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

Gray Academy students Ethan (Gr. 9)
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

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Karina Gould – vying to be next leader of the Federal Liberals, has a Jewish father – and her parents met on a kibbutz!

By BERNIE BELLAN In January 2018 I conducted an interview with the late Jim Carr who, at the time, was Canada’s Minister of Natural Resources. I asked Carr whether there were any other Jewish members of the Cabinet?

Carr said that Karina Gould, who was the Minister of Democratic Institutions in 2018, had a Jewish father. I didn’t know much about Gould back then, beyond recognizing her name, but the recent announcement that she has decided to enter the Liberal leadership race might be of particular interest to Jewish readers.

Gould has held a number of portfolios within the Trudeau government, most recently as House leader.

Now 35, while Gould’s entry into the Liberal leadership race would be considered something of a long shot, her relative youth – along with her experience (she has been a Member of Parliament since 2015), might make her a plausible alternative to the two more prominent candidates in the race: Chrystia Freeland and Mark Carney.

With Gould’s decision to enter the race to replace Justin Trudeau as Liberal leader, I thought it might be interesting to explore her Jewish roots.

In a 2021 article on the CJN website, the following was written about Karina Gould:

Gould, the member for Burlington, was first elected in 2015. She has previously served as Minister of International Development and Minister of Democratic Institutions.

Jewish on her father’s side, Gould told The CJN in 2015 that while she’s not “an active practitioner of Judaism,” she maintains her heritage through celebrating Hanukkah, Purim, and Yom Kippur.

Her paternal grandparents were Holocaust survivors from Czechoslovakia. Her grandfather was deported to Theresienstadt, then to Dachau and Auschwitz. Separated during the war, her paternal grandparents were reunited afterward.

Her father met her mother, who is from Germany, while both were in Israel volunteering on Kibbutz Naot, where the sandals are made.

Gould visited Israel on a Birthright trip and stayed longer for a personal visit. “Israel is a beautiful country,” she said. “It’s unique in the world. It has difficult challenges.”

She said she believes her family heritage plays a big role in shaping her political values.

“My family was accepted and welcomed into Canada after a difficult experience,” she said. “Canadian values of tolerance and diversity were not just important for my family, but for others. Canada provided the opportunity to grow and to thrive.”

Gould was front and centre during the 2019 visit to Canada of then Israeli President Reuven Rivlin.

She noted to Rivlin that since the free trade agreement between Canada and Israel was signed in 1997, the value of two-way trade had tripled, to $1.9 billion.

And under the Canada-Israel Industrial R&D Foundation, the two countries have funded close to 60 projects over the last dozen years, she added.

Ties between Canada and Israel “are long, deep and mutually beneficial,” she said.

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Multi-talented Kelly Robinson continues to shine both on stage and behind the scenes

By MYRON LOVE For regular readers of my articles in The Jewish Post & News over the years, Kelly Robinson’s name is most likely associated with the growing number of students she has taught who who have stood out from year to year at the annual Winnipeg Music Festival in March. 
“I teach voice lessons,” says Robinson.  “I’m grateful to have such a full studio — over 50 students each week — and it’s delightful to see each student progress and grow their confidence and ability. Many of my former (and some current) students perform professionally themselves. It’s lovely to see.”
The teacher, moreoverr, is also a performer on local stages and behind the scenes. In recent years, she has appeared on stage in performances with the Manitoba Opera Chorus and the Manitoba Underground Opera, Rainbow Stage, Little Opera Company, Dry Cold Productions, and the Winnipeg Fringe Festival.  In August, she notes, she sang the role of “Mother” in the opera “Hansel and Gretel” with Manitoba Underground Opera at the Winnipeg Art Gallery.  Most recently, she was Music Director for the Manitoba Theatre for Young Peoples  “A Year With Frog and Toad” in December. 
 Currently, she reports, in a real tour de force, she in playing a role on the production team in the Royal Manitoba Theatre Centre’s new production of the musical version of the movie “Waitress” (which starts January 7 and runs until February 1) behind the scenes and she will also be appearing on stage.  “I am the Assistant Music Director,” she says.  “I worked on the music with the singers in rehearsal to help everyone to sound their best. I played the piano for rehearsals.  I am playing keyboard in the orchestra for all of the performances.”
 In addition, the “Waitress” band is on stage, interacting with the cast. “That should be a lot of fun,” she comments.
For the daughter of Terry and Freda, a musical career was not on her radar growing up largely in River Heights.  The graduate of the Hebrew bilingual program at Sir William Osler School (which lately was transferred to Brock Corydon School) told Winnipeg Fee Press opera reviewer Holly Harris in an interview that appeared The Jewish Post & News in 2017 that her original career goal was to become a dentist.
She was introduced to musical theatre by her drama teacher at Grant Park High School, who encouraged her to audition for that year’s production of “All About Cats”.  To her surprise, she was cast in a lead role.
Despite this early introduction to the world of musical theatre, Robinson was still largely fixated on a career in the sciences.
In university, she pursued a four-year degree in microbiology at the University of Manitoba – and excelled.  Toward the end of her science program, she recounted to Holly Harris and, despite being awarded full academic scholarships and the prospect of her own prestigious research lab, Robinson realized that her true love was music. She changed course and auditioned for the University of Manitoba’s Faculty of Music.
She did earn her B.Sc. – but she also completed a music degree with a major in Classical Voice Performance and a minor in Composition.
“It was really neat,” she told Harris – about composing music for a string quartet.  “Hearing it performed was inspiring. I realized that, in music, there were endless possibilities.”
She furthered her musical education with studies in contemporary vocal styles through Boston’s Berklee College of Music. (Coincidentally, her husband, Josh Eskin, whom she met while both were teaching at a St. Boniface music school, studied guitar at that same institution.)
As a singer, Kelly Robinson has demonstrated a remarkable versatility. In addition to opera and musical theatre, she has done Gilbert and Sullivan – winning the Winnipeg Music Festival’s Gilbert and Sullivan Society Trophy in 2002, a tribute to her Zaida, Harold King. She has fond memories of him singing songs from Gilbert & Sullivan’s “Pirates of Penzance” to her when she was young.
Outside of music, Robinson enjoys crocheting, making jewelry, reading and spending time with Josh and their children – 15-year-old Juliet – also a Winnipeg Music Festival winner – and 11-year-old Dylan.
She is also the High Holy Day Choir Director at Congregation Etz Chayim.
After “Waitress”, Robinson reports, her next project will be serving as Music Director for Dry Cold’s production of “Dogfight,” scheduled for April. The musical – based on the 1991 film of the same name – revolves around another waitress and her encounter with three GIs about to be shipped out to Vietnam in the early days of the war – and the day before the assassination of President Kennedy.  
According to the blurb from the theatre company, “ ‘Dogfight’ deals frankly with serious and important subjects that are still relevant in our fractious times of political instability, cyber bullying & intolerance of others”.
It sounds like another winner from the local musical theatre company that focuses on premiering the latest new musicals.

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Beloved Chazan Sol Fink celebrates 100th birthday

Sol & Rachel Fink

By MYRON LOVE On December 24, Sol Fink, who both as shoichet and chazan served our community for many years, celebrated his 100thbirthday. In keeping with his low key approach to life, Fink commemorated the occasion only with those closest to him – his wife, Rachel, his children, grandchildren, and great-grandchildren, as well as his last remaining sibling, Ruth Zimmer.
Sol Fink is a man who is infused with a sense of gratitude for his long life, his family and Canada – his adopted home which welcomed him, his three sisters and his  parents after their experiences in the Holocaust. 
Perhaps the most remarkable thing about Fink and his sisters is that he is now the third of the siblings to have turned 100.  His older sisters, Sally Singer and Ann Novak, had previously passed the 100-year milestone – and Ruth is not far behind.
The four Fink siblings were the world’s oldest siblings to have survived the Holocaust.
The Fink family was among the lucky ones – although they wouldn’t have considered themselves “lucky” that day in 1940 when they, along with other Polish Jews who had moved to the Russian-controlled eastern half of Poland (as compared to those who were already living in the area) were forced by the Russians into rail cars and shipped off to Siberia. 
The Fink siblings. the children of Shaindel and Zecharia Fink, grew up in the town of Sanok in southeastern Poland, where Zecharia Fink worked as a kosher butcher.  In the early days of the Nazi invasion the family relocated across the San River to Shaindel’s parents’ home.  
Sol and his sisters did have a younger brother, Eli. Sadly, when the rest of the family wasa about to board the train, the little boy ran back to stay with his grandparents.  He perished in the Holocaust, along with 80 other members of the family.
Three years ago, Sol’s niece, Carol Sevitt, published a story in the Canadian Jewish News chronicling the siblings’ life’s journey.  A year later, Anne’s son, filmmaker Allan Novak, created a documentary which was shown at the Berney Theatre – among other venues in North America and Poland.
The family spent a year in a prison camp in Siberia.  After the Nazis attacked Russia the Fink family was freed, but had to remain in Siberia for the duration of the war.  After the war the family ended up in Germany.          `
“We had an aunt and uncle, Clara and Jack Linhart, who were living in Winnipeg and they brought us here,” Sol Fink says.

 That was in 1948.
Fink’s first job in Winnipeg was working for a construction company putting down hardwood flooring – an occupation suited to his ability to fix anything.  In Siberia, he had been a blacksmith.
What he remembers about this first job was sitting on the roof of the housing he happened to be working on, savouring  a big bun stuffed with perogies, which he would wash down with a quart of chocolate milk. He spent every second of that precious half hour enjoying the luscious foods he had been denied for six years in Siberia.
“We were always hungry in Siberia,” he recalls.  “To this day, I still love the taste of bread.”
After a short stint in construction, Fink took his handyman skills to work for Adelman Furniture (which later became Penthouse Furniture).  “I was doing repairs and servicing,” Fink remembers.  “I was given a company truck to drive and went all over the city.”  
In the mid-1950s, Fink went into business with his brother-in-law, Morris Singer.  They purchased a corner grocery called Lloyd’s on Sargent and Langside. Later, they operated a store on Inkster and McPhilips.  
It was while operating Lloyd’s Grocery that Sol Fink was introduced to the love of his life. “George Rubenfeld had come to work for us,” Fink recalls.  “One day, he tells me that his sister is arriving from France.  He said that she was beautiful and brilliant and wanted me to meet her. He invited me to Shabbat supper with the family.”
Fink was smitten with Rachel Rubenfeld.  After a short courtship, he proposed to her one evening at St. John’s Park.  She said that she couldn’t marry him because she had to look after her parents.  His response – “we will look after them together.”
He was true to his word. After his father-in-law passed away in 1971, his mother-in-law came to live with Sol and Rachel and spent the last 22 years of her life with them.
He was equally solicitous of his own parents.  
It was only after retiring in 1985 that Sol Fink began his second career as a chazan, Torah reader and shoichet. In an earlier interview with The Post, five years ago, Fink said that he became a chazan “out of necessity”. 
“The chazan at the Bnay Abraham Synagogue had just quit,” he recounted.  Rabbi Weizman and the president asked me if I could come to shul on Shabbats to help out.”
When, shortly after, they asked him to lead Yom Tov services, he remembers being unsure whether he could do it. “I went to ask my uncle, Moshe Langsan, his opinion.  He knew the niggunim.  He listened to my davening and encouraged me to take up the challenge.”
Rabbi Weizman also encouraged his new chazan to become the Torah reader for the Shul.
Around the same time, the community’s shoichet quit and moved to Toronto.  “My brother-in-law, Morris, suggested to the rabbi that I might be a suitable replacement,” Fink recalled.  “In the grocery store, we sold a lot of meat.”
 
Fink remembered being really disturbed by the scene at the slaughterhouse the first time that he went with Rabbi Weizman.   He wasn’t sure that he wanted to go back.
“Rabbi Weizman encouraged me to come back with him and help out,” he says. “After three or four days, I was used to it.”
Fink and his partner, the late Shlomo Benarroch, worked as the community’s shoichetim for 20 years – usually going out one day a week to the slaughterhouse in Carman– until the community stopped schechitah about 20 years ago.
After the Bnay Abraham merged with two other Conservative congregations (the Beth Israel and the Rosh Pina) in north Winnipeg in 2002, Fink moved to the Chavurat Tefila.  For a number of years, he led Yom Tov and Shabbat services and was one of the regular Torah readers on Shabbat at the small congregation.  About fourteen years ago, he and Rachel sold their north Winnipeg home and moved into a condo in south Winnipeg.  Despite living south, he continued to lead Yom Tov services at the Chavurat Tefila. (Over Yom Tov, he and Rachel used to stay with his sisters (whom he always called “the maidlach”) who lived nearby.
The last Yom Tov service that he led at the north end shul was just six years ago when – at the age of 93 – he had the pleasure of leading the services with his grandson, Avi Fink-Posen.
When leading services, Sol Fink always tried to daven with kavanah. “I was always aware that I was praying to Hashem for the congregation and the Jewish People as a whole,” he says. 

As a father and grandfather, if you ask Sol’s children or grandchildren their opinion of him, they will tell you that he is the most loving, positive, caring, honest and hard-working person they know. What you see is what you get.
 At the age of 100, Sol Fink is still hale and hearty and he and Rachel still look much younger than they are. Up until a couple of years ago, Fink was still swimming every day at the Rady JCC.  Fink looks at least 20 years younger than he is.  He and Rachel still keep fit exercising daily at home and Rachel makes sure they eat healthily. And he still puts on tefillin and davens every morning. 
As the saying goes – may they both live to 120!

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