<HTML>As May 16th is drawing near and our students are preparing for the final
stage in their learning for the National Bible Contest, Chidon Hatanach
which will take place in NY, I would like to hear from participants on
this list what other schools do to help interested students prepare for
this monumental task.
In our school, we start our in-school study after winter break, in
January. Students who show motivation and interest are pulled out of some
of their Judaic classes, mainly Chumash and Navi and participate in a
study group with a teacher who is assigned especially for this purpose.
They study together one period daily and in March they take the regional
test. Those who score 85 or over, which is about 30-50% of the original
group, continue to study with that teacher until May, when they go to NY
for the contest. The benefit to these students is of a life-long nature.
They develop bekiut and independent Tanach study skills which cannot be
accomplished within the constraints of the regular curriculum. Many of
them also develop a love for Torah learning, confidence and comfort in
using the Tanach, and a sense of pride and connection to Tanach which is
hard to find among day school students in the Golah. However, the price
we pay and the consequent questions we ask are not to be dismissed. I
would like to hear how other schools grapple and cope with the following
concerns:
A) Students who end up going to NY in May miss 5 months of their regular
Torah curriculum. For example, this year's learning assignment for the
Chidon is Sefer Shmot, Navi Shoftim, and Megilat Rut. A seventh grader
who participates in the study and is pulled out of his or her regular
Chumash & Navi classes misses a good part of Bamidbar and of Shmuel to
study what he/she had learnt in grades 5 or 6. And although our main
educational goal is not "covering ground", but rather giving our students
Torah study skills, still there is much to be said about basic Torah
knowledge of a fundamental story and mitzvot such as those contained in
Bamidbar, for example.
In addition to the material which they miss, they also lose on an
important skill which cannot be developed under the pressured time-table
of the Chidon study. An in-depth analysis of a sugya in Chumash, with
close study of the text, comparative study of Mefarshim or even more
basically, of figuring out Rashi's question, or distinguishing between
Rashi's two Perushim-- all these are not available to our Chidon students,
who are required to cover as much ground as possible, memorize as many
facts as feasible, etc.
C) The amount of support the school can give these students is limited.
Much of the work must be completed at home, over the weekends etc. Most
children at this age (grades 6-8th) are not self-motivated nor structured
enough to make sure they acquire the Bekiut which is required on their
own. How do schools maintain this learning beyond school?
D) What happens when these students have to go back to their regular
classroom, unfamiliar with what had been learnt over the previous 10
weeks? How do they re-acclimate with minimal disruption?
I know that many schools do not offer any support for this program, and
that interested students are on their own or receive support only at home.
We have chosen to encourage and support this effort in school. I also
realize that some schools offer support in the form of after-school or
early morning classes. It has not been successful in our school. I would
like to hear of other models of successful preparation for the Chidon.
I would like to take this opportunity to thank all the schools who have
turned to me for Chidon Tanach materials this year. As in the past, we
have been working to develop new study booklets, sheets, tests, and charts
for this year's program as designated by the National Bible Contest in NY.
Our appreciation goes to our devoted Tanach teachers who work year-round
to help update and develop current materials.
Another very helpful resource in the implementation of this program in our
school this year has been our Bat Sherut Le'umi, the Israeli girl who
serves her National Service at our school. She has worked tirelessly to
help individual students both in school and on weekends, as well as to
inspire each student with her Yediot and Ahavat Torah. Ki Metzion Tetzei
Torah!
I hope this post generates response from other participants. Thank you.
Tamar Friedman
Judaic Educational Director
Hillel Torah North Suburban Day School
Skokie, Illinois.</HTML>
