Do people still do those tags. You know, the ones where a blogger answers some questions and then tags another blogger to do it on their own blog.
I feel like starting one of my own. But with only one question.
If you could go anywhere in the world, where would it be?
I tag
thejewishside
to answer
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If you don't want to, it's okay, I'll pick someone else
Tuesday, June 30, 2009
Friday, June 26, 2009
Some music
This link below is about a Jewish female musician who grew up secular and then started learning more and more about her heritage and decided to go for it. She mentions that she still wants to be herself and be the artist that she is. - And she does a beautiful job with it. :)
While listening to her message, I was thinking that we who grew up religious, sometimes lose that enthusiasm because it either becomes routine or some other reason. However, there is always that spark, and with the right inspiration, it can be re-lit.
Here is the vid, enjoy
http://www.youtube.com/watch?v=tK6qvn_S1hk
Note: The beauty is what motivated her. And as she learned more, she learned about our obligation with Torah
While listening to her message, I was thinking that we who grew up religious, sometimes lose that enthusiasm because it either becomes routine or some other reason. However, there is always that spark, and with the right inspiration, it can be re-lit.
Here is the vid, enjoy
http://www.youtube.com/watch?v=tK6qvn_S1hk
Note: The beauty is what motivated her. And as she learned more, she learned about our obligation with Torah
Sunday, June 21, 2009
Balance between the two
A long while ago, I had a discussion with someone about which approach is better when teaching others about shmiras halashon. I mentioned that people don't realize the consequences of L'H.
They replied that a better way is to mention the positive outcome of guarding our tounges like keeping a relationship intact.
I think that we should instill both approachs. The positive one motivates us to be considerate of friends, co-workers, family. Plus there is the incentive of blessings if we guard our words.
While nice incentives motivate us, what is to keep us from a huge temptation? For ex. sitting with friends and speaking and listening about somthing really interesting. - What stops us is the thought of the impact this activity can have. - It might seem at first like, "Eh, we're just talking, nothing's going to happen." But when you think about it, anything could happen, like simply one friend being upset at another friend because of a rumor that spread. But even if nothing happens, there's still consequences in the next world.
Of course, there are times when we need to say something about someone in order to protect people . That's why it's good to learn the rules of how to say it for a contructive purpose.
To sum up, we should teach both the positive things of guarding our tounge, and the consequences of not doing so.
They replied that a better way is to mention the positive outcome of guarding our tounges like keeping a relationship intact.
I think that we should instill both approachs. The positive one motivates us to be considerate of friends, co-workers, family. Plus there is the incentive of blessings if we guard our words.
While nice incentives motivate us, what is to keep us from a huge temptation? For ex. sitting with friends and speaking and listening about somthing really interesting. - What stops us is the thought of the impact this activity can have. - It might seem at first like, "Eh, we're just talking, nothing's going to happen." But when you think about it, anything could happen, like simply one friend being upset at another friend because of a rumor that spread. But even if nothing happens, there's still consequences in the next world.
Of course, there are times when we need to say something about someone in order to protect people . That's why it's good to learn the rules of how to say it for a contructive purpose.
To sum up, we should teach both the positive things of guarding our tounge, and the consequences of not doing so.
Wednesday, June 17, 2009
Tuesday, June 16, 2009
Pre school project
I was working on an assignment for an education class and this one was about doing a project with pre-school students. This is not your typical project where you cut and paste. This is a project where you pick a topic and study it extensively. This style project comes from a certain type of pre-school in Italy in a town called, Reggio Emilia. Only a small number of schools in the US have picked up on it. Anyway, I don't have my own class of students to work with, I only assist in a class, and so I made up how I would do a project with the students.
First, the teacher and students find a topic. I made up that we decided on exploring plants and flowers. Then we find out what the children know and what they don't know. The children ask some questions and think up what the answer might be. Then they go and explore the topic. They go to a garden and study the plants and flowers, and the kids mention about what they notice about it. - They also look at picture books, and I discuss the topic with them. When having a discussion, the topic could lead to other things. For example, in my paper, I wrote about that the children and I were discussing about the diff parts of the plants, and while talking about the roots being a foundation for the plant, I mention about that people also need a good foundation.
- I also give each child a very small pot with soil and seeds, and I help them work on that. Then they give it water, and I put it near the sunlight. Another thing they do is draw pictures of the plants they remember seeing where ever. Or they draw how their own plant is comming along. - They also have a journal, which I help them write, about the journey of their plant and what they have learned. When the plants have fully blossomed, the children examine and compare each others plants, and are intrigued by the differences and similarities.
Now the next thing we do is give each child a turn at presenting his/her plant and what they learned. They share their pictures with the class, and I read the story they wrote in the journals.
Teachers can do this on a smaller scale if they want, and with any topic. The key here is that the children explore, discuss and record.
First, the teacher and students find a topic. I made up that we decided on exploring plants and flowers. Then we find out what the children know and what they don't know. The children ask some questions and think up what the answer might be. Then they go and explore the topic. They go to a garden and study the plants and flowers, and the kids mention about what they notice about it. - They also look at picture books, and I discuss the topic with them. When having a discussion, the topic could lead to other things. For example, in my paper, I wrote about that the children and I were discussing about the diff parts of the plants, and while talking about the roots being a foundation for the plant, I mention about that people also need a good foundation.
- I also give each child a very small pot with soil and seeds, and I help them work on that. Then they give it water, and I put it near the sunlight. Another thing they do is draw pictures of the plants they remember seeing where ever. Or they draw how their own plant is comming along. - They also have a journal, which I help them write, about the journey of their plant and what they have learned. When the plants have fully blossomed, the children examine and compare each others plants, and are intrigued by the differences and similarities.
Now the next thing we do is give each child a turn at presenting his/her plant and what they learned. They share their pictures with the class, and I read the story they wrote in the journals.
Teachers can do this on a smaller scale if they want, and with any topic. The key here is that the children explore, discuss and record.
Thursday, June 04, 2009
book world
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My favorite part of assisting in a kindergarten class is the times when I share a book with them.
On Monday, during recess, a few kids were looking at a book in the yard. Later, one of them wanted me to read it. The book is about different animals. I started to read it and then started having a discussion about the pictures. Afterwards, I was thinking that he probably learned more from the discussion than he would have if I just read the book.
On Wednesday, one kid was not feeling well, and so I sat with them and read them a story. It's relaxing, and keeps them occupied. Other kids joined in to hear as well until the end of the story.
Overall, we all gain
-
My favorite part of assisting in a kindergarten class is the times when I share a book with them.
On Monday, during recess, a few kids were looking at a book in the yard. Later, one of them wanted me to read it. The book is about different animals. I started to read it and then started having a discussion about the pictures. Afterwards, I was thinking that he probably learned more from the discussion than he would have if I just read the book.
On Wednesday, one kid was not feeling well, and so I sat with them and read them a story. It's relaxing, and keeps them occupied. Other kids joined in to hear as well until the end of the story.
Overall, we all gain
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Tuesday, June 02, 2009
Just want to share
Below is a link to message that someone mentioned about a great album for a great cause; A TIME "an organization that '"is the premier, internationally acclaimed organization that offers advocacy, education, guidance, research and support through [its] many programs to Jewish men, women, and couples struggling with reproductive health and infertility.""
Click here
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Click here
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