A Guide for B’NEI MITZVAH TUTORS Congregation Beth Evergreen Rabbi Benjamin „Jamie‟ Arnold Elul 5771 TABLE OF CONTENTS I. Letter of Introduction p. 3 II. Background p. 4 III. Timetable p. 5 IV. Assigning Portions p. 5 V. Service Leading: Baal / Baalat Tefillah pp. 5-6 a. Shaliach Tzibbur b. Reconstructed Liturgy VI. K’riyat Torah p. 6 VII. K’riyat Haftarah p. 7-9 VIII. D’var Torah p. 9 IX. D’var Haftarah p. 9 X. Mitzvah Project/s p. 9-10 XI. Rehearsals / Run-Thru p. 10 XII. Appendixes a. Checklist for Student and Tutor pp. 11-12 b. Sample Service Outline p. 13 c. Reconstructionist Torah and haftarah blessings pp. 14-15 d. Bibliography and Internet Resources pp. 16-17 e. Outline of D‟var Torah and Speech Preparations p. 18 f. CBE Service Participation Form p. 19 g. Excepts from CBE B‟nei Mitzvah Handbook pp. 20-21 2 I. Letter of Introduction Dear Tutor, Thank you for offering your time and talent for this holy purpose. Jewish tradition regards talmud torah, the teaching and learning of Torah, as a mitzvah whose fruits are immeasurable, with a reward equivalent to all others put together. We at CBE also understand that the service you will be providing as a tutor is indispensible to our bnei mitzvah program. The ability of Congregation Beth Evergreen to fulfill its mission is contingent upon a successful bnei mitzvah tutorial experience for our students and their families, as well as our tutors. With this in mind, we offer this Guide as a resource for you. The primary goal of the Bar / Bat Mitzvah training process is to nurture and guide young souls as they develop the attributes of moral leadership and exemplify model citizenship in the Jewish and world communities. As such, the “ceremony” is a means to an end. The service and associated rituals are vehicles for them, a) to practice and experience what it means to be counted and relied upon as a leader by their family and community, and b) to demonstrate engagement with the values and traditions of their Jewish heritage. In the pursuit of this goal, you are the guide. The information that follows is a resource rather than a step-by-step „how to‟ manual. We are aware that some of this information may be very familiar to you. Our hope is that having it all collected all in one Guide may remind you of your special strengths and skills as you help your students develop theirs in the context of this sacred venture. As the tutor, we encourage you to draw on your experience, creativity and values in shaping the tutorial process around each student. Experiment. Play. Enjoy the time and tasks you share with each student. Just as each student is unique, so too is each teacher. As a tutor, we urge you to teach from your strengths…to the student‟s strengths. How did you learn and hone leadership skills? What are the core values you bring to this holy work? What makes learning fun for you? Draw on your answers to such questions as you map out the course of study with your student/s. Our hope is that this Guide will help you clarify your educational objectives, and encourage and support your steps along the way. Lastly, every relationship is potentially sacred, but few in Jewish tradition are invested with the sanctity of the student-teacher relationship. Treasure the relationship with your student. Invest in it. The blessing of a loving, laughing, supportive and trusting relationship has far greater longevity and impact than the Hebrew skills you share. Even if a year (or ten) from now, your students forget their Torah portion, let them remember you and their relationship with you with fondness. Should you have additional questions or concerns, please share them with me. Once again, thank you for lending your time and talent in the service of this lofty and holy service. May you and your students go from strength to strength. L‟shalom, Rabbi Jamie Arnold Congregation Beth Evergreen 3 II. Background: History, Halakhah (Jewish Law), and Minhag (Custom) According to Jewish Law, there are no prerequisites for a Jewish person to be considered a bar or bat mitzvah. At the estimated onset of puberty, (12 for girls, 13 for boys), one is simply regarded as an adult in the eyes of the Jewish „court,‟ and considered accountable for one‟s behavior. Once we have the physical potential to create life, we are called upon to take responsibility for our chosen actions. A ceremony is not required for one to become bar/bat mitzvah. That said, the steady growth and significance of the Bat and Bar Mitzvah ceremonies testifies to the unique and valuable role it has played (and can continue to play) in the lifecycles of young women and men, their families and their communities. Since the onset of bar mitzvah ceremonies (after 1500 CE), and the bat mitzvah ceremony (1922 CE), several traditions have emerged. In preparation for this „rite of passage,‟ Jewish students are encouraged to prepare to do the following: 1) take an aliyah – the reciting of the Hebrew blessings before and after the concluding (or maftir) torah portion, 2) read Torah – publicly chant at least three verses of Torah from the sefer Torah [hand-written Hebrew, without vowels or punctuation], 3) read haftarah – chant selected passages from one of the Biblical books of later prophets (or writings) and the accompanying blessings, 4) lead [part of] the service – share the responsibility of leading a (usually Shabbat morning) service for their congregation by leading a certain number of prayers in Hebrew, 5) work on a Mitzvah Project – demonstrate a commitment to participating in voluntary community service, and 6) deliver a d’var torah – offer some kind of teaching or commentary, usually relating to Biblical passages (Torah and/or haftarah) or holidays that are traditionally associated with the date of the occasion. These six specific objectives are simply a means to the end goal of the Bar / Bat Mitzvah training process: to nurture and guide young souls as they develop the attributes of moral leadership and exemplify model citizenship in the Jewish and world communities. The role of the b’nei mitzvah tutor is to support and guide the student/s (and their family) as they journey along this path of leadership development, honing valuable skills and self-confidence as they take on those six responsibilities. Rabbi and Tutor Partnership. The work of tutor and rabbi naturally overlap. In most cases, the division of responsibilities are as follows: a) you, the tutor, are charged with overseeing the student‟s preparation of dimensions one through five (above); and b) the rabbi assumes primary responsibility for tutoring the students as they prepare divrei torah – which typically includes study of their Torah and haftarah portions in English, and reflections on the implications and responsibilities of Jewish identity. I look forward to working with you. Other partners in our work include the Education Director and 7th Grade teacher (of the CBE Religious School), the Chair of the Bnei Mitzvah Task Force (who oversees the Bnei Mitzvah program on behalf of CBE‟s Education Committee), and the Social Action Committee Chair (who strives to facilitate volunteer mitzvah opportunities for kids and adults through CBE). Lastly, the sages urge us “to teach each child in accordance with his or her understanding.” Every one of us is different, with varied abilities, skills, interests, 4 strengths, and passions. Our approach is a student-centered one. The growth of the development of the student is primary. The acquisition of the Hebrew skills, as described above, are worthy goals as well, but they are a means to an end, and may not be appropriate for everyone. Within this context, we share with you the following timetable as a recommendation for the “average” student. III. Recommended Timetable As the tutor, you assume responsibility for those items below that appear in bold. Objective Initiated Completed Set Bar/Bat Mitzvah Date 2 years prior 2 years prior Choose and Contact Tutor 1 year prior 1 year prior Hebrew Skill Assessment 1 year prior 1 year prior Hebrew Remediation (if needed) 1 year prior 7 months prior Mitzvah Project 1 year prior 1 month prior Tefillah – prayers to lead 1 year prior 1 month prior Torah Reading and Blessings 9 months prior 3 months prior Haftarah Reading and Blessings 9 months prior 1 month prior Schedule meetings with rabbi 6 months prior 4 months prior D‟var Torah/ D‟var haftarah (with rabbi) 3-4 months prior 3 weeks prior Personal Speech (with rabbi) 1 month prior 2 weeks prior IV. Assigning Portions Selecting the Torah reading for your student should be done in consultation with the rabbi. The factors involved are as follows: 1) The date of the service 2) The Hebrew skills of the student 3) The number of aliyot requested by the family 4) Each aliyah must include at least 3 verses, and, at CBE, usually no more than 5 verses The custom at CBE is to “call up” and read between three and seven aliyot in the Torah service. The student will usually read/chant at least the last of those aliyot. This portion is called the maftir aliyah, however, it will not necessarily be the verses identified as “the maftir” on calendars and websites, especially during “special” shabbatot. Again, please consult with the rabbi when identifying the readings. Ideally, the student will read more verses than any other single Torah reader. Students with strong Hebrew skill may, for instance, read the 1st, 2nd, and last [maftir] aliyah.