Sunday, October 19, 2014

תן חלקנו בתורתך... וטהר לבנו לעבדך באמת

My mother picked me up from Columbus International Airport on Wednesday afternoon, both of us relieved that my flight was on time and I’d made it to Columbus. I’d spent the past few chagim fantasizing about being home. Columbus’ leaves are just turning, its greenery punctuated with sharp bursts of maroon and traced about with more common amber and bronze. We stopped to pick up our Communist-Socialist-Agriculture basket and headed home to cook.


The first night we ate in the sukkah, a family minhag on Shemini Atzeret. My father has rigged it up with Christmas lights and wind chimes that turn it into a delicate autumnal wonderland. The young couple we’d invited, a professor of Israel Studies and a professor of Talmud, as well as his British parents, a judge and a businessman, made fascinating conversation. The judge (who seemed a proper British lady but turned out hilarious) informed us that, “you meet the most wonderful people when you run them over.” The businessman waxed poetic about a production of Macbeth he’d seen in Polish. The Israel Studies professor answered my question by saying that he does “theoretical, not applied,” Israel Studies. And the Professor of Talmud, well, she had the most incredible take on women in Judaism, one that made me want to mimic my kids with a  “preach!” after every word. I kept thinking about how far I was culturally from my school’s milieu.

The next day, my rabbi sat down across from me at kiddush. “So you decided to come home for Simchat Torah, huh?”

“Yes! Rabbi, here the men make sure the women have a Torah to dance with, and there’s a women’s Torah reading, and the children have such a beautiful role, and it’s home…” He smiled, and I broke off. I was too shy to say all the rest, that the Columbus community glows with ineffable warmth—strangers were brought into the dancing, which slowed patiently for the plucky older woman who wanted to dance, while children raced beneath the outstretched arms of the adults. The shul is full not only of women seeking an active role for themselves and their daughters in Judaism, but with men who check that the women have a Torah to dance with and a space set up for leining, men who insist that their daughters feel valued, and a rabbi who carefully balances his more conservative community members’ needs with these vibrantly seeking congregants’ yearnings. How can I begin to explain that, though I would probably choose a partnership minyan over my parents’ style shul, the fact that it is full of people seeking a halachic, communally-engaging, morally upright Judaism makes it wonderful?
 
Later that morning, the women gathered upstairs in two rooms for the women’s reading of the Torah. Women who are used to more, politely read the single brachah the rabbi had mandated; women who had never received an aliyah before summoned up the courage to work their way through the brachah. I felt the familiar gush of belonging at being a part of tefillah, and an even stronger pride watching my mother introduce and arrange the reading.

On the last round of reading, my high school gemara Rav’s wife received shlishi, which I was leining. I couldn’t exactly explain to her why it mattered so much to me that I got to read for her. I’ll never be able to read for him, and connect to him through ritual, not just learning, and so being able to read for her somehow made a difference. Then, at the end, we crowded into the other room to share a misheberach, and I heard the most enchanting thing. A young girl who had listened to her mother practicing leining over and over had learned the first pasuk of her mother’s aliyah, and stood at the low table in front of her, reading the first pasuk with her. The two voices, one piping and one deep, blended harmoniously.

This is a particularly bright young girl, fluent in Hebrew and English both, who several months back approached her mother, saying, “Ima, I think I’m ready. I know anim zmirot. Let’s tell the rabbi.” It hadn’t occurred to the child that only boys were going up to the bimah to lead anim zmirot; she saw only engagement in Judaism and her personal ability and readiness to give to the community.

The rest of the weekend, I thought about it and talked about it with my parents, old friends, the young mothers of the congregation, and the Talmud professor. Simchat Torah is always a particularly fraught time for Orthodox women. The amazing changes at my parents’ shul were done in joy and respect, without the slightest negativity. Yet even after being in such a safe space, the chag leaves me wondering about women’s role in Judaism. Will the little girl who read Torah with her mom grow up, as I first imagined in a surge of happiness, with a feeling of value and a wholehearted commitment to her Judaism? Or will she run away like me and so many of my more thoughtful/high-powered female friends, giving all of her leadership ability, her bright intelligence, her desire to perfect the world, to the secular society that can appreciate it so much more, and maintain Judaism in a solely personal sphere because the community cannot value what she can bring to it? I look at the shul in which she’s growing up and I know that’s not true. She will lein on Simchat Torah, read megillah on Purim, give shiurim and lead her peers in Torah study. Perhaps she will grow up without any bitterness.
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Best magazine cover ever

And the thing is, I grew up without bitterness. It took two years of midrasha, three years in college, and a lot of investigation into the halachic process, to bring me to the polite distance I keep from the Jewish community today. After watching my mother this chag, I realize that women like me will not change Judaism. It is women like her, women who are joyous with their lot and excited to find they can do something more, that will bring Orthodox Judaism slowly but surely into the twentieth century (their great-granddaughters may bring it into the twenty-first). I, for whom a gag reflex is triggered when a well-meaning man tells me, “of course women can do that,” can no longer abide being in the same room as a discussion about whether women can or cannot celebrate some aspect of their religion in public. It’s my religion—how dare you imagine that you have control over it? Don't give me permission to celebrate my faith communally. But mostly, at this point, I nod and give a sickly smile.

My withdrawal from community means, to me, that I can have no say, no power, in how the Jewish community develops. But it’s a withdrawal that has allowed me to keep my joy in Judaism. To celebrate it personally, in tefillah and learning and kashrut and Shabbat, in my private conversations with G-d and considerations of how to act and what to say. It hurts too much to offer the raw, gaping slashes of wounds that I’ve received over the years to communal observance, even while withdrawal feels like I'm betraying something and stifling my religious identity. Eventually, I will find a community driven by the same impulses that drive me, and then I will again begin to contribute and be part of a community. Until then, I will enjoy the brief simple delight of leining on Simchat Torah, give what I can to the Sunday School children of the Conservative community in Charlotte, quietly celebrate my religion on my own terms, in my own private space, and repeat over and over the lines of the Shabbat davening, which, in my mind, represents the religious feminist's creed:

 תן חלקנו בתורתך... וטהר לבנו לעבדך באמת

Tuesday, October 14, 2014

The Teacher Learning Curve

Learning to teach is hard. Right now I’ve moved from a basic doggie paddle into a steady breaststroke, with the occasional fancy flip, but every so often a moment pops up that reminds me how different this is than the drowning splashes of last year. Today I had one such moment.

A student whom I’ve constantly had to nudge into proper behavior in one of my classes snuck a mouthful of food today. I gave him that look (disappointed-teacher-who-cares) and said, “hey, you know we can’t eat, you saw the bugs that one time.”

“My fault, my fault,” he responded as I moved away from him. Two minutes later, I looked over, stopped mid-sentence while giving directions, watching him stuff a Reeses cup in his mouth.

“!!! Look, I know it’s hard for you to learn, as evidenced by your abysmal grade in this class, but two minutes is too short a time for even you to forget something as basic as the school-wide rule against food,” is what I did not say to him. I got this far:

“Look, I know it’s hard—“ and cut myself off, the acid in my tone striking across the classroom. Then I paused. The students looked at me, waiting for what was coming next. “--, please step outside for a moment,” I told him, and got the class working on their assignment. When I joined him outside, he was waiting for me warily, ballcap low on his forehead.

“So. Why’d you eat when I just asked you not to?” Gotta give a chance to explain. Maybe he’s diabetic.

“I was just finishing it up, I didn’t want it to go to waste, so I was just finishing it up, honest.”

*Cough* Bullshit* Cough* is not what I responded.

“You know I keep Ziploc bags in case you need to put food away that you’d started at lunch. And, listen, I’m glad to know that you had a reason [Translation: I’m glad to know you care enough to lie], but what I saw when you ate right after I told you it was against the rules, was you giving me the finger. And giving the class the finger. Every time you break a rule like that, that’s what the class and I see—you’re saying F you to the class. And you’re a leader. You know you are, because last Wednesday (cue inspirational story of his leading the class that was actually true to let him know I hadn’t just noticed the negative). So get it together. We cool?”

“We cool,” and we shook. Five minutes later he was telling his deskmates to shush, Ms. W was speaking. It’s nice while it lasts. And it’s a HUGE step up from last year, when such insubordination would have sparked a verbal tongue-lashing that would lacerate holes in their teenage-sized egos. I’m learning, slowly but surely.

(By the way, my sister has since told me that I lifted that speech from Freedom Writers, but I wasn’t aware of it at the time. I’m sure I did it better).

In my 2nd block, we were in the middle of researching the results of violent media upon teenage aggression when someone knocked at the door. As one, the class glanced up at me.

“Ms. W, you promised!”

“Okay, let’s do it!” As one, we stood up, and the kids returned to be hard at work, standing in place, as my bewildered TFA coach walked in the door. He moved to the back and stood, leaning against a wall, surveying the standing students. The class worked for about a minute, and then I gave the hidden signal, and we all sat. Sure enough, my coach took a seat, too.

The class went wild. “It worked! It worked!”

“Okay, guys, what do we have to do to make it ethical?”

“Debrief him!” And they raised their hands to be the one to explain that we were testing the Chameleon Effect on him.

Tomorrow is PSAT day, and I gave my first block a rousing speech about getting scouted by colleges and winning scholarship money. One of the girls pointed out that nobody has ever told them before what the point of all the tests they take is, and that now she’ll actually try tomorrow. Which worries me—what was she doing the rest of the time? Still, it’s going to be a nice break in the schedule for me—as a senior homeroom teacher, I get to chill with my seniors or else be a hall monitor and grade papers.


And I’m going home for Simchat Torah! Columbus may not pop into your mind as the apex of the Simchat Torah scene, but it has family, and old friends, and a women’s Torah reading. Chag sameach, everyone!

Monday, October 13, 2014

Eliyahu Hanavi Visits the Back Trailers

Monday, I entered my trailer at 5:45 am, refreshed from three days of chag, excited about my lesson plans for the day (kids made commercials using compliance techniques and then dissected each others’ commercials by identifying, you guessed it, compliance techniques), and breathing in the steam from my mug of chamomile tea with an air of peace. Then I opened the door of my trailer.

Students learning about the value of working together; or,
In-class replication of the Robbers Cave Experiment
If you have ever met me, you know that I care about cleanliness. Messiness, to me, is not just a sin, it’s a character flaw. And in my trailer my students had, left for two days with a substitute, well… the desks were scattered every which way, papers littered the floor, a few hung half-heartedly off the board as a result of pilfered pins, and the whiteboard exhibited choice graffiti (amazingly enough, none of it profane—in fact, there was some good artwork up there). I gritted my teeth and got to work, thinking about the talking-to I’d give my kids. Halfway through cleaning, I gave up and sat at my desk, seething, deciding to leave it to them to clean up. For a fleeting moment I thought up every different kind of punishment I could imagine: Take away the i-pads from today’s activity. Give candy just to the clean blocks and let the other blocks know. Sing instead of speak all week long. No, too cruel.

And then, as I pondered the mess, the door opened. An older African-American man I’d never seen before, with a goatee and a broom, poked his head in.

“I heard you moving things around. It looks like the night man didn’t clean this room.” He came in and began sweeping. Talking to me quietly, he began to get rid of the mass of papers floating around. Heartened, I started to rearrange the desks. As he took out the overflowing trash bins, he commented that this was a much better way to start the day. I think so, too. It reset my mood completely, reminding me how important it is to greet my students with a smile instead of a growl, and I’m pretty well convinced that Eliyahu HaNavi showed up in my room to help start our week off right.

A little fairy helped, as well. She poked into my box while I was gone and left this note from a student:


Her response to my thank-you note? To come up with her best friend after class and tell me, “Ms. W, I really love you. And now you’re laughing, but it’s true.” I told her she could use that for her paper on breaking a social norm, but I also told her I loved her back, and that she’s a great student who makes being a teacher wonderful. Because it’s true and sometimes you have to tell the kids the truth. Once in a very little while.


Two of my particularly adorable students hung out with me during lunch today, working on their IB internal assessment, and we got to talking about social conformity experiments. So of course we had to try one. As students returned from lunch, we hung out outside, all staring intently beneath a trailer. Sure enough, we collected a crowd of students peering beneath the trailer, intent on they knew not what. We debriefed, but one of my students has now renamed the Asch Conformity Experiment into the “making people mad experiment.”

Great minds at work:

Not sure why the video didn't load properly. Best takeaways:
"You learn whatchu want to learn. Nurture, not nature."
On genetic engineering: "You bake the cake, that's you, that's your baby, but somebody else does the decorating, instead of you doing it yourself and giving it to chance."

Tuesday, October 7, 2014

Psychology Is Spreading

Recently, while at my rabbi’s house for a marathon of chag meals, I noticed that I have been conditioned to smell challah merely at the sight of the challah board. Two meals later, I noticed a weirder phenomenon—the sight of the challah board has conditioned me to think about Pavlov. Psychology for the win.
 
Seems about right.
Last week was relatively uneventful. Sure, our school went into lockdown because of a student riot, but in the back trailers it just meant a peaceful half hour with the lights off and students huddled on the floor (and, in some instances, under desks) texting their friends. The most emotionally impactful event of the week was saying bye to a student from last year who’s moving up to Buffalo. It crossed my mind again that teaching sucks—either you hate the kids, and you have to see them every day, and it sucks, or you love the kids, and they leave and graduate, and it sucks. But I prefer the second kind, if I have my druthers.

Pranked my kids again. In my third block, I had students sign out books. After the first two had signed their name without reading the fine print about paying $40 if they lose the book, I decided to change the conditions. I wrote a line demanding $40 and their first-born child if they couldn’t return the book in top condition. EVERY single kid signed without noticing, and I may have to start a Madeline-like school where the babies grow up in two straight lines in order to keep them organized. We've had a nice conversation about perceptual blindness. Still, I feel as though this experimenting on the kids thing could get out of hand. Like perhaps it did this morning.
 
Today we were testing responses to conformity, and I warned all my students to, upon the entry of a late student, stand up and continue learning as though nothing was different. We wanted to see if he’d sit or stand with them. It led to hilarious debriefs by my students as well as funny responses by the kids who walked in late—one walked right out again when he saw everyone stand up, and only came back in when he saw through the window that we were seated again. Another slunk through the class with a half-smile on his face, and then grinned when we debriefed him. We have debated the power of having one confederate sitting, of having half the class standing and half sitting, and have made a pact to stand simultaneously and inexplicably the next time an administrator comes into the class. 

The kids later performed skits on the power of conformity. My favorite was the group of self-declared smokers performing a skit on saying no to marijuana, and in both classes the kid who pretended to resist peer pressure to party in favor of studying gave a hilarious performance.

TeacherHack #753: Today I (completely inadvertently) discovered the power of the popcorn call. This year I’ve been heading my classes steadily towards investing in their own education, taking control of the class and their own learning—hence the constant “student teachers” at the front of the classroom, the class jobs and Socratic Seminars and general student-heavy classroom lessons. But today, tired of dramatically pointing at a student and hustling everyone’s attention towards them, I told the kid who had just spoken, “you pick someone to go next. Popcorn someone.” Magically, the room quieted. Where often students talk through their friends, hands in the air, waiting for me to call on them so they can deliver themselves of some brilliant pronouncement and then go back to ignoring their peers, when they were aware that their peers would actually be calling upon them next, the room hushed magically. The kid who had called on someone tended to listen to them-- after all, they had picked them, right? It became more of a conversation and less like a hungry nest of chicks all screaming for mama bird's attention.


Seems simple and obvious, eh? Of such simplicities is a solid classroom culture built. I cannot tell you the number of times this year a student has told me, “I like this class. This is my favorite class. I really enjoy this class.” Most recently this morning outside my trailer while ensconced in a lime-green hoody that just screamed for a good hair-tousling (I resisted). I think it’s all down to turning the class over to the students to run, trusting them, and showing them that I trust them. Tell you the truth? I’m enjoying teaching more than I ever have before, too. 

Wednesday, October 1, 2014

Students O' Mine

QR Code Scavenger Hunt
After three days in shul, I was happy to get back to my students. They’ve been particularly adorable the past few days, and I realized how much I missed them over Rosh Hashanah.

In standard classes, they ran cognitive psychology experiments on each other—are you affected by the Stroop effect? Does half the class think the car accident in the video happened faster if the word “hit” is used instead of “smashed” in the question? Can you remember the first or second half of a list better? They tried to figure out what was being tested before the experimenter debriefed, treating it as one long trick. Monday, they went on a scavenger hunt to find QR codes throughout the classroom. The codes took them to pictures, websites, and videos, and they raced around trying to identify the motivation level from Maslow’s Hierarchy in each. Today, they engaged in Socratic Seminars on the nature of happiness that left everybody feeling, well, happy. One of the girls told me that she noticed she has no trouble staying off her phone during socratic seminars—she loves them! Can we do more? Yes, I think we can.


Three of my sweetest, most articulate kiddos, trying to decode the level of Maslow's Hierarchy in the video


My IB classes are equally enthused. They finally have books (thank you to the wonderful people who donated—Rabbi and Mrs. Zack, Rabbi and Mrs. Epstein, Sheldon and Nancy, Molly, Tanya, Nancy, Sean, Leyauna, Ross, Yosef, Andy, and Nitin!). They used them to create lesson plans on neurotransmitters, cleverly writing songs for the lessons and designing games where kids will toss “messages” from neuron to neuron. Watching them figure stuff out together makes my heart go warm.

Yesterday we did hormones, and they cracked up while trying to generate adrenaline for a twenty-second break of slap-hands. They also wanted to talk about sleep paralysis (“It’s demons, Ms. W, I swear!”). The boy who wanted to know about the causes of wet dreams ducked under his desk when I started to explain the answer. You asked! I think they’re starting to realize that I will talk about anything in psychology class—where else are they going to get their information from? And they need to consider the psychological ramifications of sex, drugs, motivational choices, and other decisions that could affect their lives.


Hard at work.
I’m floating on a high of happy teaching right now. Last year at this time, I was surrounded by a welter of sullen or screaming kids. Now, I can take a kid aside to talk about their essay and come back to find everyone finished with their practice work, and moving on to concept cards. The students are happy, productive, positively compassionate children who show (mostly) respect for each other, and our classroom is a nice place to be. After last year, I can barely believe it.

At the staff meeting today, our principal gave us some good tochecha, perfectly fitted to the aseret yemai teshuvah. I've resolved to take my hall duty more seriously. As I walked out of the staff meeting, I passed the cheerleading squad at practice. One of my students broke rank to wave. Another group called me over to watch the start of their Hispanic Heritage dance. One of my favorite (yes, we all have favorites, admit it) kids walked me to my trailer, unwilling to go until he'd fully talked out some issues he'd dealt with (very maturely!) that day. I strolled off campus with the pleasant taste of high school joys in my mouth. 5775 is going to be a good year.
Hey! Let's all make Ms. W's heart swell with joy by working together! (said no kid ever)