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
Richard Morantz and Sheree Walder contribute $1 million to ongoing Shaarey Zedek Synagogue Capital Campaign
By MYRON LOVE “We really welcome the decision of Richard Morantz and Sheree Walder to donate $1-million to our ongoing capital campaign,” said Rena Secter Elbaze, the Shaarey Zedek Synagogue’s executive director, on October 9. “They and their families have a long history of supporting our community organizations and the State of Israel. Their contribution to the Shaarey Zedek is inspirational.”
The husband and wife team officially presented the cheque to Elbaze at a brief ceremony at the synagogue the morning of October 9, in the newly renamed Richard Morantz and Sheree Walder Auditorium.
In their remarks, both Morantz, the president and CEO of Globe Property Management, and Walder, a lawyer who is a former partner in the law firm Myers LLP, spoke of their long family connection to the Shaarey Zedek. “My mother’s family were Jewish pioneers in Winnipeg,” Walder noted. “My great-grandfather, Samuel Cohen, for whom I am named, was an original member of Shaarey Zedek Synagogue. I started coming here with my own grandfather, Sidney Cohen, when I was about two years old. I remember exactly which pew we sat in and how my grandfather helped me to follow along in the siddur during services. Shaarey Zedek has always been a place of great comfort for me.”
Morantz added that his own bar mitzvah took place at Shaarey Zedek Synagogue on April 29, 1972. “I learned my maftir from the legendary Rabbi Berkal,” he recalled. “We continued to celebrate here with our own children’s bar and bat mitzvahs. I am very grateful that we got to watch our own children shine on the bimah.”
It was the Hamas-led assault on Israel and subsequent tsunami of antisemitism worldwide that prompted the couple to consider stepping up and contributing to the Shaaray Zedek campaign in such a magnanimous way.
“I have never been a religious person,” Morantz remarked. “While I may be more secular, I strongly believe in the traditions of Judaism. I had a charmed upbringing in the 60s and 70s in River Heights. It is not the case that I experienced no antisemitism, but those experiences were very minimal. Post-October 7th, I found myself, for the first time in my life, having to judge every situation and every person I came across before divulging the fact that I am Jewish or discussing Israel. I came to the realization, during the process of considering this donation, that a primary driver for us is that this synagogue is a safe place for Jews, where we can comfortably be ourselves.”
Walder pointed out that while her mother’s large family were Jewish pioneers, her father was a Romanian Holocaust survivor, with almost no family after the war. “Family matters a great deal to us,” she said. “In addition to strongly agreeing with Richard that the tragedy of October 7th and continuing and growing anti Semitism are big drivers for us in making this donation, we also want to see Shaarey Zedek be a safe and special part of the lives of our now adult children and the generations that will follow them. It is very fulfilling to us that we are contributing to making that happen.”
Walder further credits the encouragement of her old friend and law school classmate, Neil Duboff, for helping to clinch the decision for her and her husband to make the donation. “Neil has worked so hard for the synagogue and our community for so many years and we applaud his efforts and commitment,” she noted.
(Duboff is a past president of the Shaarey Zedek and chaired the capital campaign.)
Walder also mentioned the support of Gail Asper in making the decision. “I met Gail on our first day of law school in 1981,” she recalled, “and we have been very close ever since. While we can all agree that Gail certainly knows how to talk, she also really knows how to listen. Through all of our discussions with her about making this donation, she listened hard, she came up with solid answers, and she was instrumental in leading us to the decision to donate. Shaarey Zedek is extremely lucky to have such a talented fundraiser.”
“We have to make special mention of Rena Secter Elbaze,” Morantz noted. “Rena literally blew me away when I met her for a tour of the synagogue. Her passion and knowledge are remarkable. We believe that our synagogue is in great hands and we feel much comfort and confidence making this donation.
“We are very proud of the recent renovations and upgrades to the synagogue,” he added. “This place is absolutely beautiful. We also feel privileged to have met with Rabbi Carnie Rose. We know he will be a great asset to the synagogue and all of its members for a long time to come.
“We are so honoured to be here with you today and to feel that we are making a difference to this special place”.
He concluded his remarks with an observation by Elie Wiesel that “a synagogue is a house of memory as well as a house of prayer. It reminds us of who we are and where we come from.”
Local News
Winnipegger Charlotte Kittner traces ancestry back to the Jewish expulsion from Spain
By MYRON LOVE Ladino was long the spoken language of the Jews from the Iberian peninsula and North Africa just as Yiddish was the day to day language of the Jews of Eastern Europe. Charlotte Kittner is most likely the only Winnipegger – and one of the few left in the world – who still speaks Ladino.
But Ladino is just one of eight languages that Kittner, who turned 100 in August, can speak – the others being Bulgarian, Romanian, Czech, Spanish, French, Hebrew, Turkish and English.
Charlette (Sarlota) Kittner was born in Bulgaria – in a Jewish community whose members were largely descended from the Jews who were forced out of Spain in 1492 (and Portugal a few years later) by the Spanish expulsion.
A few days after her birth, that part of Bulgaria became part of Romania. She was so small at birth, she recounts, that the doctor had little hope she would survive more than a few years. She slept in a drawer of a chiffonier lined with many layers of cotton for the first year.
The youngest of three sisters, she recalls growing up comfortably in a warm and observant community. Her father, Avram, who operated a textile factor, attended synagogue on Shabbat and all the Yom Tovim.
The family – along with all the other Jewish families in Romania, fell on hard times with the advent of World War II. Although Romania was an ally of Nazi Germany and was never occupied, members of the Romanian Iron Guard – the local equivalent of the Nazis – could be just as sadistic and murderous as their German counterparts. Although most Romanian Jews outside of Bucharest were murdered, those living in the capital city, while facing much discrimination and many restrictions – were spared internment and deportation.
Kittner notes that mother, Minduch, died in 1945 and she lost her father in 1946.
During the war Charlotte and her sister, Lisa, were assigned to a factory making linens and garments for the Nazis.
She recalls that life was tough after liberation and continued to be difficult after the coming of Communism in immediate post-war Romania.
After the war, Kittner trained as an accountant and found work with a large manufacturer. That is where she met her husband, Mike (Misu) Kittner. They were married in Bucharest in November,1952.
Kittner’s sisters, Suzanna and Lisa, both made aliyah after the war. Charlotte and Mike followed in 1964. They lived in Israel for three years. Charlotte quickly learned Hebrew and found work as an accountant.
But life in Israel was difficult economically in those days. Mike’s brothers, Fred and Serge, had previously settled in Winnipeg and encouraged Mike and Charlotte to join them. They did – in May 1967.
The next year, Chralotte’s sister Lisa and husband, Nick, also moved to Winnipeg.
Their other sister, Suzanna, and her husband, Selu, a well known painter, remained in Israel.
Over the years, Kittner has visited Israel – where she has numerous nephews, nieces and cousins – as well as having taken trips back to Romania and to other European countries.
Once in Winnipeg, she and Mike quickly found work in the garment industry. She was first hired as a bookkeeper by Stall and Son. After a short time she moved over to Silpit Industries, where she served as chief accountant for many years. Kittner has favourable memories of her boss, the late community leader Harry Silverberg. She later worked for another Silverberg firm, Brown and Rutherford, a lumber processing operation.
Mike only worked in the garment industry for a short time. He found his niche in insurance sales – where he excelled. He also founded Broadway Agencies and became a booking agent for budding new performing artists in Europe whom he brought to Winnipeg to appear in popular local night clubs.
Mike and Charlotte’s nephew, Brad Kittner, recalls as a youngster going with his
parents, aunts and uncles to those clubs and watching what he describes as “these fabulous singers.” He says that they inspired him to pursue his own successful career as a karaoke singer and performer for hire.
Charlotte and Mike first lived in East Kildonan for a year, then moved to Partridge Avenue in West Kildonan. A few years later, they bought a new house on Drimes Place, north of Templeton, in northwest Winnipeg.
While Mike Kittner passed away in 1991, Charlotte continued to work into her 70s.
Through the years, she has led a busy social life with family and friends. As Brad Kittner notes, even at 100, “Aunt Charlotte continues hosting friends and family for full course meals and gatherings at her place.”
Charlotte celebrated her hundredth birthday with more than 20 relatives and friends at the Ichiban Restaurant.
Although hard of hearing and somewhat frail of body, her mind remains relatively clear. She still enjoys reading fiction, doing crosswords and looking forward to her weekly card games with her sister-in-law, Sylvia, who also lives at Chateau West on Jefferson, and other friends.
May she live to 120!
Local News
Over 2000 supporters turned out for walk for Israel despite overcast skies, rain
By MYRON LOVE October 5 started out overcast and rainy. The rain – which fortunately stopped just before the Walk for Israel began – didn’t prevent over 2,000 supporters of Israel – both members of our Jewish community and those from outside of our community from turning out for the second annual Walk for Israel commemorating the horrific events of October 7 – two years ago – the darkest day in post-Holocaust Jewish history
As with last year, the 45-minute walk began and ended at the Asper Campus. While last year the walk was followed by speeches from community leaders and various politicians, this year the only speaker was Paula Parks, President of the Jewish Federation of Winnipeg, who pointed out that the ongoing anti-Israel and antisemitic demonstrations- post October 7- have strengthened the bonds within our community and spurred more people to affiliate with our communal organizations. She further noted that more of us are speaking out and we need to continue to do that.
“The number of people who participated was inspirational,” says Gustavo Zentner, the representative for Manitoba and Saskatchewan for the Centre for Israel and Jewish Affairs. “We had numerous allies as well as members of our Jewish community. We had people from all walks of life.”
“We had a fantastic turnout,” added Jeff Lieberman, the Jewish Federation of Winnipeg’s CEO. “Paula spoke very well. Her comments were meaningful.”
He expressed his hope that the hostages would be released very soon, the war would be ended, and Israelis can finally live in peace.
The commemoration’s focus this year was primarily on visual images rather than words. The walk featured a number of photos taken by local members of the Winnipeg Jewish community who visited the Nova site in person or attended the Nova exhibit that travelled to various parts of Canada and the United States. The photos were displayed for the day along the fence on Doncaster Avenue – the first stage of the walk. Participants were handed Israeli flags and kalaniot (red anemones) flowers, the official flower of Israel, and were encouraged to place them around the photos on the fence.
As well, as part of the October 7 commemoration, 33 paintings depicting some of those taken hostage on October 7 were put on display along Main Street of the Campus from the week of October 3-October 10. The paintings were the work of well-known Israeli illustrator, cartoonist, humourist, performance artist and political activist, Zeev Engelmayer.
The walk on October 5 concluded with Israeli shimshinim – Israeli youth representatives here in Winnipeg from Israel – and other young people from our community reciting a prayer for the hostages (who were finally freed last week), and members of the IDF, followed by the singing of “O Canada” and “Hatikvah.”