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Parents of Gray Academy students offer praise for “Gray Away”

Charlie (JK) & Samuel (Gr.2) Badniok

By BERNIE BELLAN
At the end of my conversation with Lori Binder, Rob Dalgliesh, and Andrea Ritter about how Gray Academy has adapted to online learning, I asked Andrea whether she could suggest the names of some parents who might be willing to offer comments about how their children have taken to online learning.

Andrea sent me names of three parents: Tara Kozlowich, who has children in Grades 3 & 6; Sophie Gaulin, who has children in JK & Grade 2 (and who has been in Guadaloupe since before the pandemic due to her husband’s work); and Marla Levene, who has children in Grades 6 & 9.
In addition, I also contacted Jonathan Strauss (who was actually the individual who had suggested that I do a story about how well Gray Academy is doing with online learning.) Jonathan has boys in Grades 4 & 7.

Following are the questions I posed to Tara, Marla, and Sophie: (I simply asked Jonathan to offer some capsule comments about his impressions of “Gray Away”.)

1. How much time do both of your children typically spend doing online learning in a given day?

Tara Kozlowich: We have two daughters at the Gray Academy. One is in Grade 6 and the other in Grade 3. They spend most of their school day in a balance of live online classes and independent work. Our older daughter has dedicated times where she can attend a google meet to ask her teacher questions about assignments or to go over something in a personalized setting, similar to what you would expect in a classroom. Our younger daughter has smaller group breakout sessions which has been very helpful in teaching different concepts and providing 1 on 1 attention. They also participate in a range of other subjects such as French, Art, Gym and Music.

Marla Levine: Our children (grade 9 and grade 6) spend between 5 1/2 to 6 hours a day learning. There are also breaks in the morning and afternoon as well a lunch break.

Sophie Gaulin: Our son, Samuel is in Gr. 2 and spends in average 4 1/2 hours in total online, learning, between zoom classes and homework.
Our daughter, Charlie in JK spends about two hours total, mainly on zoom.

2. Does it vary much from day to day?

Tara: One of the great things about Gray Away is that there is consistency and structure, which is such an important part of their school day – especially in the situation we all find ourselves in. The schedule can differ by day but expectations are always clearly communicated to the kids.
Marla: Each day the amount of time spent on computer as opposed to working alone changes.
For our daughter in grade 6, there is a “meet” with her general studies teacher first thing in the morning. They spend the morning with a combination of instruction from the teacher and independent time to do the assigned tasks. At the end of the morning they have a check in before lunch. The afternoon is a similar format with the Judaic studies teacher. In addition, the other itinerants (French, art, gym, debating/public speaking, music, etc.) are spread at different times within the morning or afternoon throughout the week.
For our son in high school, the week is divided into his various classes. For any given class they may have a live meet with instruction, time to work on posted assignments with the teacher available on a meet for questions, or a combination of both. There is also small group advisory with a designated teacher to check in on the kids and how they are doing.
For elementary, the itinerants vary from day to day. The content / format for main subjects in General and Judaic studies also vary depending on what they are working on at that time. In high school, it varies from day to day (depending on what each teacher is doing in that subject on that day) as well as from class to class.

Sophie: It doesn’t vary much from one day to another.

3. How are they reacting to it? (For instance, did they adapt to it quickly? Was there a novelty aspect to it at first? Are they feeling the same way about it now as they did to start?)

Tara: They have both adapted well to the Gray Away program. Although they miss their teachers and classmates, the school has done a great job keeping them engaged and supported and they are able to connect digitally with their friends and teachers daily.
We are in a good routine with the program. Our older daughter who is in Grade 6 is independent and does not need assistance from us throughout the day. Our daughter in grade 3 needs some help each morning getting organized for the day. The structure of the program has allowed us to both work from home with minimal interruptions to our workday. Although the higher grades were already well versed in turning in assignments electronically, it’s amazing how quickly our younger daughter has picked up submitting assignments online, or taking her weekly spelling test online.
Marla: When Gray had to stop in school instruction, there was a huge unknown for everyone as to what to expect. Starting from the first day of Gray Away, our kids have been busy, engaged, happy, at ease. They are excited to see their peers and teachers. They are happy to remain connected to school. These are very uncertain times for everyone and Gray has given the kids a sense of normalcy, schedule, purpose to their day
Sophie: Our situation was a bit complicated at first because we are away in Guadeloupe. My husband was doing a locum at the hospital in NICU and PICU. We were supposed to stay on vacation only 10 days and come back mid-march but because of the COVID, he was asked to stay and help for an extended period of time.
We decided to stay together as a family but the kids didn’t have their school material and we didn’t have a printer, books… nothing. So at first it was a very stressful situation. But right away I saw why Gray is often described as a family: from Joyce Kerr, to Lori Binder, to the teachers, to Ira… we were shown an extensive solidarity that enabled us to continue their education abroad. They were sending the material every day. When we couldn’t find the material to do an activity (because we had restrictions to go out of the house for the first 6 weeks), they made sure my children didn’t feel left out.
They were amazing at providing a structured day so that the kids didn’t feel like they were on holidays but at the same time, my children feel empowered by the new learning experience. When the teacher says that they have a 30 minute break, they put their timer and go off. The system put in place is extremely organized and doesn’t require much of my time. And I have to admit it suits me fine because I work long hours remotely with my colleagues in Manitoba.

4. Do you think they are learning as much as they would be in a physical class room setting?

Tara: Although it’s hard to replicate the class room environment, they are not only learning academically, but also have the benefit of learning so many other skills such as resilience, kindness and the importance of community during difficult times. The school has done a great job of also continuing to make connections through online events whether it be for Yom Haatzmaut or a weekly Shabbat Assembly. It has been amazing to see families come together online.
Marla: We are incredibly pleased with how much our children are learning. Whether it is “as much” is easier to assess with our daughter as we can compare with what our son was learning in grade 6. It appears to us that they have not missed a beat … the teachers have modified lessons and brought in new innovative teaching, allowing the kids to flourish.

Sophie: I don’t know if they are learning as much but what I can say, is that they have not felt disconnected from school thanks to the amazing program put in place. I couldn’t believe how fast Gray was able to respond to the crisis. Within a couple days, we felt they had things under control and I felt really guided through this experience.
I feel that my children are still learning a lot. Yet they miss the real interaction with their friends and teachers.
They are also learning different skills. For instance, my 7 year-old son started writing his own emails to his teachers. So he learnt how to be responsible for sending his work or sending an email explaining why he couldn’t do it.

5. Lori mentioned that they actually have recess breaks built into the program? Do your children go outside during those recess breaks?

Tara: Our kids will often take their breaks outside for short walks or connecting with friends virtually. It’s nice to be able to spend ‘lunch recess’ with them and hear how their morning went.

Marla: The kids definitely take breaks. Sometimes that involves an outside activity and sometimes it involves an inside activity. It depends on the day and how much time they have. For example, with our son, if he happens to finish an assignment early he will often go for a walk or a bike ride or do some other type of exercise.

 

Sophie: Yes the schedule is very balanced. They have recess breaks and my children put the timer on and go off. Sometimes they go swimming in the pool, sometimes they go in the yard chasing lizards and caterpillars!

I invited each of the respondents to add a final comment.

Tara: Overall, our family has been so happy with Gray Away – in a short period of time the school came together quickly to launch a program that has been so well received.
It is important to mention how committed our teachers and Administration have been throughout this time – they have shown a tremendous amount of dedication to their students. Special touches like surprising the Grade 6 students with an early delivery of the coveted Gray Academy Raiders sweatshirt, or sending a personalized letter (received through regular mail!) to our younger daughter letting her know how much they miss her was such a nice surprise. These gestures have gone a long way towards our children’s happiness.
Well done Gray Academy!

Marla: We cannot thank the Gray team enough. They were able to create in a matter of days an online learning platform that should take years to launch. The administration, teachers and all staff adapted to create a learning environment that is truly remarkable. They also have gone above and beyond to check in to ensure each of our kids (and our family as a whole) is coping well with all that has come with this pandemic. We are so fortunate to have people so dedicated to our children and their well- being – educational, mental and physical. (As an aside, I should add that we have had conversations with many of our peers who are parents and our peers who work in the various educational systems. We can say confidently that there is no other private or public school that compares on any level to what is going on at Gray from an educational perspective, a connection to teachers/classmates and overall concern for emotional and physical well-being.)

Finally, here is what Jonathan Strauss had to say:

“Our family has been very impressed with how quickly Gray Away was developed and launched.
“The daily structure means that our kids are working without the need for us, as their parents, to be involved in their day to day work. From what we hear from other parents this is not the same as many other schools.
“The boys are spending much of their school day on their computers. While it is more than normal, we are happy that they are being engaged with their education for more than just a couple of hours per day.
“Seeing their friends every day on video calls means a lot to our kids. Having been separated for so long from their friends they look forward to this regular connection via Zoom.
“We can’t say enough about how pleased we are with Gray Away. Lori, her leadership teams and all of the teachers have done a tremendous job in transition quickly to online learning.”

 

I would really have liked to talk with individual children, and I might still do that – but I think I’ll save that for a future article.

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Temporary Federal Government visa program paves way for Israelis looking to Canada for reprieve from war

By MYRON LOVE Shortly after the Oct. 7th Hamas attack, Immigration, Refugees, and Citizenship Canada (IRCC) instituted a temporary immigration measure for Israelis (as well as Palestinians from Gaza and the West Bank) to apply for a temporary reprieve in Canada through applications for work permits. According to Iael Besendorf, Jewish Child and Family Service’s Settlement Services Team Lead, since last October, 70 families have arrived from Israel, comprising 191 individuals. 
“While some of these families were already in the process of applying to move to Winnipeg, the conflict in Israel hastened them to leave sooner,” she reports. 
She adds that approximately 50 of the families – comprising over 150 adults and children – have come through under the aegis of the temporary work visa program.
Besendorf points out many of the individuals, couples, and families arrived in Winnipeg in great distress, only taking the few belongings they needed to settle here.
“Most left behind family, friends, and jobs in a sudden state of emergency,” she notes.
”During the first few weeks following their arrival, JCFS was there to hear and acknowledge their immediate trauma.  We at JCFS continue to provide individual counselling and group supports as needed.”
She further adds that JCFS created – with the financial support of the Jewish Federation of Winnipeg –  a special War Response Team to assess and respond to the needs of local community members and new arrivals.
“Mental health and counselling professionals on our team are available to meet with anyone needing services,” she says. 
“As an adjunct of this, we at the JCFS Settlement Team are the first to interface with newcomers to our community and are also available to help triage and refer clients in need.  These new arrivals receive our typical settlement supports such as: information and orientation about their first steps in Canada, which includes help with practical needs such as housing, daycare, schools for their children, employment resources, and an orientation to all the various Jewish organizations.” 
The newly arrived Israelis have also been showing up at our community’s summer camps and Gray Academy of Jewish Education. 
“After October 7, we welcomed 17 temporary students who came from Israel to be with friends or family in Winnipeg,” reports Lori Binder, Gray Academy’s Head of School and CEO of the Winnipeg Board of Jewish Education.
“Eight of those students remained at Gray Academy, and 12 more Israeli students have joined us for the 2024-2025 school year.”
 
She adds that enrolment at the school is over 500 (as compared to 472 last year) – with almost 100 of them brand new to the school.  Quite a number of the new students, she points out, are from local families who see the value in a Jewish education.
Ian Baruch, Camp Massad’s Planning and Engagement Director, reports the camp at Sandy Hook welcomed “quite a few” IsraeIi kids this past summer among the 136 campers who were registered.
“About a quarter of our campers and half our staff are Israeli or from families from Russia who came here by way of Israel,” he notes.
 
The BB Camp office was closed through the first half of September so no comment was available as to the number of Israeli children at the Lake of the Woods camp.
 
Iael Besendorf further observes that among the challenges the Israeli newcomers are facing here is the length of time that it is taking the Federal Government to issue work permits. 
“As a result,” she says, “the adults are unable to work, and many families are feeling this financial pressure.” 
She adds that “as the situation in Israel appears to be far from over, we expect more people will seek reprieve outside of Israel. The Federal Government just announced an extension of one more year, to March, 2025, for this temporary visa program.  As such, JCFS expects that more will arrive and that we will are likely to see a steady stream of more people over that time.” 

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Argentinian-born architect Juan Sternberg shares his success story in Winnipeg

By MYRON LOVE Upon his arrival in Winnipeg from Argentina in 2004, architect Juan Sternberg metaphorically unlocked a door to a world of endless possibilities. Sternberg told the story how he arrived in Winnipeg and how his career as an architect has flourished here at a joint Jewish Business Network/GrowWinnipeg/Rady JCC program on Thursday, September 19.
As has also been the case with most other Argentinian Jewish newcomers to Canada over the past 25 years, Juan hails from Buenos Aires, which is where he graduated from architecture – at the University of Buenos Aires, in 1986. His passion for innovation led him to pursue post-graduate studies in CAD/CAM design and a teaching position in the university’s Faculty of Architecture for more than 5 years. He then worked for more than 20 years for a major construction company in Argentina’s capital city as an architect and project manager. The company’s projects include the stunning MALBA (Latin-American Art Museum of Buenos Aires), the Galicia Bank Tower, and the impressive Metrogas Argentina.
 “It was in 2001 that my wife and I decided to move our family – including our 12-year-old son and 9-year-old daughter to Canada,” Sternberg says.  “I had a friend whose brother lived in Canada. Through our research, we became aware of the Jewish Federation of Winnipeg’s Outreach program.”
 In 2004, Sternberg and his family arrived in Canada. Soon after, he obtained status as a LEED AP (Leadership in Energy and Environmental Design Accredited Professional) with the Canada Green Building Council. Sternberg also became certified with the Canadian Architectural Certification Board, the Royal Architectural Institute of Canada, and the Manitoba Association of Architects to practice architecture in Canada. He practiced at a local architecture firm in Winnipeg for ten years.
 In 2016, it was time for Sternberg to open his own office – SA Sternberg Architecture – at 611 Corydon Avenue. Sternberg and his staff focus on institutional, commercial, and government projects country-wide.  “Regardless of the project size, at Sternberg Architecture the job must be done right. We started with small projects,” Juan notes, “which led to larger, more interesting assignments.” SA Sternberg Architecture believes that client collaboration is the key to success. The firm’s steady growth over the years is due to client satisfaction and word of mouth.
Sternberg believes that,  from concept to completion, each project and each client requires a unique solution, where quality and design are paramount.  “By understanding the needs of our clients we can create beautifully designed functional buildings while keeping the projects economically feasible – and our clients appreciate that,” he says.
Current projects that SA Sternberg Architecture is working on include school renovations and a childcare centre in Dauphin that will be able to accommodate up to 120 children. Sternberg has also done residential work, projects for Manitoba Housing, First Nations, and renovations for higher education facilities. His practice embodies the spirit of architectural excellence and entrepreneurial drive.

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‘STAND-UP NATION” – New book highlights Israel’s many contributions to world through international development

cover of 'STAND-UP NATION"/author Aviva Klompas

Review by BERNIE BELLAN Elsewhere on this website we have a story about an event that was sponsored by JNF Canada at Camp Massad on Sunday, September 1, during which the guest speaker was someone by the name of Aviva Klompas.
As we noted in that story, Klompas is the author of a recently published book whose title, “STAND-UP NATION” is an unabashed emulation of the wildly successful ‘”START-UP NATION,” which was published in 2009.
As I noted in my review of ‘START-UP NATION” in the December 16, 2009 issue of The Jewish Post & News, “This book, simply put, is one of the most uplifting pieces of writing about Israel that has come out in a very long time. For anyone who is a strong supporter of Israel, the stories that (Dan) Senor and (Saul) Singer relate about Israel’s emergence as a high-tech superpower will be reminiscent of past stories about Israel’s military brilliance.”
Fifteen years later, Klompas adopts a very similar style that Senor and Singer employed in their book, which was to provide a series of case studies that illustrated how Israeli creativity and entrepreneurship combined to turn Israel into an economic success story.
While “START-UP NATION” suggested that Israel’s brilliance in the economic sphere was something that had only been a relatively recent development – beginning in the 1990s and fuelled largely by the influx of massive numbers of Russian immigrants, Aviva Klompas’s thesis is that Israel has had a tradition of international development and aid from the very beginning of the foundation of the state.

Her book was 10 years in the making, she explained in an interviews she gave at a recently held event near Boston. It first took root when she was Israel’s sole speech writer at the United Nations (from 2013-15), she said. In that capacity, Klompas noted, she had to immerse herself in a whole range of subjects – including international aid and development – about which, she admitted, she knew very little prior to her period of service at the UN.
But, as she learned more about how much international aid development had been a part of the very fabric of Israel’s founding ethos – especially as it was promoted by Israel’s first prime minister, David Ben Gurion, Klompas began to develop an especially keen interest in finding out as much as she could about how Israel came to be one of the very first nations that advanced the notion of international development in third world countries.
As Klompas explains in the book, the tremendous challenges that the newborn State of Israel faced in the first two years of its existence – when it absorbed over 800,000 new immigrants comprised of Holocaust survivors and refugees from Arab countries – leading to a doubling of Israel’s population almost overnight, “Despite the small population and lack of natural resources, the country’s leaders had big ambitions. Ingenuity and entrepreneurship were celebrated. Chutzpah took root as a national ethos. As time passed, the country’s confidence grew, and its citizens turned outward. They shared their success with other countries confronting similar challenges. With each passing decade, as Israel grew more secure and prosperous, it became a model and inspiration to developing countries that sought to achieve the same transformation.”

How Klompas came to write this particular book is an interesting story in itself. She said, during the interview that, after she left the UN, she began something called “Project Inspire,” in which she took young people on study tours to third world countries such as Kenya, Uganda, Nepal, Guatemala, and India.”
During those tours she encountered project after project that had been started by Israelis who had been inspired by a combination of idealism and experience. Of course, she uses the phrase “tikkun olam” quite often in her book, but that particular phrase is trotted out so often by Jewish organizations and is so general in its meaning that it loses its impact.
Instead, what Klompas does is tell a series of 20 different stories in which Israelis – often Americans who emigrated to Israel by the way, turn to using education and skills that they acquired in Israel into very imaginative projects in countries all around the world.
It was during the Covid epidemic that Klompas first thought of writing a book filled with stories of Israelis who had travelled to distant lands to initiate a variety of aid projects – often without any assistance at first, but then through a combination of fund raising and appealing to the governments of countries to which they had travelled, had achieved remarkable success almost always through their own ingenuity and resourcefulness,
What is so remarkable about many of these individuals is that their stories begin with travelling to a particular country, often backpacking – usually seeking adventure, and during the course of their experiences in those countries, they come to realize that they are well suited to providing exactly the sort of expertise that is so sorely needed in those countries.

Whether it’s in the areas of agriculture – which is a very common theme in the book, or often health care, Israelis time and time again have gone into some of the poorest parts of the world to offer assistance. And, in contrast to many other individuals from other countries that have also become involved in development projects, many of the Israelis profiled in “STAND-UP NATION” have stayed for years, rather than mere months. Often they’ve learned native languages – and customs, and rather than attempting to inject foreign concepts into the lives of the people with which they’re living, they adapt those concepts to native traditions.
Even after they’ve returned to Israel a great many of the individuals Klompas describes in the book have kept going back to the countries where they helped to initiate projects – often to check up on those projects or to begin new ones.
At the beginning of the book, Klompas describes Israel’s very first international development agency, known as MASHAV, and how it actually preceded international development agencies from countries such as the US, Canada, and Britain, as well as the UN’s own international aid agencies.
While Klompas does concede that, to a certain extent, MASHAV was intended to improve Israel’s image within third world countries, she notes that even to this day, MASHAV has training programs for thousands of individuals coming from countries that have been highly critical of Israeli policies – especially since Israel’s incursion into Gaza.

Given that the book was released only recently, Klompas often refers to how much Israel’s image in the world has changed for the worse since October 7. Yet, in a series of often poignant post scripts that she includes at the end of many of her chapters, Klompas quotes from many individuals who have either been working closely with Israelis in their respective countries or who have benefited from receiving training and education in Israel itself. In many of those excerpts from emails sent by various individuals, they remark upon how much anguish they feel for Israelis – also for Palestinians.
One question that did occur to me as I read this very well written book (and Klompas’s years of experience as a speechwriter shine through as she manages to imbue each story she tells with a freshness that keeps the book from bogging down into repetitiousness) is: How many of the many aid projects that had been undertaken by Israeli-based organizations have been severely affected by how badly Israel’s image has suffered in the past year? In many of the cases Klompas cites – and these were situations in which Israelis had gone to countries that either had no relations with Israel at all or had very poor relations with Israel, the Israelis going into those countries hid their identities as much as they possibly could.
Klompas also describes how Israeli disaster relief teams have gone into countries – such as Turkey and even Syria, to provide relief, often at great danger to the members of those teams.

One final note: Considering that Aviva Klompas was the special guest speaker at an event sponsored by JNF Canada Manitoba-Saskatchewan Region, and JNF Canada is now in the midst of a terrible situation in which its charitable license has been revoked by the CRA, I thought it appropriate to refer to a section of “STAND-UP NATION” in which Klompas writes about the many projects in which the JNF has been involved that have directly led to enormous benefits, not only for people in many third-world countries but, at least prior to October 7 – Palestinians from the West Bank and Gaza as well. (Again, I would have liked to know to what extent projects involving students from the West Bank and Gaza have now had to cut ties with students from those areas since October 7. What a tragedy.)
Klompas writes about the Central Arava Research and Development Centre, “which is developing new crops and improving existing techniques so farmers in the Arava Valley can compete in the global produce market;” about the Kasser Joint Institute for Food, Water, and Energy Security, “which develops techniques and technologies to aid communities in arid and hyper-arid low income countries in addressing their food, water, and energy insecurities cost effectively and sustainably;” about the Arava Institute for Environmental Studies, which brings together “students from Israel and Jordan, along with Palestinians from the West Bank and the Gaza Strip…who train together in the fields of sustainability and the environment;” and the Arava Institute for International Training, which is “attracting young men and women from developing countries all over the world.”
While Klompas doesn’t specify exactly how much the JNF has been involved in each of those projects, the point is that the JNF’s contributions to research in the areas of crop development in even the harshest, most arid conditions, have been of benefit not only to Israel, but to countries all over the world – also to Palestinians in the West Bank and Gaza. And to think: the CRA has questioned JNF Canada’s “charitable object.”

Just as Israeli international aid organizations have been motivated by a combination of a desire to do good – as in the concept of “tikkun olam,” also to a certain extent, Israel’s desire to improve Israel’s image in the third world, what difference does it make so long as all those individuals working in third world countries are contributing so mightily to the well being of the people with whom they are working?
The same can be said of JNF Canada. While the CRA may be nit picking individual projects in which JNF Canada has been involved, saying the paperwork trail is deficient, how can one question the incredible humanitarian contribution that the JNF has been making for years – in ways Klompas cites?
Perhaps at some point we’ll be able to find out from Klompas how each of the 20 projects she profiles in this very important book have been affected by what’s been going on in Gaza the past 11 months. But, if anyone needs to get a better idea how enormous an impact Israel has had in the area of international development – on a scale the country has had in the area of entrepreneurship – as described in ‘START-UP NATION,” read “STAND-UP NATION.”

“STAND-UP NATION…Israeli Resilience in the Wake of Disaster”
By Aviva Klompas
213 pages
Published by Wicked Son, 2024
Available at the JNF office in Winnipeg (phone 204-947-0207) or an Amazon.ca

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