KOL RAMBAM

Spring 2011-12 • aŠryz xii`-oqip-xc`

NEW PRINCIPAL: “I STOP WHAT I’M DOING TO MEET WITH CHILDREN” School’s incoming Middle from teaching; everything that’s fun a glimpse of what’s going on in their and Upper School Limudei Kodesh prin- about working in a school is teaching.” world.” cipal is a big fan of children. After more He added, “I think it’s important for the “I try to prioritize my work: people in the than 15 years in the classroom, he thinks students to see me not just as someone office first, paperwork second,” he said. the feeling is mutual. who makes rules from the office but also “I stop what I’m doing to meet with chil- Rabbi Mordechai Soskil is scheduled to as someone who is in the school doing dren.” He added, “I have a pretty good begin his new responsibilities July 1. He the day-to-day business of learning and sense of humor. I don’t think it will take will succeed Rabbi Yaakov Jaffe, who will teaching. It’s important for teachers to very long for the kids to warm up to me.” see that I’m one of them as well.” rejoin the Limudei Kodesh faculty after He also looks for ways to demonstrate two years as At Beth Tfiloh, “I’ve been able to con- he’s available to parents. “One of the principal on nect with students in a variety of ways, things that has worked really well for me an interim formally and informally,” Rabbi Soskil is afternoon dismissal duty. By being out basis. continued. “Although I take my position there every day, parents know that they A veteran seriously, I don’t take myself all that seri- can always grab my ear for a moment. educator and ously. So when it’s a fun day, like Purim, This way parents—who are often reluc- administra- I’ll be on the stage or in a dunking booth, tant to call or email until a problem is tor, Rabbi egging the kids on. They enjoy that kind large—can come over and ask a question Soskil is mid- of give and take.” or share an observation before some- dle school Rabbi Soskil said he tries to interact thing turns into a problem. Being around principal at Rabbi Mordechai Soskil with the students in a variety of ways at this time has really helped me form Beth Tfiloh each day. Besides teaching and run- some nice relationships with parents.” ning assemblies, he leads davening Rabbi Soskil acknowledged that one of Community Day School in Baltimore. groups and “just hang out with them the challenges of Jewish education in the He joined the Beth Tfiloh faculty in 1996 during lunch. It’s also a good way to get Continued on page 2 after receiving semicha from Ner Rabbinical College. He and his wife Allison have six children. Rabbi Soskil, an alumnus of Hebrew Academy of Nassau County, noted that “pretty early on, I realized I had a gift for explaining things. Even as a student in high school I spent time helping friends.” By the time he reached his early 20s, Rabbi Soskil knew he wanted to teach professionally. And that impulse hasn’t waned, even after moving into educa- tional leadership. “I’ve learned to be a good administra- tor,” he declared, “but my natural gifts Fans pack Fox Gymnasium for the Feb. 12 performance by The Maccabeats, Maimonides are as a teacher. I get my whole life force School’s first annual “Rhythm and Shmooze” event. 1 TEACHERS AWAIT ANALYSIS OF STUDENT FEEDBACK SURVEYS Maimonides School’s classroom student the characteristics of classrooms where a test version last year so they could feedback surveys are now being ana- the most effective teaching occurs. provide feedback to help shape this lyzed by experts, part of a process that So this is extremely important data year’s process,” Mr. Ehrlich said. The is designed to ultimately strengthen for teachers, because the feedback process began last year as part of the teaching and learning. is practice specific. It’s an important Mathematics Department’s curricu- The survey was designed by the firm component of our efforts to reinforce lum review. Late last spring, the entire Cambridge Education as part of the strengths and help to refine instruc- department tried a dry run, each with a Bill and Melinda Gates Foundation’s tional practice.” single class. national Measure of Effective Teaching “I think this process is very respectful After this year’s data were collected, project. “The survey has been devel- of students,” Mr. Ehrlich added, not- they were sent to Cambridge Education oped and refined over the past decade,” ing that he spoke to Middle and Upper for analysis. Mr. Ehrlich explained, said Barry Ehrlich, director of curriculum School students about the survey, “Teachers will get individual reports for and instruction, who is coordinating the while Elementary School administrators each of their classes which summarize program, “and assesses whether stu- briefed the fourth and fifth graders. “We the results, but do not reference indi- dents agree with a variety of statements told them that we really respect and vidual student responses. The school designed to measure seven categories value their input about how they expe- will get summary reports for each of teaching practice.” rience each class. We told them we will department, division and the school as Students in grades 4-12 completed the take very seriously what you have to say a whole.” 20-minute in-class surveys in March. and we need you to take very seriously Teachers are being asked to consider The questionnaires were structured to what we ask you to do.” whether they were surprised by the measure ways in which students experi- “We also emphasized that all student results and to reflect on the implica- ence their classes. results will be anonymous,” he said. tions of the results on their practice. “Most people took it seriously,” said “Students don’t give their names, there Department heads will meet with Doron Cheses ’14. “I think it’s good that are no open field responses, and each administrators before the end of the the school is trying to improve,” added student put his or her survey in a sealed year to discuss overall departmental his classmate Shira Krinsky. envelope as soon as it was complete.” findings and ways in which the school can support each department’s growth. “What the research has shown,” Mr. Although not every student partici- Ehrlich explained, “is that affirmative pated equally, Mr. Ehrlich explained, “We’re proud of the fact that responses to these questions correlate “classes were selected in order to equal- Maimonides is the first private school in with a high level of achievement in ize the impact across students as much the country to participate in this proj- classes. It reflects what we know to be as possible.” ect, and we’re excited about its poten- “It’s a tribute to our teachers that they tial to impact the quality of our instruc- have embraced this and, in fact, piloted tion,” Mr. Ehrlich said.

develop that relationship through their new principal Continued from page 1 own personal prayer, and hopefully you 21st century is making tefillah meaning- can build on that… Sometimes kids ful for day school students. “I don’t have have to live a little bit, and then prayer a magic bullet,” he said. But he did offer comes on its own.” some ideas. “The nature of teenagers is Rabbi Soskil added that “I’m very cogni- not to have access to deep spiritual feel- zant that I’m coming into a school that ings,” he said, adding that “real prayer is does many things really well. I know I personal, and necessarily, school prayer have a lot to learn about what the his- is communal. They think that davening is tory of tefilla in Maimo has been and something that you’re forced to do.” what the goals are here. But one thing “So how do you create opportunities I would love to explore is a way to do for a personal relationship with G-d in prayer differently for Grades 6-8 than we Dr. Tamy (Simon) Chelst ‘66 delivers a communal setting, with particular do for Grades 9-12. I would especially mishloach manot to Rabbi Meyer,Loketch, behavioral expectations?” he continued. like to create opportunities for leader- formerly of Young Israel of Brookline. Rev. He said he had introduced to young Loketch moved to the Detroit area with his ship among younger kids.” people “the idea that prayer is their wife a few years ago so they could be near Another of Rabbi Soskil’s essential com- their children, Devorah Bakst ’71 and Dov own personal communication with the ponents of student life is Israel education Loketch. Creator. I think you want to help children and advocacy. 2 OU CHIEF, A 1961 GRAD, LOOKS BACK FONDLY ON “FORMATIVE YEARS” Steven Katz began commuting from he founded. For the past few years he Brookline to Maimonides School has worked as a professor of finance at Mazal tov to… in Roxbury in 1955. As a senior, he the City University of New York business Jay Solomont ’74 and Debra Weiner ’74 on the marriage of their son Shlomo to Tzofia Israel. was president of the school. 17-member Class of Zev ’76 and Irene Blechner on the engagement of their Now in his second year of a daughter, Zehava, to Jeremy Pasternak. 1961. two-year term as president, Dr. Chuck and Rochelle (Katz) Becher ’77 on the engagement of It took 50 years, but that Katz has discovered patterns their daughter Sheva to Moshe Godel. experience paid off, as and prospects that are both Richard and Judith (Golub) Glass ’79 on the bat mitzvah of Rabbi Dr. Simcha Katz gratifying and troubling. their daughter Jennie. is now leading more Most satisfying, he said, is Joel Tauber ’90 and Alison Goldberg on the birth of their than 800 as “the fact that we were able to son, Ozzie Ray. president of the Union orient OU personnel toward Rabbi Jonathan ’93 and Chaya Krimsky on the birth of their of Orthodox Jewish organizing our communi- daughter, Malka. Congregations of ties. These initial steps have Rabbi Jeff ’96 and Ilana Weiss on the birth of their daughter, Meira Rachel. America. The OU, as its been received very well, and Daniel Bloom ’98 on his engagement to Elyssa Sperber. website notes, offers Dr. Simcha Katz ‘61 the communities we have Rabbi Yaakov ’98 and Elisheva Green on the birth of their an “array of religious, addressed have been able to son, Elnatan Bentzion Binyamin. youth, social action, organize politically, so that we Daniel Toubian ’98 on his engagement to Miriam Kriegel. educational, public policy and commu- can have an influence on government nity development services, programs Andrew Michaelson ’99 on his engagement to Nara support for our day schools.” Mousissian. and activities.” When he began his term in January Michael Dalezman ’00 and Deanna Zwick on the birth of “Clearly my formative years at 2011, Dr. Katz told an interviewer that their daughter, Maddie Layla Maimonides were very impactful on my day school tuition cost was one of the Dovid Green ’00 on his marriage to Amy Pollak. religious observance and on my sense biggest challenges the community Rachel (Miller) ‘00 and Justin Sakofs on the birth of their of responsibility for my fellow Jew,” Dr. faces. And he continues to feel that day son, Amit Lior. Katz reflected. school tuition is the Orthodox commu- Leah Fenton ’02 on her marriage to Daniel Abrishami. “That came from my rebbaim. Rabbi nity’s biggest challenge—“the one fac- Danny ’02 and Ali Hirsh on the birth of their daughter, Talya Isaac Simon, z”l, was my Talmud teacher ing our families of tuition affordability, Rivka. whom I visited on Shabbosim in and how to address that in an effective Rabbi Beni ’02 and Chani Krohn on the birth of their son, Brookline regularly, where he engaged way.” He has called this “a broken and Aharon Zev. me in chess and convinced me as he unsustainable system.” Dr. Avi ‘02 and Stefanie Weiner on the birth of their son, Miles Jaron. Grandparents are Drs. Hedy and Mark Weiner was checkmating me not to go to an Ivy Asked what he found most surpris- ’73. League college but to Yeshiva College. ing so far in his presidency, Dr. Katz Rabbi Ben Houben ’03 and Meira Salzberg ’04 on their Also, Rabbi Isaiah Wohlgemuth, z”l, noted “the lack of political organiza- engagement. taught me by example. His demeanor tion and involvement that our Jewish Dov and Amy (Sisel) Snow ’03 on the birth of their son, Dovid and warmth drew me closer to appreci- community has in local and state poli- Aryeh. ating Jewish values.” tics. Resolving that will be the key to Elisheva Klausner ’04 on her marriage to Ezra Pinsky. There have been 13 presidents of addressing our biggest challenge.” Joshua and Ahuva (Robinsion) Sclair ’04 on the birth of their the OU since 1898, including Moses Before becoming OU president, Dr. Katz daughter, Adrienne Jeannette. Feuerstein, z”l, a long-time Maimonides was actively involved as a volunteer Aliza Vishniavsky ’04 on her engagement to Yitzi Greenbaum. School director and benefactor. leader for 25 years, many of them in the Ben Nouriel ’05 on his marriage to Dena Zelnik. After accepting his Maimonides Kashrut Division, including five years Eli Cohen ’06 and Margaret Zwiebach ’08 on their engagement. diploma, Dr. Katz enrolled at YU as a as chair. Much of his emphasis was on pre-medical student, and ended up kashrut education for young people. Tova Stark ’06 on her engagement to Evan Adams. Nate Jaret ’07 on his engagement to Racheli Kenner. receiving semicha from YU’s Rabbi Isaac “Fifty years go by fast,” Dr. Katz Abby Vishniavsky ’07 on her engagement to David Marks. Elchanan Theological Seminary. He later observed. “Today’s students should Jillian Login ’08 on her marriage to Jeremy Boxer. earned an MA in engineering and an remain in some type of formal Jewish MBA from New York University and a education for as long as possible. That Ph.D. from the Stern School of Business, is critical. The challenges of assimilation Condolences to… in statistics and finance. are much too great. If a student does Sheera (Kessler) Solomont ’76 on the loss of her beloved mother, Pearl Kessler, z”l. Dr. Katz, who has resided in Teaneck, go to a secular college, he or she should The Maimonides School family mourns the recent loss of Rabbi choose one with a very vibrant Jewish NJ, since 1973, served for many years as Myron Weiner ’59, z”l. life.” senior executive of a technology firm ALUMNIContinued on page 5 3 JACOB BLITSTEIN: A MAIMONIDES SCHOOL RECEIVER – AND GIVER Jacob Blitstein has been catching they’ve spent together.” comfortable being Benji Berg’s pitches for about nine The youngster “likes to jump around around kids with years, and the senior duo from Sharon, a lot. He likes touching people,” Jacob special needs,” will form part of the related. “I make sure that he is under Jacob said. “I’ve backbone of Maimonides School’s base- control. He has a hard time communi- learned a lot about ball prospects this season. cating with people, so I’ve learned a lot these kids.” Jacob has another partner who has no about his tendencies. I can tell what he Jacob will be learn- idea he is one of the 2012 varsity base- wants. Sometimes I can communicate ing at Orayta in ball captains. This 12-year-old Sharon with him… He loves repetition, loves Yerushalayim next boy prefers Jacob’s reading, singing and when I read the same books. Every week academic year. He davening. I try to keep a consistent structure so he is still finalizing his The youngster is autistic. They spend knows what’s happening and feels more college choice for part of every Shabbat together at Young comfortable.” subsequent years. He is concerned Israel of Sharon. “I think he has come a long way since Jacob Blitstein ‘12 about how his “A few years ago, his parents were look- we started spending time together, friend will handle ing for help on Shabbos, not only to because now he’s able to stay in shul their separation. “I think it’s going to be help him go to shul, but also to give much longer and sit quietly,” Jacob con- tough on him, especially since it breaks them a break and help them out,” Jacob tinued. “He also loves songs, and has a a pattern,” Jacob said. Plans are for his related. “So I volunteered. I go to his whole repertoire of Jewish songs that brother Zach, a Maimonides sophomore, house every Shabbos during the he sings. Even at home he starts singing to begin observing them on Shabbat reading to play games with him, read Adon Olam. He also knows the brachot and, eventually, take over for Jacob books to him and help him enjoy a before eating.” when he leaves for Israel. snack.” For Jacob, the experience has been Jacob was honored by Young Israel of “Then I take him to shul, sit down with on-the-job training for dealing with an Sharon at its annual dinner on March him and help him stay calm and quiet autistic youth. “His parents taught me 10 with the 2012 Teen Service Award. during davening,” he continued. The a lot about how to communicate with Jacob was almost at a loss for words boy’s parents report that they have him,” Jacob said. As a result of his expe- about that recognition. “formed a strong bond through the time riences, “I definitely feel much more MAIMONIDES STUDENT VOLUNTEERS FIND REWARDS WITH GATEWAYS

A half-dozen Maimonides high school Gateways: Access to Jewish Education. 2010 after Gateways representatives did students are discovering first-hand the Gateways provides educational pro- some recruiting at the school. During challenges and rewards of working one- grams, support and resources to the first year, she said, 30 minutes of to-one with learning-disabled young meet individual children’s needs in training follows every 90-minute Sunday children. local Jewish day schools, including morning session. The juniors and sophomores are student Maimonides, as well as supplemental Ariana said she watches her compan- volunteers who spend 90 minutes each programs. ion “progress through the year. Even Sunday morning helping lead a Jewish One such program, a weekly Hebrew though she struggles, it’s cool to her education program sponsored by school, matches high school volunteers understand. She feels very comfortable with children of various ages in a class- telling me anything.” Malka added, “We room setting. Each pair interacts on integrate into every activity you projects, activities and conversations. find in a special education school. The “This has been gratifying to me because students come back from year to year I like to develop a connection with with greater knowledge.” children with disabilities,” said Malka “Sometimes there are special needs Forman ’13, who is in her second year of children in your own life to whom you mentoring the same youngster. Other might apply lessons,” she observed. “I Maimonides participants include junior babysit two children with disabilities Ariana Turk, in her second year, and and can apply some of the techniques juniors Yishaya Bension and Hannah I’ve learned at Gateways.” Wald and sophomores Talia Sanieoiff The entire classroom is energized and Mollie Wald in their first year. because “everyone really cares about Ariana Turk, left, and Malka Forman 4 Malka became involved in the fall of their kids,” Ariana said. CRITICAL FRIENDS GROUPS “TRANSFORMATIVE” FOR SCHOOL STAFF For most of the past year, two 9-mem- quite simply the best professional devel- sions at the school? “People take turns ber groups of Maimonides School teach- opment experience of my career.” bringing issues of practice to the group ers and administrators have been meet- Stephanie Samuels, for input,” Mr. Ehrlich said. “It could ing one evening a month, with the goal Tanach teacher and grade dean who be getting feedback on an upcoming of improving student learning through facilitates the other group, concurred: “I assignment, looking at how a particular collaboration and community building. look forward each month to these pre- piece of student work gives us insights According to those who organized cious transformative moments of shar- into learning or discussing a more and are leading these “Collaborative ing with my colleagues, who span the global teaching challenge.” He added, Learning Communities (CLC),” the K-12 faculty and administration.” “Our goal is that by the end of the year everyone will have received feedback on experiment so far has been an over- “We’re building extremely tight learning some aspect of his/her practice.” whelming success. communities. People feel very invested “I’ve raved to all about the impact my in each other and in each other’s suc- Mrs. Samuels said the training and sub- training in facilitating these groups had cess,” observed Barry Ehrlich, director of sequent facilitating of the group “have on me,” said Jack Fidler, Middle School curriculum and instruction, who orga- pushed me to try things in my teaching English teacher and grade dean, who nized and launched the groups last fall. beyond my ‘comfort zone.’ My aim is to encourage others to move in this direc- is one of the group facilitators. “It was What happens during the two-hour ses- tion as well.” MR. SYDNEY, z”l, REMEMBERED AS A BUILDER For example, she continued, “This past week I had my entire CLC group of Stanley H. Sydney, a Maimonides school teachers observe one of my sixth grade volunteer leader and benefactor for four English classes, and then we discussed it decades, passed away on Jan. 22 at the in the session. The benefits for me were age of 80. tremendous, and I believe that others Mr. Sydney’s family called him “a builder benefitted from the experience of peek- of both buildings and community.” ing into a colleague’s classroom, and He began building the Jewish future analyzing what they saw toward the aim at Maimonides School in the early of solving a pedagogical dilemma.“ 1960s, chairing the Scholarship Adbook Mr. Ehrlich, a member of Mrs. Samuels’ Campaign soon after the school moved group, said that he watched six other to the new Brookline campus. faculty members “sitting in her class as A member of the Board of Directors researchers. To see that level of invest- for more than 30 years, he served on ment in and collaboration around a col- numerous standing and ad hoc com- league’s classroom is truly remarkable.” mittees, including the Management “The magic we felt last summer dur- Committee, which for several years ing training is being replicated in my functioned as an executive board, group,” Mr. Fidler said. “When educators involved with day-to-day non-academic Stanley Sydney, z”l have the time, space and willingness to operations. and Brookline landscapes. share their joys and challenges with oth- His expertise was particularly instrumen- Among his Boston projects were the ers in well-structured discussions, the tal in the smooth construction of the Keystone Building on the Southeast results are transformative.” library, gymnasium and new classrooms Expressway and the Constitution The longer-term goal “is to increase the in the mid-1980s. He was always imme- Quarters in the Charlestown Navy Yard. opportunity for meaningful collabora- diately available to connect the school Brookline landmarks include The Village tion,” Mr. Ehrlich said. “We wanted to to contractors and vendors in response at Brookline apartments, the 1443 empower 18 faculty members to think to any facilities need. Mr. Sydney and his Beacon Street apartments and the build- more expansively about students wife Sheila were Scholarship Campaign ing on Beacon Street in Coolidge Corner and student work, and to pilot this as honorees in 1980. that houses Trader Joe’s. an approach for other staff members Mr. Sydney earned his bachelor’s and Besides his wife, Mr. Sydney is survived Ultimately, this is a tool to increase our master’s degrees in civil engineering at by their children, Michael, Roberta ’76, sense of K-12 community around the Massachusetts Institute of Technology. David ’79. Judith, and Elana ’88, as well only thing that really matters – student He founded Sydney Construction (now as several grandchildren, including learning.” Sydney Associates), and under that Melissa Sydney ’97 and Rachel (Sydney) umbrella he helped reshape the Boston Lebovich ’01. 5 NEW TEACHER THRILLED TO BE PART OF MAIMONIDES LEGACY

Although Grade 11 Navi teacher Rabbi dents by imparting that legacy. If not tions in that volume.” Zev Eleff, 27, never met the founder of the actual lessons, the creative energy Aside from that book, Rabbi Eleff wrote Maimonides School, he is undoubtedly for which the Rav was famous still exists a monograph on the history of NCSY a student of the teachings and thought in the character of the school’s teachers and numerous academic and popular of Rabbi Joseph B. Soloveitchik, zt”l, and and the students.” articles. Yet, he insisted that the class- as such is thrilled “to be part of the cul- A 2003 graduate of Ida Crown Academy room provides him with something that ture that he cultivated.” in Chicago, Rabbi Eleff earned his scholarship cannot. “It is an enchanting experience for me undergraduate degree at Yeshiva “I love transmitting Judaism’s Tradition to be part of the house that the Rav College’s Honors Program and was later and educating through that Tradition,” ordained at YU’s Rabbi Isaac Elchanan he asserted. “I think I have prepared Theological Seminary. In addition, as myself as a rabbi and an educator, and a Wexner Fellow-Davidson Scholar, through writing articles and books I also he received a Master’s degree from have tried to become a better scholar. Teachers College, Columbia University. All components are different and Currently he is pursuing a doctorate in equally fundamental to my professional the Department of Near East and Judaic work.” Studies at Brandeis University, studying Before arriving in Boston, Rabbi Eleff with Prof. Jonathan Sarna. also taught at High In 2008, Rabbi Eleff edited Mentor of School for Boys in New York. As an Generations: Reflections on Rabbi Joseph undergraduate he was editor of the col- B. Soloveitchik. “One of the hardest lege newspaper and founding editor of parts of writing that book was trying Kol Hamevaser, the university’s maga- Rabbi Zev Eleff to balance the Rabbi Soloveitchik of zine of Jewish thought. New York and the Rabbi Soloveitchik of He also studied at YU with Prof. Jeffrey built,” Rabbi Eleff declared. “The oppor- Boston,” he said. tunity to understand the Boston Rabbi Gurock, a Maimonides grandparent The volume includes a collection of Soloveitchik, and to work in his and Mrs. and recognized expert on the history of more than 50 essays by former stu- Soloveitchik’s school, was an opportu- Orthodoxy in America. Rabbi Eleff has dents and associates. “The authors who nity that I don’t think I could ever have published numerous articles on that recalled the Rav from the Boston com- passed up.” topic. He and his wife Melissa reside in munity, I think, provided some of the Brookline. Rabbi Eleff added: “I think the teachers most insightful and moving presenta- do a tremendous service to the stu- SCHOLAR’S NEW BOOK ILLUMINATES the RAV’S TEACHINGS

Religious fulfillment, according to Rabbi established Maimonides School in 1937. He highlighted the Rav’s “self-revelation Joseph B. Soloveitchik, zt”l, requires a Majesty and Humility is dedicated to —glimpses into his soul”—that often combination of discipline and emotion. the memory of Abraham Levovitz, z”l, appear in his writings. “He said this Without both, the resulting religious Maimonides School president emeritus. defies the Brisk tradition in which he immaturity can lead to extremism. The book is “a very fitting commemora- was raised by his father,” Rabbi Ziegler That was the message of Rabbi Reuven tion of what he stood for and how he said, as that approach demands sup- Ziegler, presented in a community lec- guided this school and community,” pression of emotions. ture at Maimonides School on Feb. 4, said Rabbi Yaakov Jaffe, Middle and Rabbi Soloveitchik had a reason for this attended by a broad-based audience of Upper School principal, in his opening divergence, the speaker explained. more than 150. The event also marked remarks. The Rav “has written that Judaism is the release of Rabbi Ziegler’s book, Rabbi Ziegler, a teacher at Yeshivat Har both a discipline and a romance,” Rabbi Majesty and Humility: The Thought of Etzion near Jerusalem, has been editing Ziegler related. The discipline aspect Rabbi Joseph B. Soloveitchik. “voluminous” manuscripts written by includes thought and action, comple- The author noted that he was pleased Rabbi Soloveitchik for several years. This mented by “an inner yearning, a pas- to be speaking at Maimonides because has provided a unique window, he said. sionate, experiential component.” the school “looms large in any discus- “I have discovered many interesting sion of the Rav.” Rabbi Soloveitchik things about him.”

6 ACTION-PACKED ELEMENTARY SCHOOL RECESS PROVIDING RESIDUAL CLASSROOM BENEFITS

There may never have been a more glorious utes in the classroom figuring out what went first day of spring in Brookline. But for a quartet wrong at recess.” of Maimonides fifth-grade girls, the main attrac- “Our concern has been that many of the kids Rabbi Dr. Joseph B. Soloveitchik, tion on the Brener Building playground was a lŠvf aren’t active during recess,” she continued. Founder bouncing ball. “They’re chatting it up -- and that’s when a lot Rabbi M.J. Cohn, lŠf The girls were invested in a new game, “four of the drama is happening. They aren’t involved Principal Emeritus square,” with each of four participants occupy- in games. They are involved in whatever first Jeffrey B. Swartz ing a square. They keep the ball bouncing to through fifth graders talk about.” Chair, Board of Directors

In January, specialists from Playworks con- Abraham Levovitz, lŠf ducted a four-hour session for teachers on the President Emeritus group’s philosophy and how it is manifested in games. “They reinforced the importance of Nathan Katz ’73 recess and of movement during recess,” Ms. Executive Director Hillman said. Mike Rosenberg The training included “how movement helps in Editor terms of learning, and how it helps with social Naomi Ribner development,” Ms. Hillman continued. “Another Designer piece focused on social skills, good sportsman- Ariella Brunwasser ship and encouragement… Playworks is abso- Director of Admissions lutely phenomenal in what they do.” The teachers decided to introduce a “game of MIDDLE & UPPER SCHOOL the week,” aiming for inclusivity without elimi- Rabbi Yaakov S. Jaffe nation. “Teachers need to be involved, because Principal, Judaic Studies if teachers are playing kids will want to play, Judith Boroschek too,” Ms. Hillman said. Working with Deb Caban, Principal, General Studies Second graders in a game of four square. physical education instructor, the teachers pick Rabbi Dov Huff ’00 out appropriate games. The activities all have Assistant Principal a rotation; participants are never “out.” Mrs. Brian Cohen an opposing space, without catching it. “It’s Caban taught the rules in gym class to kinder- Assistant Principal, Middle School fun, and everybody gets a chance,” said Yakira garten, first and second grades. Solomont. “It takes a lot of concentration,” ELEMENTARY SCHOOL Every teacher in the Elementary School takes added classmate Ariella Nahoumi. “Basically,” turns at supervising recess, which takes place in Rabbi David Saltzman said Rachael Frisch, “it’s the best game in the Principal 15-minute segments twice a day. “The very first world.” week, Sam Tarlin (building substitute teacher), Reena Slovin Associate Principal Elsewhere on the playground, the fifth-grade was out there for every recess, to organize and boys immersed in their soccer game might have really show the teachers what we wanted,” Ms. disagreed, if they had time to stop the action. Hillman said. “Nobody wants anything to be The new organized activities for Elementary forced. It’s just encouraged,” she pointed out. School students result from a professional “They still have some options, but they have to development program presented by Playworks, find something to do outside the games area.” Kol Rambam is published a national non-profit organization. According to Teachers on duty organize the game-of-the- quarterly by the Maimonides School Office of Alumni and Katie Hillman, social worker in the Elementary week and participate, encouraging students to Community Relations. School, Playworks “supports being active in join. movement at recess and at play. It emphasizes After four weeks, the teachers concluded that Comments, questions, the social skills and emotional development that some of the games have been better than oth- and suggestions should go with it.” ers,” Ms. Hillman said. For example, “almost be addressed to: “What you do at recess comes back into the every kid has been involved in soccer. All the Maimonides School 34 Philbrick Road classroom,” Ms. Hillman said. “Recess can be kids wanted to play four square last week. The Brookline, MA 02445 incredibly healthy or incredibly disruptive. If nice weather has been very helpful. My overall things don’t go well, you have to spend 15 min- (617) 232-4452 x405 assessment is that it’s working really well.” [email protected]

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MAIMONIDES A MOCK TRIAL POWERHOUSE It’s official. Maimonides School is now tant was the consideration that they what one would call a perennial pow- consistently showed to each other, their erhouse in Massachusetts mock trial coaches, the court process and, espe- circles. cially, their opponent teams.” The school’s contingent has qualified She noted that one inner-city school for the Massachusetts Bar Association’s team commended her competitors “for statewide 16-team tournament three their graciousness, their encourage- of the past four years. The 2012 team ment and their respect, something won its first two post-season trials over they noted that they had not seen from Sharon and Franklin before a disap- other teams. I’m enormously proud of the progress made by each and every pointing loss to Marshfield in the semi- The 2012 Mock Trial Team finals, the “Final Four.” team member and am excited to start again next season.” The season was particularly gratifying the teacher did or did not know, what for Maimonides parent Amy Rosen, This year’s case for all mock trial teams the teacher should have known, what who after several years of assisting was was about a teenager who transferred the teacher did or did not do, and what named the team’s official attorney- to a new school and experienced bul- the teacher should have done,” Mrs. coach. lying, culminating in a brutal physical Rosen said. “The team must prepare attack. His sibling, who is also his legal Mrs. Rosen said the students’ “countless both sides of the case and, in the higher guardian, sues a teacher for negligence, hours of hard work, coupled with their levels of the competition, be prepared citing that the teacher did not intervene enthusiasm for Mock Trial, led them to to argue either side on the toss of a appropriately. be as polished, poised and prepared a coin.” team as I’ve ever seen. But most impor- “The legal issues revolve around what Gina Sauceda of the Upper School social studies faculty is teacher-coach. memorable seasons for m-cat teams Completing their mock trial careers The memorable 2011-2012 varsity bas- post-season tournament sectional quar- were seniors Josh Fried, Yonina Frim, ketball seasons at Maimonides School terfinals. Jonathan Michaelson, Tess Niewood, Elliot Salinger and Hannah Vester. began and ended with trophy presenta- For the boys, the season was more like tions. rags to riches. After failing to qualify Retired Judge Isaac Borenstein, who The Lady M-Cats opened their stellar for the state tournament, the M-Cats has been a volunteer advisor to the campaign by winning the invitational regrouped and headed down the Mass. program for several years, praised the tournament at SAR High School in the Pike on March 22 to the annual Red students as “bright, hardworking young Bronx. Nearly three months later, they Sarachek Memorial Tournament at men and women who make all of us extended Lowell Catholic to four over- Yeshiva University. Four days later, they proud.” He also lauded Mrs. Rosen’s times before losing by a point in the returned to Brookline brandishing the contributions. “She has been a brilliant last 15 seconds in the Massachusetts Tier III championship trophy, the first strategist, great leader, and wonderful to work with,” he said. 8 Sarachek title won since 1990.