By chana

Finding Clothes for the Girls

 

Tips to make it easier and less expensive to find the “right” clothes

The Importance of Appearances

Girls are judged primarily by their social skills: how popular they are and how well they fit in. External appearance is an important component of a girl’s social persona.  While cleanliness and neatness are the most essential, girls who wear the clothes (when they are not in uniform), accessories, eye glasses, and hair-do that are current in school find social acceptance easier.  By contrast, a girl who looks neglected or wears unusual clothing is at risk for being bullied or socially excluded.  Even when the child does not care what she is wearing, the parents need to dress her correctly.

The Child Who Needs More

Some children need something extra.  Children who feel inferior for academic, social, or physical reasons may benefit from wearing new or special clothing.

Overweight (and sometimes underweight) children often feel acutely embarrassed by their appearance.  Even though it is hard to find clothing that makes them look good, it is very important for improving their self-image.

Where to Shop

Until school age, parents are usually able to find nice outfits in most clothing stores.  Once girls turn five, shopping becomes more complicated, because the clothing becomes trendier and less modest.  Most Yeshivas for girls require uniforms starting from Pre1A (kindergarten).  Uniforms are usually obtained with relative ease and they greatly simplify the question of what to wear to school.  The shopping focus now shifts to finding outfits for Shabbos, Motzai Shabbos, and Sundays.  These outfits are often created by combining elements from frum stores, such as long sleeved shells and long skirts, with other items obtained from outlet and discount chains.  Girls usually prefer quantity over quality; they enjoy wearing cheap tops for a season and then discarding them.

Once the girl grows into petite adult sizes, she has the option to shop at adult stores.  Teens report finding suitable clothing for good prices (during sales) at major department stores, including Macy’s and Lord and Taylor.

Shopping at the frum stores is convenient, since they are attuned with the styles current in the Yeshiva society.  However, parents should be aware that the stores accommodate a variety of tzniyus standards.  Since much depends on the girl’s body shape, it is a good idea to have the girl sit, stand, bend and walk while trying an outfit.

Strategies for Avoiding Conflict

Clothing is an area prone to parent/daughter conflict due to differences in taste, conflicting beliefs in tzniyus, financial constraints, and self-esteem issues.  However, measures may be taken in advance to mitigate the potential for disagreement.

Creating a Healthy Foundation

Choose your Location

The community, the yeshiva, the neighborhood, and the block all heavily influence a child’s standards in materialism and in adherence to tzniyus.  It is unfair to expect children to maintain different standards than their neighbors.  For example, a mother mentioned that her daughters are happy with two Shabbos outfits apiece, because this is what all the girls on their block have.  In other blocks and neighborhoods, however, girls would expect four or five outfits.  An added benefit of living in an area with compatible standards is that children who live near each other are more likely to be placed in the same class within their grade, reducing the likelihood of peer pressure against parental values.

Parenting Issues

Finding clothes for the children involves the familiar parenting challenges of setting limits and being consistent.  It is essential that children feel that their parents are in charge, that their parents want what is best for them, and that their parents are paying attention to them.  Keeping communication lines open and building trust make it much easier to handle the clothing issue.  There are many books, courses (including by phone), and audio materials to help parents improve their effectiveness.

It is also helpful when parents make their children feel intrinsically special for their own qualities, rather than having to resort to the external boost of an expensive or attention-getting outfit.  A healthy sense of self-worth makes it much easier for children to resist peer pressure to wear clothing that parents cannot afford or approve.

Educating the Daughter

The most effective time to impart one’s values to the children is when they are young.  Therefore, mother should occasionally bring the children along when she shops, and explain to them why she is picking this article of clothing and rejecting that one.

It is easier for parents to explain spending less on their children’s clothing when they explain how they are economizing on their own personal spending.

Mother Should Dress Well

Daughters find it harder to trust their mother’s clothes sense when they think that their mother doesn’t dress well.  Moreover, some girls who are embarrassed by their mother’s looks try harder to dress expensively and/or at the cutting edge of trendiness.  Mother should try to know the prevailing fashion and make sure that she is presentable before going out to car pool and errands.

Tips for Avoiding Conflict While Shopping

Do your Homework

Before going shopping, the mother should know the current styles: what’s in, what’s out, what’s cutting edge, and what’s daring.  It is useful to consult with a few other parents and/or school staff and to look around in shul.

Try to Understand

If the daughter asks for clothing that the parents consider outrageously expensive or trendy, parents should try to understand what is behind her request, rather than dismissing it immediately. The girl may be signaling that she needs friends or that she feels inferior.  The need must be dealt with, even if the request cannot be filled.

Make it Relaxed

Shopping with one’s daughter should ideally be a pleasurable outing and an occasion for one on one time.  This may require finding babysitting or scheduling the shopping late in the evening in order to avoid bringing other siblings.  Make sure both mother and daughter have eaten and are physically comfortable.

Yield Where Possible

Daughters are not copies of their mother.  A daughter might prefer a more spirited style or a more subdued look than her mother’s.  If the outfit is not going to damage the girl’s social standing, the mother should give her room to express herself.  This is especially important for school accessories because all girls are wearing the same uniform.  Accessories, including head bands, belts, glasses, and shoes provide them with an outlet.  However, parents should check that accessories conform to school policy.

Avoid Confrontation

An effective technique is to ask the daughter, “Do you think this skirt/blouse meets the school’s rules?” rather than telling her that the garment is unacceptable.

Parents may also defer a purchase decision, “Let’s think about it.  We can come back later.”

Suggesting that the daughter help pay for an item that is over-budget or not to the parents’ taste, is another way to defuse arguments (assuming the propriety of an outfit is not the issue).

Find a Surrogate

It may make life easier if the parents send their daughter to shop with a savvy, but responsible young adult, such as a big sister, an older cousin, or an aunt.

 

 

Handling or Avoiding Tzniyus Conflicts

Foster a Positive Attitude

When boys get their first tzitzes and yarmulke, parents often celebrate the milestone.  Tzniyus typically first arrives officially in the girl’s life when the Yeshiva’s dress code arrives in the mail before she starts school.  Perhaps, parents should celebrate this milestone, rather than expressing resentment at the new rules and restrictions.

Find Out the Underlying Reason

There are different motives for resisting tzniyus.  Younger children, especially, are rarely against tzniyus in principle. Parents should investigate by asking their daughter and by putting themselves in her place.  The girl may be unaware that the clothing is too tight or that the texture makes her uncomfortable.  Different versions or alterations might solve the problem.

Nuances vs. Halacha

Parents need to pick their battles.  Sometimes, the clothing fits within the measurements of the tzniyus code, but through the color, the cut, or the general trendiness, it sends a message distasteful to the parents.  Depending on the daughter’s needs, her relationship with the parents, and how extreme the look is, it may be wise to yield gracefully.  However, parents may need to bluntly explain to their older daughters the nature of the message that the outfit is broadcasting and why it is simply unacceptable.

Use a Tzniyus Arbiter

It is useful for the mother and the daughter to agree on an independent arbiter to judge whether an outfit is or isn’t acceptable.  The father, the grandmother, or a local Rebbetzin may fill this role.

Spend for Tzniyus

Sometimes, the only way to find clothing that is both tzniyusdik and makes the girl look good is to spend more money.  It may be helpful to view this as spending on hiddur mitzvah rather than as an annoying expense.  Moreover, seeing how much her parents value tzniyus sends a powerful message to the daughter.

Use a Seamstress

A talented seamstress can solve tzniyus disputes by lengthening, adding kick pleats, and closing collars. This adds to the cost, but may be worth it to keep the peace.

Look for Educational Resources

If their daughter is having trouble with the idea or restrictions of tzniyus, parents should look for resources, such as audio tapes from educators who specialize in this area.  The principal or mechaneches may be able to recommend material.  Hearing the message well expressed on her level may help their daughter.

Criticize with Humor

Find a funny code-word to discreetly express to the girls that the outfit which they are trying on is inappropriate.  This gets the message across without explicitly criticizing or embarrassing one’s daughter.

Discrepancies between Home and School

If parents have selected a Yeshiva that maintains a stricter standard than they believe in, they may avoid problems by accepting these new standards wholeheartedly.  At the least, they can make it clear to their children that they respect the school’s standards and expect their daughters to comply totally while at school.

On the other hand, if the family maintains a stricter standard than their community, parents may try to instill in their daughters a quiet pride in adhering to their tzniyus level.

Sometime, girls from low-key families find themselves in a class where they feel pressure to wear trendy and/or expensive clothing (e.g. designer labels).  Generally, girls who are self-confident do not need to follow the cutting edge trends in order to find friends.  Being clean, neat and “put together” usually suffices.  However, there are circumstances in which a girl who is experiencing social difficulties may benefit from conforming more to the clothing style of the class trendsetters.  Parents should consult with school staff to help determine whether this is necessary.

Strategies for Saving Money

Sales, Etc.

The winter sales are a great time to buy long sleeve tops for all-year use.  It often pays to get on the stores’ mailing list, use their in-house credit cards, and shop with coupons.  Buying on-line gives access to additional bargains.  Frum stores usually have twice yearly end-of-season sales.  Beware of buying too far in advance, since the styles change and the old look may not be wearable.

Borrowing/Trading

Girls often adore shopping from their friends’ or their relatives’ closets.  Assuming that they share similar standards, parents may wish to encourage this.

Creating Accessories

Girls may create their own belts out of pieces of fabric.  They may also customize inexpensive head bands and shoes by adding their own appliques: flowers, sequins, etc.

Hand-Me-Downs

Take advantage of offers of used clothing from family and friends.  When a family has a long gap between two of their daughters, it is likely that the outfits will be outdated by the time the younger daughter grows into them.  Ideally, family or neighbors should organize a pool of used clothing, with each participant contributing new outfits to replenish the collection.

Gmachs

Gmachs and thrift shops are two practical options. However, girls are rarely willing to enter a gmach clothing store.  Mother may visit out-of-town establishments (e.g. Kupas Ezra in Monsey), buy half a dozen outfits for dollars apiece, and let her daughter select what she wants.  Although the rejects are not refundable, the visit is usually worthwhile if one Shabbos outfit is obtained.  Note:  clothing donated to a gmach is much more likely to be in style, and hence usable, when donated right away rather than spending a few years in storage.

Understanding the Teenage Daughter

“If my mother thinks it’s lovely, then it’s not happening”

Girls are judged by their appearance and their dress, from elementary school through entry to Shidduchim.  To be seen in the wrong clothing may feel like social suicide.  In this context, a teenager may be wary of accepting a clothing item that her mother likes, because how can one expect mother to be fully up to date with the very latest teen clothing style?  Therefore, it may be good practice for mother to avoid “pushing” or praising an article of clothing that she thinks will suit her teenager.

If the parents have maintained a healthy relationship with their daughter over the years, they should probably relax and let their teen express her new sense of individuality as long as it is consistent with their tzniyus standard.  Usually, teenagers want to make their parents proud of them, even while they are trying out new ways to go about it.

When the Teenager Insists on her Own Standards

If a teenaged daughter refuses to adhere to her family’s or her school’s tzniyus code, it may be a sign that something is wrong.  Parents should not delay in contacting the school and/or their Rav for advice about the situation.  The parents may be advised to consult with one of the organizations which have the experience and the expertise to make the recommendations that are most likely to help their daughter.

Conclusion: Raising Tolerant Daughters

Since girls know that they are judged by their appearance, it is natural for them to judge others by their appearance.  This may cause girls to look down on peers who have stricter or more relaxed standards in tzniyus or who are dressed in outmoded clothing.  Parents may counter this tendency by modeling tolerance and acceptance of others.  When classmates are seen wearing inappropriate outfits, parents may explain that each family has its own derech and follows its own Rav and/or that not all parents have the time or money to find the right clothes for their children.

Summer Vacation: A Time for Growth

The long summer break presents a challenge for parents and children:  it may improve achievement, both academic and spiritual, in the following school year or it may cause regression in both areas.  When parents plan ahead, their children are more likely to benefit from the summer vacation.

 

Setting Standards and Goals

It is useful for parents to set guidelines from the beginning of the summer for davening and learning.  While it would be great if the children would daven as they do in school (or even more), it may be counter-productive to insist on this.  Rebbeim and moros may be helpful in formulating goals that are realistic given the child’s age and temperament; boys over Bar Mitzvah, of course, do not have the same flexibility as younger boys.  Parents need to be consistent in reminding and encouraging their children to follow the plan.  However, if the plan proves to be unrealistic, parents will need to consider modifying it.

The learning over the summer should be low pressure, without tests or deadlines. Additionally, learning outdoors or perhaps in a bais medrash may be more relaxing.  If the parent has a tendency to pressure the child, it is better to avoid subjects that are covered in school.  It is not uncommon for parents to be unable to learn with their children without criticizing them.  A parent who recognizes this is ahead of the game.

Younger Children: Limudei Kodesh Skills Maintenance

Children in the younger grades (third and below) need to practice their loshon hakodesh reading and translating skills over the summer to avoid losing skills.  The learning that occurs in camp is often lighter and might be insufficient to maintain text skills.  Whether it’s kriyah, chumash, rashi, or mishnayos, it is essential that they read the text itself and translate it.  The focus here should be on accuracy and fluency.  Children should work on decoding the words, finding shorashim (roots), prefixes, suffixes, and verb tenses.  The amount of time or quantity of material to cover depends on the child’s ability to concentrate and level of enjoyment.  The range varies dramatically from child to child; it also depends on who is learning with the child.

If the parents are well versed in Hebrew grammar, they might enjoy exploring the weekly parsha in this manner, since this provides variety.  Otherwise, it might be better to review the previous school year’s material and have easier learning and more in-depth coverage.  For example, parents may enrich the learning by taking the time to delve more deeply in a Rashi than is feasible in a classroom setting.  Parents may look for other motivating opportunities such as seforim that deal with topics that are more relevant or interesting to the child.  The learning may be more enjoyable for younger children if there is an attractive, illustrated sefer to learn from.

Mishnayos are nice for boys who are looking for enrichment.  While boys begin mishnayos in third grade at YBH, they may enjoy starting earlier during the summer.  Parents should check that they do not study a masechta that is covered in school.

Older Children

There is a danger of older children finding unwholesome entertainments when left to their own devices.  Thus, it is essential for parents to help their pre-teens find a structured way to occupy their time; i.e. camp or work.  Mowing lawns, helping mothers, volunteering, and assisting at camp are a few options.  Ideally, the child’s activity should lead to a sense of accomplishment and fulfillment at the end of the summer.

During the summer, it is even more important to limit/filter/monitor children’s access to the computer, the internet, cell phones, and iPods.  Parents need to make it clear to their children that they are interested in knowing what they are doing and where they are spending their free time.  Parents need to maintain open lines of communication in order to stay informed and involved with their children as they grow older.

Boys

Gemara learning is an essential part of an older boy’s day for hashkafa reasons and for maintaining academic skills.  During the summer, the main objective of gemara learning should be to help the boy develop confidence, comfort, and an enjoyment of the learning.  Tutors or chavrusas should try to acclimate the boy to the style and structure of the gemara and teach him to “put himself” into a sugya.

Ideally, the learning should take place at the start of the day, in sessions lasting from 45 minutes or more, depending on the boy’s age and ability to concentrate.  If the father is not available, an older friend, relative, or a yeshiva bochur may be recruited as chavrusas.  It is also good for a boy to finish the day with a night seder if possible; halacha or some other lighter learning may work best.

Older boys (closer to Bar Mitzvah) should also be expected to attend at least shachris with a minyan.  It is best for the parents to help their son build good habits of minyan attendance by encouraging him to get up in time at least for an 8:30 minyan.  If this practice is not well engrained by the end of elementary school, the boy will probably have trouble attending morning minyan on time in high school.

When setting expectations, parents must keep in mind their son’s emotional and academic level.  When in doubt, it is wise to consult with the boy’s rebbe, principal and/or the family Rav.

Girls

As girls are neither obligated to attend minyan or to learn Talmud, girls who are not campers or counselors may easily glide through a summer without any spiritual content.  Parents may prevent this by encouraging their daughter to daven daily and to attend shul on Shabbos.  Older girls may also attend shiurim or form their own Pirkei Avos group.  In these groups, girls say the perek together, play a game, and socialize.  Using an English language version of the text promotes discussion, and having a leader, perhaps a high school girl, further enriches the experience.

If the girl is not in any structured program over the summer, parents may try to encourage their daughter to learn from seforim that will provide chizuk and inspiration.  A joint trip to the Judaica shop or a local Jewish library is a good way to obtain the right sefer.  One option is for the parent to learn the sefer one-on-one with their daughter.  Another is to learn the sefer collectively at a Shabbos meal.  If the girl is behind in her academic level, it is important to help her catch up so that she may be more productive the following year.  When girls cannot keep up with their class, their attitude towards mitzvah observance may be affected.

It is important for the parents to hold their daughters during the summer to the same standards of dress, mitzvah observance, and activities that the school mandates during the academic year.  This includes daily tefilla.  Girls should also try to maintain or to initiate a chessed commitment, such as being a mother’s helper, tutoring a younger child, or volunteering with a special needs child.

Hiring a Chavrusa or Tutor

If parents lack the time or background to work with their children or if learning with their children is detrimental for their relationship, parents may consider hiring a chavrusa or a tutor.  In addition, children who are academically weak or unmotivated are likely to need extra help.  Ideally, tutoring should be done one-on-one by a morah or a rebbe used to working with children in that age group.  Another option is to form a group and collectively hire a Rebbe, Morah, or a Yeshiva bochur to learn with a few children at a time.

General Studies

The Importance of Reading

Reading skills are essential for a child’s ability to function.  In addition, books are a wonderful companion for life.  The summer time is a good opportunity for beginning readers to learn to read for pleasure.  Parents may facilitate this by finding books for their children which are at or below the child’s reading level.  Sometimes, a child who is below his/her age level in reading may be encouraged to read to a younger sibling. In general, making plenty of books available is beneficial for promoting reading.

Another way to stimulate an enjoyment of reading is for parents to read with their children.  Aside from building better reading skills, reading with a child promotes bonding.  Ideally, parents should set aside time without interruptions from cell phones, etc.  They may alternate reading pages to each other or the child may read to the parent.  At natural breakpoints, the parent may interrupt with comments or questions, such as, “I didn’t expect that to happen, did you?”  or “I wonder what is going to happen next; what do you think?”  When asking questions which stimulate critical reading, parents should avoid trying to sound like a teacher since this may diminish the child’s enjoyment.

Math

A pleasant way to maintain math skills is to provide children with grade appropriate math activity books.  Math oriented games and puzzles that are related to the previous year’s curriculum help children retain skills.  It is also helpful to integrate math problems into day-to-day life through price comparisons while shopping, doubling recipes, dividing goodies, etc.

However, if a child is behind in basic math skills, such as addition or multiplication, parents must make sure he/she works systematically on building these skills over the summer.  Without these building blocks, children will not be able to learn fractions, decimals, and percentages.  Parents who are concerned may wish to consult the teacher and/or the principal to determine whether their child needs to work seriously on their math during the summer.

Conclusion

The summer is an opportunity for parents to help their child progress spiritually without the pressures of school.  Parents and children may jointly set goals for mitzvah observance and learning.  Older boys may be motivated to learn extra by the prospect of making a siyum on a masechta of mishnayos or a perek of gemara over the summer.  What is accomplished outside the school environment is possibly more genuine than what occurs through peer pressure or disciplinary measures in school.  Additionally, quality is more important than quantity.  What is accomplished over the summer time may make a lasting difference for the child!

 

The Playgroup Scene

The topic of this article is playgroups: when to look for one, how to select the right one, and how to make sure your child gets the most out of the playgroup.

What is the “Playgroup Age”?

Children from two years old and up have a need to socialize.  At this age, the children learn a lot from their peers.  This social need can be filled in different ways, including through interacting with siblings, through visits to the park, or through round-robin playgroup arrangements.  Alternatively, the mother can enroll the child in a playgroup.  At this age, many groups meet three or four days a week, for three hours at a time.

When children spend time with each other, they spread germs.  Children who go to playgroup are more likely to get sick than those who are isolated at home.  On the other hand, a child who has older siblings in school is already exposed to germs from the outside.  A parent with a first born should discuss with the child’s doctor the pros and cons of enrolling in a playgroup.  Making such a decision requires a knowledge of  the general health and social development of the individual child.

Three-year-olds have a greater need for a playgroup.  They want to learn, and they are ready to learn.  Three and half to four hours a day is ideal for them.   Most playgroups for three year olds expect that the children are toilet trained.  Different playgroups have different tolerances for handling accidents, or helping with the toilet training.  Nursery programs at schools on the other hand, generally expect the child to be completely toilet trained.

Finding a Playgroup

There are more than thirty playgroups in our community.  However, since the demand is great, one should start looking a year in advance, immediately after Sukkos the year before the child starts.  While some playgroups advertise, typically, mothers network with neighbors and friends to find a group.

What to Look For in a Playgroup

The most important “component” of a playgroup is the Morah.    Parents should look for Morahs who are warm, caring, enthusiastic, and intuitive.  Morahs do not need a degree in education.  “Old hands”, experienced mothers make great Morahs; so do fresh, young, anxious-to-please “youngsters”.  However, if the child is a “handful”, a more experienced Morah may be more adept at handling him or her.

The physical environment of the playgroup should be safe, clean, bright, and equipped with good toys.  Quality is more important here than quantity.  Some of the essentials include a lego collection (size should be age appropriate), a play kitchen, and some form of train/car track.

Parents should find out in advance the adult/child ratio of the playgroup.  This varies from group to group.  Usually, if there is an assistant, the group is much larger.  Children who need extra attention should be placed in a smaller group.

The daily routine of a playgroup should include circle time, an art project, and especially, free play.  Circle time is when the children sit down, daven and learn a lesson.  Physical activity should also be part of the day.  This may be outdoor play when the weather allows it, or a structured physical activity indoors.  The most important part of the curriculum is the social one—teaching the children how to interact with each other and with the Morah.  There is no need to “push” a maximum of “learning” into the pre-schoolers.  Art projects should be simple, so that the children can complete them on their own.   Coloring and cutting with scissors are the important skills that the children should begin to master at this age.

While most playgroups take place in the morning, there are a few afternoon programs.  Either time is equally beneficial to the child, as long as it fits with the child’s sleeping schedule.

Borderline Children

Sometimes, a Morah can sense that the child is having trouble functioning in the playgroup setting.   The Morah may be able to identify undiagnosed special needs.  It is best for the child if the parents take the Morah’s concerns seriously.  On the other hand, sometimes, a Morah over-reacts to a challenging child.  In these kinds of situation, it is best to have the child evaluated by a professional in order to receive a second opinion.   Many times, evaluations may be received from the public school system free of charge.

Children with Special Needs

Most playgroups are not equipped to handle children with special needs.  Usually, these children require speech, physical, and/or occupational therapy, and these might be best provided in a public pre-school.  Parents must discuss with their Rav how to place their special needs child.  The parents should keep in mind that early intervention is the most effective intervention, and that exposure to public school is less harmful when the child is young.

Some pre-school special needs children might be able to attend one of the local Yeshiva classes on a regular basis with a shadow.  Fridays, which include Parsha and Shabbos party, are a good opportunity for a special needs child to join a Yeshiva pre-school.  This would need to be negotiated with the Yeshiva on a case by case basis.

Managing the Kids

Getting Along Better with the Kids–Tips for Reducing Frustration

 

Spending a productive day with kids involves juggling housework, errands, “fire-fighting,” and also parenting.  In this article, which was compiled through interviews with experienced parents, we provide some ideas for minimizing the stress in order to enjoy one’s children more.

Understanding One’s Challenging Child(ren)

Children have different personalities. .  Even children who are “normal” may have trouble fitting into a schedule or adopting effective self-help, social, or academic strategies, no matter how skillful their parents’ chinuch techniques.  To avoid constant frustration, parents need to work around these children, ideally without judging them.

All children have their stronger and weaker areas.  If parents realize that their child is challenging than the norm, they should try to learn why.  The pediatrician might provide insights, but it may be necessary to have the child professionally evaluated.  Attention problems (ADD, ADHD), anxiety, and sensory integration deficits may lead to disruptive, uncooperative behavior.  There are situations in which parents might want to lower their expectations: spiritual, academic, and/or social, to avoid overburdening themselves, the child, and the rest of the family.

Setting a Realistic Schedule

Setting a schedule makes a big difference; parents have some control even on the smallest children by setting their nap and bed times.  Parents must decide their preferences: do they want the children in bed early and up early in the morning or up late and sleeping late.

 

When the children are little, it is best to set expectations low.  Before planning a series of errands, think about how much stress the children are able to handle.  Where possible, parents should set their schedules around the children’s nap times.  This may involve being “locked” in the house while the little ones nap, but it reduces the likelihood of frustrating trips with hungry, overtired children and irritated fellow shoppers.

 

Schedules should be communicated to the older children so that they know what to expect and to give them the opportunity to contribute feedback (e.g., forgotten deadlines, playdates, shopping for urgently needed items.)

Positive Reinforcement

Praise is very effective for modifying children’s behavior.  Partial praise for partial achievement or praising for effort allows children to feel rewarded even when they did not meet the goal.  Rewarding children with a one on one treat is particularly valuable for the older children in a family, since they are often saddled with more responsibility and may feel that their needs are overlooked.  These need not be expensive outings; errands followed by a slurpee may do the trick.  Parents may also recognize hard-working older children by granting them extra privileges.

 

Charts and other incentive systems work for many children.  Raffle tickets are one way to keep track of “points”.  When designing the system, parents need to think through how often prizes should be dispensed and how valuable they should be.

More Effective Nagging

Verbal directions should always be given in a calm, matter of fact voice.  Reminders should be polite but concise to avoid embarrassing or “bothering” the child.  Yelling is rarely effective; neither are lectures.  Immediate consequences for failing to meet expectations work better, provided that they are given with a minimum of ill feeling: “I’d really like to read you a story, but you know the rules…”  In general, positive communication should be delivered with passion and enthusiasm, and negative feedback in a neutral tone.

Mentioning the positive achievements of the week at the Shabbos table (e.g. Yoni put away his clothing every night this week) further reinforces the positive.

The Importance of Mentors/Buddies

It is very useful to touch base regularly with experienced parents and/or educators (including play group morahs) to ensure that parental expectations are based on reality.   For example, while a three year old is physically capable of picking after him/herself, are three year olds really picking up on their own after playing?  Before setting new goals for the children as they grow, it is best to check that they are truly age appropriate for their social context.  Mentors are especially valuable when they have experience with children similar to one’s own; otherwise, the guidance may be misleading since so much depends on children’s innate temperament and abilities.

 

Speaking to peers also gives parents a reality check about their expectations.  Unhappiness may be avoided if parents realize that they have been aiming too high, e.g. chessed or communal activities plus learning plus maintaining a household with this number of children. The moral support derived from regular interaction with a friend is also very valuable.

 

Avoiding Conflict

With some children, conflicts arise regularly in specific areas: food, bedtime, hygiene, mitzvah observance, etc.  While parents need to set boundaries and assert their authority over their children, it is not beneficial for the children or the parents to engage in daily battles.  It is a good idea for parents to think over the following questions:

  • How important is the issue?  Perhaps a compromise may be reached.  Perhaps a short break before completing the homework; perhaps the child can skip some of the supper.
  • Why is the child balking?  Are the tzitzes/tights making him/her uncomfortable?  Is s/she scared of the dark?  Does s/he have a food intolerance?

For older children, it may be appropriate to give the child a day or two to formulate why she/he does not want to obey.  This allows both parties to cool off and settle the matter in a more mature fashion.

  • Why is the parent pressing the issue?  Is it purely out of concern for the child’s welfare?  Keeping up appearances with the neighbors?

It is best to try to defuse these issues by referring to a professional: a pediatrician, therapist, nutritionist, Morah, Rebbe, or the family Rav.  Mitzva observance by the young is a halachic question like any other, to be referred to a Rav;  the psak usually depends on the individual situation.  If parents see that their child is spiritually less motivated, they should consult a Rav who is experienced in chinuch matters before trying to “stretch” his/her observance.

Recreational Trips

When taking the children out for a treat, keep in mind costs vs. benefits, cost including wear and tear on the family.  For example, the more exciting place may be further away, subjecting the family to longer time in the car and returning later in the day.  Is it worth it to end a wonderful excursion with tantrums?  In general, it is better to take younger children to simpler, smaller attractions, such as local parks and petting zoos, rather than to major attractions which are more likely to be crowded and over-stimulating.  Always keep in mind the children’s tastes when planning outings, especially as they get older.

Miscellaneous Tips

Take Care of Mother

A calm mother is a more effective parent.  Mothers need time for themselves, whether an hour reading a book with the door closed, regular attendance at a shiur, going to events, or working out at a gym.

When Frustrations Levels Rise

Turning on some lively music for ten to fifteen minutes may be effective when things are out of hand.  Encourage everyone to move to the beat—use up the energy and bring out the smiles.

Alternatively, it may be helpful for the parent to give him/herself a timeout.  Twenty minutes sitting quietly on a recliner may be a mood changer for a fed-up parent.  Where feasible, asking the other parent to take over handling a difficult situation may be enough to change the dynamics for the better.

Have a Backup Supper

When children are not willing to eat the family’s supper, provide them with an established alternative, e.g. breakfast cereal or bread with a spread.  The alternative should be reasonably nutritious, but not especially enticing.

Avoid Negotiating with Small Children

When bedtime arrives, it is more effective to remove the little child from the “action” and bring him/her to the bedtime area rather than arguing about it.  In general, conflict is minimized when parents stick to the routine and avoid making exceptions.

Keep the Troops Fed

Bring a supply of snacks and water when leaving the house, even for short errands.  Children have unpredictable appetites, and eating before leaving may not be sufficient.

Be Careful with Rules

Both parents and children need to save face when there is a conflict.  The more rules parents establish, the less room there is for flexibility and negotiation.  Avoid using words such as “never’ and “always” when explaining the rules.  Consequences also need to be thought through since if they are not enforced, parents lose authority; but if enforced, they may cause too much anger in the child.

 

Helping Your Son Succeed in Mesivta

How to use the Mesivta experience to help your son grow in middos and interpersonal skills

When people think about Mesivta high schools, they typically think about the level of learning or of motivation in the bochurim.  However, there is another dimension to the Mesivta experience: the growth in personal development and good middos that occurs during these transitional teenage years.

The material was obtained through interviews with mechanchim and with local bochurim.

Helping Your Son Fit In

Social development is easier for people when they blend smoothly into their social environment.  This is especially important in a high school setting, since teens are often very concerned about this.  In many Mesivtos, bochurim try hard to look and behave according to the norms of the Yeshiva.   They are concerned about being friendly with others who may be unique.  Therefore, parents who are sending their son to a Mesivta which has a strong culture of uniformity might want to explain to your child why conforming is useful.  Conforming may lead to social acceptance, which in turn allows boys to fine tune the skills they need to make friends and to work effectively as chavrusas.

Which Mesivta Type Suits My Son?

Selecting a Mesivta for one’s child should be seen as finding the right shidduch.  The primary rule is to know your child and to look for the Mesivta that will suit his personality.  Consulting with the boy’s menahel and with his 8th grade Rebbe provides parents with useful information, since these educators know both the child and the Mesivtos.  Each Mesivta is good for certain types of students and not so great for others.  Therefore, you need to look beyond the reputation of an institution to examine the factors that will form the chinuch experience of your child.  With the right shidduch, growth is more likely in all areas.

High Pressure vs. Relaxed

Some boys need the structure of a stricter Mesivta; others may find it hard to handle the pressure.  A Mesivta which pushes boys to excel may be right for boys who thrive in a competitive environment.  If the boy is sensitive, he might be more comfortable in a more relaxed Mesivta where boys are left to grow at their own pace.

Guidance Style

Mesivtas vary in their priorities.  Some boys grow well in a Mesvita that has a “hands-off” approach.  In such Mesivtas, the Rebbe is a maggid shiur, giving over the lesson and answering questions.  Talmidim are expected to approach their Rebbe if they are unhappy about something or if interpersonal issues arise. If talmidim do not speak to the Rebbe, issues are often left to resolve themselves in due time.

In other Mesivtos, hanhalla expects the Rebbe to be closely involved with each talmid.  Usually, these are smaller Mesivtos.  The smaller class sizes allow a Rebbe to be aware of what is happening in and out of the classroom/Bais Midrash and to get involved.  Such a Rebbe interacts with each talmid on a regular basis to make sure that the boy is progressing to the best of his potential.

When checking Mesivtos, parents may ask hanhalla about their policy for intervening when boys are experiencing difficulties.  It is also a good idea to speak with a few older boys in the Mesivta, especially those similar to your son, to ascertain how situations have been resolved in practice.  Bochurim in twelfth grade or Bais Midrash have the perspective to understand and to explain how they felt that their growth was nurtured in their early Mesivta years.

Social Compatibility

Each Mesivta has its own style or personality, even where the leadership shares the same hashkafa and goals as other Mesivtas.  Speaking to parents or bochurim themselves who are presently attending the institution may provide clues about what is stressed in that Yeshiva.  Attending a Mesivta with friends from school or camp is another good way to ensure social compatibility.

Tips to promote a successful start in Mesivta

Send to Sleep-away Camp

Look for a camp with boys from the Mesivta your son will attend.  Aside from allowing a boy to make friends in advance, the camp experience allows a boy to observe how other boys conduct themselves.  It is useful for boys who come from a background different from that of their future fellow bochurim to learn the mannerisms and practices of their peers.  Moreover, boys who will dorm would likely benefit from “practicing” by attending sleep-away camp.

Prepare the Correct Wardrobe

Consult parents of boys attending the Mesivta to make sure that the clothing, accessories and equipment you obtain for your son are appropriate for this institution.

Speak to the Rebbe

If parents have reason to be concerned about their son fitting in, they might contact the 9th grade Rebbe shortly before the zman begins to explain their concerns.  A personal meeting between your son and his future Rebbe may be beneficial, provided that the boy does not object.  It is a good idea to follow up regularly with the Rebbe to make sure that your son is receiving whatever help he may need, rather than waiting for scheduled parent/teacher conferences.

Get a “Big Brother”

If your know that your son is slow at making friends, you may find it helpful to find a warm and outgoing 12th grader or Bais Midrash bochur to learn with him.  This may cost up to a few hundred dollars a year, but it can make a huge difference.  The older bochur should be well attuned to the nuances and unwritten rules of the Mesivta and able to guide a boy through its social intricacies.  Moreover, learning with an older bochur confers useful status to a 9th grader.  (Some Mesivtas make a practice of matching older boys with 9th graders.)

 

Growing through the Chavrusa System

The chavrusashaft  (chavrusa partnership) is the setting for most of the learning in a classic Mesivta and Bais Midrash.  Chavrusas begin their day studying source commentaries to prepare for the Rebbe’s shiur.  After the shiur, they review the material together, working out answers to questions that emerged from the shiur.

In 9th and 10th grade, the Rebbe sets up the chavrusas, and the learning takes place for 45 to 60 minutes.  Boys need to find their own chavrusas for optional learning.  The learning is geared towards understanding the gemara and some basic commentaries on a simple level.  Once they reach the upper grades, bochurim set up their chavrusashafts and learn together for 3 hours at a time.  The learning becomes more complex as the boys work out their own understanding of open ended conceptual approaches to the gemara and the commentaries.

Qualities Bochurim Seek in a Chavrusa

Motivation:  The basic traits of a good chavrusa are consistently coming on time, staying to the end of seder, focusing on the learning, and avoiding distractions.

Social Skills/Good Middos:  Perhaps the most important social attribute of a good chavrusa is being a good listener.  It is tempting for bright boys to want to do all the talking and to aggressively push their own thoughts.  Chavrusas need to learn turn-taking and team work in order to give the other boy a chance to express his thoughts about the sugya.  They must be willing to occasionally give up their own approach and adopt the chavrusa’s way of thinking about the sugya, even if the chavrusa is not as strong intellectually.

Submitting to the chavrusa’s approach can be especially challenging if one of the partners is an original thinker.  At first, such boys need to listen more and to be willing to yield to the more conventional approach.  However, in the upper grades, original thinkers are prized because they bring more interest and creativity to the chavrusashaft.

Bochurim also need to cultivate the generosity of spirit to acknowledge their chavrusa’s contribution to understanding the sugya.  A chavrusa with under-developed middos finds it hard to admit that the other boy is right or that his chavrusa found the answer first.

Boys who have annoying personal habits or poor hygiene find it harder to retain chavrusas.  In general, bochurim expect higher standards of behavior in Mesivta; boys who were used to teasing others in 8th grade may find that 9th graders will not tolerate this.

Compatibility: Shares similar goals and learning style.  It is easier to learn with someone who shares the same tastes about how quickly or thoroughly to cover the material, which approach to use in understanding the material, and the same interests in commentaries (important for upper grades and Bais Midrash).

Sociability: Someone friendly, easy and fun to be with.  Three hours is a long time to spend with one person.

Status:  Especially in the lower grades, bochurim feel safer learning with someone who is self-confident and socially integrated.

When Academic Levels Differ

The mechanchim and the bochurim interviewed agreed that academically stronger boys often find it difficult to learn with boys who are far below their level.  Low with medium level or medium with high levels are more likely to work.  Brighter boys may resent being slowed down by having to explain the basic points of the material to their chavrusa rather than going on to the creative work of resolving issues raised by the shiur.

Such partnerships can work, however, if the stronger boy is willing from the outset to take on the role of leader and teacher.  Some boys appreciate the chance to develop a better understanding of the gemara by helping someone else grasp it.  The weaker boy, in turn, has to be willing to accept the authority of the stronger boy who will serve as “Rebbe” in this relationship.  Each party is given an opportunity for social growth.  The stronger boy needs to learn patience, the weaker boy respect, and both empathy for those who are different.

Weaker boys might find that they are happier when they stay with chavrusas closer to their own level.  This way, there is less frustration and they do not have to feel like they are “taking”.  Should they get stuck on a difficult question, weaker chavrusashafts may seek help from the resources such as shoel u’maishiv (supervisor, question answerer) or older bochurim provided by every Bais Midrash.

A special challenge in unequal partnerships occurs when an academically weaker boy is matched with a brighter but less motivated chavrusa.  While both parties may gain from this arrangement, the weaker boy needs to learn how to motivate his chavrusa without annoying him.

Developing Chavrusa Skills

It takes time and effort to develop the skills needed for a successful chavrusashaft.  The process is much easier if the bochurim know whom to approach for help.  Chavrusas benefit where senior figures, such as the mashgiach, a Rebbe, or an older bochur supervises the free-style learning in the Bais Midrash.  Imperfect chavrusa interactions are more likely to be noticed and corrected in such a setting.  A Rebbe or mashgiach can coach boys through a difficult relationship and show them how to handle the challenges of a specific situation.

Not all chavrusashafts are successful.  A bochur may need to find a tactful way to break up a relationship that is not productive.  Here, too, it is best to seek guidance to find a wording that will avoid hurting the chavrusa’s feelings (“it’s not personal; our styles are too different…”)   A bochur should make sure to give his chavrusa ample time before the end of the zman to find another partner for the next zman.  How he handles this kind of situation will affect his reputation.

Building Reputation

“Reputation,” being known as a bochur with desirable qualities, is the crucial social asset in the Mesivta world.  Bochurim share information.  A boy who has displayed weaker middos will find it harder to find chavrusas.  A bochur builds good reputation by showing himself to be considerate to others, in the Bais Midrash and in the dorm.  For example, an academically strong boy who learns patiently with a weaker boy demonstrates that he’s a “giver.”  Weaker boys may gain status and find better chavrusas by showing diligence in their learning through coming on time to seder and learning steadfastly to the end.

The good news is that the less than optimal reputation can be fixed.  If a Rebbe or a mentor coaches a boy with undesirable traits to change his behavior, the other bochurim will eventually forget his former habits and accept him.

Chavrusa Skills/Life Skills

The chavrusa system encourages teenagers to develop complex social skills.  A chavrusashaft is rarely completely compatible, since even boys on the same academic level have different strengths or learning styles.  Eventually, bochurim may learn to see and appreciate the unique strengths of each of their chavrusas and learn how to benefit from their special qualities.  Boys may benefit greatly in the long term if they attend a Mesivta that helps them develop these skills, since they are invaluable for success later in life.

 

Your Son’s Bar Mitzva

 

Helping Your Son Grow Through His Bar Mitzva 

The Bar Mitzva celebration with the planning and preparations leading to it are wonderful opportunities to help a boy grow spiritually and develop maturity.  In this article, derived from interviews with parents and local mechanchim, we provide tips to help parents plan the Bar Mitzva celebration best suited for their son’s development.

Expectations of a Bar Mitzva Boy

In our community, boys are typically expected to lein at least some of the parsha and/or haftora, speak (say over a pshetl), and/or make a siyum at their Bar Mitzva.  Some boys also lead the davening in shul.  While these tasks require extensive advance preparation, the amount of effort and the time required depends on the scope of the task.  A year or two before their son’s birthday, parents should begin thinking about how much to expect from him.  It may be helpful for parents to consult with their son’s Rebbe, principal, or the family Rav to get a better idea of what is feasible for him (and them).

The Leining

Reading an entire parsha correctly from a Sefer Torah requires motivation, although musical ability and memorization skills (for the trop) are helpful.  It is an accomplishment that is within the reach of many boys, although some find it easier than others.  The Bar Mitzva is a wonderful opportunity for a boy to learn an important skill and experience the thrill of reading the Torah at his shul.  The parsha that he leins at his Bar Mitzva often is remembered for life.  Moreover, every minyan needs a baal koreh; it is a public spirited act to learn to lein and if he does not acquire it at Bar Mitzva, the boy is less likely to learn the skill later in life (although some learn to lein for their aufruf).

Mechanchim and leining Rebbes sometimes discourage boys (and their parents) from undertaking the leining of a full parsha.  If the boy appears to “have what it takes,” they might set learning the entire parsha as an initial, tentative goal.  It is becoming more common for the boy to lein either the beginning of the parsha or just the maftir.  Many boys lein the haftorah, too, which is easier, when it is read from a sefer containing the cantillation marks (trop).

If the boy is not motivated, parents should consider seriously before pressuring him into leining as there is no obligation to lein at the Bar Mitzvah.  However, if possible, the boy should be encouraged to be work on something else, such as making a siyum and/or leading the davening.

The Speech/Pshetl

It is an old tradition that the Bar Mitzva boy delivers a learned speech (pshetl) at some point during the celebration.  The speech, often composed by a Rebbe, the father, or a learned relative/friend, is traditionally difficult for the average listener in the audience to understand.   The idea behind the pshetel is to show that the boy is capable of understanding and explaining complicated Torah concepts—that he is truly a budding ben Torah.

The pshetl works best for the boy when he is involved in composing it and when it is explained to him, step by step, until he truly masters it.  Ideally, the process of learning the pshetl stimulates the boy’s intellect, showing him what “real” learning is about.  The boy becomes the proud owner of a complex and beautiful piece of Torah.  When there is a relevant message for the boy, e.g. a concept that he now understands thoroughly or a lesson in the importance of a mitzvah that he performs, the pshetl takes on more value.

Another approach to the pshetl is to craft a more accessible, inspirational speech that will be understood and enjoyed by more of the audience, perhaps followed or preceded by a “lomdishe” part.

The Siyum

Making a siyum at the Bar Mitzva is a more recent practice.  This is a nice way to spiritualize the celebration, to encourage a boy to spend more time learning, and for the boy to acquire the self confidence that comes from achievement.  Siyumim are usually made on one or more sidrei mishna or on a masechta in gemara.  It is important that the parents and their son select a realistic goal and begin early, at least three years ahead if the goal is to complete all shas mishnayos.  It may convey an unwholesome message to a boy if the learning is done in a rushed, superficial manner. In addition, the family does not need the additional pressure of completing the learning in the weeks before the Bar Mitzva.

A few weeks before the siyum, it is a good idea for the boy to practice the hadran (siyum text) so he is able to read the long and complex text fluently.

Alternatives

A boy who is not going to lein or to make a siyum might lead the davening in shul.  Another option is to provide the boy a chessed project, such as raising money for the tzeddoka cause of his choosing during the year before his Bar Mitzva.  This gives him a sense of accomplishment and of “earning” his right to the celebration and to entering a mitzvah-filled adulthood.

Stretch vs. Stress

There is a fine line between parental encouragement and parental pressure. The Bar Mitzva is an opportunity for parents to help their son grow by presenting him with a challenge.  The knowledge that he will perform in public and the desire to live up to the standards of his community are strong motivators to push a boy into achieving more than he would have deemed possible.  Accomplishments achieved through solid effort build a self confidence that will help a boy through the transition into mesivta and adulthood.

On the other hand, the seventh grade year, when many boys turn thirteen, is pivotal for his future.  This is when boys build the gemara skills they will need early in eighth grade for the farhers (oral exams) to qualify for admission to the mesivta of their choice.  Much of the boy’s free time is already used attending their friends’ Bar Mitzva celebrations. If preparing for his Bar Mitzva depletes the time and energy that the boy needs to keep up with his class, it is better to choose easier options or skip some tasks entirely.

Another factor to consider is how well their son is likely to handle the pressure of executing the Bar Mitzva tasks.  Even if the boy is intellectually capable, if he has trouble staying on task or giving up free time, this may not be the right battle to pick.  A solid child/parent relationship is crucial for the healthy development of an adolescent.  Nagging a reluctant son to work on his leining/pshetl/siyum might damage this relationship.

It is important that parents focus on what is best for their child rather than trying to keep up with standards set by other boys.  Their son’s long term prospects (admission to a quality mesivta and maintaining good relations with his parents) are more important than the nachas he or they may derive from a beautiful Bar Mitzva performance.

The Importance of Flexibility and Communication

Occasionally, the boy or his parents realize during the preparation process that the siyum or leining goals that they set were unrealistic.  It is better for the boy and his parent(s) to openly discuss and revisit the goals rather than giving up in an emotional outburst or continuing under increasing acrimony.  Communication must be encouraged.

The Bar Mitzva Rebbe

Parents usually hire a leining Rebbe to teach their son how to lein.  It makes a big difference for the outcome and for the experience when the boy and his leining teacher are a good fit.  Therefore, when networking with parents and/or Rebbeim, parents should ascertain that the leining Rebbe has had good experiences with boys with similar temperament to their son’s.

While for some boys a strict professional approach is best; for others, warmth and caring are the most important factors.  Parents should chat with the instructor before signing him on to make sure that they themselves feel comfortable with him. Once they have selected the right leining Rebbe, parents should be ready to heed his advice about how much of the parsha their boy is up to learning. Nonetheless, if their son feels that the relationship is not working well or that the goals need to be revisited, the parent should discuss these issues with the Rebbe.

Sessions with the leining teacher may be augmented by having the boy listen to a recording of the parsha/haftora on his own time, i.e. walking to and from school or on car trips.

Shul Environment

Many shuls have standards for how the Torah should be read.  These shuls have a contact person, the Rav or the baal koreh, who tests the Bar Mitzva boy before he is permitted to lein.  It is best when the leining instructor stays in touch with this contact person.

It is easier for a beginner leiner when men in shul designate one or two listeners to correct the reading, rather than having numerous men “pounce” on the boy for every mistake.

Planning the Event

Bar Mitzva celebrations usually include a community kiddush on the Shabbos the boy leins or gets his aliya.  Other elements may include catered meals for the extended family and out-of-town guests attending that Shabbos and a seuda (meal) on or around the day the boy turns thirteen.  This seuda may vary from a meal at the boy’s home to a lavish catered affair.

Whose Bar Mitzva is it?

It is usually healthier when the parents determine the general framework and scale of the celebration, after obtaining their son’s input.  Parents find it easier to confer if they do not include their son at their first meeting with the caterer.  There are many factors to consider, including the boy’s preferences, family budget, extended family, and parents’ hashkafa.  However, involving the child in making some of the decisions helps him feel ownership of the Bar Mitzva.

The celebration should be kept manageable for the parents, physically, emotionally, and financially.  It is easier for everyone to enjoy the simcha when parents avoid getting upset over details (the flowers, the dresses, etc.); relaxed parents mean less tension all around.

Deciding on the Scale of the Event

Most boys are happy with any celebration, as long as it is roughly in line with their classmates’ celebrations.  The main attraction for boys seems to be the food and the dancing, although there are boys who care about the details of décor.  If the boy does not enjoy dancing, inviting the class to come over for a Shabbos meal is an alternative.

Parents sometimes cannot afford a celebration on the scale of their son’s classmates’ Bar Mitzvas.  In this situation, communication between the parents and the son is very important.  Perhaps, they can discuss and investigate alternatives together.

There are a few reasons why parents might wish to keep the celebration as simple and inexpensive as possible:

  • The family’s first Bar Mitzva is a financial commitment to the rest of the siblings, since they will expect their own Bar Mitzvas or chasunas to be on a commensurate scale.
  • Attending a celebration more lavish than they can afford may arouse envy and resentment in the family’s social circle.  It also raises the standard and increases expectations in the classmates, causing anguish for struggling families.
  • An upscale affair may outshine the Bar Mitzva boy and his simcha, diminishing the meaningfulness and spirituality of the celebration.

Handling Diversity

When the boy’s family is from a background different from his community, parents need to design a celebration that will both fit their community and make their relatives and out-of-town guests feel welcome.  The Bar Mitzva party is a special opportunity for a beautiful kiddush Hashem, as long as everyone is prepared in advance.  Some tips:

  • Ask the Rebbe if the boy’s classmates need to be reminded about decorum.
  • Prepare secular guests in advance by letting them know, in a light and friendly manner, what to expect, including what others will be wearing, if women will dance, etc.  Make sure that they realize that you are excited to have them come.
  • Have the speakers prepare for a diverse audience and translate.  The boy’s pshetl may include an accessible message about hakoras hatov to his family and relatives.
  • Ask friends to greet guests who look out-of-place with a warm mazal tov and to chat with them about the boy or his family.  Friends may also pull these guests into the dancing and help them feel part of the celebration.

One family began their catered affair with a reception just for family, tailored to meet the expectations of guests with a less observant background.  The relatives then stayed for the standard Bar Mitzva seuda that followed for community members and classmates.

Another approach is to stage a catered affair for friends and relatives and a simple breakfast or supper just for the boy’s classmates.  The boys are often very happy with their meal, bagels and cream cheese (even lox may be too fancy) or frankfurters with fries, followed by music and dancing.  The boy may deliver his pshetl without having to translate, and the class Rebbe may speak to the boys at their own level, making the seuda much more meaningful.  (Yeshiva M’kor Boruch has a breakfast Bar Mitzva option. Contact Rabbi Bogart, assistant principal for junior high school, for more details.)

Learning Consideration for Others

The Bar Mitzva is a tremendous learning experience in many dimensions.  Boys acquire time management and scheduling skills as they prepare for their leining/pshetl/siyum.  Planning the affair, which often includes tradeoffs between the boy’s preferences and the convenience of others, teaches the boy to see and consider other points of view.  When a boy sees that his decisions affect others, he may learn sensitivity.  Ending the seuda by 10:00PM strengthens the idea that the next day’s Torah learning is an important value.

With some help from their Rebbe and parents, boys also learn to share in the simcha of their classmates, to be non-judgmental audiences, and to be kind to those who are less socially gifted.  The onerous thank-you note task hopefully inculcates hakoras hatov even for gifts that are not yet appreciated.

Tips for Helping Your Son Succeed in Gemara

The study of gemara (Talmudic studies) has been the bedrock of the boys’ Yeshiva curriculum for centuries, since by analyzing the mishnayos, it leads to a clearer and deeper understanding of Torah.   Boys are introduced to gemara, usually in fifth grade, and gemara becomes their main limudei kodesh study through junior high school, mesivta, and bais medrash.  The self-esteem of many yeshiva boys and their attachment to Yiddishkeit depends heavily on their proficiency in gemara.  Moreover, boys with better gemara skills have more mesivta and bais medrash options available.

The Gemara Challenge

The transition to gemara is welcomed by most boys because of the prestige of learning what the grown men are learning.  Gemara, when well taught, is stimulating, interactive, and creative.  For boys who have good logic skills but poor ability with text, gemara is their first opportunity to “shine” in school as they contribute to class discussions.

However, gemara is more challenging than the chumash and mishnayos that the boys were learning previously.  The language is Aramaic, the text has no punctuation (no vowels, commas, periods, question marks, etc.) and the logic is complex.  Boys who were successful in chumash through rote learning now have to develop reasoning skills.  Generally, boys who had trouble keeping up with earlier subjects have a much harder time now, especially once the class progresses to the more complicated sugyos (topics).

In order to help their sons learn well, parents need to be aware of their sons’ strengths and weaknesses in academics and motivation.  A student’s proficiency in gemara depends more on his level of motivation than on his intellect.  In this article, compiled through interviews with experienced mechanchim and reviewed by prominent mechanchim in our community, we provide tips for parents to help their sons learn to enjoy and find fulfillment in their study of the Talmud.

How Parents Can Help – Before Gemara Begins

Creating the Right Home Environment

More than other subjects, boys need a tranquil environment in order to achieve in gemara.  Aside from sholom bayis, this includes good relations among the siblings and between the father and his son.  During the early school years, the father should build a mutually satisfying learning/chazara (review) relationship with his son.  It is helpful when parents have realistic expectations about their children.  If the father and/or the uncles had trouble focusing in school, the son may experience similar difficulties.  Additionally, the parents should be honest with themselves: if the father cannot review chumash with his child without acrimony, he will not be able to chazer gemara productively with him.

Parents should also try to foster in their son a sense of self-confidence in his learning by recognizing and praising his achievements.  This will make it easier for the boy to “stretch” to grasp complex sugyos (gemara topics) later on.

Monitoring the Academic Situation

It is the parents’ responsibility to make sure that their son is up to par in his limudei kodesh academics.  Are the boy’s reading and translating skills within the normal range?  Parents might wish to test their child’s reading skills after second grade by having him read to them an unfamiliar perek of Tehillim.  Reading problems are easily overlooked, but they are liable to devastate a child’s academic and emotional future.

Learning disabilities and academic weaknesses should be dealt with as early as possible before the child becomes overwhelmed.  Problems that exist in the earlier, pre-gemara grades usually become exacerbated when the academic material turns harder.  Is the boy behaving appropriately during class?  In general, if the Yeshiva staff is concerned about a boy, parents should be concerned, too.

Building Motivation

While it is hard to “create” a motivated son who is driven to succeed in gemara, parents may influence their children by showing that learning and achieving in Torah is their primary value.  This may be conveyed by sharing divrei Torah enthusiastically, celebrating siyumim and other milestones in learning (beginning of chumash, mishnayos, etc.), and praising children for success in learning.  Seeing their father study Talmud regularly is helpful, too.  It is also a good idea to refrain from pulling boys out of yeshiva freely, for vacations and other discretionary reasons—children can sense the importance parents place on their learning in Yeshiva.

Parents should also try to avoid distracting their children with contradictory messages by putting less stress on hobbies and other interests.  Minimizing (or eliminating) media exposure, movies, games, and internet, is also helpful.  Children who spend extensive time playing or watching electronic media find it harder to focus on academics and become habituated to instant gratification rather than accustomed to working patiently to acquire skills.  On the other hand, children need wholesome ways to relax and to exercise in order to function well in and out of yeshiva.

Preparing for Gemara

Fathers may prepare their sons for gemara by studying with them the gemara-style rashi (Bo, Mishpatim, Vayikra) or by learning mishnayos in more depth.  This may be valuable for boys who have trouble reasoning—practice helps build up the necessary skills.

Fathers should also make sure that their own gemara skills are up to par.  This may entail reviewing/relearning the material that is covered in their son’s yeshiva.  If the father did not attend a standard yeshiva, he should try to find a shiur that covers the topic or find an experienced chavrusa to help him prepare.  The Yeshiva may be able to point out such shiurim for fathers.  (In Passaic, Yeshiva PTI provides such shiurim.)  Learning the sugyos solely from a translated gemara does not convey the yeshivish pronunciation or the flavor of classroom environment.  Fathers may need to sacrifice their own learning schedule and preferred topics in order to prepare for their sons’ gemara learning. 

Chazara – the Learning in the Home

Parents have the most impact on their son’s gemara learning through the chazara process.  In a standard yeshiva, the Rebbe spends most of his classroom time explaining the shakla v’tarya (the reasoning) of the gemara thoroughly, spending less time actually reading the gemara inside. This helps keep a class of lively preteens stimulated and interested as they explore the exciting give and take of the sugya.  The Rebbe relies on the chazara at home every night for the more hum drum skills-building work in kriya (reading text) since this really requires one on one attention.

The top boys in the class are usually able to catch both the logic and the text from paying close attention in class.  Their chazara needs may be met by reviewing with each other, although they might gain a richer understanding by review with a qualified adult.  Most boys need a serious review session in order to fully absorb the material and to learn how to read gemara inside.  Chazara is typically done with the father, although many parents pay to have their sons learn with a Yeshiva bochur or with a boy in an older grade.

Tips for More Effective Chazara

Prepare Properly – The reviewer needs to know the material thoroughly.

Don’t Rush – Allocate sufficient time so that the material may be covered without time pressure.  Calm, patience, and emotional support are crucial for teaching gemara.  The reviewer should avoid interruptions; fathers should try to have chazara time be one-on-one togetherness time.

Incentives Work—When parents offer incentives to a less motivated child, they avoid wasting time and energy motivating him to learn.  Impulsive boys relate better to instant rewards like candy.

Don’t Judge – Fathers should pretend that they are being paid to tutor their son.  When a boy does not know the material, the tutor’s job is to explain it, rather than to blame the boy for not learning it in class.  (If the boy consistently fails to learn the material in class, the parent should contact the Rebbe to find the cause of the problem).

Shakla V’Taria First – It is usually beneficial to have the boy review the oral component of the lesson outside the gemara, peeking in the gemara as needed.  The reviewer should prompt the boy to explain the mishna’s teaching, the gemara’s question, the answer, the proof, and the argument.

Reading Inside – Once it is clear that the boy understands the gemara’s logic, it is time to open the gemara and read the text.  The boy should be prompted to read with expression in order to supply through his intonations the missing punctuation (question, answer).

Allow the Boy to Discover—Chazara is more rewarding if the boy is given time to find things out for himself, whether it’s a question or answer in the gemara’s debate or the meaning of a word in the text.  Part of the chazara agenda is to build the boy’s self confidence in his ability to learn even if he is does not perform well in the classroom.  Therefore, the reviewer should look for opportunities to praise.

Give Priority to Kriya –  If there is not enough time to complete both aspects of the chazara, priority should be given to reading text inside, because this is the skills-building part.  If the boy fails to grasp the gemara’s logic, he is missing out only on that lesson; if he does not learn how to read the gemara, he will suffer in the next grade.

Be Proactive–If the reviewer sees that the boy has a problem, he should approach the Rebbe, rather than expecting the Rebbe to call first or to detect and deal with the problem on his own.  For example, the boy might not know his lessons because he is frequently tired in class.  This is a problem that the parents need to be involved with.

Mothers and Chazara

Given the importance of the skill building aspect of chazara, the mother should step in as reviewer if there is no alternative, since review on one’s own is nearly useless.  Mother may look inside a translated gemara with punctuation to check that her son is reading correctly (women may consult their own Rav if they are uncomfortable with this psak).  Aside from forcing the boy to actually review, this also conveys to her son the importance of gemara and chazara.

If the Boy is Having Difficulty

It is extremely important for parents to be aware when their son is having trouble grasping the material and to be ready to intervene.  Once a boy experiences consistent failure, it is very hard to motivate him to keep trying.  This sense of failure may poison other aspects of the boy’s life.  Therefore, interventions should be started as soon as problems are detected, after consulting with the Rebbe and/or the Menahel.

Making the Material More Manageable

Use a Gemara with Punctuation—This study aid makes a big difference for boys who have trouble reading text.  Practicing with the nekudos habituates the boy to the Aramaic pronunciation system so that he will learn it more easily.  Once he adjusts to Aramaic, he will not need this support..

Reduce the Assignment— Success motivates: review less material to ensure that the boy masters a subset of the lesson.  Ask the Rebbe if the boy might be tested on only the mishna and a few lines of the gemara that follows.

Enrich the Chazara—Techniques for the reviewer to adopt include: creating word lists, punctuating photo-copied gemara, using physical props (blocks, toy animals, cash), making the case into a story, and updating the sugya to contemporary situations (e.g. ox=car).

Pre-teach the Material—Some boys benefit from being familiar with the material before they encounter it in class.  This allows them to participate in class discussions and builds self-confidence.   Pre-teaching becomes a problem if the boy thinks he knows the material and therefore fails to pay attention in class; parents should warn the Rebbe in advance.  To avoid this, it is best to pre-teach to the boy’s specific weaknesses, e.g. basic logic concepts or vocabulary.  Pre-teaching in the summer should only be done for boys who are motivated; the unmotivated are burnt out by the end of the academic year and need to relax.

Hire a Professional—Discussed in more detail below.

Switch Yeshivas—Sometimes, the boy’s best chance to succeed is to attend a Yeshiva (junior high or high school) better suited for his needs: i.e., a smaller Yeshiva or a Yeshiva that specializes in teaching boys with learning disabilities. Rebbeim with special needs education know how to use a variety of techniques to help boys grasp gemara content.  For example, a Rebbe might create a “road-map” of the sugya, diagramming and color coding the give and take of a complicated machlokes (debate).  A Rebbe in a standard classroom does not have time to break down and transcribe each piece of gemara.

Hiring a Professional Tutor

Tutoring, typically done by Rebbeim, is expensive–$30 – $50 per half hour session.  Usually, parents begin by paying for two half hour sessions per week at their home or at a Bais Medrash; they may need to increase to three or four times per week.  The Menahel of their son’s yeshiva is a good source of recommendations, as are parents with sons with similar challenges.  The tutor must be matched in skills and temperament to the boy’s needs: some boys need a strict disciplinarian, others, a softer tone.  A good tutor is able to detect and address the source of the boy’s difficulties; he also knows motivation techniques and how/when to push or to hold off with a weak student.

Tutors are far more effective when they regularly speak with the Rebbe.  In addition, it is the parent’s job to check with the Rebbe that their son is truly benefiting from the tutoring.  While deep seated problems cannot be fixed quickly, some slight signs of progress should appear within a few weeks: improvement in motivations, skills, or behavior. If there is no improvement, parents should consider trying another tutor, since success in tutoring depends on the quality of the “shidduch” between the parties.

If Nothing is Working

Sometimes, despite the best efforts of the parents and their son, the boy simply cannot grasp the gemara.  In such situations, it is best for the parents to give their son unconditional love, find him opportunities to succeed in other areas, and leave off the pressure to succeed in gemara.  The important thing is to try to maintain the boy’s morale so that he may try again in a different environment when he grows older.  There are many mesivtas and bais medrash programs that cater to good boys who have trouble with gemara.

Conclusion

Some boys take to gemara like a duck to water; most need some support and incentives from their parents.  There are boys who will only find enjoyment in gemara after years of effort.  It is the challenge of the parents to appreciate each of their sons, while guiding them to achieving their potential in Talmud Torah.

Selecting a Mesivta

This article is geared towards parents who have sons enrolled in a Yeshiva elementary school and are looking for a Mesivta high school.  A typical Mesivta expects the high school boys to devote many hours to studying Gemara.  General studies (not always offered) are de-emphasized in many Mesivtas.  Once they finish Mesivta, most bochurim usually learn several more years in Bais Medrash, possibly in Israel, followed by marriage and some years in Kollel.

Please note that we are not endorsing Mesivta-Bais Medrash-Kollel as the “correct” path.  There are other valid choices, which may or may not include a college degree.

 

Gathering Information

While the application process usually begins after Chanuka, parents ideally should begin their research much earlier.  There are two components to the research: understanding the needs of their son and learning what types of Mesivtas are available.  At this stage, the object is to decide which type of Mesivta is the most appropriate.

Learning About Your Son

The two major factors that determine which Mesivta is appropriate for a boy are the boy’s level of learning in gemara and the boy’s commitment to learning.  Sometime in seventh grade (or earlier), parents should obtain an objective assessment of their son’s learning ability.  An experienced Rebbe is able to tell parents how their son’s academic achievement in gemara measures compared to others in his class, grade, and age group.  It is most essential that the parents perform this research objectively.  Usually, the staff at the boy’s Yeshiva is the best source for this information.

 

It is more complicated to evaluate a child’s emotional attachment to learning and to the “Yeshivish” lifestyle.  Some clues may be obtained by observing the boy’s chevra: are his friends serious learners?  How does he spend his free time?  A good gauge of a boy’s hasmada is whether he spends some of his “off” time on Shabbos or after hours learning.  Rebbeim and the Menahalim may provide helpful knowledge.  The Shul’s Rav may also be able to provide insight, since he sees the boy in a variety of contexts.  Staff at the boy’s summer camp may also contribute a useful perspective, especially for boys who are unhappy in school.

Know Yourself

Parents need to decide what their own derech or aspirations are for their son in ruchniyus   It is not uncommon for a dedicated bochur to eventually surpass the learning level of his father. Although most parents are proud of this achievement, parents need to understand that their child may now follow the hashkafa of the Mesivta. They will need to come to terms with the possibility that he may prefer to avoid participating in family activities that he no longer deems appropriate, for example, watching movies or attending sports events.

In addition, if parents would like their sons to attend college, they should keep this in mind when doing their research.  While most Mesivtas do not provide boys with a top notch secular education, they do vary in their attitude towards boys acquiring degrees.  It may cause problems to send a boy to a right wing Mesivta and then expect him to go to college.  In general, it is best for a boy’s chinuch when the parents and the school share the same objectives.

To Dorm vs. To Commute

This is one of the most important questions in selecting a Mesivta.  If the local Mesivtas are not appropriate for one’s child, the boy will have to dorm or to commute.  Commuting brings its own challenges.  Mesivta hours tend to be long—7:30 am until 9:00 pm is not uncommon.  Adding a commute on each end may make the hours intolerable.  A commuter may be socially isolated if most of his peers are dorming or attending other Mesivtas.  Dorming has its variations:  boys may come home every Shabbos, every month, or three times a year.

Prominent Rabbanim and Mechanchim have recommended against high school boys dorming.  However, sometimes, the only Mesivta that meets the needs of a boy is located beyond commuting distance.  Dorming may be the only option.

Dorming has pros and cons.  A dormitory cannot replicate the level of supervision and care that parents typically provide in a family setting.  The ready availability of cell phones and ipods (allowing boys to watch movies) brings temptation ever closer.  It is easier to experiment with self-destructive behaviors when one is surrounded by others doing the same, and the likelihood of being caught is low.  Furthermore, some boys simply cannot manage without parental support or without their private space.  In addition, boys with social challenges may suffer greatly when thrown together 24 hours a day with their peers.

Moreover, even well-adjusted boys who are away from home may lose when deprived of their parents’ chinuch and involvement.  Derech eretz and life skills are more naturally and successfully instilled by one’s parents. When a boy attends a Mesivta that permits bochurim to return home only a few times a year, the parents essentially give up their role in his life.

On the other hand, dorming in a good quality out-of-town Yeshiva provides bochurim with unparalleled opportunities for solid growth in learning.  Away from the distractions of home, living right next to the Bais Medrash, surrounded by peers eager to progress, a boy may rise steadily to his full potential.  Socially, too, the dorm provides great bonding and lasting friendships with great boys.

Parents may discover that their son really wants to dorm.  Typical reasons include a desire to break with elementary school, a wish to make new friends, to follow older brothers out of the house, or to attend a prestigious Yeshiva.  In addition, dorming might be appropriate to remove a child from a sub-optimal situation with parents or siblings.

Types of Mesivta

Today, Mesivtos cater to boys across the spectrum of academic ability and motivation.  Apart from the prestigious Mesivtos that select only the top boys, there are right-wing Yeshivish Mesivtos for boys who are motivated but not at the top of their class intellectually.  Other Mesivtos specialize in motivating boys who have the ability but not the commitment.  There are Mesivtos that work with boys with different emotional or learning challenges.  Some Mesivtos work at inculcating a specific derech.  There are large Mesivtos and very small ones.  Boruch Hashem, there is a tremendous variety and new Mesivtos are opening up all the time.  To learn about the newer options, parents should network with friends, mechanchim, and rabbanim.  The newer Mesivtos are also likely to advertise in Jewish publications.

Elite Mesivtos: Advantages and Disadvantages

Many parents and boys look forward to enrolling their son in the “best” Mesivta, the Mesivta with the highest standards and the great reputation to which everyone else aspires to send their sons.  While these mosdos provide talented and motivated boys with wonderful opportunities to grow in Torah, they are often not equipped to help boys who have social, emotional or hashkafa challenges.  It may be difficult for boys with poor social skills to succeed in these Mesivtos, since they rely heavily on long stretches of unstructured learning b’chavrusa.  A boy who is unable to network to find good chavrusas is at a disadvantage.

Secular Studies

Some Mesivtos that put a serious emphasis on secular studies are less likely to attract as many students who take their learning extremely seriously. Most bochurim who put the time and effort to excel in their learning are primarily interested in pursuing their Torah studies and finding a career in learning or chinuch.  They see no reason to apply to a Mesivta that will force them to study math, science, and language arts.

Parents who want their son to have some exposure to secular studies in Mesivta should investigate this part of the day when researching individual Mesivtos.  In practice, Mesivtos vary immensely in what takes place during secular studies periods.  While no right wing Mesivta offers a rigorous general studies curriculum, some Mesivtos are stricter than others in enforcing discipline and making sure that their bochurim make the most of what is available.

 

Researching Individual Mesivtos

Yeshiva Placement Services

There are people who specialize in matching boys to the right Mesivta.  These services are useful for parents who are not sure where their son belongs.  They have extensive knowledge of different Mesivtos, including the smaller ones, and they are very experienced with children who do not fit the mold.  Parents may consult with their Rav or with staff at their son’s elementary school to get in touch with these professionals.  It is essential that the placement professional meet with the boy and his parents in order for his advice to be effective.  The service, often provided for free, usually includes help in making the placement happen: contacting the school, arranging the interview, and advocating for the child.

Collecting Information

It pays to speak to many people, including parents and mechanchim.  When speaking to other parents, keep in mind that their children may be very different from yours, and therefore, their experience may not apply to your son.  Boys may wish to speak to older friends who are attending a possible Mesivta choice.

If it is likely that their son will dorm, parents must find as much information as possible about the level of supervision.  One question to ask is how the bochurim spend their time on those long Friday nights Shabbos afternoons, and Motzai Shabbosos.  Does the Mesivta provide them with enjoyable and wholesome activities or do they just hang out?

Boys usually develop better in a “happy” place.  If practical, the father should visit Mesivtos during breaks and recess.  Are the boys playing, joking, schmoozing?  Maariv is also a good opportunity to learn about the older bochurim.  How serious is the davening?  How do bochurim react to an unfamiliar adult?  Do they offer a chair?

When researching Mesivtos, parents should keep in mind that the character of an institution may change fairly quickly.  Information from more than a year or two ago, may be out-of-date.  If the Mesivta is new, and especially if it specializes to a specific need, parents must visit the place to ensure that their information is accurate.

The Importance of Chevra

A very important component of the Mesivta’s chinuch is going to be the quality of the boys attending the institution.  They have more influence on a child than the staff.  Parents should look for a student body that includes boys who learn well and/or have good middos.

Menahel and Rebbeim

Getting off to a good start is important.  The ninth grade Rebbe may have a crucial impact on a boy’s success in Mesivta.  A warm, welcoming Rebbe may make a huge difference for a nervous ninth grader.

Different Mesivtos have different styles or philosophies in their interaction with bochurim.  They range from “hands off” (we provide the setting, you provide the learning) to highly involved (we take responsibility for your success).  While boy who are socially, spiritually and intellectually adept will thrive in any setting, boys who have weaknesses may need a Mesivta staff with a great degree of commitment to the talmidim.  Problems do arise, and parents may consider it important to know that the Mesivta will do its best to help.

What Resources are Available?

Different boys have different needs.  For some, it is important to learn in an environment that includes a vibrant Bais Medrash program.  It enhances the Mesivta experience when there are older boys to learn with or just to serve as role models.  Some boys may need access to trained professionals to help them overcome their specific challenges, physical, educational, or emotional.  A nurturing community may be an asset, too.

The “Square Peg”

In most classes there are a few boys who do not fit in, perhaps because the Yeshiva or class is not a good match for him, or because he has his own challenges.  It is especially crucial for these boys to find the right high school, since they are often the most vulnerable.  The Menahel and Rebbeim are often able to guide the parents towards Mesivtos that best for their son.  Generally, the Menahel has a good feel for which boys will fit into which Mesivtos.  However, for some boys, there are no easy answers.  Parents may be uncomfortable with the Menahel’s recommendation.  Parents may know their son better or they may be biased.  In this situation, it may be best to consult an outsider—a Yeshiva placement service or a Rav who is familiar with the student.

 

The Application Process

Elementary schools usually encourage parents to wait until after Chanuka before applying to Mesivtos.  Parents typically set an appointment with their son’s Menahel to ask for his advice about which Mesivta(s) are appropriate for their son.  An experienced Menahel will have a good idea as to which institutions will be likely to accept their child.

Once the parents have decided which Mesivta(s) they would like for their son, they need to contact the Mesivta to procure an application form.  It is wise to apply to more than one Mesivta.  Even well-qualified candidates are not guaranteed a place in the Mesivta of their choice.  Mesivtos often are looking for specific qualities beyond raw learning ability.  These chinuch institutions may prefer to stick with a certain type of child whom they know they may educate successfully.  Moreover, certain Mesivtos receive so many applications that they must reject promising applicants.  It is probably better to apply to no more than three places, since the farhers are stressful for both the father and the son.

The application process involves two parts: the parents complete their forms and the elementary school sends the boy’s information.  The Mesivta may contact the Menahel and/or Rebbeim to find out more information about the boy.  It is at the discretion of the school staff to decide whether to “push” for the boy’s admission or to hint that this is not a good fit.  This is one reason to heed the Menahel’s recommendations about which Mesivtos would be most suitable for one’s child.

Dormitory Mesivtos mandate that each applicant spend a Shabbos there.  Spending Shabbos at the Mesivta is an effective way to study the dynamics of the place.

The Farher

After the Mesivta processes the boy’s application they contact the family to schedule a farher or interview/oral examination.  Most Mesivtos allow boys to select the gemara on which they will be tested.  It is a good idea to ask how much material they expect the boy to prepare: it may range from an amud to a daf.  Boys are usually asked a few general questions, too.  The higher the level of the Mesivta, the tougher the farher.  In such Mesivtos, the interviewer is more likely to ask difficult havana-related (comprehension) questions in order to learn how the boy thinks.

Some Mesivtos expect less from the boy at the farher; they want to know the boy’s strengths and weaknesses.  Some of these Mesivtos are willing to rely on the report card and the Rebbe’s report rather than subject the boy to a formal farher.

Both the father and the son should dress to match the Mesivta’s style.  The father is expected to stay in the background.  If the boy is not too nervous, he should try to be open and willing to express himself.  Parents should be aware that farherers are usually highly experienced; often interviewing 150 boys a year.  They should not think that they can fool the farherer into thinking that their son is something he is not.  If the boy has not been working seriously on his gemara in seventh and eighth grade, he cannot compensate by preparing intensively just for the farher.  That said, it is essential that the boy know the specific piece of gemara he is being tested on as thoroughly as possible.  He only has one oral exam.

An added source of stress during the application process is that some Mesivtos provide their answers earlier than others.  Some boys wait until April.  It is tough for a boy to wait weeks for a reply, knowing that his classmates have already been accepted into the Mesivtos that they have chosen.

Making the choice

If a student has been accepted into more than one Mesivta, parents need to decide how to choose.  At this point, it may be easiest to let the boy himself decide; if the boy knows that it was his decision, he will be more likely to make it a success.  Boys often want to go with their friends.  There are advantages to starting in a new place with some friends.  While boys make new friends easily in Mesivta, given the crucial role that chevra plays in a person’s development, parents who are happy with their son’s current chevra may prefer the security of knowing he is with good friends rather than relying on the unknown type of friends he will find.  The best insurance is to send your son to a place where you have some knowledge about who else is going.

One factor in favor of choosing the highest level Mesivta is that generally, the higher the level of the learning, the higher the quality of the boys.  While bad influences may exist in every Mesivta, there are likely to be fewer where the boys have the commitment to take their learning seriously enough to be admitted into an elite institution.

Potential Consequences of a Wrong Placement

When a boy is placed in a Mesivta beyond his academic level, the boy may manage to “hold on” at the beginning, in ninth grade, since boys start out roughly at the same level.  As the years progress, the brighter boys will pull ahead, advancing steadily in their ability to learn and in their commitment to learning.  Meanwhile, the weaker boy will experience growing levels of frustration, anger, and depression as he simply cannot make the grade.  Frustrated in his Mesivta life, the boy may turn to outside distractions: media, stimulants and inappropriate activities.

A boy whose academic ability entitles him to a place at an elite Mesivta, but whose aspirations do not match those of the more Yeshivish boys may feel increasingly alienated from the learning and the spirit in the Mesivta.  He will not meet his emotional and spiritual needs.  On the other hand, a boy who has great aptitude in learning but a lower level of commitment may find the shiur in a lower level Mesivta boring, because it was designed for boys who find learning gemara challenging.  Boredom in shiur is demotivating, too.  Unfortunately, for some boys, there are no easy answers.

In general, a boy who is enrolled in a Mesivta that is beyond his level is liable to suffer long term psychological and/or spiritual damage.  That said, a highly motivated boy may succeed in an elite Mesivta despite being on a lower level academically, as long as he is able to handle being at the bottom of the class.  Such a boy may thrive in the atmosphere of the Yeshiva and benefit from the good chaverim to be found there.  Parents must consult carefully with their son’s Rebbeim before making such a decision.

Switching Mesivtos

Transferring from one Mesivta to another is feasible, but this might require persistence on the part of the parents, since many Mesivtos discourage applications from transfers.  A boy may develop during his high school years and desire a more challenging curriculum.  Sometimes, it is clear that a boy tried to succeed in his Mesivta, but it simply “wasn’t a good shidduch”.  If the boy’s current Mesivta respects him, they may facilitate his switching.  Boys do change during their high school years, and the Mesivta that was right when he was thirteen may not work for him when he is fifteen.  Parents may benefit from consulting with organizations that help with Yeshiva placements to facilitate the switch.

Choosing a Mesivta—An Opportunity for Growth

Elementary school often has an unavoidable “one size fits all” aspect, since younger children are not going to dorm and commuting is more difficult for them.  Therefore, a variety of children are forced together for nine years.  When the high school years approach, the parents and their son should look for a school that fits their son’s personality, hashkafa, and academic level more closely.  Once their son passes through the adjustment period, he may find it exhilarating to finally attend the place where he belongs.  With Hashem’s help, parents will enjoy the nachas of seeing their son develop into the person he is meant to grow into.

But I Need It!

But I Need It!  Tips on When to Hold Firm, When to Give In

 

It is normal for children to ask their parents for non-essential items, such as expensive toys, designer clothing and accessories, and electronics.  The parents’ challenge is to decide whether or not to give their child what he/she wants.  As there are no blanket rules, we collected tips from parents, counselors, and educators.

 

It’s a Balancing Act

Parents need to balance between their desire to please their children, a concern about spoiling them, and the family’s finances.  In general, it is not a good idea to give in regularly to children’s requests for expensive non-essentials, because this ill prepares children for the real world in which one needs to work in order to attain.  Most importantly in the short term, overindulgence often leads to behavior problems in children, since it prevents them from learning to abide by limits.

However, it is not healthy to consistently deny a child’s requests, since this builds a sense of deprivation which may lead to resentment.  When resentment builds inside a child, it impedes healthy development and may cause long term damage to his/her relationship with the parents.

 

No Blanket Rules

The most important principle in parenting decisions is to know your child and his/her needs.  There are no fixed rules for every situation.  If one’s child seems to be chronically unhappy or misbehaved, parents may need outside opinions to determine whether they are being overly strict or overly indulgent.  Close relatives, the family Rav, or the child’s teachers may be helpful with this.

Sometimes it is a good idea to consult Da’as Torah before making a decision.  Parents may be reluctant to acquire an item because of hashkafa or financial reasons.  A Rav or Rebbetzin (preferably one who knows your child) can help assess whether it’s appropriate to give in or to stand firm.

Factors for Parents to Consider

Child’s Age – Parents have more flexibility with younger children.

Sibling Rank – There is more to lose by giving in to the older siblings in the family, since this sets the pattern for the rest of the children.  Younger siblings, on the other hand, are more likely to need the feeling of empowerment engendered by having their request granted and they may be inclined to feel they are being treated “like a baby” when their request is refused.

Child’s Social Standing – The more self-confident and socially successful the child, the less they need material things to boost their standing.  Children who stand lower in their society may need items that other members of the group possess.

Social Context –If everyone really has it, parents probably need to seriously consider getting it or a legitimate alternative.  It is useful for parents to get a sense of the social norms by speaking to other parents and by observing other children.

The Child’s Nature–Children differ in how much they notice what other people wear or use.  Some people have a stronger inborn need for material items than others.  Girls usually have more needs than boys, since, aside from peer pressure, they often have an innate desire to look their best.  Nevertheless, parents do have a responsibility not to create a bad habit or to cultivate an existing bad character trait.

Techniques for Parents

Negotiate

When children contribute in some way towards earning what they request, many of the negative effects of giving in are mitigated.  Children may earn money by cleaning cars for Pesach, babysitting, running play groups, cutting lawns, shoveling snow, etc.  There may be money available from birthdays, afikomen presents, and the like.  Children may also earn the item by achieving goals in school work or behavior.

Another compromise is for parents and children to brainstorm to find lower cost alternatives—non-designer versions, discount stores, or second hand.  Delaying gratification is another option, assuming that the item fits into parental hashkafa and financial constraints.  For example, parents may tell the child, “When you grow out of the shirts you have now, we can start getting you the other kind of shirt.”

When Saying NO

When we do need to say no to our child, we should do it with a warm, empathetic attitude and not with anger and frustration.  For example, the parent might express sympathy for the child’s desire for the object: “I see that you must really like that color/design …”   It is important for the parent/child relationship that the parent communicate that he/she heard and understood the child’s request before rejecting it.  In summary, parents should try to validate the need and to reject the request, not the requestor.  If it is for financial reasons, parent may mention their economic constraints, but it is better to avoid being too explicit, since this may cause the child anxiety.

Plan before Shopping

Parents are more likely to be pressured into purchases while they are shopping with the children.  Unpleasant scenes and bad decisions are more easily avoided if parents make sure that neither they nor the children are hungry, hot, or tired while shopping.

Managing expectations means spelling out to the children exactly what one intends to purchase at the store, e.g.  we will be looking for one Shabbos outfit.  It is also helpful if parents set a fixed policy about how much money they are willing to spend on impulse purchases.  Sales are a potential problem—children may argue about losing real savings by not buying now.  Sales are a potential problem—children may argue about losing real savings by not buying now.  If this scenario occurs often, parents will need to decide whether or not to forego savings in order to eliminate pressure to make hasty decisions.

Defer Making a Decision

It is a useful practice for both parents and children to have a policy of not always granting or refusing a request immediately.  This helps to defuse an emotional situation and allows parents to think and consult before they decide.  In addition, over time, a child might be distracted from his/her desire.

Budget

For older children, deciding on a set amount of money for different expenses, e.g. clothing for Yom Tov, reduces conflict with the parents.  This way, the children set their own spending priorities, and learn from their experiences.

Parents may also demonstrate budget concepts to children by pointing out how many “regular” items they can buy for the price of one designer piece.  They might also help children explore the difference between the standard and the designer versions.

Prevention

Once children identify themselves by what they own, it is difficult to change their attitudes.  Parents who wish to reduce materialism in their children for hashkafa or financial reasons must work through prevention.

Start When Young

Set boundaries from the beginning with toddlers when they want things in stores.  Parents may begin teaching preschoolers the difference between needs and wants.  For example, when the child demands a cookie after a meal, the parent may counter: “Do you need the cookie or do you want the cookie?”  In general, when limits are set early, expectations are kept in check, leading to more harmony between the children and their parents.

Make Children Feel Special

Often children with a strong desire for materialistic things are suffering from low self esteem.  Recent studies have also demonstrated that the reverse is true: as self-esteem rises, materialism decreases.  When children feel that their parents appreciate them and understand their needs, they feel less need for things.  Little surprises, especially when a child showed extra effort, demonstrate gratitude.  Find ways to reward achievement.  This allows parents to decide when and how to “give in” and indulge their child.

Focus on the Children

Ideally, parents should avoid using electronic gadgets, cell phones, email, and games, when spending time with their children.  This conveys to children that relationships, rather than gadgets, are their parents’ priority.  Parents may also experience more success with their children by simplifying their lives to reduce distracting commitments or activities (including social engagements).  Where children see that they are their parents’ priority, they have less need to bolster their self esteem through material possessions.

Choose Carefully Where to Live

The neighborhood and the school usually determine the children’s desired lifestyle.  While there is some leeway to spend a little more or a little less on one’s children, it is risky to deviate much.

Offer Alternatives

If the parents refuse their children entertaining gadgets, they need to offer alternative entertainment: fun, wholesome activities.  If parents cannot procure kosher, affordable, and engaging activities, children may feel deprived and turn to undesirable activities.

Avoid Embarrassing the Children

For mothers, it is especially important to cultivate a dignified, put-together look, within their means, that shows self respect.  It is also important for the parents to conform to the general style of dress of their social circle.  If the parents stand out, the children may be embarrassed and look for other role models or they may be lured to more expensive lifestyles.  Some children are more sensitive to and aware of these issues than others.

Useful Attitudes to Model

Moderation in Purchasing Things – By demonstrating to children how one makes purchasing decisions, deferring purchases or buying the less expensive item, one teaches without preaching.  Shopping for household items is a good opportunity to discuss quality in relationship to cost – do we buy something because it has someone’s name or brand on it?  Or do we buy it because of value?  Ideally, parents should explain their general approach about what their standard of living should be, given budgetary constraints.  Clarity in this area makes it easier for parents to inculcate their values to the children.

Valuing People for Themselves—and not for what they have.  It may be good policy to stay silent and not admire someone’s fancy purchase or celebration or, perhaps, to praise other qualities in the purchaser.

Simchas Hachayim—Point out to the children the good things in their life.  When parents demonstrate contentment with their own lot, children are more likely to be satisfied with what they have.

Conclusion: The Importance Of Keeping Up/Down With The Cohens

A dominant theme we encountered in researching this article was how little room parents have for maneuver.  Perception is reality, and once a child thinks he/she needs an item, that item becomes a need, no matter how expensive or inappropriate it is.  This puts the onus on the trendsetters in our community.  While it is easy and it seems safer to simply give one’s children what they want if one possesses the financial means, this sometimes creates real problems for other families.

When parents casually give in to a child’s want, they may be creating real needs for other people’s children.  The sums of money are huge: designer clothing and electronic gadgets may run to hundreds of dollars per item, multiplied by the number of children in a family.

The escalation in material standards is not always due to the parents.  It takes great commitment to explain to the loving grandparents (or other relatives) why they should not give one’s children that item that is all the rage in their other grandchildren’s community.  Nevertheless, it is a very high level of tzeddoka, to spare other parents much financial distress and anguish.

 

Indoor Activities for Young Children

 

 

During inclement weather, school vacation, or when children are sick, parents may be confined to the house with their children for days.  While entertaining the children is often challenging, this enforced confinement also presents an opportunity for parents to spend quality time with their children and to foster skills and confidence in different areas.  We hope that this article will be a useful resource for activities.  The material was compiled through interviews with women who teach preschool or run playgroups.  The activities listed were collected mainly for children in the three to six year age range.  Most provide children with useful hand eye coordination, sensory integration, and/or hand strengthening exercises.

General Tips

  • Keep the activity as simple as possible.  Children under age five may be quite contented with a little coloring, cutting, and gluing.
  • Think about cleanup in advance: make sure that the “good” furniture, nice tablecloths, and fragile items are out of the way, use drop cloths (save old tablecloths for this), and dress everyone in their worst.  Leave the cleanup for afterwards; don’t constantly try to maintain a clean area.
  • Many activities are more fun when other children are present.  Parents may wish to take turns hosting each other’s children.
  • Get on the floor and play with toys; the children will want to join in.
  • Use garage sales to stock of all types.  Keep some out of sight for a rainy day. (Clean any item purchased at garage sales and check for breaks.
  • Alternate active/standing activities with quiet/sit down activities through the day.

 

Baking/Cooking

Food preparation appeals to children and adults.  The results are immediate and so is the gratification.  Popular items to bake are challos, pretzels, chocolate chip cookies, brownies, roll out sugar cookies, and cupcakes.  A major advantage of the sugar cookies and cup cakes is that they may also be decorated, with many varieties of sprinkles, with icing, or small candies.  When lollipop sticks are baked into thick sugar cookies, cookies are transformed into lollipops.  A package of small black and whites may be decorated to look like faces.  The black becomes the yarmulke/hair; edible markers may be used on the white part for the rest of the face.  A healthier option is to create snowmen by coating purchased corn thins with cream cheese and using vegetables and/or fruit by the foot or licorice for the details.

 

Cooking is more challenging, since it involves peeling and chopping.  However, this is a useful life skill for children.  Children as young as age four may learn to peel.  Making vegetable soup is a natural, especially for inclement weather.  After the younger children peel, the older children may cut the veggies.

Arts and Crafts 

  • Cutting & Pasting Scissors, paper, and glue allow children to cut shapes and glue them together.  The artwork becomes more interesting if a variety of papers and colors are used.  Paper snowflakes, created by folding paper and making small cuts at the folds, are fun and easy.
  • Play dough (keep in mind it’s chometz) It may be rolled using cylindrical blocks and cut with plastic knives.  It is best played away from carpeted floors, since it usually sticks in the carpet.  Goop is a slimier version, useful for children with sensory integration challenges.
  • Painting Paper may be taped to the wall, to provide children an excellent finger strengthening exercise.  Finger painting may be done in the bathtub, using the tub and tiled walls as canvas.  When the painting is finished, clean up is another activity, using spray bottles filled with water.  Marble painting (not for under 3 year olds) is another variation on painting.  It involves putting the paper to be painted inside a washtub, dipping marbles into tempura paints (preferably not the washable type), putting the marbles into the washtub, and shaking the washtub.
  • Unscented shaving cream sprayed liberally on a surface provides children with something to mold into 3-D shapes.  It is easily cleaned up with dry paper towel.
  • Beading  It is easier to string beads on a stiffer “string”, like pipe cleaners.

(Make sure the beads are not a choking hazard)  Cheerios or Fruit Loops may also be used.

  • Pipe Cleaners  Wick Stix and Bendaroos are variations on the pipe cleaner idea, but are easier to work with, more colorful, and lack sharp ends.
  • Collages, Mobiles  Collages may be created using discarded wrapping paper, ribbons, foil, etc.  Mobiles may be assembled by attaching pictures to wire hangers.  Themes drawn from Parsha, an upcoming Yom Tov, or nature add meaning to the artwork.
  • Free-Form Creativity  Popsicle sticks, cotton balls, and fun foam are all inexpensive items that lend themselves to free form creativity.
  • Rubbings  Rub unwrapped crayons on paper over a variety of textured surfaces.  The paper may be presented later to another family member to guess which surfaces were rubbed.

Games/Puzzles

Some popular board games for young children include Candyland, Memory, and Quirkle.  Card games include Pilot, Catch the Match, Where’s Waldo, I Spy and Finders/Keepers.  Various block toys for very young children include Duplo and Mega Blocks.  Floor puzzles, large puzzles that are assembled on the floor, are suitable for younger children.  It is also entertaining to create one’s own puzzles by drawing on cardboard and cutting the picture into pieces; an older child may create the puzzle for a younger child to assemble.

Another entertainment is to blindfold a child and have him/her try to identify objects by touch, or, if edible, by taste.  Children may be intrigued to categorize foods by sweet, salty, sour, or bitter.  A group of children may enjoy pin the tail on the donkey or put the shamash in the menorah, perhaps after creating the donkey or the menorah.

Physical Exercise

It is particularly challenging to provide the children with physical exercise when they are cooped up in the house.  Wheelbarrow walking, somersaults, jumping jacks, and running in place get kids moving.  These activities may be more stimulating if someone records how long a child is able to sustain them.  If there is room in the house for a circular run (living room/kitchen/ dining room), a parent may have the children run, hop, and jump in sequence all in the same direction.

Exercise CDs (eg Morah Music CDs) guide children through calisthenics.  Children may also enjoy dancing to lively music.  Singing the Hokie Pokie is a great way to get even the youngest children to move their right hand, left hand, right foot in and out and shake it around…   “If you’re happy and you know it…” is also fun.  A parent may also play music while the children move around and have everyone freeze when the music stops.

Another option, assuming that the house has a good-sized room, is timed relay races.  These work better if there are a few children around the same age.  Children may race across the room by hopping on one foot, jumping with their feet in a bag, carrying something etc.  Cushions and toys may also be arranged into an obstacle course including tunnels and bridges.  Parents may also decide, just for this one day, to allow biking in the basement if it is roomy enough.

Music

March the children through the house, each one beating on his/her own musical instrument.  If there aren’t enough toy instruments, spoons and pots and lids make splendid substitutes.  Blasting music with a strong tempo makes the experience more exciting.  Have the children stop their instruments when the music stops.  Little children also enjoy standing on short chairs while playing their instruments: they become a band.

Imaginative Play

Little children adore playing with their parents’ things:  kitchen stuff, safe tools, clothing, etc.  Once in awhile, allow the children free range with items we usually take away from them.  Parents may supervise by participating in the play.

Playing house with the kids may turn into an instructive experience for the parents as they watch their children mirroring them.  Building tents or tunnels out of sheets, cardboard boxes (which may also be decorated), and furniture utilize engineering skills and encourage imaginative play.  Children and parents may also enjoy creating puppets out of paper bags (lunch bags) and using them for role playing.

Media

Sometimes, the only way to keep everyone sane is to play an audio CD or to let the children watch a video.  Different families have different policies about entertainment media; it is appropriate to inform parents of play dates before allowing someone else’s child to listen/watch a CD/DVD.  It is advisable for parents to research before purchasing a CD/DVD.  Apart from hashkafa issues, parents need to think about how scary their young children may find the experience.  Some children may have trouble sleeping after hearing a scary story that other children greatly enjoy.   Good sources of information include the childrens’ teachers/playgroup Moros, friends, and the Rav or Rebbetzin.

Indoors Outside the House

Sometimes, parents have the option of taking the children out.  This often involves spending money.  Some parents may also be concerned about exposing their children to arcade games.  While games for younger children may be wholesome, games for older children may involve violence.  Exploring a mall may provide an outlet for little children to stretch their legs.

 

Libraries are another indoor option.  Many have story hours for toddlers and/or preschoolers.  They often have toys and puzzles to play with, aside from the book collection.  T

Making Lemonade Out of Lemons

A day or a week cooped up in the house is not just a challenge, but an opportunity.  When parents take the time and trouble to engage with their children in enjoyable activities, children learn an important life lesson—good experiences may be squeezed even from unpleasant circumstances.