Local News
Gray Academy excels at online teaching during pandemic with ‘Gray Away”

and Annie (Gr. 6)
By BERNIE BELLAN
It was March 13 when the Province of Manitoba announced that, effective March 23, all schools in Manitoba were going to close for three weeks – with the possibility that the closure might be extended.
While it shouldn’t have come as a major surprise, given the speed with which the novel coronavirus was sweeping across Canada and the United States, still, how do you prepare for something as huge as the closing of all schools?
For staff at Gray Academy, however, adapting to new technology has always been a strong suit. Within a period of days the school informed parents that almost everything that had been done in the bricks and mortar Gray Academy was now going to be carried over into what was titled “Gray Away”.
Now, after over two months of having transitioned to a totally new way of learning, the results are in – and it seems that everyone, from staff to parents to students themselves, are more than satisfied with how Gray Academy has managed to adapt so well to the demands that were thrust upon that school.
Staff forced to pivot to online learning in a very short time
On Friday, May 15 I spoke with three members of Gray Academy: Head of School and Gray Academy CEO Lori Binder, Director of Teaching and Learning Rob Dalgliesh, and Director, Marketing and Communications Andrea Ritter.
We discussed how Gray Academy has responded to the demands of taking an entire curriculum online and what the reactions of parents and students have been.
Lori Binder began the conversation by saying: “We’re phenomenally grateful to all of our staff for being able to pivot so quickly in the middle of March in caring for all of our students.
“No one could ever have imagined that within 48 hours we’d have to figure out an infrastructure to care for all of our students and our learning.
“It’s been going incredibly well. We have been able to solicit feedback along the way in the last eight and a half weeks. Feedback has been immensely helpful to help create “our Gray Away infrastructure.
“We had some things in place in the school before the pandemic hit that allowed us to pivot more successfully – especially in the upper elementary to the high school.
“I think it was caring for our littlest kids – nobody in this world would have fathomed children learning virtually at three, four, or five years of age, but I think the biggest drivers for us were insuring that our students in their isolation had very strong connections with their teachers and with their peers on a daily basis through having a timetable and live classes, also a solid structure.”
How the curriculum was developed
Rob Dalgliesh added: “Although our time line was very short, great care went into the creation of ‘Gray Away’ – our virtual academy. It wasn’t rushed. We spent a lot of extra time in the wee hours of the morning creating the pieces that went into it.
“We started with standard curriculum creation by looking at the principal foundations of what we would then carry forward. We looked at the research that is in the area of online learning.
“We looked at pillars – things that we could build on. We wanted to make sure that our kids felt that they were being cared for and safe, but to do that we wanted things to be somewhat familiar – that connection with their teachers, that connection with their peers.
“We also wanted to include a spiritual element. Being a Jewish school we wanted that to be there, so we have our ‘Kabbalat Shabbat’, we have things for holiday programming. Even during the Pesach break we had educators dedicate time to bring forward programming connected to the holiday.
“Another pillar was physical health. It’s easy for a kid not to get up and get going, so we wanted to make sure that there’s an expectation that we wanted them to continue with their phys ed programming.
(Another pillar was) “Mental health – we wanted to help kids with that; showing kids that there’s more to learning than reading a text book. We looked at calming exercises, at the integration of a variety of techniques that our teachers are great at using that help kids with their mental wellbeing.
“For instance, we had wonderful suggestions for creating art at home, also project based learning.”
Zoom for JK-Grade 2; Google Meets for students in Grade 3 & up
At that point I asked “whether the lessons for the kids are individually tailored or are they done in group Zoom sessions, for instance?”
Lori Binder answered: “We’re using the Zoom platform from junior kindergarten through to Grade 2 and we are using the Google classroom platform – which uses Google Meets, in Grades 3 through 12. There are live classes that occur every day – mornings and afternoons.
“We have also built in one-on-one time in our elementary so that teachers have a chance to connect with kids and do some assessment. In our high school there’s a little bit of one-on-time on a daily basis.
“We’ve also set aside blocks on day 3 for all teachers to have an open meeting.”
School still starts at 9 a.m.
I asked: “Can you give an idea how much time a typical student would be online – either individually or within a group setting?”
Lori Binder: “I’ll paint you a picture of elementary: At 9 a.m. every student comes on to Zoom – JK through elementary. The whole school is welcome, but it’s mostly elementary. There are live announcements and the anthems (both O Canada and Hatikvah), and then they head straight to their live classes. They start with a live class with their general classroom teacher, then they continue on either to a live specialist class, which could be French, guidance, music…and then they’ll continue on live.
“I wanted to clarify that in an hour for instance in the high school, it’s not just live teaching.” (Later Lori explained that there is also time set aside for students to study on their own during the school day – just as if they were in the actual physical school.)
Rob Dalgliesh added: “One of the pillars (upon which the virtual school was built) was having a balanced day so that there is online collaboration, for example, small group work.
“At the high school level, there is a teacher giving a lesson, then there is Q and A time afterward – just like in a bricks and mortar school.
“Sometimes the collaboration with other students is just over the phone – like we are right now, having a conversation. It’s not necessarily in front of a screen.
“There are off line working sessions with students doing homework with paper and pen. There are research and innovation projects – personal passion projects that a student wants to research and carry on by him or herself.”
Lori Binder: “I would say it’s about 41/2-5 hours a day (spent in the virtual classroom), but again – it’s not sitting and staring at a screen.
“We’ve got some incredible things going. For instance, a couple of nights ago, the Grade 9 science teacher invited all the students at 9:30 (p.m.) to hop on to a live meeting to look at Venus. It was a particular night that Venus could be visible in the sky.
“Our younger kids would be spending less time (in the virtual classroom) – more around three hours a day, divided up into smaller chunks.”
Close monitoring of each student’s performance
I asked: “Are you able to monitor individual students to see how much time each student is actually spending online?” (I asked that question because I was skeptical that all students are responding with equal eagerness to adapt to the “virtual classroom”).
Lori Binder: “One of the most amazing ingredients to this has been the very close connection between the teachers, the students, and the families. Every three days there are phone calls home.
“If a child has not arrived in the classroom and we have not heard from the parents, then we’re following up. We have very high engagement. I would say that almost every kid is learning.
“Where there’s a differential is in the junior kindergarten – kindergarten, where it’s a little more challenging to be regimented. But, because of the technology (we’re using) all our classes are recorded (and remain on our password protected website for five days), so that if a child did miss a class the parent could go on at any time (and play that lesson for the child).”
Andrea Ritter explained that the younger children spend about 20 minutes at a time online, then they go off to do something on their own, such as art , music, or gym. The teacher is available live, but the student can go and do their work on the dining room table for instance. All the students may be doing their math work, but the teacher is on their screen if they need help.
I asked whether there is a full slate of classes, including Judaic studies, for all students?
Lori Binder answered: “Every single program is running, including English as an Additional Language, our special education department, our guidance department.”
I wondered whether the curriculum being followed thus far in the virtual classroom is keeping apace with what would have occurred in the actual physical classroom?
Lori Binder: “It’s hard to compare going completely virtual. I would say that we are confident we will have achieved the proper outcomes of the curriculum by year end.”
Rob Dalgliesh added: “We’re carefully mapping what’s being done, what’s completed and what’s not. We will be able to determine what a student hasn’t completed before the next year begins.
Rigorous timetable being followed
Lori Binder: “We made a decision to exceed the provincial requirements. We decided to have a rigorous timetable that was also balanced so that, for instance, the lunch hour is a little bit longer than what students would have had in the actual school because we thought the students would need a ‘quiet hour’ getting off the screen time.
“There’s a break of half an hour in the morning and afternoon for the elementary kids so that they can get up and stretch.
“The schedule ends around 3:15 instead of 3:40. Instead of starting at 10 to 9 we’re starting at 9 o’clock.”
I said: “What I’m getting from this is that the kids are adjusting to a situation that would be as comparable as possible to the actual classroom situation.”
Lori Binder: “Yes, we really felt that our kids needed routine, that in their isolation they needed to be connected to the school, to the school community, and to their classmates.”
She went on to explain how the timing of having to switch to the virtual classroom was quickly interrupted by the Pesach break: “In a normal Peasach break we would be off and relaxing, but we knew that our kids would not have the luxury of a Pesach break where they could go out of town so on the non-Yom Tov days we put together a program (with about 20 volunteer staff) where we went on Zoom and we had everything from a pet parade, story time for the young kids, we had an author (Jon Waldman) read from his Jets book, we had teachers eat lunch with the kids – because we just couldn’t go from 13 days of virtual school to a Pesach that was quiet.
“It was during the Pesach break that our leadership team formulated the next phase of Gray Academy, which was Gray Away 2.0, where we finessed our timetable and we finessed our learning hub, especially with the younger kids, so that we found a way to bring the families into a good structure.
“What about other schools that might not be in as good a situation as Gray Academy?” I wondered.
“Are kids in other schools going to have to repeat the year entirely because they might not have had access to the kinds of technology that Gray Academy kids have?” I noted that in Quebec, for instance, “they’re abandoning the school year for kids who live in Montreal.”
Lori Binder explained that “there is an answer from the province actually.” She asked Rob Dalgliesh to expand upon what the province has asked schools to do.
Rob Dalgliesh picked up: “The province does not want children to be held back based on what’s happening now.” There is a possibility that there may be summer schooling for students who have fallen behind, he noted.
Lori Binder also noted that the province has asked that in report cards at year’s end, for students in Grades 9-12, it will have to be cited whether a student requires recovery learning in the fall or whether they do not require recovery learning. That will help guide students who are moving between schools.
Plans being laid for eventual reopening of the school
“Are you making any plans at all for a possible return to the classroom with social distancing in place?” I asked, or “is that too far ahead to think about yet?”
Lori Binder: “We were just in a town hall meeting with Dr. (Brent) Roussin (Manitoba’s Chief Public Health Officer) yesterday, along with about another thousand administrators from across the province and they just released a draft guideline called ‘limited facility school use’. It’s incredibly limited; it doesn’t involve plans for the fall. It deals with a child needing to meet with a guidance counsellor one on one, for example, or with a therapist.
“We are anticipating planning for a number of scenarios and, therefore, we’re planning with about five or six different things in mind, such as: ‘Are we going to have fewer students in spaces?’ We’ve been looking at what social distancing might look like in a classroom, whether we’re going to have to look at mixed days.
“We are very, very involved with our Canadian accredited independent schools. We meet with the Department of Education weekly. We’re also very connected to the Manitoba Federation of Independent Schools. (I happen to be vice-chair of that right now.) We’re all working together.”
Post script: Following my conversation with the three administrators from Gray Academy on May 15, the Province of Manitoba announced new guidelines for schools. We received the following note from Andrea Ritter on Friday, May 22:
“As you know, the provincial directives have changed since we spoke. Throughout the entire process of building and delivering Gray Away, we’ve had to be on our toes for ongoing changes!
“Right now we’re exploring possibilities of what we might be able to do in terms of allowing limited groups students into our building (and our outdoor spaces) for occasional group activities, one-one-one guidance, exams, etc. There will be no in-class learning; the Province has re-iterated that in-school classes are still suspended for all Manitoba schools. Gray Away remote learning will continue for the remainder of the year, but it could be wonderful to be able to give students the opportunity to visit their teachers and friends, with strict adherence to physical distancing, etc.
“Even with new directives from the Government of Manitoba, we will only open our doors to students when we are fully confident that we can meet all provincial expectations for protecting the health and safety of our school community – staff, students and families. While we do not have all the answers today regarding what will over the next month or so, we will definitely keep our families informed every step of the way.
Andrea also sent links to three videos that provide good illustrations of how Gray Academy has been adapting to the current situation:
Thank You Teachers –
https://www.youtube.com/watch?v=vnNg-dPmTdg
Gray Academy Grad 2020 Tribute –
https://www.youtube.com/watch?v=cTH9dET_Ig4
Song Festival Greatest Hits Vol. 1 – https://www.youtube.com/watch?v=ikx858JUxhU&t=1080s
Local News
“Fiddler on the Roof”: First ever joint production between Winnipeg Jewish Theatre and Rainbow Stage is a smash hit
By BERNIE BELLAN You really can’t go wrong by mounting a production of “Fiddler on the Roof” – and Rainbow Stage has proven that four previous times: in 1971, 1977, 1984, and 1993.
What each of those productions had in common though – aside from the fact that they were solely Rainbow Stage productions, was that each time the star role of Tevye the milkman was played by Cliff Gardner who, in his day job, was the program director at CJOB radio.
I can’t remember how many times I saw Fiddler at Rainbow State previously but, after a while it wasn’t quite the novel experience it was the first time I had seen it there.
But now – as a result of a very creative idea, “Fiddler on the Roof” has been brought back to Rainbow Stage once more – but this time as a co-production with the Winnipeg Jewish Theatre.
The idea for mounting a joint production came from WJT’s artistic director, Dan Petrenko who, as Myron Love noted in an article for The Jewish Post this past February, had observed that “ Because of the times we’re living through, and particularly the growing antisemitism in our communities and across the country, I felt there is a need to tell a story that celebrates Jewish culture on the largest stage in the city – to reach as many people as possible.’ ”
Myron’s article went on to say that “Last year, WJT approached Rainbow Stage with a proposal for the co-presentation of “Fiddler on the Roof.” Rainbow Stage management was really enthusiastic in their response, Petrenko said.”
In my own profile of Dan Petrenko, which I wrote in April 2023, when he first came to Winnipeg, just after having been hired as the WJT’s new artistic director, I noted that “Dan was born in Israel, the son of Jewish parents who had moved from their hometown of Odessa in Ukraine.
“A formative influence in his life, he says, was his grandmother, who had been a pianist in Ukraine. She had aspirations early in her life to study in a music conservatory, but the antisemitism that was pervasive in the Soviet Union prevented her from achieving that ambition. Instead, she had to travel all the way to Siberia in order to obtain training to become a pianist.”
After re-reading my own article about Petrenko in preparation for writing about the new production of “Fiddler on the Roof,” now on at Rainbow Stage until Sept. 13, I couldn’t help but note the parallels in Petrenko’s own life and the story that is at the heart of “Fiddler,” which is one of Jews having to cope with antisemitism in their native Ukraine and finally being forced to leave their home community of Anitevka – for parts unknown.
While “Fiddler” has so many dimensions – from its story of persecution, of girls being kept from studying because of age old taboos, of marriages being arranged, to notions of democracy – and socialism, starting to be espoused in the late 1800s in Eastern Europe – it’s the music that really drives the show.
I don’t have to remind anyone how timeless the songs from “Fiddler” have become. There have been documentaries produced, both about how the Broadway show came about and later, how Norman Jewison crafted a quite different approach to telling the story of Tevye the milkman in his brilliant movie adaptation of the Broadway musical. There have also been several books telling the story how three geniuses: Sheldon Harnick, Joseph Stein, and Jerry Bock, combined to create something that is as timeless in its own way as any musical could ever be.
But, what can you say about the WJT-Rainbow Stage co-production of “Fiddler'” that couldn’t possibly avoid using superlatives? Playing to a sold-out audience on opening night, Wednesday, September 9, even though there was a slight chill in the air as the evening wore on – and certainly mounting a show at Rainbow Stage in September is a chancy proposition – the evening was one of pure magic.
I don’t know who came up with the idea of having the orchestra play behind the performers – as opposed to the usual practice of having them play in the pit in front of the stage – but it was sheer genius to do that. I’ve often attended Rainbow Stage and been frustrated that the singers’ voices are drowned out by the musicians’ instruments – but not this night.
Each note sung could be heard clear as a bell – even from the children who played Tevye and Golde’s youngest daughters.
The performances were universally excellent – all the way from Daniel Kash as Tevye and Debbie Maslowsky (a name very familiar both to WJT and Rainbow Stage attendees) to everyone else in the cast. It would be unfair to single out anyone in the cast for special praise; they were all so good, but if there was one moment that was absolutely thrilling above all else, it was when the opening note to the Russian song “Za vashe zdorovye” (to your health) in the famous tavern scene that culminates with “To Life” was belted out.
And, having the Rusalka Ukrainian dancers perform only added to the evening’s excitement. The exuberance they brought to the wedding scene was a demonstration of how combining the talents of one of Winnipeg’s most exciting dance troupes with many Winnipeg performers who had previously appeared either in WJT or Rainbow Stage productions was a demonstration of just how much talent there is right here in Winnipeg.
Sadly, by the time this is published this version of “Fiddler on the Roof” is only scheduled to be performed two more times: Saturday, Sept. 12, at 7:30 pm and Sunday, Sept. 13, at 2:00 pm. Tickets had been going fast as of the time of publication, but if you want to check with the box office, the number is 204-989-0888
Local News
From a ‘pie in the sky’ idea to 2,400 young hockey players
By BERNIE BELLAN I didn’t used to cover sports for The Jewish Post & News except for the odd occasion.
For years we could count on the late, great Harvey Rosen to comb the waterfront, looking for any sports story that might have the least connection to anything Jewish. Harvey would even go into visiting teams’ locker rooms during Winnipeg Jets games and, if a player had a name that sounded Jewish, inquire whether that player might be Jewish.
Then, for a few years, we added well-known sports writer Scott Taylor to the mix. Scott offered quite a different perspective, looking for stories about athletes that went far behind the scenes to uncover details that other reporters might have missed.
With both Harvey and Scott gone from our pages, I’ve occasionally found myself filling the sports void. These days, however, I tend to wait for an interesting story to find me.
And that’s exactly what happened with Wheatland Hockey.
Recently, my neighbours Elliot and Linda Katz mentioned that they knew of a Jewish couple who had started a hockey development program in Winnipeg. The couple, Rich Hechter and Rachel Wolfenson, had apparently started Wheatland Hockey only about 16 months earlier.
I subsequently learned that, in that short time, more than 2,400 young hockey players had gone through Wheatland’s various programs.
That number got my attention.
So, I contacted Rachel and Rich to find out what they had created — and why.
It started with a gap
The idea for Wheatland began, as Rachel described it to me, as “this little pie in the sky idea that we were going to have a spring development program in the spring of 2025.”
They started with about 50 kids spread across three age groups.
Sixteen months later, Wheatland has grown into a broad hockey-development organization offering programs for players from U9 through U15, along with specialized programming, female hockey, spring and summer teams, events and high-performance opportunities.
But the numbers aren’t really the story.
The story is why they thought Wheatland needed to exist in the first place.
Rich and Rachel felt there was a gap between traditional minor hockey and the highly specialized — and often expensive — training programs available to elite players.
There were plenty of opportunities for kids to play hockey. But what about the player who needed to improve one particular part of their game? What about the U9 player whose parents had no idea what skills their child should be working on? What about the player who wasn’t an elite athlete but had the potential to become a much better hockey player with the right instruction?
That was the space they wanted Wheatland to occupy.
As Rachel explained it, some families come to Wheatland knowing exactly what their child needs.
“They might know that the kid’s gap is power skating,” she told me. “They might have a great shot and great stick handling, but they’re not strong skaters.”
Other families arrive with a much less specific question.
“They’re new U9 families,” Rachel said. “Their kids have been spat out of the Timbits world and into the U9 world and they don’t know what to focus on.”
That’s where Rich comes in.
‘Pedagogy on ice’
Rich brings an unusual background to hockey coaching.
He is currently taking a one-year sabbatical from his role as vice-principal of Brock Corydon School, the Winnipeg school often known as the only public school Hebrew bilingual program in North America. For many families in Winnipeg’s Jewish community, Brock Corydon is where they know Rich best.
Before becoming a vice-principal, he worked as a high school teacher and as a university professor in the Faculty of Education. He has also spent more than a decade coaching youth hockey.
This year, rather than stepping away from education, Rich is using his sabbatical as an opportunity to continue learning, writing, and growing as a coach and mentor while devoting more time to developing Wheatland Hockey.
That additional time will also allow Wheatland to extend its reach beyond Winnipeg through a new initiative called “Wheatland on the Road”.
Over the coming year, Rich will travel to rural Manitoba communities including Manitou, St. Laurent, Lundar, Steinbach and Elm Creek to lead coaching and mentoring sessions for local players and coaches.
The initiative reflects Wheatland’s belief that access to quality coaching should not depend on where a young player lives. It also gives Rich an opportunity to work directly with local hockey communities, sharing ideas and helping coaches develop their own approaches to teaching the game.
For Rich, education and hockey aren’t separate worlds.
Rachel described his approach as “pedagogy on ice.”
The idea is simple: coaching isn’t just about showing a young player how to execute a skill. It’s about understanding how that player learns, figuring out what they need, and creating an environment where they can improve.
That educational philosophy is evident in the way Wheatland approaches development.
Its programs focus on areas such as skating, puck control, shooting, passing and receiving, positional play, defensive skills, checking, hockey IQ and tactical understanding.
But the organization also talks openly about developing confidence, resilience and character.
The Wheatland philosophy is summed up on its website as building “skills, character and excellence — on and off the ice.”
And that distinction is important to Rich.
The objective isn’t simply to produce better hockey players.
It’s to help young people become better learners, teammates and competitors.
A Jewish leadership team in an unlikely business
There is also an irony at the heart of Wheatland’s success.
We are not exactly the people known for our sporting prowess, and none of the people leading Wheatland played in the NHL. Yet, the organization is run by Rachel and Rich, with Ryan Paul, Eleni Wener, Avi Walker and Dustin Roitelman in senior leadership roles.
That may be unusual in the hockey world, but it is also part of what makes Wheatland distinctive.
This is not a business built around former professional players leveraging on their own playing careers. It is being led by people who believe deeply in the values Wheatland has developed — and continues to develop.
They believe in teaching young people how to learn, how to work with others, how to persevere and how to contribute to their communities.
In that sense, Wheatland’s leadership team reflects the organization’s broader philosophy: hockey expertise matters, but so do education, mentorship, organization, empathy and a commitment to making the game more accessible.
The fact that this group has helped build a hockey organization serving thousands of young players from across Manitoba is, in its own way, pretty remarkable.
Making hockey and coaching accessible
Perhaps the most important word in Wheatland’s philosophy is accessibility.
“Accessibility is one of our guiding principles,” Rachel said. “We believe that all kids should have the opportunity to get on the ice, regardless of socioeconomic conditions.”
For Rich and Rachel, accessibility means more than making hockey available. They believe that good coaching should be accessible, too.
That commitment is reflected in Wheatland’s “Pay-What-You-Can” program, which helps ensure that financial circumstances do not prevent children and families from participating in quality hockey programming.
For Rachel and Rich, the program is one way of giving back to the broader community. They believe that hockey — and the opportunity to learn from good coaches — should be available to as many young people as possible, not limited only to families who can afford the full cost of specialized training.
That doesn’t mean Wheatland is trying to be everything to everyone.
Rather, the idea is that a family shouldn’t need to have an elite-level hockey player — or an elite-level hockey budget — to access good coaching.
The organization keeps its groups relatively small. A typical session might have four or five players, while a larger session could have as many as 20, with several coaches on the ice.
The result is that a player who shows up to a smaller session can end up receiving something approaching a semi-private lesson without the family having to pay a premium for that experience.
And, Rachel noted, if only a handful of players show up for a session, “they would get the benefit of a semi-private class for a very inexpensive cost.”
Building coaches, too
Wheatland’s emphasis on development doesn’t stop with the players.
The organization has also created a Junior Coach program, through which some of its younger participants have an opportunity to begin learning how to teach the game themselves.
Five of Wheatland’s junior coaches are under the age of 15.
That’s significant because it reflects another part of Rich and Rachel’s philosophy: hockey development isn’t simply about producing better players. It’s about creating people who can contribute to the hockey community.
The organization’s coaching staff also includes experienced coaches with backgrounds in player development, athletic development and hockey education.
The same philosophy is at the heart of Wheatland on the Road. By working with coaches in rural communities, Rich hopes to help build local coaching capacity so that players can continue benefiting from quality instruction long after his visit is over.
Hockey as a bridge between communities
One of Wheatland’s most memorable recent initiatives involved a visiting Israeli hockey club.
The visiting players took part in two on-ice sessions with Rich and Ryan. After changing out of their gear, the young players then visited Rich at Brock Corydon School, where they met with grade 5 and 6 students.
For the players from Israel, the experience offered more than additional hockey instruction. It gave them an opportunity to connect with Winnipeg students through a shared language — the language of hockey — while also learning about one another’s communities.
For Wheatland, the sessions demonstrated how hockey can create meaningful connections that extend well beyond the rink.
Rachel and Rich
While Rich is the face of Wheatland on the ice, Rachel’s role is largely behind the scenes.
A Senior Investment Advisor with TD Private Wealth Management, Rachel brings an entirely different skill set to the organization, overseeing operations and communications and helping ensure that families have a positive experience from the moment they register.
The division of responsibilities seems to work. Rachel brings the organizational perspective needed to turn an idea into an operation. Rich brings the educator’s perspective to player development.
The broader leadership team brings additional experience, energy and commitment to the values that guide Wheatland.
And somewhere along the way, that little “pie in the sky” idea became something considerably larger.
More than 2,400 kids have now gone through Wheatland’s programs in just 16 months.
That’s a lot of hockey players. But when I asked Rachel what she thought accounted for that kind of growth, her answer wasn’t really about hockey.
It was about giving families something they were looking for.
“We teach people first, we teach hockey second,” is the philosophy Rich and Rachel have adopted.
Perhaps that’s why Wheatland has grown so quickly.
Because for all the talk about hockey development, what they are really trying to develop is something bigger: young people who feel supported, challenged and capable of getting better.
And through initiatives such as the Pay-What-You-Can program, Wheatland on the Road and its work with visiting teams, Wheatland is also showing how hockey can be both accessible and a bridge between communities.
If the first 16 months are any indication, there are a lot of Winnipeg families — and perhaps many potential community partners across Manitoba — who were looking for exactly that.
For more information about Wheatland Hockey, visit Wheatland Hockey.
Local News
“Chanukah Guilt: A Jewish Holiday Murder Mystery”
Review –Interview by MARTIN ZEILIG
With “Chanukah Guilt: A Jewish Holiday Murder Mystery” (Scribal Scion Publishing 182 pg. $20.00) Winnipeg author Avra Love steps confidently into the world of cozy Jewish crime fiction, delivering a warm, witty, and culturally textured novel that feels instantly familiar to anyone who has spent time in a synagogue social hall.
Published by Scribal Scion in August 2026, the book marks a notable shift from Love’s earlier works — the playful children’s book “Don’t Wake Mommy!” and her flash fiction collection “Into the Junk Drawer” — yet it carries forward her trademark blend of humour, character insight, and affection for the small dramas of everyday life.
Love, who was interviewed by email for this article, grew up surrounded by stories and language, and that early immersion shows. She had long wanted to take on a larger scale project, and this idea — sparked by her own experiences participating in holiday craft sales — lent itself naturally to expansion.
“I was always struck by the diversity and energy you find at these events,” she says. “When I considered it as a background for my story, I chose to make it a Jewish setting.”
The novel unfolds over a single day: the pre Chanukah craft sale at a local synagogue. It’s the kind of event many Jewish readers will recognize immediately — twenty vendors, tables overflowing with handmade goods, the hum of conversation, and the quiet hope that the turnout will justify all the effort.
Into this bustling scene steps Becky, the first time coordinator of the sale, who has taken on the job mostly because no one else would. Becky’s background as a theatre director gives her a keen eye for personalities, staging, and the subtle tensions that animate a room. It also makes her an unexpectedly capable amateur sleuth when a sudden death shatters the cheerful atmosphere.
Love’s decision to set the mystery within a single communal event is inspired. The synagogue social hall becomes a microcosm of Jewish communal life — warm, opinionated, occasionally chaotic, and full of characters who are both endearing and exasperating. The vendors, each with their quirks and motivations, form a lively ensemble cast. Their interactions provide humour, texture, and a steady stream of clues as Becky tries to piece together what happened before the police arrive.
The tone throughout is unmistakably cozy.
Love isn’t interested in grisly details or procedural complexity; her focus is on character, community, and the gentle absurdities that arise when ordinary people are thrust into extraordinary circumstances. The dialogue is sharp and often funny, peppered with Hebrew and Yiddish expressions that feel authentic rather than ornamental. A glossary at the end ensures that readers of all backgrounds can follow along without missing the cultural flavour.
Behind the scenes, Hanukah Guilt was very much a labour of love.
The book began as a “piecework project built over sporadic bouts of creativity,” Love explains, and then underwent multiple revisions.
All told, it took most of three years to complete. When it came time to publish, she didn’t hesitate to bring the manuscript to Scribal Scion.
“I had such a great experience working with James Gershfield on my first children’s book that I went to him first — and I’m glad I did. I’ve been so appreciative of his hard work and expertise in helping me craft the finished product.”
What elevates Hanukah Guilt is Love’s ability to balance levity with sincerity. Beneath the humour lies a genuine appreciation for Jewish communal spaces — their warmth, their imperfections, and their role as gathering points for tradition, creativity, and connection. Becky’s determination to solve the mystery is less about heroism and more about responsibility: to the vendors, to the event, and to the community she cares about.
Love’s writing career continues to expand. In addition to this novel, she has two new Jewish children’s picture books underway with Scribal Scion Kids and continues to write short stories in her spare time. Hanukah Guilt is her third published book — and her most ambitious to date.
In Hanukah Guilt, Avra Love has crafted a charming, accessible, and distinctly Jewish mystery that will resonate with readers across generations. It is a welcome addition to holidaythemed fiction and a delightful new chapter in the career of a Winnipeg writer whose voice continues to grow in range and confidence.
This is a book that belongs on Jewish bookshelves — and one that will make readers smile even as they turn the pages in search of clues.
Avra Love is a Winnipeg educator with a background in English Language studies and Philosophy. She is the author of three books: the flash fiction collection “Into the Junk Drawer,” the children’s book “Don’t Wake Mommy!,” and her new cozy mystery “Hanukah Guilt: A Jewish Holiday Murder Mystery.” She loves to read, write, craft, and practice healthy living.

