal:

1. The students
2. The teachers
3. And the parents

Honestly, who really controls things?

Human nature and generations of breeding have produced students who expect rewards and they aren't "friyerim," suckers to work hard if they don't "have to." Honestly, it doesn't matter what tricks you try, the vast majority of students won't study unless there's a test which can't be avoided.

For the past few decades, the prevalent pre-school set-up here is pinot, "corners." The children are allowed to choose the toys they play with in various parts of the room, with very little requirements and instructions. The aim was to make them curious and not feel forced, but the result is that it's very easy for a kid to avoid anything difficult or challenging. He/she just does what's easy and fun.

The "hands off" approach of the pre-school teacher actually deprives the young students of learning skills. Most cannot figure things out by themselves, so they just do the simplest of things. During the eleven years I was in the English high school classroom, fewer and fewer students were capable of working independently, the opposite of the goal.

That brings us to the second problem. Teachers trained in recent decades do not know how to pass the skills needed by their students. Expecting your average, challenged and even many bright kids to just "figure things out" is totally unrealistic. Combine that with workbooks which require almost no writing and the fact that copying from the board is virtually unheard of put the students at a disadvantage. The workbook is a pre-planned lesson. That means that the teacher just presents and doesn't do the thorough planning once required. Pedagogic experts state that students acquire knowledge in different ways, but workbook lessons don't give a variety of methods.

Drills, the only way of really stimulating memory, are now forbidden in most school systems.

And where are parents in all this? They are concerned about two things. How the student feels and what are the test scores. Very few are involved in the nitty-gritty of curriculum.

I believe in serious reform for the testing system and the basic curriculum and teaching methods from the earliest ages, but I don't see the point of blaming it all on the Bagrut.