Local News
Parents of Gray Academy students offer praise for “Gray Away”
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.
Local News
Young pediatrician Daniel Kroft and his Jewish history podcast
By MYRON L0VE It has been said that if you want to make sure to get something done, give the task to the busiest person in the room. That adage would certainly apply to Daniel Kroft.
Although only 30 years old, Daniel, the son of community leaders Jonathan and Dr. Cara Kroft, has emulated both of his parents by being a community leader as well as a pediatrician. In the former category, Daniel is a member of the Jewish Federation of Winnipeg’s Community Planning Committee (His father, Jonathan, is a Past President of the Federation).
The younger Kroft is also a co-founder of the Manitoba Maccabim – a young Jewish advocacy group. He recently joined Belle Jarniewski, executive director of the Jewish Heritage Centre of Western Manitoba, in a presentation to the Internal Medicine Department of Health Sciences Center on the subject of antisemitism.
Professionally, the Gray Academy graduate (class of 2012) is a member of a clinic run out of St. Boniface Hospital, is on staff at the Children’s Hospital, puts in time at the Health Sciences Centre, and serves as a consultant pediatrician at Brandon’s regional hospital. He also takes trips to northern Manitoba to offer his services.
In addition, he is a member of the Jewish Physicians Association of Manitoba.
With all that on his plate, you wouldn’t think that Kroft would have time for much else. If so, you would be wrong. Four years ago, he launched a new initiative, a podcast – “The Jewish Story” – intended to teach interested listeners about Jewish history.
The idea came to him, he says, back in 2021, when he was still a medical student. “It was the time when Black Lives Matter was in the news,” he recalls. “At med school, we were learning all about Black history and Indigenous history. I realized that I actually didn’t know much about my own Jewish history.”
The first source he turned to was the Anglo-Jewish historian Simon Schama and his book, “The Story of the Jews”. He followed up with online courses from Oxford and Harvard as well as a lecture series led by prominent historian Henry Abramson.
Setting up a podcast, he notes, required another learning curve. “It takes me about a year to do the research and organize my podcasts,” he reports. “I had to learn how to do a podcast and about which equipment to buy. I set up a recording studio in a room in my house.”
On his website (rss.com/podcasts/thejewishstory/), Kroft describes “The Jewish Story” as “a Jewish history podcast for the 21st century”. “We use the latest in archaeology, linguistics and historical methods to sculpt the history of the Jewish People from the exodus from Egypt until the present,” he notes.
He started his series of podcasts going back to the beginning – from the earliest evidence of Jewish existence through the establishment of the Jewish kingdom, its conflicts with neighbouring empires, to its destruction by the Babylonians.
And that is just the first episode.
The first season – seven episodes – encompassed Jewish history up to and including the Roman invasion of Jerusalem and destruction of the second Temple in 70 CE. Kroft points out that some of his podcasts feature guest commentators. In his first season, for example, in the third episode, he interviews Rabbi Matthew Leibl about the relevance to modern Jewish life of the first eight centuries of Jewish history.
In the seventh episode, he discusses with his former elementary school teacher, Sherry Wolfe Elazar ,what lessons modern Jews can learn from the Greco-Roman period for Jewish history.
The second series of podcasts focuses on the development of Jewish life in the first centuries after the Diaspora and the effects of the new Christian and Muslim religions on the Jewish people. The seventh and last episode of season two features Rabbi Anibal Mass, the spiritual leader of the Shaarey Zedek Synagogue, talking about a wide range of subjects ,including the breakaway Karaites, he definition of Jewish music, and how technology has shaped modern Jewish practice.
The third season covers the 11th-15th centuries while the most recent series of episodes spans the period from 1500 to 1650. Kroft reports that the next group of podcasts will provide an overview of Jewish life in the 17th and early 18th centuries, including the beginnings of Jewish life in North America.
I asked Kroft when he finds the time to work on his podcasts. His response: in his spare time – weekends and holidays.
The podcaster reports that when he started, he was getting 30-40 listeners per episode. Now his numbers are up to 200-300 from all over the world.
For readers who may want to hear Daniel Kroft’s story in person, he will be one of the presenters at the upcoming Limmud Winnipeg. Kroft will be presenting on Sunday, March 23, at 1:30 at the Campus.
For more information aboutLimmud, contact coordinator@limmudwinnipeg.org or 204-557-6260
Local News
Former Winnipegger Ezra Glinter to discuss his new biography of Rabbi Schneerson at upcoming Limmud Winnipeg
By MYRON LOVE The Chabad-Lubavitch movement is one of the world’s largest and best-known Hasidic groups. Driven by the belief that we are on the verge of the messianic age. Lubavitch, under the leadership of the charismatic Rabbi Menachem Mendel Schneerson , has, over the past 70 years. engaged in an outreach program to the Jewish world which may bemunprecedented in Jewish history. Wherever there is a Jewish community in the world, no matter how small, you will find a Lubavitcher Rebbe.
I have seen one survey that more younger American Jews – almost 40% -have developed a connection with Chabad than another branch of Judaism.
Last October, former Winnipegger Ezra Glinter published “Becoming the Messiah: The Life and Times of Menachem Mendel Schneerson,” the first biography of Rabbi Schneerson to combine a nonpartisan view of his life, work, and impact with an insider’s understanding of the ideology that drove him and that continues to inspire the Chabad-Lubavitch movement today.
On Sunday, March 23, Glinter will be introducing his biography to his home town as one of the presenters at the 15th Limmud Winnipeg Festival of Jewish Learning.
(Limmud was founded in England in 1980 with the aim to build bridges between professional and nonprofessional educators and between those of differing religious commitments. Today, the Limmud Festival is held in more than 90 Jewish communities in over 40 countries around the world.)
The New York-based son of Nancy and Harry Glinter has had an interesting life journey of his own – a journey that has included his own immersion for several years in the Orthodox world – making him an ideal individual to explore the Rebbe’s life and work and impact on Judaism.
“It was helpful hat I could apply the skills that I learned in Yeshiva to the research,” Glinter notes.
The fact that he is also self-taught in Yiddish was also helpful.
Glinter in a graduate of Talmud Torah. At the age of 16, Glinter chose to pursue a more religious lifestyle. With his parents’ support, he enrolled in Ner Yisroel in Batimore.
In 2004, after four years in yeshiva, he enrolled at McGill, graduating with a BA in English (in 2008), followed by a year at New York University. Since then, he has pursued a career as a freelance journalist. For five years, he served as deputy arts director for the Jewish Daily Forward. Over the past eight years, he has contributed book, theatre and arts reviews and lifestyle stories to numerous prestigious American publications, as well as the Israeli newspaper Haaretz,”and the Paris Review.
The Schneerson biography is his second book. In 2016, he published “Have I Got a Story for You” – a compilation of 42 stories – published in Yiddish in The Forward over its almost 130—year history.
The stories are an assortment of wartime novellas, avant-garde fiction, and satirical sketches about immigrant life in New York – with short biographies of the contributors. Glinter served as editor of the project – with the stories being translated into English by leading Yiddish translators who were able to capture the sound of the authors and the subtleties of nuance and context.
Glinter notes that he spent four years doing the research for his current book. He reports that his Shneerson biography has been generally well-received – although, he adds, there haven’t been a lot of reviews.
“It seems that both followers of Chabad and secular readers appreciate the book,” he comments.
For the past two years, he has been working as the senior staff writer and editor for the National Yiddish Book Centre, which is located in Amherst, Massachusetts. “We have our own press and newsletter,” he points out. “We translate newly published Yiddish works into English.”
Readers who may be interested in attending Limmud this year can cal l204 557-6260 or email coordinator@limmudwinnipeg.org. Ticket prices are $55 for the full day (which includes lunch and snacks) and $30 for a half day attendance. Reduced rates are available for younnger adults (under 30), students and children.
Local News
Bright future for Israeli-born University of Manitoba Science student Erele Tzidon
By MYRON LOVE Erele Tzidon, a second year Science student at the University of Manitoba, seems to have a bright future ahead of her.
Rabinovich-Nikitin
The year before last, the Israeli-born graduate of Gray Academy received a University of Manitoba undergraduate research award, which allowed her to pursue research as a member of Dr. Inna Rabinovich-Nikitin’s research team at the Institute of Cardiovascular Sciences, (ICS) researching the link between pregnancy complications and the risk for heart disease.
The world-renowned institute, directed by Dr. Lorrie Kirshenbaum, studies heart disease and heart function with the goal of researching means to repair damaged heart cells and prevent heart failure.
This past November, Tzidon was presented with a second award – the Dr. James S. McGoey Student Award – based on the quality of her cardiovascular research at the ICS, which operates out of the St. Boniface Hospital’s Albrechchtsen Research Centre.
“We are very proud of Erele and her achievements,” says Dr. Inna Rabinovich-Nikitin. “We believe she has a promising future in medical research.”
Originally from Moshav Ginaton in central Israel, Tzidon came to Winnipeg in 2018 with her parents Ofer, formerly regional manager for a car rental agency in Israel and now an RBC branch Manager, and Sharon, an emotional therapist in Israel who is currently working as an educational assistant at Gray Academy. Tzidon also has three younger brothers.
The 19-year-od reports that it was through a connection she forged with Rabinovich-Nikitin at G ray Academy (where the latter has three children enrolled in the elementary program) that opened the door to a summer position at the ICS in 2023. She notes that she is at the ICS two days a week and at the U of M three days a week.
“I have always wanted to do research,” she says, “because I have an unlimited number of questions. And I love working with the great team at the ICS.”
One of the primary focuses at the ICS in recent years has been on women’s heart health. Three years ago Kirshenbaum created a new research program within St. Boniface Hospital specifically for the study of heart disease in women. Dr. Rabinovich-Nikitin was the first faculty member seconded to the new research program
In an earlier article I wrote about her in the Post (in 2021), I noted that she, like Erele Tzidon, is originally from Israel, having arrived in Winnipeg in 2016 with her husband Sergey, and their two children (a third child was born here) to further her scientific knowledge through working in Kirshenbaum’s lab.
Rabinovich-Nikitin is graduate of Tel Aviv University with a Ph.D. in biotechnology.
“I was always interested in science, how things work,” she notes. “I have a particular interest in women’s cardiac health.”
Four years ago she herself was presented with the Winnipeg Foundation’s Martha Donavan Leadership Development Award. The award is intended to provide leadership development opportunities for women in the Rady Faculty of Health Sciences at the University of Manitoba. Eligible applicants include women who are full-time or part-time academic faculty members, students of the Rady Faculty of Health Sciences, and students as well as post-doctoral trainees (including residents), presently enrolled in a program of study within the Rady Faculty of Health Sciences.
In 2022 Rabinovich-Nikitin, was the winner of the Louis N. and Arnold M. Katz Basic Science Research Prize for Early Career Investigators awarded by the American heart Association (AHA). This award is the highest international recognition of research excellence for an early career investigator to receive, and Rabinovich-Nikitin is the first ever Canadian scientist to receive this award.
That same year she joined the University of Manitoba Department of Physiology and Pathophysiology as an assistant professor, studying heart disease in women. Rabinovich-Nikitin observes that heart disease in women presents itself in a different way than in men. She notes that one of the new lab’s initial findings was that there is one specific gene that leads to cardiovascular issues in some pregnant women that can point to heart disease later in life, and also have negative implications for the development of their children. Those children are smaller at birth and, as adults, are prone to hypertension, diabetes and obesity,
“We are looking into how that particular gene increases the risk of heart disease.” she says.
Rabinovich-Nikitin would like to invites readers who may be interested in learning more about women’s heart health to a free program the ICS is offering on Sunday, February 23 at the Wellness Institute at 1075 Leila Avenue from 1:00-4:00. The afternoon will feature speakers, children’s activities and Zumba sessions.
“I would encourage everyone who has questions and wants to learn about women’s heart health to attend,” she says.
You can find more about the event at https://megaheartevent.com/
You must be logged in to post a comment Login