Today I got the chance to do an informational interview with Rabbi Spilker. It was a very good opportunity to learn more about becoming a rabbi, being and rabbi and getting to know him a little bit better. Naturally the first question I ask him was how he became interested in becoming a rabbi. He described how it all started at age 14 when he started to attend his synagogue and wanted to be connected to the community. Than he went to college for premed and began talking a few religion classes, which led him to visit Israel where he became more connected to his Judaism. Also that first year, his rabbi took him out to lunch and said he should consider becoming a rabbi. He said he responded by laughing. Shortly after this he dropped his premed and became taking more religion classes and wanted to now become a professor. After graduating from Duke University, Rabbi Spilker attended Hebrew Union College in New York. At Hebrew Union he took the opportunity to go on a trip throughout Europe with Cantor Spilker. During this trip, he realized that he should become a rabbi because it incorporated all the things he loved to do.
Next I asked Rabbi Spilker what he particularly liked about his daily work. He had a few responses. First he said he liked how everyday was different. Another aspect he liked was being involved in people's lives during pivotal moments and seeing the differences you make in people's lives. Lastly he mentioned a few perks like studying and traveling to Israel.
Another question I asked him was what kind of advice could he give me as I am considering becoming a rabbi. His response was to go on a Hebrew Union College weekend and to expose myself to other types of Judaism. He also said to journey through Judaism yourself along with helping others.
I asked Rabbi Spilker a few more questions but I think that these were the most important questions.
Later today I ate at the Purim dinner. During the dinner, I sat by a few adults that I had just met. They asked me questions the typical questions how old am I, where am I going to school next year, etc. Than I talked about how I am mentoring the rabbis and they thought that was wonderful. Next we started talking about the differences between the Reform and Orthodox Movement. This one woman's response about Reform Judaism for her really sticks out in my mind. She was talking abou how for Orthodox Jews Judaism is the completely immersed in their everyday life; they breath Judaism everyday where as Reform Jews do not. I think this is true for some Reform Jews but certainly not for me. Now here's the kicker. She said the Reform Judaism for her is a HOBBY. I had never heard of practicing a religion as a hobby. Did she really think Judaism was just a way to keep her busy and some activity that could do when you felt like it? I was shocked. This statement offended me because Judaism is such a big part of my life. I believe Jewish people should have a desire and a love to practice their Judaism and not think of it as something to do.
After that conversation, I ushered before the spiel. This years theme was Morddy Potter and the Book of Potions. The characters were One who can-tor be named (Cantor Spilker) , Morddy Potter (Rabbi Spilker), EstherHermione (Rabbi Adler) and King Dor Vador (Amy Gavel). Some cute props they used were torah commentary for the book of potions, tallit for the invisibility cloak, grover for dolby the house elf and yads as the wands. Overall it was pretty good.
Tonight I also got to connect with the woman in charge of leading daily services. I was very excited to hear that I could come anytime to experience a service and can lead whenever I feel comfortable.
Well that was my mentoring experience for the day. I really enjoyed it and learned a lot. I am glad it is getting better for me than it was before. In the beginning I was having trouble connecting with a woman who would have been helpful but she kept cancelling on me. I have decided to not go to her since she can not seem to take me seriously. That is all.
Monday, March 9, 2009
Weekly Summary Two
Monday, March 2, 2009
Today I mentored with Rabbi Adler from 4-4:15 pm. During this time, I observed a D’var Torah meeting with a Bat Mitzvah student. From 4:15 to 5pm, Arlene Defren helped me with my Torah portion. From 5-5:30 pm I thought of ideas for organization Rabbi Adler’s library and started categorizing.
During the fifteen minute meeting, Rabbi Adler went over a lot of information about writing a D’var Torah. The first step in writing a D’var Torah is to reread the English translation of the portion. Next you need to make notes of anything that sounds interesting or sticks out to you in the translation. These notes can be possible topics. The next step is to research what other people think about the topic you have chosen. After your research is finished, you need to determine how the topic relates to your life and come up with your own opinion about the topic. All these directions seemed very straight forward for me because I have written a D’var Torah before. As an observer, I realized phrasing is very important to helping a B’nai Mitzvah student understand how to write a D’var Torah. Sometimes students will be able to understand complex ideas and sometimes they will only understand ideas put simply. A challenge of the rabbi is to guide the student in picking a topic that will interests them and relate to their life along with teaching them something new. Another challenge a rabbi has is getting the student excited about writing a D’var Torah. After the meeting, I worked with Arlene Defren on chanting my Torah portion without vowels. During this time, I learned that they kamatz katan vowel with always be marked with either a separation between the two lines of the T or will have a longer stem.
Observing the D’var Torah meeting reminded me of discussions I had with my parents about choosing my D’var Torah topic for my Bat Mitzvah. My Bat Mitzvah Torah portion was V’aetchanan and the topic I chose was why Moses could not go into the Promised Land.
Wednesday, March 4, 2009
Today I had a Torah Study with Amy Gavel from 2-3:00-pm. After the study, I read more on the weekly Torah Portion from 3-4 pm. From 4-4:15 pm I worked with Arlene Defren on my Torah portion. Than from 6:15- 7:15 pm I observed Rabbi Spilker teaching the confirmation class.
During the Torah study I learned a lot about this week’s portion Tetsavveh. We began the Torah study by reciting the blessing for the study of Study. Amy said that there are two ways to study Torah; either line by line or learn the overall story of the portion. She believes the best way to study the Torah is line by line and that is exactly what we did. We studied the portion by examining different Torah commentaries and discussing our own interpretations. First, I learned that this weeks Torah portion, Tetsavveh, translate to command or instruct. The first line of the portion describes getting oil for the eternal light, nair tamid. Amy had me compare the translation of the first line in one Torah commentary to another. In one book I noticed that one commanded the children of Israel to get oil for the lamp and have it burn continuously while anther instructed the Israelites to get oil for the lamps and have it burn regularly. I believe the first one is a better translation of the Hebrew because it uses better words to convey a message. Next Amy and I talked about the different interpretation for the words nair tamid. Some commentators agree with literal translation eternal light while others believe it is a metaphor for other “eternal lights” in our life that could include the Torah, G-d, the Western Wall or Home. I believe it represents the Torah, “the eternal light of knowledge.”After the study, I read about the priest garments in the commentary and now understand what they look like and agreed with some of the commentators’ reasons for why they contain specific designs. When Arlene was listening to me chant my Torah portion, I learned like the troupe sign (בּ˛) mercha before a tever (בּ ˛.) sounds like a catone (בּ:). Lastly I observed Rabbi Spilker teaching the confirmation class. First he went over what the confirmants would need to know what their confirmation meetings next week. It bothered me how many of them did not know the five books of Torah in both Hebrew and English. Next he led a discussion about different beliefs in G-d through some questionnaires and comics. I learned that most people who do not believe in G-d because they have an image of an old man as G-d. Lastly from a student I learned that live is evil backwards.
I greatly enjoyed my first Torah study. I am looking forward to studying Torah with Amy next week.
Saturday March 7, 2009
Today I went to Rabbi Spilker’s weekly Torah Study, with my mom, from 9-10:00 am. Than I attended Shabbat Morning Services with my family from 10-12pm. At the luncheon, from 12-12:30 pm, I talked with some congregants and led some songs.
The Torah study with Rabbi Spilker was much more intense than it was with Amy. Right away I got a sense that the adults there attended regularly. This made me feel self conscious because I was the younger one and they all seemed so knowledgeable. As the study when on, I realized I did not need to be. No one was going to make fun of me for saying a wrong interpretation or asking a dumb question because there are no wrong interpretations or questions about the Torah. I liked how Rabbi Spilker led the discussion and had everyone go around and read a verse in the English and than discuss the section. It made it really easy for me to follow along. During the study session, I learned about the priestly garments Aaron and his sons must wear and the ceremony that anointed them as priests. The aspect of the ceremony that stuck out in my mind was putting ram’s blood Aaron’s right ear and his sons’ right ear along with their right thumbs and on their big right toes. So naturally I asked Rabbi Spilker why they did this. The Torah always tells us how to do things but never why. Rabbi Spilker did not have a specific answer and but some of the adults in the group came up with some interpretations. One woman stated this ceremony represented how we hear actions through our ears and complete those actions through our hands and feet. Another person noticed that the blood was on the right side of the body and formed a straight line. During the service, I learned that this Shabbat was called Shabbat Zachor because we were remembering that Amalek hurt the Jewish people. I enjoyed this service more than I have the past few services I attended because I chanted Torah and was able to focus on the prayer more in a smaller group. Toward the end of the luncheon, we sang songs for Shabbat. I took the opportunity to lead a few songs. This was the first time I had led anyone in a song and I was nervous at first but than it became natural. During the luncheon, I learned about the conflict surrounding a tolerance museum being built over a hundred year old Muslim cemetery in Jerusalem.
My view of the Torah study changed from just really religious people debating over what a passage in the Torah mean to anyway giving an interpretation of what a passage in the Torah means.
Sunday March 8, 2009
Today I mentored at my synagogue from 9:30- 1:30 pm. From 9:30- 11 pm I assisted my mom in teaching her class. From 11-12 pm, I listened to a Purim and Israel trip presentation. From 12-1:30pm I volunteered at my synagogue’s Purim Carnival.
In my mom’s first grade class, I gained new insight on how to teach first graders. I am not used to interacting with first graders because I usually work with older elementary school students. With first graders I had to be more patience and understanding. As I was telling the story of Purim, I had to speak loudly, in terms they would understand and keep their attention. From the presentation I learned about Rabbi Spilker’s experiences in Israel. I was surprised to hear how children of Ashalon are not afraid of all the rockets that hit their town daily. As a volunteer at the Purim carnival, I again gained insight on how to work with little children. While I was working at the kid’s carnival, I found myself encouraging the kids to play the games and congratulating them if they won. I also had to give them multiple turns. When I helped older kids play the games, I did not have to encourage, congratulate them or give them multiple turns. When I was interacting with different children, I had to act differently according to their age.
I enjoyed telling the Purim story to the first graders because it was a way for me to connect to them.
My overall goal for next week is to finish my informational interview.
Monday, March 9, 2009 Synagogue 3:45- 8pm
Wednesday, March 11, 2009 Synagogue 2-7-m
Friday, March 13, 2009 Service 7:30-9pm
Sunday, March 15, 2009 Religious School 9:30-12:30pm
Today I mentored with Rabbi Adler from 4-4:15 pm. During this time, I observed a D’var Torah meeting with a Bat Mitzvah student. From 4:15 to 5pm, Arlene Defren helped me with my Torah portion. From 5-5:30 pm I thought of ideas for organization Rabbi Adler’s library and started categorizing.
During the fifteen minute meeting, Rabbi Adler went over a lot of information about writing a D’var Torah. The first step in writing a D’var Torah is to reread the English translation of the portion. Next you need to make notes of anything that sounds interesting or sticks out to you in the translation. These notes can be possible topics. The next step is to research what other people think about the topic you have chosen. After your research is finished, you need to determine how the topic relates to your life and come up with your own opinion about the topic. All these directions seemed very straight forward for me because I have written a D’var Torah before. As an observer, I realized phrasing is very important to helping a B’nai Mitzvah student understand how to write a D’var Torah. Sometimes students will be able to understand complex ideas and sometimes they will only understand ideas put simply. A challenge of the rabbi is to guide the student in picking a topic that will interests them and relate to their life along with teaching them something new. Another challenge a rabbi has is getting the student excited about writing a D’var Torah. After the meeting, I worked with Arlene Defren on chanting my Torah portion without vowels. During this time, I learned that they kamatz katan vowel with always be marked with either a separation between the two lines of the T or will have a longer stem.
Observing the D’var Torah meeting reminded me of discussions I had with my parents about choosing my D’var Torah topic for my Bat Mitzvah. My Bat Mitzvah Torah portion was V’aetchanan and the topic I chose was why Moses could not go into the Promised Land.
Wednesday, March 4, 2009
Today I had a Torah Study with Amy Gavel from 2-3:00-pm. After the study, I read more on the weekly Torah Portion from 3-4 pm. From 4-4:15 pm I worked with Arlene Defren on my Torah portion. Than from 6:15- 7:15 pm I observed Rabbi Spilker teaching the confirmation class.
During the Torah study I learned a lot about this week’s portion Tetsavveh. We began the Torah study by reciting the blessing for the study of Study. Amy said that there are two ways to study Torah; either line by line or learn the overall story of the portion. She believes the best way to study the Torah is line by line and that is exactly what we did. We studied the portion by examining different Torah commentaries and discussing our own interpretations. First, I learned that this weeks Torah portion, Tetsavveh, translate to command or instruct. The first line of the portion describes getting oil for the eternal light, nair tamid. Amy had me compare the translation of the first line in one Torah commentary to another. In one book I noticed that one commanded the children of Israel to get oil for the lamp and have it burn continuously while anther instructed the Israelites to get oil for the lamps and have it burn regularly. I believe the first one is a better translation of the Hebrew because it uses better words to convey a message. Next Amy and I talked about the different interpretation for the words nair tamid. Some commentators agree with literal translation eternal light while others believe it is a metaphor for other “eternal lights” in our life that could include the Torah, G-d, the Western Wall or Home. I believe it represents the Torah, “the eternal light of knowledge.”After the study, I read about the priest garments in the commentary and now understand what they look like and agreed with some of the commentators’ reasons for why they contain specific designs. When Arlene was listening to me chant my Torah portion, I learned like the troupe sign (בּ˛) mercha before a tever (בּ ˛.) sounds like a catone (בּ:). Lastly I observed Rabbi Spilker teaching the confirmation class. First he went over what the confirmants would need to know what their confirmation meetings next week. It bothered me how many of them did not know the five books of Torah in both Hebrew and English. Next he led a discussion about different beliefs in G-d through some questionnaires and comics. I learned that most people who do not believe in G-d because they have an image of an old man as G-d. Lastly from a student I learned that live is evil backwards.
I greatly enjoyed my first Torah study. I am looking forward to studying Torah with Amy next week.
Saturday March 7, 2009
Today I went to Rabbi Spilker’s weekly Torah Study, with my mom, from 9-10:00 am. Than I attended Shabbat Morning Services with my family from 10-12pm. At the luncheon, from 12-12:30 pm, I talked with some congregants and led some songs.
The Torah study with Rabbi Spilker was much more intense than it was with Amy. Right away I got a sense that the adults there attended regularly. This made me feel self conscious because I was the younger one and they all seemed so knowledgeable. As the study when on, I realized I did not need to be. No one was going to make fun of me for saying a wrong interpretation or asking a dumb question because there are no wrong interpretations or questions about the Torah. I liked how Rabbi Spilker led the discussion and had everyone go around and read a verse in the English and than discuss the section. It made it really easy for me to follow along. During the study session, I learned about the priestly garments Aaron and his sons must wear and the ceremony that anointed them as priests. The aspect of the ceremony that stuck out in my mind was putting ram’s blood Aaron’s right ear and his sons’ right ear along with their right thumbs and on their big right toes. So naturally I asked Rabbi Spilker why they did this. The Torah always tells us how to do things but never why. Rabbi Spilker did not have a specific answer and but some of the adults in the group came up with some interpretations. One woman stated this ceremony represented how we hear actions through our ears and complete those actions through our hands and feet. Another person noticed that the blood was on the right side of the body and formed a straight line. During the service, I learned that this Shabbat was called Shabbat Zachor because we were remembering that Amalek hurt the Jewish people. I enjoyed this service more than I have the past few services I attended because I chanted Torah and was able to focus on the prayer more in a smaller group. Toward the end of the luncheon, we sang songs for Shabbat. I took the opportunity to lead a few songs. This was the first time I had led anyone in a song and I was nervous at first but than it became natural. During the luncheon, I learned about the conflict surrounding a tolerance museum being built over a hundred year old Muslim cemetery in Jerusalem.
My view of the Torah study changed from just really religious people debating over what a passage in the Torah mean to anyway giving an interpretation of what a passage in the Torah means.
Sunday March 8, 2009
Today I mentored at my synagogue from 9:30- 1:30 pm. From 9:30- 11 pm I assisted my mom in teaching her class. From 11-12 pm, I listened to a Purim and Israel trip presentation. From 12-1:30pm I volunteered at my synagogue’s Purim Carnival.
In my mom’s first grade class, I gained new insight on how to teach first graders. I am not used to interacting with first graders because I usually work with older elementary school students. With first graders I had to be more patience and understanding. As I was telling the story of Purim, I had to speak loudly, in terms they would understand and keep their attention. From the presentation I learned about Rabbi Spilker’s experiences in Israel. I was surprised to hear how children of Ashalon are not afraid of all the rockets that hit their town daily. As a volunteer at the Purim carnival, I again gained insight on how to work with little children. While I was working at the kid’s carnival, I found myself encouraging the kids to play the games and congratulating them if they won. I also had to give them multiple turns. When I helped older kids play the games, I did not have to encourage, congratulate them or give them multiple turns. When I was interacting with different children, I had to act differently according to their age.
I enjoyed telling the Purim story to the first graders because it was a way for me to connect to them.
My overall goal for next week is to finish my informational interview.
Monday, March 9, 2009 Synagogue 3:45- 8pm
Wednesday, March 11, 2009 Synagogue 2-7-m
Friday, March 13, 2009 Service 7:30-9pm
Sunday, March 15, 2009 Religious School 9:30-12:30pm
Sunday, March 8, 2009
Week One, Summary One
Monday, February 23, 2009
Today I helped Rabbi Adler prepare for her Taste of Honey class from 4-6pm. I assisted Rabbi Adler in collecting materials for her class, making copies and discussing the topic for the night. While I was helping Rabbi Adler, she was informed about an elderly woman who was in hip surgery that needed a visit. After, I took down pictures on the temple bulletin board and obtained ideas for organizing Rabbi Adler’s library. From 7-8:30 pm, I observed Rabbi Adler’s class, A Taste of Honey that teaches basic Judaism. The topic for the night was the difference between the different movements of Judaism and how they interpret Halakhah, Jewish law. I was unable to observe a D’var Torah meeting and meet with Judy Marshall today.
I learned that rabbis prefer to meet B’nai Mizvah students in person because they enjoy making personal connections with their student. While I was helping Rabbi Adler prepare for her class, I learned how to use the different settings on the synagogue’s copy machine. I never realized most hospital visits are not schedules, but can occur anytime a rabbi is notified about a congregant that needs visiting. During Rabbi Adler’s class, I learned about Judaism’s change to Rabbinical Judaism after the first temple was destroyed, the Reform Movement Platforms and Humanistic Judaism.
I now have a better idea of how to prepare for a class I will be teaching.
Wednesday, February 25, 2009
This evening I observed a B’nai Mitzvah family meeting from 5:15 to 6 pm. Rabbi Adler conducted the meeting for one of my family friends, who was preparing for their youngest son’s Bar Mitzvah. Many of the items Rabbi Adler discussed, I remember hearing in my own Bat Mitzvah meeting five years ago. From 6: 15 to 7:15 pm, I observed Amy Gavel, who taught the confirmation class this week because Rabbi Spilker was in Israel. During the class, Amy talked about many aspects involving the Torah.
The B’nai Mitzvah meeting started off with Rabbi Adler giving the family a list of expectations for becoming Bar/Bat Mitzvah that the student and the parents had to sign. She than asked the student if he knew his full Hebrew name because they will be the name his is called to the Torah. Next, Rabbi Adler went through the different roles needed during the B’nai Mitzvah service including Aliyot, parent participation, candle lighting, opening ark, Hagbah and Gelilah. Next, Rabbi Alder discussed the Kiddush practices of the temple, honoring relatives that have died and an optional torah passing ceremony. At the end of the meeting, Rabbi Adler gave the student a Kiddush cup and challenged him to reflect on the meaning of his Bar Mitzvah after the ceremony. I learned that the three musketeers saying “all for one and one for all” comes from the mitzvah Kol yisrael aravim zeh le zeh, meaning all Israel is responsible for one another. The three ways that signal a new day in the Torah include: seeing 3 stars in the sky to start havdallah, when the sunsets to start Shabbat and differentiating between a blue and purple thread to start any other day of the week. Amy discussed the concepts of placing a stumbling block in front of the blind and insulting the deaf. From this discussion, I learned that as a Jew I am obligated to help a person who has a stumbling block in front of them according to Jewish Law but not according to American Law.
Observing the B’nai Mitzvah meeting and the confirmation class, reminded me of my experience as a Bat Mitzvah student and taking confirmation.
Sunday, March 1, 2009
On Sunday I mentored with Rabbi Gordon from 9:30 to 12: 30 pm. During that time I helped Rabbi Gordon with Hebrew prayer testing. Some of the things I did were: giving the written test, helping students on written tests, listening to students read and chant prayers for testing, charting student’s progress and assisting kids on their Hebrew packets. From 5 to 6pm I practiced my torah portion for the following Shabbat.
I began the mentoring by helping Rabbi Gordon make a list of students who were behind in their ramot, prayer packets, for the year. Many students came to the testing room. Rabbi Gordon and I were almost overwhelmed. I listened to many students read and chant the prayers: Mi Chamocha, Otzer Or, Baruchu, Amidah, Kiddush, Torah Blessings and G’vurot. For the students that passed their reading and/or chanting test, I charted their results and gave them a retreat. For the students that did not pass, I sent them back to class to either study or practice more. I gave out a written test on the Mi Chamocha, Shema/ V’ahavta and a few others. I also helped one boy on a matching worksheet in his Mikadem prayer packet. Every time I assist or test students on the Hebrew prayers, I learn new methods. This time I learned that I should not give the students too many clues because it could confuse them and that I need to give students more time when they sound out Hebrew words. From practicing my Torah portion, I learned that next week’s Torah Portion, T’tzaveh, describes the anointing of priests and making their special clothing.
My overall goal for next week is to prepare a service I can lead in the future and finish my informational interview.
Today I helped Rabbi Adler prepare for her Taste of Honey class from 4-6pm. I assisted Rabbi Adler in collecting materials for her class, making copies and discussing the topic for the night. While I was helping Rabbi Adler, she was informed about an elderly woman who was in hip surgery that needed a visit. After, I took down pictures on the temple bulletin board and obtained ideas for organizing Rabbi Adler’s library. From 7-8:30 pm, I observed Rabbi Adler’s class, A Taste of Honey that teaches basic Judaism. The topic for the night was the difference between the different movements of Judaism and how they interpret Halakhah, Jewish law. I was unable to observe a D’var Torah meeting and meet with Judy Marshall today.
I learned that rabbis prefer to meet B’nai Mizvah students in person because they enjoy making personal connections with their student. While I was helping Rabbi Adler prepare for her class, I learned how to use the different settings on the synagogue’s copy machine. I never realized most hospital visits are not schedules, but can occur anytime a rabbi is notified about a congregant that needs visiting. During Rabbi Adler’s class, I learned about Judaism’s change to Rabbinical Judaism after the first temple was destroyed, the Reform Movement Platforms and Humanistic Judaism.
I now have a better idea of how to prepare for a class I will be teaching.
Wednesday, February 25, 2009
This evening I observed a B’nai Mitzvah family meeting from 5:15 to 6 pm. Rabbi Adler conducted the meeting for one of my family friends, who was preparing for their youngest son’s Bar Mitzvah. Many of the items Rabbi Adler discussed, I remember hearing in my own Bat Mitzvah meeting five years ago. From 6: 15 to 7:15 pm, I observed Amy Gavel, who taught the confirmation class this week because Rabbi Spilker was in Israel. During the class, Amy talked about many aspects involving the Torah.
The B’nai Mitzvah meeting started off with Rabbi Adler giving the family a list of expectations for becoming Bar/Bat Mitzvah that the student and the parents had to sign. She than asked the student if he knew his full Hebrew name because they will be the name his is called to the Torah. Next, Rabbi Adler went through the different roles needed during the B’nai Mitzvah service including Aliyot, parent participation, candle lighting, opening ark, Hagbah and Gelilah. Next, Rabbi Alder discussed the Kiddush practices of the temple, honoring relatives that have died and an optional torah passing ceremony. At the end of the meeting, Rabbi Adler gave the student a Kiddush cup and challenged him to reflect on the meaning of his Bar Mitzvah after the ceremony. I learned that the three musketeers saying “all for one and one for all” comes from the mitzvah Kol yisrael aravim zeh le zeh, meaning all Israel is responsible for one another. The three ways that signal a new day in the Torah include: seeing 3 stars in the sky to start havdallah, when the sunsets to start Shabbat and differentiating between a blue and purple thread to start any other day of the week. Amy discussed the concepts of placing a stumbling block in front of the blind and insulting the deaf. From this discussion, I learned that as a Jew I am obligated to help a person who has a stumbling block in front of them according to Jewish Law but not according to American Law.
Observing the B’nai Mitzvah meeting and the confirmation class, reminded me of my experience as a Bat Mitzvah student and taking confirmation.
Sunday, March 1, 2009
On Sunday I mentored with Rabbi Gordon from 9:30 to 12: 30 pm. During that time I helped Rabbi Gordon with Hebrew prayer testing. Some of the things I did were: giving the written test, helping students on written tests, listening to students read and chant prayers for testing, charting student’s progress and assisting kids on their Hebrew packets. From 5 to 6pm I practiced my torah portion for the following Shabbat.
I began the mentoring by helping Rabbi Gordon make a list of students who were behind in their ramot, prayer packets, for the year. Many students came to the testing room. Rabbi Gordon and I were almost overwhelmed. I listened to many students read and chant the prayers: Mi Chamocha, Otzer Or, Baruchu, Amidah, Kiddush, Torah Blessings and G’vurot. For the students that passed their reading and/or chanting test, I charted their results and gave them a retreat. For the students that did not pass, I sent them back to class to either study or practice more. I gave out a written test on the Mi Chamocha, Shema/ V’ahavta and a few others. I also helped one boy on a matching worksheet in his Mikadem prayer packet. Every time I assist or test students on the Hebrew prayers, I learn new methods. This time I learned that I should not give the students too many clues because it could confuse them and that I need to give students more time when they sound out Hebrew words. From practicing my Torah portion, I learned that next week’s Torah Portion, T’tzaveh, describes the anointing of priests and making their special clothing.
My overall goal for next week is to prepare a service I can lead in the future and finish my informational interview.
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