kids – Jewish Independent

Gift of doing nothing at all

Recently, one of my twins convinced me we needed to look at an online mindfulness app. It featured ocean beaches, a sunset, a waterfall, a forest, a rainstorm …. you get the picture. The notion was that one could stare at each image, take deep cleansing breaths and feel restored. Except, with the twins crowding my iPad screen, within moments we had hopped from one view to the next. The app kicked us out, as we had “seen” all its tranquil views. What was supposed to be meditative became a crazed, erratic two-minute virtual tour of all the outdoors, at once. Oops. That didn’t work out right.

There’s a lot of discussion online and in the media about how the pandemic has caused mental health issues because people are lonely, restless and bored, and many have a hard time with restrictions and lockdown. This may well be true for many people.

For those of us with kids, it feels more like a Ferris wheel/merry-go-round mash-up, where both rides have the music playing, it’s all set on a fast speed and there’s NO. WAY. TO. GET. OFF. We’re crazy busy staying home. We chose remote schooling for safety. This gives no breaks from parenting, and no way to get all the work done. My house is a mess. The housework and cooking? – seriously out of control.

My parents, living alone in Virginia, have an opposite experience. Due to their age and health, they, too, are staying home to stay safe, with lots of time, not enough socializing in person, feeling adrift without their usual travel plans and volunteer activities.

Our extended family is far away and cannot help us in Winnipeg. We can’t support them in person either, so we’ve had a long stretch of time, including holidays, on our own. Chanukah won’t be different. My parents are sending fun toys in the mail, ordered online, to keep the kids busy during the hours and hours ahead indoors this winter, which we will appreciate, whenever they arrive.

We’ve also been planning way in advance. When you celebrate Passover, Rosh Hashanah, Yom Kippur, Sukkot, etc., on your own as a nuclear family, it takes more thought to make it special. Giving ourselves time to prepare has meant we have had some amazing meals and meaningful home-based observances, without going farther than our back deck sukkah.

My husband and I prepared for Chanukah by worrying if we had enough candles or if we had to shop for them – were Chanukah candles considered essential by the Manitoba government? To our relief, unless the kids insist on lighting all the chanukiyot at once, we’re fine. We’ve got plenty left over from last year, no need to go out and buy more. This, and internet ordering for kids, has been the extent of our preparations.

My twins, however, started the Chanukah countdown much earlier than usual. On a quiet Sunday afternoon, I discovered they were making paper chains and complicated construction paper cut-outs of dreidels, jugs of oil, a menorah, and more. The cut-outs were carefully hung up on our living room’s French doors – approximately 17 days before the first candles would be lit. Anticipation makes a holiday special.

However, the gift I love the absolute best these days won’t come on Chanukah. It’s Shabbat, which happens every week. It’s an opportunity to just sit on the couch. We stream services and I cook ahead so there’s nothing to do on Saturday. We sometimes magically find take-out appearing on the table Saturday night, when the leftovers don’t seem appealing. We’re not shomer Shabbat, and I’ve been known to disappear for a cozy chair and some knitting or to spend time with my sewing machine to deepen my relaxation, but Jewish traditional practice was really onto something with Shabbat.

Since having twins – they are now 9 years old – I’ve had people ask what would help, if I could have absolutely anything. I’d say: going to a quiet place in the country, alone, with a big bed with clean white sheets, lots of good food prepared, and time to just sleep, eat, read and hang out by myself. In reality, I felt that leaving my household for any length of time might result in worse chaos when I returned. My husband is well-intended, but an absentminded professor. He often forgets to feed the kids snack or the dog dinner if I don’t remind him over and over.

However, Shabbat at our house has become that oasis, where I get the chance to just be. It’s not the sunset, waterfall, rainfall, forest walk, ocean waves vision that the mindfulness app thinks we need. Not at all. It’s nothing idyllic – or tidy – but it’s a time to step away from social media, the chores, the craziness, and just be. Nowadays, I don’t have to get everyone dressed up for Shabbat services. I can’t invite guests or stress about getting a fancy meal made. I have many fewer work deadlines. And while, yes, there are some negatives in that, there’s a whole lot of positives, too.

We’re facing so many things that aren’t like anything we’ve experienced before. The unexpected can be scary. It can also be an amazing opportunity to let go, embrace and learn something different. Shabbat has long been my favourite holiday, but it took a pandemic for me to settle even more fully into one day a week of rest.

Turns out I don’t need to gaze at a mindfulness app to unwind. I’ll stick with making a huge Shabbat dinner, sleeping (late!) until 8 a.m., and participating in services from the couch, surrounded by the kids’ Lego and Playmobil congregation.

This year might be a chance to discover new gifts within this very challenging experience. Mine might be the best thing I could imagine – doing nothing at all.

Joanne Seiff has written regularly for CBC Manitoba and various Jewish publications. She is the author of three books, including From the Outside In: Jewish Post Columns 2015-2016, a collection of essays available for digital download or as a paperback from Amazon. Check her out on Instagram @yrnspinner or at joanneseiff.blogspot.com.

Past helps decode present

My husband saw the pair of decoder rings in a catalogue, long before our twins were old enough for them. Still, he ordered them and put them away. At the time, it amused me. How could he predict the future? Would our kids want these someday?

Fast forward to one October 2020 pandemic weekend. I’m not sure how he knew it was the right time. Before I knew it, two 9-year-olds were whizzing around the house, holding onto rings much too large for their fingers, and sending each other secret messages in code.

When they returned to school that Monday, they continued with the crazy codes, trying to teach their classmates about it. Unfortunately, this fun was short-lived. About a week later, we got an email from the school. It said that remote learning “may” be offered, and that we could sign up if we “might” be interested.

The situation was worsening in Manitoba, so we clicked through late on a Saturday night. This seemed wise, if we indeed understood the confusing letter correctly, that this remote learning might be happening. In any case, if some people signed up for the remote learning, it would allow more room in our older, smaller school building for others to social distance. Well, surprise! We were contacted on Monday morning and, by that Wednesday, our kids were at home again, learning with us. In the long run, this is the right choice – Judaism teaches us to value life above all else.

Both my husband and I are already working from home. At the beginning of my career, I used to teach school. Although I’ve never taught Grade 4 before, we’re muddling through. The remote learning we’re offered doesn’t continue the Hebrew curriculum we had before. It started with a single Hebrew packet, but, when it looked like we were nearing the end and I asked the school if it had more to share, I got a stern “no” in response. Remote learning offers only the basics, even if we can see via Instagram that, in class, the kids’ schoolmates are still doing fun projects without us.

It’s hard on children to feel left out. However, since there’s already been a COVID virus exposure at the school, we made the safe choice for us. My kids are lonely for their friends. My husband, a biology professor, thinks that schools should shut down now, until the infection rate lessens and the health system isn’t so overburdened.

Yet, here we are, with an everyday virtual, multi-age “school lesson” that lasts an hour. We do the reading, writing, math and science on our own. We also do something Jewish. One night, it was a discussion about Mezritch, which was a centre of Chassidism. Another day we talked about tefillin. On a third day, we learned about Sigd, the Ethiopian Jewish holiday celebrated 50 days after Yom Kippur, which is now a national holiday in Israel. The kids keep up their Hebrew as best we can, with my support and by using a free language program online.

Today, we hit the very last page of the Hebrew packet sent home by the school a couple weeks ago. There were moans about how hard it was and further cries when they realized there was no more of the “packet Hebrew.” For me, the last page left a special, coded gift.

This page taught about how each letter of the aleph bet, the Hebrew alphabet, also signified a number. Aleph is one, for instance. The numerical values of the letters of chai, the word for life, add up to 18.

My kids struggled with this page for entirely different reasons. But, if we can learn to write the numbers in Arabic numerals (also called the Hindu-Arabic system), we can learn the Hebrew ones. We’ll learn to spell out the number names in Hebrew. Like magic, I’d been given a gift, a secret decoder system to share. We just have to learn all the symbols together!

I won’t lie. I wish my kids’ class had all gone “remote” together, so they could see their classmates for an hour a day. I wish the pandemic hadn’t happened. I wish I’d gone to bed earlier over the weekend, instead of staying up late, reading the huge obituary section – but wait, that’s not right.

My biggest wish that puts all these little ones to shame? I want to honour every life that’s in those obits, every life that has been lost. There’s so much suffering, death and loss right now, and we’re all working our way through it.

I also want to honour the diverse positive ways we’ve innovated and managed during a scary, singular experience. Studying a textual tradition like ours, that’s thousands of years old, means we have deep resources. We can hear about deaths and the first obituaries in the Torah portions this time of year. We imagine similar chaotic experiences like Noah’s ark in the flood, or the destruction of Sodom and Gomorrah. There are plenty of opportunities to think through our rich history during remote or home school.

On the plus side? It also means that I have a Hebrew lesson plan for tomorrow and beyond. We have access to an ancient, special Hebrew numerical code, called Gematria, and a mom teacher who now gets to figure out how to use that, along with those fancy decoder rings, for good – for the twins to learn math, puzzles, Hebrew and more … in Grade 4.

Celebrate helping & helpers

The Ninth Night of Hanukkah begins, appropriately enough, on the first night of the holiday…. Dad has brought pizza for dinner and Max and Rachel and their parents eat it among unopened and partially opened boxes in their new apartment. (image from book)

Change is a constant in our lives and things don’t always go as planned. Learning how to deal with the unexpected and to be able to ask for help and to be appreciative of it are all valuable lessons. And when such concepts can be literally illustrated and told in story form, they tend to stick better.

The Ninth Night of Hanukkah, written by Erica S. Perl and illustrated by Shahar Kober, is about home and helping, and takes its inspiration from the ninth candle on the chanukiyah, the shamash (Hebrew) or shammes (Yiddish), the helper candle. At the darkest time of the year, family, friends and community are the main lights that get us through and, especially amid the pandemic, a reminder of the love and support we have around us is particularly important.

The Ninth Night of Hanukkah begins, appropriately enough, on the first night of the holiday. But something is different. Dad has brought pizza for dinner and Max and Rachel and their parents eat it among unopened and partially opened boxes in their new apartment. Their cat looks on. “No menorah? No latkes?” the kids wonder. Mom assures them that, tomorrow, they’ll find the Chanukah supplies amid all their things.

On the second night, Max and Rachel make a menorah with some wood, nuts and bolts, paint and glue. Not only is their real menorah still missing but the candles can’t be found either, so the kids – with Mom’s permission – go off to borrow some candles from a neighbour, and Mrs. Mendez in 2C happily obliges.

Each night, the family makes do with the help of a different neighbour. Each night is nice, “but it didn’t feel quite like Hanukkah.”

Spoiler alert … eventually, the box with the family’s holiday stuff arrives – but too late. The delivery comes on Day 9. But Max and Rachel are not so easily deterred. They concoct a plan to celebrate the holiday and their neighbours. “And, best of all, it felt exactly like Hanukkah.”

Perl’s text has a rhythm. The repetition each night of how “it didn’t feel quite like Hanukkah” accents how hard it is to accept new situations. Yet the fact that the family makes each night special, shows that, despite what we might be thinking or feeling, we can act in ways that still celebrate life and all for which we are grateful.

The illustrations by Kober are colourful, with a retro feel, and have a lot of energy. Creative use of white space helps direct the action. And the two-page spreads have an expansive feel to them, like the reader is right there in the apartment with Max, Rachel and their family and new friends.

The book ends with a nice note from Perl about Chanukah and her family’s tradition, followed by a list of nine ideas of how to make your own “Shamash Night.”

A PJ Library book, which is also available from most any bookseller, The Ninth Night of Hanukkah lights all the right candles and would make a great holiday gift.

School year has begun

Head of school Russ Klein welcomes back King David High School students. (photo from facebook.com/kdhsvancouver)

Metro Vancouver’s five Jewish day schools are officially in session – student orientation began the week of Sept. 8. But, while the schools are working hard to create a “normalized” and consistent atmosphere for learning, the new procedures set in place by the Ministry of Education’s Back to School program will likely take a bit to get used to.

In July, the Ministry of Education announced new guidelines for class sizes and safe attendance as it prepared to return students to the classroom. Elementary and middle school cohorts are limited to 60 persons each, while high school learning groups are capped at 120 students. The province requires masks to be used at middle and high schools whenever social distancing cannot be maintained.

King David High School’s head of school, Russ Klein, acknowledged that having to wear a mask at school may be awkward for many. As well, the two-metre social distancing requirements will, at times, be difficult, forcing students to study on their own, rather than buddying-up for group assignments. That means, said Klein, “you are also then reducing opportunities for group work. You’re not facing the kids together, you are not sitting them in bunches,” methods that have often proven to be effective approaches in large classrooms. Teachers, he added, “really like to help their kids and needing to stay six feet away from them at all times changes how you help somebody and how you interact with them.”

Many schools began implementing changes to classrooms, common rooms and lesson plans last school year when it became evident that social distancing would affect how classes were taught. Rabbi Don Pacht, who oversees the Vancouver Hebrew Academy daily operations, said the move to a brand-new building last spring helped with that transition.

The larger building, he said, “gives us a very desirable ratio of space per student. Keeping distance between learning groups and allowing for distance between desks will be easily achieved.”

Like other schools in the area, VHA has also implemented see-through “sneeze guards” and other preventive measures to reduce chances of transmission. “We have also invested in Plexiglass screens and additional hand sanitizing stations throughout the school,” said the rabbi.

Vancouver Talmud Torah began making changes to the curriculum last school year as well. Jennifer Schecter, who serves as the communications and admissions director for VTT, said the speed with which the school began implementing changes to address the coronavirus threat appears to have paid off.

“Our retention was at an all-time high this past year because I believe parents value our product and the sense of community we provide more now than ever. This is a testament to our faculty’s superb skill in pivoting and offering a robust remote learning program last spring,” Schecter said.

Technology plays an oversized role in teaching modules this year. All of the schools the Jewish Independent spoke with said they are prepared for a return to remote learning, should it occur.

“Every single faculty member has a VTT-issued MacBook Air to use at school and at home and each classroom is equipped with screencasting technologies,” said Schecter. “Our IT department is incredibly responsive, knowledgeable and stays ahead of the curve with respect to tools that can facilitate instruction, especially if VTT needs to go remote again.

“Last year, we put a solid infrastructure in place that allowed us to pivot quickly to remote learning,” she said. “We will be able to lean on this structure this year. Teachers are planning in anticipation of a potential shift to remote and will be acquainting their students with many of the same tools they did last year, such as Google Classroom.”

Meira Federgrun, who runs Shalhevet Girls High School, said students are outfitted to work either in-class or at home, when necessary. “All our students have personal laptops … and, in case students are self-quarantining/isolating, they have that as a resource to Zoom into classes on their regular schedule.”

KDHS’s Klein said teachers and administration are also preparing for increased absenteeism. “Because, when people are not feeling well, they are supposed to not come to school. And that could be the student or the teacher,” he said.

According to the B.C. Centre for Disease Control, children in this province have a lower rate of infection than adults. Still, preparing for the chance that some students may have to study from home while they are quarantining has required some out-of-the box thinking when it comes to lesson planning.

“Managing to keep the educational program uninterrupted and keep students that are absent in the educational flow, I think that’s going to be the challenge,” Klein said.

Pacht said parents will be expected to keep the school informed about students’ health status on a regular basis. “We know that there is stress on the parents as well,” said Pacht. “There will be questionnaires, waivers and health checks. If a child has as much as a sniffle, they will not be allowed to attend school until seen by a healthcare professional.”

Provincial COVID-19 health and safety guidelines require schools to maintain daily health checks for all students, staff, administrators and visitors, and parents’ participation with that process helps reduce the chance of an accidental infection at school.

Pacht added that the students’ sense of safety is important, too, as they adjust to this new environment. “This will be stressful for students, too, and we will focus on social and emotional support for students,” he said. “They will have to adapt to a new way of experiencing school (again!), and we want to ease that transition.

“I know that if we work together we can provide an exceptional experience for our children.”

image - Dr. Lara Aknin says kids may need extra support this year to prepare them for new learning experiences — Dr. Lara Aknin says kids may need extra support this year to prepare them for new learning experiences. *(photo from sfu.ca/vpresearch/Research50/abundance.html)*

Dr. Lara Aknin, a social psychologist at Simon Fraser University, said kids may need extra support this year to prepare them for new learning experiences.

“Helping kids feel safe and secure during the pandemic is important as we return to school this fall,” she said, offering the following research-proven ways to help young students gain confidence in today’s “new normal” classroom.

Encourage gratitude. “The pandemic has exacted a large toll on many,” said Aknin. “When possible, try reflecting on what you are grateful for.” Help students “focus on what’s good, rather than what’s lost.”
Be kind and help others. Research has shown that we feel good when we help others. It can be as simple as donating tzedakah to a special charity or comforting another student, she said, “but finding ways to help others can make you feel grateful and boost your mood.”
Maintain a daily routine that kids can follow. Doing so provides predictability and structure during challenging times.
Keep up that exercise regimen. It’s a known fact that exercise helps boost serotonin and elevate mood. Aknin pointed out that exercise doesn’t have to be a workout. It can be a dance party, a family stroll after dinner or a favourite game.
And don’t forget to socialize. “Distant socializing,” even when it’s virtually or two metres apart, reinforces kids’ social connections with their friends, extended family, schoolmates and new acquaintances,” said Aknin. “[Ensuring] physical distance from others doesn’t mean we should cut off all contact with others. Find creative ways to stay connected and have meaningful contact with friends and family with Zoom, FaceTime, or distanced visits outside.”

Jan Lee’s articles and blog posts have been published in B’nai B’rith Magazine, Voices of Conservative and Masorti Judaism, Times of Israel, as well as a number of business, environmental and travel publications. Her blog can be found at multiculturaljew.polestarpassages.com.

***

New Hebrew school opens

B.C. Regional Hebrew Schools, run by Lubavitch BC, has launched a new Hebrew school for elementary students in the East Vancouver area. The Mount Pleasant location will be Lubavitch BC’s third school in the Lower Mainland.

“This program has been created uniquely for children who attend public school or non-Jewish private schools, and aims to present a comprehensive curriculum, including Hebrew language, reading and writing; Jewish pride and sense of community; Jewish holidays and customs,” said a press release announcing the opening. Rabbi Dovid and Chaya Rosenfeld serve as the directors for the three schools in the Lower Mainland. Riki Oirechman will be the new school’s principal.

Classes will take place Wednesdays, 3:45 to 5:30 p.m., at Mount Pleasant Neighbourhood House, accompanied by a complimentary kosher meal.

The organization said it is abiding by all COVID-19 protocols and, as such, asks that parents understand they will not be able to accompany their children inside during classes or drop-offs. Parents can inquire about classes by calling 778-878-2025 or emailing [email protected]. The class schedule can be found at ganisraelbc.com.

– JL

Riders raise funds for STEM

In back, left to right, are Marshal Stern and Mel Moss. In the front are, left to right, some members of the ORT committee: Marie Doduck, Mary Tobin, Bess Hirsch, Lane Stein and Beverly Pinsky. (photo from ORT Vancouver)

photo - Left to right, event co-chairs Mel Moss, representing ORT, and Jeff Topp, representing Richmond Jewish Day School — Left to right, event co-chairs Mel Moss, representing ORT, and Jeff Topp, representing Richmond Jewish Day School. *(photo from ORT Vancouver)*

ORT Vancouver and Richmond Jewish Day School co-sponsored the Aug. 23 Ride for STEM (science, technology, engineering, math). They are the first Vancouver Jewish organizations to hold such an event and the donated funds are designated to students so that they have the opportunities that arise from the knowledge and skills that STEM education can provide.

ORT’s goal is to bridge the gap between ability and opportunity by providing state-of-the-art education both locally and around the world. World ORT reaches 300,000 children who benefit from STEM education in 37 countries, including here in Canada.

photo - Riders prepare to head out — Riders prepare to head out. *(photo from ORT Vancouver)*

Jewish papercutting art

The paper cut “Jerusalem Mizrah” by Yehudit Shadur (1928-2011). (photo from shadurarts.com)

Papercuts are created by taking a folded sheet of paper and drawing a design on one side. The folded sheet is then fastened to a wooden board and the design is cut out with a sharp knife. When the paper is unfolded, a symmetrical work of art appears.

Papercutting dates back to the fourth-century CE in China. It appeared in Western Asia by about the eighth century; in Europe by the 13th century and in Turkey, Switzerland and Germany by the 16th century. Papercutting has been a common Jewish folk art since the Middle Ages and, by the 17th century, it was popular for Shavuot.

Shevuoslekh (little Shavuots) and roysele (rosettes or flowers) were used to decorate windows on Shavuot. They were made of white paper, usually, and frequently displayed the phrase, “Chag haShavuot hazeh” – “this holiday of Shavuot.”

According to an article by Sara Horowitz in the recently defunct Canadian Jewish News a couple of years ago, “for Ashkenazi Jews, there was a particular link between papercutting and Shavuot, which stems from an old practice of decorating homes and synagogues with flowers, branches, boughs and trees. In shtetl culture, cut flowers were a luxury – pricey and perishable. And Jewish culture was deeply literate, so paper, especially used paper – was always around and available for artistic repurposing. Some sources cite the objection of 18th-scholar Vilna Gaon to the Shavuot greening as another reason for the development of a Shavuot papercutting tradition. Because church décor involved cut flowers and pagan practices involved trees, the Vilna Gaon viewed such customs as inherently non-Jewish.”

An acquaintance of mine from many years ago, Yehudit Shadur (1928-2011), and her husband, Joseph, wrote a history of the last three centuries of Jewish papercutting, called Traditional Jewish Papercuts: An Inner World of Art and Symbol. The book won a 1994 National Jewish Book Council Award.

Yehudit Shadur was considered to be the one who pioneered the contemporary revival of the Jewish papercutting tradition. Her works are represented in major museum collections. She also had museum exhibits in Israel, England and the United States.

Shadur’s website offers many quotes from the artist, including one from a 1996 exhibit catalogue, in which she states, “What at first seemed a simple craft proved to be an artistic medium of endless possibilities and variations – not only in the arrangement of time-honoured Jewish symbols imbued with deep and often complex significance, but also in the challenges of colour, composition and texture. Eventually, the subject matter of my papercuts went beyond traditional forms and content to express my personal vision as a contemporary artist….”

Some typical symbols in Shadur’s Jewish papercuts – and in those of others – are menorot, crowns (keter Torah, the crown of Torah), columns representing the Temple in Jerusalem, plants or trees (the Tree of Life, the Torah), and grapevines, lions and gazelles (all representing the people of Israel).

For an in-depth article on the history of Jewish papercutting, visit myjewishlearning.com/article/jewish-papercutting.

If you’re looking for an activity to do with your children, PJ Library (pjlibrary.org) offers the book The Art Lesson: A Shavuot Story written by Allison and Wayne Marks and illustrated by Annie Wilkinson, in which “Grandma Jacobs teaches Shoshana how to make traditional papercuts,” and readers also learn to make a papercut. For anyone interested, there are various websites that have papercutting tutorials for kids and adults alike.

Chag sameach!

Sybil Kaplan is a journalist, lecturer, book reviewer and food writer in Jerusalem. She created and leads the weekly English-language Shuk Walks in Machane Yehuda, she has compiled and edited nine kosher cookbooks, and is the author of Witness to History: Ten Years as a Woman Journalist in Israel.

Not just in summer

(photo from Camp Shalom)

A couple of years ago, the Jewish Community Centre of Greater Vancouver’s Camp Shalom made a new commitment to families: “When they need us, we will be there!”

Camp staff decided on this motto when they noticed that their current families needed an increased amount of care. As a result, in addition to the existing summer and mid-year school-break camps, Camp Shalom started offering care for children from Vancouver Talmud Torah, Vancouver School Board, Vancouver Hebrew Academy and Richmond Jewish Day School on professional development days. Camp Shalom offers programs for children ages 3 to 15 for an average of 40 weeks out of the year, and is accessible to children who might have mental or physical disabilities.

“We want camp to be an inclusive environment for everyone. We want all campers to feel like they can participate in any of the activities,” said Marina Cindrich, Camp Shalom assistant director.

Supporting families and treating all campers as individuals has always been important to the Camp Shalom team. They recognize that they are a steppingstone into the Jewish camping world for many children in the city.

Director Ben Horev has committed the camp to providing a personalized experience for each family – whether it’s their first time at camp or their 10th, they will receive personal attention. This includes family meetings, scholarships and any other support a family might need for their child to attend camp. In the past, Camp Shalom has partnered with families from the Tri-Cities to bring them camp. This past summer, they introduced Kaitana Shalom, an ulpan-like day camp with Hebrew-speaking counselors and all activities in Hebrew, to help Israeli families integrate into Canada.

Camp Shalom will be kicking off 2020 summer camp registration with a Family Day concert and camp event (in partnership with PJ Library), which will feature Music with Marnie, as well as activities for the whole family. The event will take place on Feb. 17, 10 a.m.-2 p.m.

New this year, Camp Shalom is introducing a major change to their enrolment. They will be retiring the two-week sessions and replacing them with week-to-week registration instead. This will allow families to design a better fitting schedule for their needs.

For more information about Camp Shalom, contact Horev at 604-638-7282 or [email protected].

A counselor’s import

At sleep-away camp, the camp counselor is the person your child is going to turn to as a replacement for you. Even if it’s a day camp, it is the counselor who will be there to comfort, encourage, discipline and befriend your child. Therefore, you need to understand the counselor’s role before you drive away, looking in the rearview mirror at the teary-eyed or over-excited son or daughter you are leaving behind – especially if it’s their first experience of going to camp.

While it can be wonderfully rewarding, camp counseling is a 24-hour-a-day commitment and the job requires a lot of skills. Most camps have training sessions, sometimes very intensive ones, before the start of the summer sessions, and only the most qualified are chosen, as they can make or ruin kids’ experiences.

New counselors who think that camp will be a long, outdoor holiday for themselves are mistaken – they are being paid to work. Theirs is a leadership role, and having fun is only part of the equation. They may have to deal with all kinds of personal problems, such as homesickness, or a child who feel inadequate at or left out of various activities.

The most dedicated counselors make time to get to know their campers. They explore why the kids came to camp and what they are looking forward to doing. They need to keep up with their charges’ accomplishments and help them get involved in whatever activities are being programmed. The object is to spend quality time with each child so that, in the new world they are in, the campers feel that there is at least one person on their side and available to help them if the need arises.

Parents should make sure to inform the camp of any special occasions or events in their child’s life that will take place while the child is at camp, such as a birthday.

A counselor has many roles to fulfil. Sometimes, if a child is homesick, for example, a counselor will need to remind them of the reasons they came to camp, get them enthused about the good times they will have once they settle in, and the great friends they will make. It’s often a good idea for counselors to discuss their own experiences when they were young campers, such as funny incidents, exciting adventures, or pranks that were played on them.

In talking to camp counselors, some of the adjectives they used about the experience were “exciting,” “rewarding,” “memorable,” “fun.” They also said, “I hated leaving my new friends”; “I felt so proud of the kids”; “it was a fantastic time.”

Most of these counselors lived in a cabin or tent with three to eight kids for whom they had full responsibility over the camp sessions. Sometimes, they had to be referee or an impartial adviser, if any disputes arose between the children.

For kids, camp is about trying new things, becoming independent and widening their horizons. Try and confirm that the counselors responsible for your child are sympathetic, conscientious, have a sense of humour and are concerned with security and safety before you wave goodbye to your child.

Dvora Waysman is a Jerusalem-based author. She has written 14 books, including The Pomegranate Pendant, which was made into a movie, and her latest novella, Searching for Sarah. She can be contacted at [email protected] or through her blog dvorawaysman.com.

In the unlikely event that …

Most issues that arise at camp can be solved so that your child enjoys the experience, and perhaps learns that problems can be overcome. (photo from flickr.com)

The moment most working parents dread is when they discover, halfway through, that the summer camp they chose is not a good fit for their kid. The money is often already spent. How can this best be resolved for the child, the parent and the camp itself?

The first step is easy. If you’re relying on your child to relay all the issues, it’s possible you aren’t getting the whole story. The moment something seems to be going wrong, speak to your child’s counselor or the supervisor in charge of their daily activities. This could be something simple. Is your kid too hungry, too tired or getting too much sun? Is there a personality conflict between kids in the bunk? Sometimes it is possible to catch things before they get out of hand, such as separating the kids who are having difficulties, or to find solutions to the problems causing discomfort.

Next, keep communication lines open and keep abreast of the problems. How are the solutions working? Keep evaluating how things are going on a day-to-day basis. If it doesn’t change at all, don’t dally. Camp sessions don’t last long. It can be hard to find out exactly what’s happening to your kid if communication isn’t good.

If things don’t improve, it’s time to talk to the camp director. This can be a quick conversation in a hallway or a formal meeting. It’s important to air your concerns and see how they can be addressed. This is an opportune moment to figure out exactly what’s going on. Does the director seem concerned? Hopefully, the director will want to seek solutions, instead of explaining defensively that things should stay as they are.

In some cases, your kid might need extra help or to spend less time at camp. In these cases, a smart director can evaluate on the spot what might help. One year, I figured out which camp activity days sounded too hard for one of my kids to manage. On those days, he went to work with me while his twin was at camp. He didn’t drop out entirely, and I had a back-up plan that worked out.

A quick example here of when you know it’s time to bail. When my twins were in preschool, I signed them up for a Jewish community centre summer camp. I was surprised to find that there was little Jewish content. Further, they spent a part of every Friday watching movies at the day camp for 3- to 5-year-olds. When I asked about it, I was told that no one else saw the movies as a problem, but that they would switch the movies to the afternoons, since my children attended the morning half-day session.

What followed was a big show each week about how careful they were to adjust the movie activities – solely on my behalf. I was also told that the camp consisted of 50% non-Jews. They wouldn’t provide more Jewish flavour (blessings before meals, songs or activities) at the Jewish community centre where we were living at the time, for fear of alienating non-Jews.

The director then told me that, if I really wanted to iron this out, I would need to wait until after the summer camp season so he could have time to explain how his camp functioned. (This wasn’t the right place for us – I didn’t set up the mansplaining follow-up meeting.)

There are times when it’s immediately necessary to withdraw your kid from a camp, perhaps due to safety issues. This is a case of triage. You must find alternate childcare or summer activities and bounce back from a trying situation.

In these cases, it is unlikely that you’ll get your money back. The camp has already committed to paying its staff, buying equipment, paying rental fees and more. Further, unless they have done something illegal or egregiously wrong, it’s hard to prove that your difficulties require reimbursement.

Yes, it’s a bad feeling, but often we need to model moving on from bad experiences for our kids. It’s important to meet your child’s needs and get that kid back to enjoying the summer. If it’s possible to offer fair feedback about the camp to the director, sponsoring organization or agency, that is a worthwhile step. If another parent asks, you can explain what went wrong. But, on no account is it helpful to smear the camp through social media – avoid the lawsuit! Instead, focus on making things right with your children.

Our summers are short. Sometimes a bad camp experience is a good example of how to make the best of things. Learning to seek solutions and closure when problems arise are great life lessons to learn.

Joanne Seiff has written regularly for CBC Manitoba and various Jewish publications. She is the author of three books, including From the Outside In: Jewish Post Columns 2015-2016, a collection of essays available for digital download or as a paperback from Amazon. Check her out on Instagram @yrnspinner or at joanneseiff.blogspot.com.

Building of community

Originally, the only focus of Jewish camp was to offer Jewish children an opportunity to spend some time in a woodland environment. (photo from pxfuel.com)

Camping and camps may have been around forever. But Jewish camps, at least those in North America, have a contemporary history.

In 1893, a group called the Jewish Working Girls Vacation Society organized a camp for Jewish children in New York. These women sought to create a place to give their children a break from life in the industrialized city where they worked. The initial focus of Jewish camps was on the children of Eastern European immigrants, and there was a drive to use the camps to Americanize participants. Jews were not the only ones to take an interest in this vehicle for integration. By 1900, there were 100 camps of all kinds and, by 1915, there were more than 1,000.

Originally, the only focus was to offer Jewish children an opportunity to spend some time in a woodland environment, perhaps with access to water. Camps also offered children opportunities to interact with their peers from various backgrounds, without parental oversight, something they might not find in their home environment. Over time, Jewish camp programs expanded to include acculturation into things Jewish, along with athletics, social skills-building, the arts and related activities. Among the Jewish camps, there was the development of those that promoted a particular religious observance, or Zionism, Hebrew usage, socialism and the like. Zionist camps were given a special impetus with the worldwide effort to establish a Jewish state.

What Jewish organizers found over time was that camp experiences were crucial in binding young people to the Jewish community. The relationships forged among young people through camp have played an important role in this area. Anyone who has lived through the camping experience understands the powerful emotional connections this activity can carry with it, particularly when it occurs year after year. Many community leaders believe that sleep-away camps were (and are) an important element in the maintenance of a Jewish identity in the face of all the forces that encourage assimilation into the general population.

The summer camp has become a feature of Jewish life wherever the numbers are available to support this community service. In addition to private ventures, over time, Jewish communities have invested substantial resources into these programs and see them as an important part of Jewish communal activity. Some synagogues have camps as part of their program.

Interest in this aspect of Jewish camp has increased over time. For some parents, Jewish camps are an alternative to expensive primary schooling at Jewish educational institutions.

As a reflection of the growing appreciation of the importance of sleep-away camps in maintaining strong communities, philanthropic groups funded, in 2014, an organization in the United States to assist Jewish camps in carrying out their work. The Foundation for Jewish Camp now works with more than 180 Jewish summer camps, assisting in the training of personnel and providing other services and resources. Among other things, it assists Jewish camps in recruiting professionals, offers grants to first-time campers and helps fund upgrades for camps to accommodate participants with special needs.

An estimate published in January 2019 reported that there were 77,000 attendees at Jewish camps in the United States, and the foundation reports that there are 195 Jewish camps in North America. In Canada, there are Jewish camps in Ontario, British Columbia, Manitoba, Quebec and Nova Scotia.

Max Roytenberg is a Vancouver-based poet, writer and blogger. His book Hero in My Own Eyes: Tripping a Life Fantastic is available from Amazon and other online booksellers.