August 19th: It Will Begin... How did I prepare to get there?

New teacher orientation begins on August 19th.  

It is then I will find out all sorts of details; schedules, calendars, grading systems - all the nitty gritty that both new and returning teachers need to know to begin organizing for the semester.  I could not wait. 

I have spent the better part of Spring and and most of this Summer trying to get wrap my head around the things I will be teaching.   I am quite familiar with all three subjects.  In fact, I have been teaching these classes with variations for years and years; different ages, differing abilities, young children, high school students and adults. 

What makes planning different for the start of this semester?   I have never taught these classes to non-Jewish students.  I have also, never taught anything to students of color, who live in inner-city Baltimore. 

Everyone has shared their insights.  One Baltimore City High School teacher, told me that I am overthinking everything.  I should not see my new students any different than all the students I have taught in the past.  A second Baltimore High School teacher recommended that I read the book, "For All You White Folks Teaching In The Hood, and Everyone Else."  I read the book and found it helpful in understanding the context of my new school and students.  I have asked Jewish educators for advice.  I have asked colleagues who are deeply embedded in interfaith work how I should approach my classes.  And yes, as suggested by my husband, I have over thought everything, time and time again. 

• Why is a year of Hebrew language going to be meaningful for my students? 
• How can I teach Israel with nuance, so when my students arrive on their college campuses they are ready and willing to be allies? 
• How can introduce Israeli culture, music, and films as well as spoken language? 
• Is teaching the Holocaust different when you are teaching non-Jewish high schoolers? 
• What lessons from the Holocaust do I want my students to internalize and apply to their own lives?
• What Jewish texts are going to be interesting and how will we study them in a uniquely Jewish way?  
• Which texts are not a part of the Catholic Lectionary so I can teach unfamiliar stories?  
• How do I teach the essence of Jewish holidays and lifecycles, including customs and perhaps most important food? 

This list goes on and on...and on.  

I certainly do not have all the answers, but I have many units planned, many variations of those plans, and then there are variations of the variations, because it makes me feel better to know I am extra prepared.  

Next week, I will be able to share more details... but I anticipate, I will be adding to this list of questions long before having all the answers!