Author: ATT Chicago

ATT supporters raise $425,057 for REACH

Thanks to the generosity of the Chicago Jewish community, supporters of REACH raised an unprecedented amount of money in only 30 hours on a Charidy campaign. During an economic recession and the COVID-19 epidemic, when our communities are unable to gather for the previously scheduled events and celebrations, we at the ATT are humbled and grateful for the generosity of the community that we serve.

REACH is Chicago’s coordinated effort to build Jewish day schools’ capacity to support students with a wide range of needs in an inclusive way. Our vision is to ensure that all Jewish students can attend the Jewish day school of their choice.

Over the past few months of remote learning, REACH has proved even more crucial for students benefiting from REACH support, ensuring these students continue learning during this challenging time.

Thank you to the families who laid the foundation for the REACH program to grow and have such an impact on our day school community: 

  • Oscar A. & Bernice Novick
  • Crain Maling foundation
  • The Walder foundation
  • Rabbi Morris and Delicia Esformes
  • Mr. Eric and Gayle Rothner
  • Robert and Debra Hartman
  • Robinson Family Foundation
  • Along with the parent body that spearheaded the growth of REACH led by the Broner and Sheinfeld families. 

We are grateful for their belief that we can #REACH4more for all of our day school students. Without their support, we would not have had the confidence to run this first-ever online fundraiser for the ATT in the middle of this challenging fundraising climate.

One of the most exciting parts of running this online campaign was hearing the stories that came in from our teachers, parents and partner schools.

Following are a few of the stories we heard during our fundraiser. These are only some of the stories of how REACH help students succeed in school every single year. 

“REACH performs miracles! Students who would otherwise be totally lost in the classroom and not gain much from regular instruction are given the tools to enable them to achieve. REACH empowers students, building them up and scaffolding them to succeed.” ^JDBY teacher

“The REACH teachers have been wonderful during COVID.” ^ACHDS parent Ilissa Shenker

“Vanessa Cantz [REACH teacher] is incredible. She goes above and beyond. She adapts her lessons to fit each child and have each child thrive in the classroom. She uses different techniques that engage the children and bring out academic success and potential.” ^YTT parent

“They support the teachers and cooperate with everyone to bring out the potential in the child. They invest in the children and partner with parents and act as a liaison as between teachers and parents. This has been a huge ingredient for the success of my child. REACH filled a huge void. The caliber of staff and curriculum keep on improving along with REACH’s relationship with the schools.” ^JDBY parent

“When my daughter started REACH she was barely able to read. Her skills in Judaic and English subjects were very weak. Because of the belief of Shoshana Grossman [REACH teacher] and the REACH staff in JDBY, my child has grown every year. My daughter has been able to spend more time in the classroom while continuing to enjoy her relationship with REACH teachers.” ^JDBY parent of a 4th grader

“Our son attended public school from nursery through 3rd grade. Before entering 4th grade we made the decision to enroll him in the REACH program at ACHDS and have been thrilled with the results. With the extra attention and resources devoted to his development, our soon to be 7th grader (!) has continued to make progress in his general studies classes, has fully caught up in Hebrew kriyah, loves leading davening and learning with his rabbeim. Most importantly, he now fully feels part of the family.” ^ACHDS parents

“As a fourth-grade teacher and working with REACH on a daily basis, I’ve seen the tremendous benefits of their services both with my students receiving REACH support and how they have enriched my classroom. Taking the load off of the teacher, who has a responsibility to ensure each individual student reaches her academic capacity during the year, REACH ensures that their students’ needs are met, all within the framework of the classroom.” ^JDBY teacher Brooke Dordek

“REACH has played an important role in our son’s life since he was in 1st grade. He’s developed relationships with many of his teachers, and they’ve been an important source of support and help for us through the years. They’ve helped him gain many skills and build on his many strengths. We thank reach deeply for the effort, energy, and time they’ve devoted to our son and the many other students that they serve. We’re so very grateful! ^ YTT parents Rabbi Josh and Laura Marder

“Our son has been a part of REACH for several years now. REACH has the most amazing educators. They are attentive and supportive, and it is so crucial to have a liaison at the school when the need arises. They all go above and beyond the call is duty. It is a service that fills an irreplaceable need in the schools.”

YTT parents Micha and Amy Rose

“My daughter is now happy to attend school.” ^ACHDS parent Jodi Miller

“The help of the REACH teachers during COVID- 19 has been fantastic. My daughter made progress even during the crisis. This is what REACH is about, not just doing but going above and beyond the call of duty.” ^ACHDS parent Zehava Allen

“We have been part of REACH from its inception. The REACH teachers don’t only teach classroom skills or academic skills they teach lifelong skills. The teachers are animated, and so open and honest with my son that it creates a better bond. Because of that, he tries harder so that his REACH teachers get nachas from him.” ^Elie and Shifra Schreiber

“It is with tears in my eyes that I look back at my son’s growth at YTT over the past five years. Mrs. Cantz [REACH teacher] and Rabbi Chapman [REACH teacher] have gone above and beyond the call of duty to ensure that he keeps up with his peers, academically and socially, while helping him acquire the skills he needs for reading and writing in both Hebrew and English. 

REACH is fortunate to have such wonderful employees, and we are fortunate to have the REACH team behind our son.” ^YTT parent

“We love REACH. They do so much for my child. During Covid-19 they were fabulous with Zoom. They really love our daughter.” ^ACHDS parent Naomi Lopin

“Without REACH, I would not have been able to do homeschooling. They modified the material to fit my child’s needs. They made special worksheets for her. Shoshana Perlmutter [REACH teacher] calls every day to work with her. This was fantastic. Mrs. Jeramias [REACH teacher] did a reward program and sent out prizes.“ ^JDBY parent, E.K.

There is so much uncertainty in the world right now and in education. But as we enter our tenth year of serving the Chicago Jewish day school community, one thing is clear. REACH has the drive and dedication to continue doing the important work of ensuring that every Jewish child has the opportunity and tools they need to succeed in the day school of their choice. When one child in our community is empowered, our whole community is lifted up.

Learn more about REACH here.

A Taste Of Torah – Parshas Korach

Written by: Rabbi Mordechai Raizman

In this week’s Torah portion, Korach leads a rebellion against Moshe and challenges his authority. Rashi quotes a Midrash that relates two questions which Korach and his followers brought before Moshe. One, if a house is filled with seforim, does one need a mezuzah? To this question Moshe answered yes. Second, if one wears an article of clothing that is made of techailes (a bluish dye), does one need to still have a string of techailes in their tzitzis? Again, Moshe’s answer was yes.

These questions were asked to mock Moshe. Really, does one need a mezuzah as a reminder of G-d and His mitzvos if one’s house is full of seforim? Does one need the little blue string of techailes if the entire garment has it? At first glance, Korach and his followers seem to be correct. What is the point of a reminder when you have so much more in front of you? The queries posed were questioning Moshe’s leadership role. If we, the Jewish people, are a holy people, why do we need a leader? Why does Moshe need to govern us?

However, their logic was flawed. True, they were all on a very high spiritual level. They had all lived lives in the desert seeing clearly the hand of G-d. Still, even with that experience, one can’t rely on just going with the flow and following the crowd. One needs a leader to guide one to the right path. One can’t rely on the popular vote because very often that vote is tainted with an agenda which is not in line with the values that one really needs to be living by. We as Jews rely heavily on Mesorah, tradition and a value system, which has been handed down from generation to generation from Rabbi to Rabbi, starting with Moshe. It is imperative that we recognize that leadership and humble ourselves to that eternal Mesorah. Life isn’t just about learning Torah; it is about living it. To understand that living, we need role models to guide us on that path. Left up to ourselves and the general masses, it is very likely that we can lose sight of our mission. This is an important message for life. As the Mishna in Pirkei Avos states, “Make for yourself a Rav.” This means – Find him, follow him, and ultimately take those lessons to heart in following the chain of Mesorah.

A Taste Of Torah – Parshas Sh’lach

Written by: Rabbi Avrohom S. Moller

Purity of Intent and Objectives

Many wonder why the mission of the meraglim (the spies) ended in failure. It seems quite legitimate for a conquering nation to reconnoiter the territory they seek to conquer. We even find that Yehoshua, Moshe Rabeinu’s successor and one of the original spies, sent spies to Yericho in the beginning of the conquest of Eretz Yisroel. It was a most successful mission and no criticism is made of this action.

Chazal give us several answers. The stated purpose of the mission was reconnaissance and to form a strategy for conquest. However, the real purpose of the meraglim was to “confirm” that the land was as good as it was promised to be and to evaluate whether conquest was feasible. Although the people asked –  “Are they strong? Do they live in fortified cities?” – there was a hidden and distrustful agenda to confirm that they were not being misled. This illustrated  too much self-reliance. After our experiences in the desert, they should have known better. Hashem’s response was, in Rashi’s words, “I told them it is a good land and that they will conquer it; if they question that, I will give them opportunity to fail.”

The second explanation for failure is in the process that created formulation of the plan. In Sefer Devarim, Moshe recounts the story of the meraglim and describes, “You all came forth to me and said let us send spies before us.” Rashi says it was a chaotic and strident group that approached Moshe. The predictor of failure lay in the fact that, “the young pushing aside the old” as Rashi points out. It was a poorly conceived idea put forth with little reflection and thought.

The third explanation is in the quality of the people who were assigned. Although they were respectable men and “heads of Bnei Yisroel,” there was a lack of inner faith and character. Their respectable veneer was not backed by substance, and it led to the great debacle when the hidden agenda came to the fore.

Like all stories of our early past, the purpose of the Torah’s recounting the incident of the meraglim is  מעשה אבות סימן לבנים – The deeds of the fathers are a template for their children. Therefore, whenever a community gets ready to do something big and ambitious, they must look for three things:

  • Is the real agenda transparent and clear? Are all the cards on the table?
  • Is this decision process deliberate and considered in a calm and organized way?
  • Who is leading the way? Is it people with integrity?

If there are satisfactory answers given for these three questions, one can hope for Divine assistance to get positive results.

A Taste Of Torah – Parshas Beha’aloscha

Written by: Rabbi Mordechai Raizman

All in a Day’s Work

In this week’s Torah portion it discusses the service of Aharon, the Kohen Gadol. Every day he had the responsibility of lighting the Menorah. The Torah states, “Vayaas kayn Aharon… – Aharon did as the way he was commanded by G-d to do through Moshe. Rashi comments that this verse praises Aharon for not changing anything in the way he performed the service.

Two questions naturally follow. First, if Aharon did what he was told to do, why is that so worthy of a special mention of praise? Second, why would we think that Aharon would do something different than he was commanded to by G-d?

There is one basic ingredient in life for success in one’s spiritual growth. That ingredient is consistency. The Torah is stressing that Aharon was consistent in the way he performed the service every day. His enthusiasm, his passion, his concentration never became stale. He was not changing anything in the way he performed his mitzvah of lighting the Menorah. He did it with the same fervor and intensity as he did in day one. That is worthy of praise.

As we approach the summer months, one can easily fall into a more relaxed mode. However, we need to be aware of being consistent in our behavior. Our actions should be done with the same passion and fervor all year round. The season of the year should not matter.

A Taste Of Torah – Parshas Nasso

Written by: Rabbi Avrohom S. Moller

Parshas Nasso begins with a census of the three branches of the tribe of Levi. This count focuses on those who are of age to serve in the transport of the Mishkan (Tabernacle) as the Jewish people made their way through the desert. When the passuk reaches the count of the third family of Levi, M’rori, it states, “You shall name them as they are charged with their task of carrying.” The Ramban notes that this command to name the members of the family does not appear when the Torah speaks of Gershon and Kehos, the other two families. He suggests that since M’rori were responsible to carry the heaviest components of the Mishkan, they had to be singled out and named specifically to assure that they didn’t avoid the task. (Their job was to transport the wall boards which weighed about 900 lb. each and were about 30 feet long.)

Rabbi Shimon Schwab (Rav in Baltimore and Washington Heights, NY 1908-1995) suggests another explanation. The Leviim’s task of carrying the Mishkan was a symbol of the work which is required of our public servants. Some provide spiritual needs and others provide material support. The boards of the Mishkan represent the structure that held and sheltered the hallowed vessels. M’rori, therefore, represents the laity that sustains the community’s spiritual activities with their material support. They needed a special “shout-out” to highlight that they are a critical part of the communal infrastructure.

Rav Schwab notes that when Moshe Rabbeinu blessed the tribes of Yissachor and Zevulun, he praises  Zevulun first as he is the merchant that travels the seas to provide for the upkeep of the scholars in the tribe of Yissachor who “sit in the tent.” Without the sacrifice and devotion of the supporters of Torah, Torah cannot exist.

We are living in a time that the laity is as important as ever. Our institutions of learning and spirit have had to pivot and offer their services in a different way and the rapid change has bewildered many of us. Behind this array of services are selfless lay people and school leaders who work tirelessly to support the institutions both materially and with hard work to assure that we emerge from this situation better, wiser and stronger. 

A Taste Of Torah – Shavuos

Written by: Rabbi Mordechai Raizman

Soon, the Yom Tov of Shavuos will begin. On Shavuos, we celebrate the giving of the Torah at Mount Sinai to our ancestors. The question arises why are we remembering the first Luchos (Tablets) that were given on Shavuos and not the second set of Luchos that were given on Yom Kippur?  The first set of Luchos didn’t last due to our ancestors’ sin in building the golden calf while the second set remains with us today. Shouldn’t we celebrate the one that lasted? What was so important in the giving of the first Luchos that we celebrate its time of giving?

The Ramchal (a prominent 18th c. Jewish philosopher) explains that the first encounter at Mount Sinai still has an effect on us today. That was the moment that we were commanded to follow Hashem’s mitzvos. We were given the charge to live a life with a higher set of values and morals than the rest of the world. G-d gave us the ability to make an impact on this world and that ability doesn’t leave us even when we fall short. It is always there for us to tap into. Therefore, we celebrate on Shavuos the potential we all have for greatness by accepting the mission that G-d gave us.  May we all be able to reach inside ourselves and fulfill our potential in our daily lives.

REACH support during distance learning

Learning virtually presents new challenges for students at all learning levels, but for students with learning disabilities or other challenges to learning, the struggle is even greater. Virtual school during COVID-19 means that many students are struggling to stay motivated and focused while learning at home, with technology glitches and endless distractions.

REACH (Resources for Educational Achievement Collaboration and Health) educators are working remotely on a regular basis with students with learning challenges. The REACH instructors use a variety of specialized methods to ensure that students of varying ability levels are able to learn the material. They work hand-in-hand with classroom teachers to modify assignments, add a visual component to the learning, break down the content and reinforce skills. Together, these educators work with students on achieving individualized goals and tailor the instruction for them.

REACH teachers are optimizing remote learning for each student they support

  1. Modifying assignments from each student’s classroom teachers
  2. Adding visual components to the lesson, this is especially helpful in those classes that are taking place exclusively on audio
  3. Breaking down the content into smaller sections to allow for mastery
  4. Reviewing and reinforcing new skills that are taught in remote lessons
  5. Individualizing goals, specifically tailored to each student

REACH teacher Aviva Lopin works with primarily fourth and fifth-grade students at Yeshiva Tiferes Tzvi (YTT). Aviva listens to her students’ recorded audio classes, and then she reviews and co-teaches the material to her students in a real-time virtual conversation. 

Parents are key partners in remote learning. “I’m blessed with the best, most supportive parents who help the students stay focused by helping them get prepared for the lesson with any materials they need, and with their flexibility,” said Aviva. 

Estie Siegal is a REACH teacher who supports students in grades K-8 at Arie Crown Hebrew Day School (ACHDS). She has daily Zoom sessions with each of her students. During her experience with remote learning, Estie has noticed that her students are actually benefiting from one-on-one attention without the normal classroom interruptions. She has seen tremendous growth in her students and feels that, despite these unforeseen challenges, they are thriving.

Throughout this time of remote learning, Estie acknowledges her students are working extremely hard. “I focus on their strengths to build them up. They are most receptive when starting with their strong points and individual interests whenever it is possible.”

Shoshana Perlmuter is a REACH teacher who works with students grades 1-8 at both Joan Dachs Bais Yaakov (JDBY) and ACHDS either through Zoom or over the phone. She focuses on maintaining  routines  with the students that she teaches in her  reading groups Shoshana reports that students are sometimes less distracted when learning by phone.  

She has been customizing the packets distributed by JDBY teachers and modifying the material for the students based on their individual needs. Shoshana tries to enhance the lessons to make them interactive and more engaging with computer activities. “Making the lessons more dynamic and interactive on the screen makes it more appealing, and I try to make it as engaging as possible.” 

A parent of one of Shoshana’s students says, “My daughter looks forward to her Zoom with Miss Perlmutter. That means the teacher is doing a good job engaging her and she’s really gaining from it.”

Like students, REACH educators needed to adapt quickly in the methodology they employ to assist students effectively through remote learning. 

Special education is good education. REACH teachers recommend setting all children up for successful remote learning by applying the following principles:

Be understanding. Aviva says the key to successful remote learning starts with being understanding. “The kids are going through this challenge just as much as the adults are. Give a lot of praise for anything positive they are doing.” Estie has found that validating students and empathizing about how hard the situation is has helped students connect to the learning. 

Provide technical support. It’s crucial to support the technology challenges. “When they make a call or Zoom, parents should help them set up the technology so that the students will be less likely to get frustrated and discouraged when it takes extra time,” says Aviva.

Designate a place that is conducive for learning. Try to have a special chair or spot to do work with all their necessary supplies. Some of our parents have even decorated the area to make it extra special. 

Keep lessons short. Shorter lessons, especially for those that are prerecorded, help students stay focused and engaged, especially if some fun is sprinkled into the lessons. Estie uses timers to start and stop a lesson, because when they know an end is coming it’s easier for them to work up to that point.

Make lessons fun. Estie has noticed that challenging students to see if they can do an activity is often more effective than forcing them to do it. She uses Zoom’s whiteboard for teaching and the app Quizlet to reinforce lessons in an interactive way.

Be flexible. Shoshana’s best advice to teachers and parents? “Try your best to be as flexible as possible. Let the students know that even if they don’t understand every little thing, they shouldn’t be so hard on themselves especially during this difficult time.”

Even though they are still socially distanced, these educators are making sure that learning is still within their students’ REACH. 

A Taste Of Torah – Parshas Bamidbar

Written by: Rabbi Avrohom S. Moller

This week’s parsha is devoted to the regimentation of the Jewish people during their years in the desert. The 12 שבטים (tribes) were counted and organized into camps with a very specific configuration, while they were moving camp and also when they encamped. Every tribe’s location was specific and collectively they encircled the heart of the camp, the אהל מועד (Tent of Meeting), containing the ark and the holy vessels. This nucleus of holiness was the focal point of communal service and dedication to Hashem. This proximity and visibility of the Mishkan created a sense of intimacy and closeness to the Divine presence.

In contrast to this, there were many boundaries and warnings to the Jewish people to maintain a respectful distance from Hashem’s presence. During travel, the holy vessels were covered to prevent anyone from gawking at them, and they were carried wrapped in their coverings. Throughout the description of the camping and travel arrangements , there were warnings to maintain careful boundaries and that the holy should not be trespassed upon.

Rav Shamshon R. Hirsch (prominent Jewish thinker and Chumash commentator1808-1888) notes the dichotomy in this arrangement. The Tabernacle and the Torah that sanctifies it are the unifying presence in the midst of the camp. This conveys a message of affinity to the Torah, and its constant presence in our lives. At the same time, it was to be regarded with extreme awe and be approached with respect and trepidation. This was to avoid the familiarity that breeds informality and disrespect.

Rav Hirsch explains that these formalities are an expression of the Jew’s relationship to the Torah. The Torah is not a set of values developed by the Jewish people to guide the spirit of the community. The Torah does not emanate from the human soul; it is a G-d given Torah, divinely inspired and written. Our job is to assimilate Hashem’s word into our souls and behaviors. Nothing else will work for us. This is why the Mishkan, the seat of Hashem’s presence, is in our midst; yet, it is separated from us by these boundaries to assure that we have the correct attitude when we relate to it.

We are preparing for the renewal of our acceptance of Hashem’s Torah on Shavuos, the day the heavens opened, and Hashem spoke to us directly. We approach the Yom Tov and the Torah with renewed commitment and love, and we do so knowing that the Torah is here to define us, not the other way around.

Social workers respond to challenges of COVID-19

Mrs. Debbie Cardash, REACH,  Ms. Carly Krawetz, social worker at Hillel Torah, Mr. Phil Zbaraz, counselor at Ida Crown Jewish Academy and  Rabbi Avrohom Shimon Moller, ATT all gathered on Zoom for a community-wide session to support parents navigating homeschool and parenting during Coronavirus.

Previous sessions were forward-looking: What’s it going to look like? Now, we are nine weeks in. We have figured out many things. It is time to move forward and anticipate the issues we will be facing in the coming weeks.

How will we manage the uncertainty in a way that reflects our values? We are looking at a new reality. What should we address heading into the unknown?

Dr. Phil:

Let’s look at where we just came from? We were told all we needed to do was “shelter in place.” People seemed to be able to do that task. Now we seem to be in a transitional phase. It is not so simplistic anymore since there are multiple layers now – financial, religious, relationships. Each new dimension adds more complexity. So, the phase now is more complicated and will require more sensitivity as to who we are and what our values are. People become more reactive during these times and act in a way that is not out of calm. This leads us down different paths when we need to make decisions.

Carly:

We will begin to see in our homes that people want to do different things in our homes. Setting rules and boundaries needs to happen in a supportive and respectful way. This will look different in different families.

Rabbi Moller:

We all respond to an urgent crisis as human beings with adrenalin and strength. Eventually we lose our heroism and our sense of selflessness as the reality continues for a while. Our regular personality comes through. The sprint is over but the marathon is still on.

Debbie:

When we are receiving conflicting information, how can parents navigate this? Children push back and can find opinions that support their viewpoint.

Dr. Phil:

There’s no one size fits all approach. We all approach things differently. When illness strikes, people reevaluate their lives. On a global scale the world has been shaken out of autopilot. We always did things as part of our routine. Now the world has been asked to take off the autopilot setting, and conscious decisions govern everything. The level of change, decision making, and awareness is unprecedented. It has caused people a lot of fatigue – compassion fatigue, quarantine fatigue, zoom fatigue, etc. Cannot gloss over these things.

Carly:

We want to get back to our normal lives. Need to do self-care especially now since every stress becomes a real challenge to maintain control and happiness in our homes.

Debbie:

Our cognitive functions are working way to hard. This contributes to fatigue. We all need to own and honor that it is harder to do things which sets us up for frustration and diminished demeanor. Don’t take on hard conversations if you are not prepared for it.

We all suffer from momentary lapses of judgement. Need to rally the troops and ask shaalos and model this for the children. It is OK for our children to see how parents react to stress in a positive way.

Carly:

If you weren’t feeling frustrations and anxieties, that would be abnormal. We are all at a different place in our feelings.

Dr. Phil:

Our families are experiencing shedding of their routines/rituals/ typical responses and reactions and as much as people are trying to hold on to things, they will find that there are things that need to fall away especially if they affect a person’s ability to adapt. Do not hold onto things that will not help you cope and that will not help at this time.

Carly:

At the beginning we spoke about the importance of structuring the home during this time of e-learning. Now that we are almost through with this portion, you will figure out how to adjust to the changes that will take place over the summer.

Dr. Phil:

There is a sense of loss – Need to talk about the immediate milestones of our students that look different now. We are missing developmental milestones – graduations, class trips, other activities, Israel, etc.

Challenge – can no longer live in the imaginary moment – need to hit the pause button from that and focus on today. This can be a gift to ourselves – the “present moment” – and a greater understanding of who we are as a person. What can we do for our children with their “right now” needs? The slowdown of the world has caused us to pay more attention to the here and now.

Debbie:

It is OK to relish the moment. Playing games, spend time together, as much as there is loss there is tremendous opportunity for growth.

How can we advocate effectively for our children with the school? What are some tips to reach out for your child?

Carly:

Teachers and staff are certainly willing to work with parents at this time to help their children. Any feedback and constructive feedback from parents are welcome. Making individual plans is important. Be honest and reach out to the child’s teacher in a respectful, kind way. Teachers are still able to make accommodations and modifications.

RABBI MOLLER:

Underscore that this has to be done with respect. The teachers are also under a lot of stress and fatigue. They are human beings as well.

Dr Phil:

With teenagers, it is vital for part of their day to have an area carved out for their own individual creativity. Parent could help identify what those areas of creativity are for their children. Many of these opportunities for creativity have been taken away from them. Families should come together and talk about this.

Carly:

This is very important.

Debbie

Harder for adults to carve out their own creativity. Need to take time for this.

Rabbi Moller:

We need to respect the human need for ceremony and symbolism. These life cycle events are extremely important. Need to be able to use our creativity to create something memorable out of the current situation. Seize the moment and incorporate the positive aspects of anything that that we cannot do because of the current crisis. We cannot replace the anticipation and excitement about major events that are cancelled but we need to be creative to make these replacement events memorable. Ironically, because they will be different and novel , they will be much more memorable.

Debbie:

Children are resilient and if we act appropriately to them, it might be enough for them.

How honest should we be with our children about our handling of the uncertainty?

Dr Phil:

Our bodies don’t lie, and our kids have an amazing capacity to read us. So, by trying to hide it away you will cause more disturbance for your children as they see a dissonance  between your words and your body language. Part of the human condition is to feel things. It is a life lesson that you can feel things but it does not mean you will fall apart. You can work through them and transcend them. I am not a believer in putting a mask on and protect child from a natural human response.

Debbie:

It needs to be a balance. Temper your feelings with developmental realities. Perhaps for younger children need to be more protective. Whatever children think of is probably worse than what is actually happening. So, need to share basic truthful statements – these can be a gift to all. Sometimes say, “I don’t have all the answers; when I do, I will share.” Explain your non-answer.

Carly:

Honesty is the best policy. Try to make sure kids see you are in control, keep routines, and keep them loved and share/focus on what is good in the household at this time.

Debbie:

Structure is always important. That helps everyone. If it falters once it a while that is ok, bring it back. This will help with mental health and physical health hygiene.

Carly:

Separate the weeks from the weekends.

Final question:

What are a couple of things that we should think about as we go into the next phase of the unknown?

Dr. Phil:

It is vital to really have a very conscious appreciation of our faith and values – that is from where we draw our faith. The doing part of our day is important but it requires an acknowledgement of the Source from  which we draw our strength. We feel much stronger when we are part of something much greater than ourselves.

Carly:

As we navigate these choppy waters, set rules and boundaries in your house. Don’t forget to enjoy the small stuff. Don’t forget to breathe. Pay attention to where you are now and where you are going.

Rabbi Moller:

When we use the term unprecedented, realize that it’s a matter of perspective. We need our faith. We have had much suffering in our history. It is unprecedented for us, but we can learn from previous historical situations to give us chizuk and  to prevail.

A Taste Of Torah – Parshas Behar

Walking with You

Written by: Rabbi Mordechai Raizman

In the beginning of the second Torah portion of this week, we are commanded to walk in the ways of Hashem. Rashi explains this commandment does not refer to doing the mitzvos, but rather,  the effort that goes into the action of doing them. The reward for this effort as stated in the ensuing verses includes peace, prosperity, and that G-d will rest His presence with you and walk with you. How do we understand the meaning of this last blessing? How does G-d walk with you?

The Seforno (a 16th century commentator on the Chumash) explains that walking with you means that G-d is ready to interact with us wherever we may be. We should not limit our interactions with G-d to only designated places for Torah and tefillah. Yes, our synagogues and Batei Medrash are places where the presence of Hashem is felt. However, we have to understand that they do not have to be the only places.

If we do as the Torah commands us, to walk in the ways of Hashem, applying ourselves as much as we can in the effort of doing the mitzvos, we will have the ability to feel His presence wherever we are. It is not about how much we do, but rather about the effort we put forth in doing. This effort leads us and keeps us focused on strengthening our connection with G-d in our synagogues, in our homes, and wherever we may be. The more effort we put in, the more we are thinking about doing His will, which will subsequently lead to feeling His presence in all aspects of our lives.

This lesson is so true, especially in the times we are living in now. We don’t have the abilities yet to be in our synagogues. We have been davening and learning in our homes. This time period, as challenging as it has been, has provided us with insight concerning this idea. Walking in the ways of Hashem is wherever we may be at that time doing His will.