#jed21 on tutors, teachers and coaches

A day or three of tweeting while working! My friend Robin Faintich tweeted in response to my last blog posting about an article in the New York Jewish Week on tutoring. More friends joined in: Josh Barkin, Peter Eckstein, Ellen Dietrick and Ruth Abusch-Magder. I am amazed, but not surprised, by the level of dialogue that can occur in 140-character chunks. The conversation began Monday morning. As I write this it is almost noon on Wednesday and Jonathan Woocher just jumped into the pool. As my wife’s accounting professor at the University of Michigan, Chip Klemstein, once said, “It’s not the miracle of birth, but it is pretty cool!

I am posting the conversation to date below in order to continue it with you. I am also posting it as a comment to David Bryfman’s blog about the potential value of twitter in Jewish education. David has some very interesting things to say (and he mentions me-check it out mom!). Please continue the conversation with us here on twitter!

(The left hand column is the speaker, the name in the right hand column is the person to whom they are responding or directing their words.)

@rabbigurevitz	Tutoring vs.Religious School redux - Al tifrosh? http://bit.ly/5hWxwM #jed21
@rfaintich	@IraJWise Tutoring vs.Religious School ... isn't it our job to figure out how to integrate them? #jed21
@barkinj	@rfaintich It’s our job, but Ira's right: we need to be wary of something that is educationally and ideologically problematic. #jed21
@rfaintich	@barkinj one challenge is that I am not sure that @IraJWise would agree that RS is educationally problematic-if that's what you mean #jed21
@IraJWise	@rfaintich Absolutely. It is also our job to bring them in at the beginning, which means offering something compelling & meaningful. #jed21
@redmenace56	@rfaintich RS as it exists might B problematic, but not necessarily. methinks tutoring CAN be integrated w/out leaving community #jed21
@IraJWise	@rfaintich I don;t think it is. It can be. We don;t always get right. But we do more than we get get credit for. #jed21
@rfaintich	I am the product of the tutor/RS integration,i KNOW it is possible. Know of a great model in OC-Mindy Davids special. #jed21
@rfaintich	@IraJWise i agree that some, incl. you, do more than you get credit for... and in a paradigm that i believe is systemically broken. #jed21
@barkinj	@rfaintich No. I meant that Jewish education through tutoring is educationally problematic. #jed21
@rfaintich	@barkinj why? #jed21
@barkinj	@rfaintich Tutoring is fine for cognitive learning. Good Jewish education should also be affective, emotional, spiritual, communal. #jed21
@rfaintich	@barkinj you falsely assume tutoring can't also be affective, emotional & spiritual and then integrated into communal #jed21
@redmenace56	@rfaintich yeah makes sense but challenge is finding resources & institutional will 2 create programs that R NOT 1 size fits all #jed21
@redmenace56	@rfaintich like prev post re: teens, creating mix of tutoring & communal learning needs resources that many of us don't have (more) #jed21
@redmenace56	@rfaintich we want change & know it's doable, but when lay leaders won't provide resources we r stuck with taking very small steps #jed21
@redmenace56	@rfaintich & small steps R not always enough 2 hold funders, parents & kids attention, even though we try. need something big.#jed21
@redmenace56	@rfaintich big change perceived as dangerous-small may not b enough. risk not always positive thing in many funders/parents eyes. #jed21
@barkinj	@rfaintich An observation, not an assumption. I've never seen tutoring do those things. #jed21
@redmenace56	@rfaintich we need mechanism to filter the innovations and drive 4 change down from big centers to the periphery. #jed21
@barkinj	@rfaintich Tutoring is generally used for "training", which by definition is not affective, emotional, spiritual, community-oriented. #jed21
@IraJWise	@rfaintich Not that tutoring can't be those things, but a communal setting can make them richer and deeper! No student is an island. #jed21
@barkinj	@IraJWise @rfaintich Yeah, Ira said it better. #jed21
@rfaintich	@barkinj @IraJWise perhaps the problem is word/implication of "tutor" & not mentor, facilitator, role model, personal educator, etc #jed21
@ellen987	@rfaintich@barkinj @IraJWise On tutor discussion, I love the idea of Jewish life coaches instead of religious school teachers. #jed21
@rfaintich	@IraJWise my "tutor" is the one who brought me into Jewish camping & gave me a new community. I was in RS for judaics-she enhanced it #jed21
@IraJWise	AHA! So it was not JUST the tutor. Sounds like the kind of person we need doing lots of things. Not a Zero-sum game! #jed21
@lookstein	@rfaintich @irajwise @barkinj Abe Unger weighs in on the benefits of tutoring in the Jewish community in op-ed http://bit.ly/5M4csQ #jed21
@barkinj	@ellen987 Not sure what you mean by "life coach" in this context. #jed21
@barkinj	@ellen987 I call them "teachers", you call them "coaches." Good teachers know Jewish education is not about imparting info. #jed21
@ellen987	@barkinj I think there is a real difference between coach and teacher. Especially when you are inviting them into your home. #jed21
@ellen987	@barkinj By Jewish life coach I mean someone to help you figure out how to reach your family's goals for Jewish living and learning. #jed21
@barkinj	@ellen987 What if your family's goal is to have a bar mitzvah and then disengage from Jewish life? #jed21
@rabbiruth	What if the option is a tutor or nothing? that is quite common #jed21
@ellen987	@barkinj If your goal is to disengage aren't you going to do that even if your kid goes to RS? I'm talking people who want to engage. #jed21
@darimonline	@barkinj is it ever someone's REAL goal to disengage? Or an assumed path b/c lack of something compelling, inviting, worth change? #JED21
@rfaintich	@RabbiRuth I would say it is then the role of the "tutor" to try and bring the entire family into other entry points. #jed21
@barkinj	@DarimOnline You're right. Lots disengage because we don't offer anything engaging. But some disengage because that's what they want. #jed21
@barkinj	@ellen987 Religious schools need the disengagers (and their tuition/dues) to pay salaries, keep the lights on, etc. #jed21
@barkinj	@RabbiRuth Why? The vast majority could send their kids to relig. school. The people who choose tutoring usually do so as a choice. #jed21
@rfaintich	@barkinj @DarimOnline i think those who have chosen to disengage before they even see the product are those who are "in" out of guilt #jed21
@ellen987	@barkinj A coach working with entire family provides more avenues for engagement. Goal for enrolling kids in RS is not fundraising. #jed21
@redmenace56	@ellen987 ellen - i'd like 2 talk 2 U more abt this - i'm starting a lifecycle coach program @ my synagogue. how do we touch base? #jed21
@darimonline	@rfaintich @barkinj Can we re-cast the guilt paradigm? It's so not-compelling and will ultimately fail (is presently failing). #jed21
@barkinj	@ellen987 I totally agree. But too many congregations use BM as bait to get people in the door. #jed21
@IraJWise	@barkinj A bit cynical. For those only seeking BM, we meet a need. If we are good, we use their time here to help make more connects #jed21
@jwoocher	Need 2 real conversations w families: when they join, when BBM approaches. What will make this m'ningful 4 u? What must we do & u do? #Jed21
@barkinj	@IraJWise Yes. Playing the "cynic's advocate" here. But what would happen if all those BM-only folks left your school? #jed21
@IraJWise	@barkinj We would have to become a completely different kind of institution to afford serving those who want us the way we are. #jed21
@IraJWise	@barkinj And we still wouldn't reach those who left. #jed21

Conversation continues! Join in at #jed21.

If you don't understand how to follow a twitter hashtag (#jed21 is a hashtag!) go to Mashable's guide.

Here is the rest of the conversation:

@rfaintich @IraJWise what would you project would happen to your school if b/m were universally moved to 18 (or h.s. grad)? #jed21

@IraJWise @rfaintich Not sure. But you can't move it. People won't follow. That's how we got Confirmation in Reform. #jed21

@IraJWise Our conversation on tutors and schools through Josh's last post on line http://bit.ly/5RamqV #jed21 This is cool stuff!

@rfaintich @IraJWise if everyone agreed to move it (not like that will happen) then ppl choice - follow or nothing? #jed21 just hypothesizing

@lookstein thought of #edchat (see http://bit.ly/4Gt48i) when read @IraJWise compilation of tweets (http://bit.ly/5RamqV) maybe need jedchat 4 #jed21

@barkinj @rfaintich @IraJWise What are the implications of this conversation (tutoring) on the larger conversation about post BM dropout? #jed21

@barkinj @rfaintich @IraJWise My hypothesis: Schools that heavily integrate 1-on-1 tutoring have higher rate of post BM dropout. #jed21

@barkinj @rfaintich @IraJWise My reasoning: Maybe families/kids that don't heavily value community have less reason to stay after BM. #jed21

@rfaintich @barkinj one thought- does "drop out" only apply to weekly RS or the community/congregation on the macro? #jed21

@barkinj @rfaintich I say macro. Because I'm not so narrow-minded as to believe that RS is the only way to engage w Jewish education. ;) #jed21

@barkinj @rfaintich But even on the macro level, I would still make that hypothesis. #jed21

@rfaintich @barkinj going with the macro, if done well, I respectfully disagree with you #jed21

@barkinj @rfaintich "If done well" is a big if. My read of the trend (as described in JWeek story) is that it prob isn't usually done well. #jed21

@rfaintich @barkinj so let's find a way to fix it :) #jed21

@rfaintich @remilder or it means that part of the "tutors" job is to be a role model and work to bring them in to J community opportunities #jed21

@rfaintich article http://tinyurl.com/yfrzw36& quote "[judaism] is learning-based, not rite-based." based on discussion about b/m do we agree? #jed21

@barkinj @rfaintich Right. So do we try to improve tutoring (because it's a trend like it or not), or do we try to fix the underlying problem? #jed21

@rfaintich @barkinj i think it's more than a trend & is actually educationally sound (again if done right)...so I think we should improve it #jed21

@RabbiRuth I think that there is much that could be done to support organizations like Milestones in SF that make this work well #jed21

@FlorenceBernard Welcome To The Next Level: #jed21 on tutors, teachers and coaches http://bit.ly/6gTHhl

@rfaintich @jwoocher beyond what makes it meaningful is WHY are you engaging in this? What is motivating your choice for joining & for BBM? #jed21

Al tifrosh min hatzibur - Do Not Separate Yourself From The Community

This article was just published in the latest issue of the New York Jewish Week. I think the questions Jo Kay is struggling with cut to the core of one of the biggest challenges we face. BTW, I think Jo is one of the outstanding educators in our world.

How do we help people internalize Hillel's injunction - Al tifrosh min hatzibur - do not separate yourself from the community - in a world that is all about personalized service, and tending to individual needs?

I am less interested in how we think Jo should respond to the requests for private tutoring than I am in the question of how do better learn about people's needs, how do we meet them AND help them to be a part of our synagogue communities? I want my cake and I want to eat it! Thoughts?

Tutoring Trend Tests
Jewish Values

by Julie Wiener, Associate Editor

Several times a year, Jo Kay, the director of the New York campus of Hebrew Union College-Jewish Institute of Religion’s education school, finds herself in a tricky position.

She has to decide how best to respond to unaffiliated families who — seeking an alternative to synagogue Hebrew schools — ask her if she can help them find a private tutor.

Kay ran Congregation Rodeph Sholom’s religious school on the Upper West Side immediately before assuming her current role, and her graduate school, a division of the Reform seminary, trains educators to work primarily in synagogues and day schools. A strong believer in Judaism as a communal, rather than do-it-yourself endeavor, she is not a big fan of home tutoring, even though she recognizes that many families have “extenuating circumstances” that make it necessary.

Nonetheless, due to her relationship with graduate students — many eager for extra part-time income — she’s seen as a source for tutor referrals. And, while she wishes the families who call her would instead find a place for themselves in a synagogue, she is reluctant to turn away anyone seeking a Jewish experience.

“The more families are turned away the less likely they are to connect ever,” she notes. “When I get a call from a family, I want to extend a hand, I don’t want to be just another person that they can say wasn’t interested in them.”

Kay, who hopes her tutoring students will inspire the families to get involved in congregational life, is hardly alone in her ambivalence about tutoring.

As seemingly growing numbers of families in New York and other major metropolitan areas eschew Hebrew schools for the convenience and intimacy of private tutors, many in the organized Jewish world — particularly those active in synagogues — worry that tutoring’s individualized approach, part of a larger trend in modern American culture, poses a threat not just to synagogues, but to the very ideals of Jewish community.

“There’s such a notion of privatization in the city,” observes Rabbi Felicia Sol of the Upper West Side’s Congregation B’nai Jeshurun. “We want to combat the notion that Judaism is all about hiring someone to meet my needs, on my schedule and not necessarily being as interested in the community at large. ... Jewish life has always been centered around the community.”

Yet at the same time, those who criticize tutoring recognize that part of the reason it remains attractive is because a number — though far from all — of Hebrew schools leave much to be desired.

And, like Kay, they understand that for many families the choice is not between Hebrew school and a tutor, but between a tutor and no Jewish education at all.

The most frequently leveled criticism against privatized Jewish education — whether with a one-on-one tutor or in a small group environment — is that it fails to teach about, or expose children to, the broader Jewish community.

Rabbi Laurie Phillips, director of education at Congregation Habonim, on the Upper West Side, likens Jewish studies tutoring to private sports lessons.

“You can learn to play soccer with a tutor, but it’s a different experience if you’re learning one-on-one versus being part of a soccer team. You’ll know how to play, but won’t know how to be part of a team.”

Jack Wertheimer, a Jewish history professor at the Jewish Theological Seminary and editor of “Learning and Community: Jewish Supplementary Schools in the Twenty-first Century” (Brandeis University Press, 2009) wonders “how well” private programs “can socialize young Jews to feel part of a congregation.

“One of the great advantages of Jewish children being educated in schools is that they are exposed to different types of Jewish role models,” he says. “They see the rabbi, they see their teachers, they see other adults engaged in Jewish living. The private route limits the exposure of young people.”

In addition to exposing children to congregational life and, ideally, instilling in them a sense of belonging to a community, Hebrew schools, unlike tutoring, offer students a chance to socialize with other Jewish children — including ones who come from different backgrounds.

While one-on-one tutoring, by definition, cannot expose students to Jewish diversity, even small groups of kids learning together with a private tutor — such as the model Rabbi Reuben Modek offers in his Rockland-based Hebrew Learning Circles program — tend to “end up with very homogenous groupings,” notes Saul Kaiserman, director of lifelong learning at the Upper East Side’s Temple Emanuel.

“When synagogues are doing their best work, you have public and private school kids from all over the city that are having to deal with their different backgrounds and different levels of observance,” he says.

Says Rabbi Sol: “We really believe that having relationships and experiences together, and growing up with the same group of kids, instills something in our children that ‘it’s not just all about me.’”

At B’nai Jeshurun even the bar/bat mitzvah ceremony — and, while an exception is made for special-needs children, privately tutored children cannot have a BJ rabbi officiate, nor can they have the ceremony on Shabbat morning or a community mincha —teaches about community, Rabbi Sol says.

“B’nai mitzvah don’t lead the whole service, because it’s not only about them. The ultimate expression of bar mitzvah is actually becoming a functioning participant in the community at large — not that everyone suspends their own spiritual needs to have a concert or performance by a 13-year-old kid.”

Even if Hebrew schools do a better job than tutoring when it comes to fostering community, some leaders believe that synagogues would do well to adapt some of the practices of private tutoring — such as offering students more flexibility, more options and one-on-one attention.

“The organized Jewish community should adapt this model within its institutions so people don’t have to seek it outside,” says Rabbi Kerry Olitzky, executive director of the Jewish Outreach Institute, which often gets calls from people seeking recommendations for a private tutor.

“If the goal is to provide Jewish education, then we should provide as many opportunities to get there as possible,” he says.

Some Hebrew schools offer some of these features, particularly opportunities for one-on-one attention.

Central Synagogue, one of the few Hebrew schools to employ full-time teachers, has a homework room, where children can go after class to receive extra help.

Scott Shay, who co-founded and helps run the Jewish Youth Connection, a Sunday school that is now sponsored by Kehillath Jeshurun, on the Upper East Side, says his program is a “hybrid” that provides the best of what Hebrew school and private tutoring have to offer.

All the JYC students spend part of Sunday morning working on Hebrew one-on-one with college students, called “big brothers and big sisters,” Shay says. The college students often check in on their charges during the week in order to see how they are managing their homework.

But the program also features regular classes, as well as parties and other group activities.

Where private tutoring wins hands-down, however, is convenience. With a teacher who comes to your home at a mutually convenient time, there is no commuting, no need to carve out one, two or even three afternoons a week — and for busy families struggling to balance an array of competing demands and activities, this is no small thing.

Nonetheless, argues Kaiserman, convenience isn’t everything.

“I suspect those parents wouldn’t have their kids study karate or ballet in their living room, but somehow manage to get them to class because they want a quality program, and value it.”

Hebrew schools, he says, need to offer high quality — to compete not only with tutors, but with “the marketplace of after-school activities.”

“We’re down the street from the [Metropolitan Museum of Art], so we have to offer something as good as an art class at the Met,” he adds.

And while “we try to make it not impossible or unbearable,” Kaiserman says, “I don’t think inconvenience is necessarily a negative. Jewish values, yeah, they’re inconvenient. That’s the whole point. If they weren’t we wouldn’t need to be learning about them.”

JYC’s Shay agrees that requiring a bit of effort from parents is not necessarily a bad thing.

“While for some tutoring is a good option, I think there’s tremendous value in the parent having to get up and bring the child to a place with other Jews and other parents and say ‘This is something we Jews do,’” Shay says. “As opposed to saying ‘Here’s Rabbi X who’s coming, and your piano teacher is coming an hour later.’”