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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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Limmud speaker Dan Ronis to introduce alternative way of learning about Jewish history

By MYRON LOVE The study of Jewish history – actually history in general – can be approached in any number of ways.  There is the traditional yeshiva way of study, for example.  Or, there is the conventional, modern, secular approach – as exemplified by Daniel Kroft  (who was profiled in the last edition of the Jewish Post) – who accessed online lectures and university courses as well as readings to prepare himself for the launch of his relatively new Jewish history podcast.
Dan Ronis, who, like Kroft, will be presenting at Lummud Winnipeg on Sunday, March 23, is taking a decidedly different tack in learning about and teaching aspects of Jewish history.
A plant  breeder and plant geneticist by training, Ronis, who currently lives in Saskatoon, will be giving two presentations at Limmud.  His afternoon seminar will be about presenting Jewish history through the lens of a board game – specifically a visual recreation of  the 70 CE Roman siege of Jerusalem.
Now board games recreating historical battles have been around for decades. (I remember as a teenager recreating the Allies’ D Day invasion of Normandy in June, 1944.)
“I have always loved chess and other board games involving strategy,” Ronis says.  “With board games that recreate significant historic battles, you can actually see the disposition of the different armies in relation to each other. You can visualize the Roman siege towers, for example, the battering rams.  You can visualize Judean forces sneaking out of the besieged city from time to time to launch surprise attacks on the enemy.  It helps the players to understand how hard it was for both sides.“
(Ronis notes that there are other board games emulating each of the wars of modern Israel.)

Ronis’s morning presentation will be more esoteric”  “No Forbidden Fruit – No Angry God” – which is also the title of one of two books he has written – the other being  “Women of the Hebrew Bible: Their Stories”, (both of which are available on Amazon).
“No Forbidden Fruit – No Angry God” tells the stories of the Torah, from information he has gleaned through the practice of  “channeling” through a professional medium.
“The women and men who led the way of faith, are more magnificent than is told in our writings,” Ronis claims. “That is what I believe after composing two channelled books which present those people and the events in a different light. I am pleased to be able to share some of these stories at Limmud.”
For readers who may be unsure of who or what a medium is, think of Theresa Caputo  of television fame.  Mediums claim to be able to converse with those who have passed on through a spirit guide.  While many may be skeptical, there are also many believers.
Be that as it may, what Ronis has learned through his medium about the personalities in the Torah is certainly food for thought.
The medium through whom he gained his information is Donna Somerville, with whom he first came into contact while working for McCain Foods in New Brunswick as a potato breeder.
“I got to know some people who had consulted Donna and found what she had to say interesting,” he recalls. “Three or four years ago, I went to see her about some relationship issues and family matters. We became good friends.”
 
So, a few short years ago, Ronis – who grew up in Washington, D.C. within a Reform family, decided to see if Somerville, who now lives in Halifax, could also channel biblical figures.  “We had nine or ten sessions and  the results were fascinating,” he recalls.  “She described real people.”
The sessions, he notes, focused largely on the five books of Moses. He reports, for example, that she vouched for the reality of Adam and Eve – but suggested that Noah was an amalgam of three God-fearing men who each built arks.  One of the three was the story-teller.
He adds that the flood was largely restricted to the northern hemisphere.
“My questions were open-ended,” he says.  “Donna, for example, provided intriguing new information about the story of Esther.”
Ronis notes that he was particular interested in stories of women in that long ago era because they have been largely overlooked in Jewish writing.
For the first book he recounts, he recorded the sessions on audio and video before transcribing the information. For the second book, he had free software which allowed him to change the text on the fly.

Readers who may be interested in attending Limmud this year can call 204 557-6260 or email coordinator@limmudwinnipeg.org. Ticket prices are  $55 for the full day (which includes lunch and snacks) or $30 for a half day.

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Congregation Etz Chayim’s new Chief Operating Officer is embracing the meaning of Jewish life

By MYRON LOVE In her new role as the Chief Operating Officer of Congregation Etz Chayim, Morissa Granove is focused on the future of synagogue life. She is also committed to creating meaningful Jewish experiences for herself, the synagogue’s members, and Winnipeg’s Jewish community.  “We will be working to create something special for everyone at every age with a special focus on engaging the younger members of our community,” she says.
 
Granove, who was appointed to the position just six weeks ago, is herself an example of a younger person who has rediscovered meaning in community and has taken on a leadership role.  It is heartening to see a growing number of younger community members assuming leadership roles in our communal institutions and bodes well for the future of our Jewish community.
 
The daughter of Bruce and Dina z”l Granove, Morissa grew up in Garden City.  She attended Peretz School, Talmud Torah, and Joseph Wolinsky until the end of Grade 9, before attending high school at Garden City Collegiate.  After finishing school, she joined her father in business at the Work Boot Factory Outlet Store Ltd. on Regent Avenue, which first opened in 1989.  Over the years, Morissa came to assume the management responsibilities.
 
In 2015, she reports, she stepped back from day-to-day management of the business.  Her father Bruce was retired, and her wife, Laurie McCreery, took charge of the daily operations, while Morissa continued to have input and oversee things from afar.
 
Morissa Granove has been on a spiritual quest since 2003.  She notes that she has studied various Eastern philosophies and healing practices over the past 20 plus years. In 2015, she began a private practice that she still maintains in which she helps others overcome being overwhelmed emotionally, using easy-to-learn skills and simple steps that continue to support Morissa herself daily.  “I was learning what it means to live a truly good life, and as a deeply sensitive person, I was seeking out how to better control my emotions so they would no longer control me,”  she says. Many of the same skills that have supported her personally were also key to her success in business, she adds.
 
While Granove grew up attending the Beth Israel Synagogue, which later merged with Congregation Etz Chayim (and the Bnay Abraham Synagogue) 25 years ago.  She, as with many of her contemporaries, had drawn away from Jewish life as it relates to synagogue attendance. It was the sudden passing of her mother, Dina z”l, that brought her back to shul, she explains.
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“I found coming back here after mom died gave me a great sense of comfort and a strong feeling of belonging,” she recalls. “I didn’t expect that.”
 
Initially, she took on the role as the Etz Chayim’s “Spiritual Concierge & Director of Lifecycle Events.”  “I am looking forward to building on our traditions and history,” she says.
 
It is just over a year since Congregation Etz Chayim moved into its new home at 1155 Wilkes Avenue in south Winnipeg, after 70 years on Matheson Avenue in north Winnipeg.  The move was a long time coming.  The building needed a lot of upgrading and, with 70% of the membership and 80% of the younger families living south, it made sense to relocate to where the membership is.
 
“By being closer to our membership, it has made it easier for more people to be involved.” the new Chief Operating Officer notes, “We are getting good numbers coming for Shabbat services.  We are seeing more people coming by the office.  We are getting a steady stream of new people coming in for exploratory visits, and we are having more young families getting involved in our incredible programs.”
 
Granove has observed that moving Etz Chayim south has turned out to be so much more than simply moving from point A to point B.  Rather, she notes, “the move gave us the opportunity to look at how we can operate more efficiently and effectively.  This is so much more than a new location.  It is a new opportunity.”  At the new Etz Chayim, she continues, “we are able to offer meaningful Jewish events and programming for all age groups in a convenient location.” 
 
She cites, for example, the synagogue’s new USY (United Synagogue Youth) program – in conjunction with the USCJ (United Synagogue of Conservative Judaism) – of which Etz Chayim is a member – for teens which, she reports, has drawn a good number of participants, and is growing.  She has also had requests for more seniors’ programming and is excited to be working on some new initiatives for the coming months.  As she often says, “Stay tuned.”
 
“I have been wondering for some time if the synagogue (in the generic sense) could go back to the days when it was a centre of community life,” she muses.  “I think we can!”
 
“I hope that our members come to view Etz Chayim as a home away from home for themselves and their family, just as I have,” Granove says.  “I am committed to working for our community and we will continue to create more and more reasons for others to choose Congregation Etz Chayim as a home for their religious needs and community connection.”

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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

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