Posts Tagged ‘School’
The ultra-Orthodox Talmud Torah Tashbar school at 1A Rookwood Road in Stamford Hill, north London, with more than 200 students, was ordered by the Department of Education to shut down next month, after Office for Standards in Education, Children’s Services and Skills (Ofsted) inspectors had announced it was not meeting minimum standards.
Ofsted inspectors said that the school curriculum created “cultural and ethnic insularity because it is so narrow and almost exclusively rooted in the study of the Torah.” They added that they found the school to “severely restrict the spiritual, moral, social and cultural development of pupils,” not allowing them to develop “a wider, deeper understanding of different faiths, communities, cultures and lifestyles, including those of England.”
Among other things, the school was cited for not teaching in English “as a matter of religious principle.”
The British Humanist Association, which makes it its business to do away with faith-based schools, was delighted with the decision: “We’re glad that the Government has now moved to shut this particular school down… However, there are clearly many more out there just like it. The situation revealed by these reports is simply outrageous and those in government who have failed to act in the past ought to be ashamed of themselves for standing idly by while thousands of children have their childhoods stolen.”
A Department of Education spokesman said: “It is a criminal offense to operate an unregistered independent school. This school’s application for registration has been rejected and on 30 December it was informed of this decision. It has been told to close by 12 February.”
According to the Jewish Chronicle, the head of Ofsted Sir Michael Wilshaw has been leading the charge against illegal schools, urging tougher action from government after three unregistered Muslims schools were discovered in Birmingham in recent months.
The ultra-Orthodox school has the right to appeal the decision but has not yet done so.Jewish Press News Briefs
Leah, a smart, talented, and social fifth grader down right hates school! According to her mom, Leah would feign just about any illness to avoid going to school. This has resulted in increased conflict and tension in the home as Leah’s parents are at their wits end trying to figure out what is wrong with their agitated child.
For Leah, school is a struggle. Although she tries her best to keep up with her peers, she finds that no matter how hard she tries, she’s often gets failing marks and sees herself falling further and further behind academically. For those who know her, this problem does not make any sense. Leah is bright, very curious and full of life, but she turns into a ball of frustration and anxiety as soon as she is required to do anything school related.
Leah is not alone. Many children today struggle in school, but this does not need to be the case. Often the struggle is a result of an undiagnosed learning disability, the most common of which is dyslexia. Yet with the right approach, these student can not only succeed, they can soar.
Dyslexia is a neurologic language based learning difficulty that affects ones ability to acquire reading, process language, write, spell and comprehend written material despite adequate exposure, motivation, and at least average to very superior level of intelligence. Research shows that dyslexia affects 1 in 5 children and varies in severity from mild, moderate, severe, to profound. Children with dyslexia are present in every classroom, but often are not identified because of lack of knowledge on the part of the school and the parents, and also due to the child’s strong desire to hide their learning difficulty. Because these children don’t look different from children who are not dyslexic; there are no outward physical signs of dyslexia aside from the child’s obvious struggle to read or comprehend written material, dyslexia is often referred to as a “hidden disability”. Only recently through fMRI research have researchers been able to uncover and identify the neurological imprint of dyslexia in the brain. Although dyslexics can be helped to improve their reading skills throughout their lifespan, early identification, ideally by first grade or the latest by third grade, combined with a proven research based reading intervention can go a long way to correct and not just compensate for this learning difference.
In addition to an appropriate reading intervention there is much that teachers and parents can do to enable these students to succeed in school. Knowledge is power. Start by educating yourself about what dyslexia is (a neurological learning difference) and what it is not (it is not about seeing letters backwards). Visit your local library or learning disabilities websites online to learn more about this condition. Many children with dyslexia can be taught to read, yet once they master reading, they will still need appropriate accommodations and modifications to succeed in the classroom, because having dyslexia compromises their reading and writing speed and spelling as compared to their non-dyslexic peers. With the right combination of accommodations and modifications that gap can be minimized, while enabling the child to demonstrate their true capabilities and experience success.
Some may express concern that giving dyslexic children accommodations and modifications will give them a “leg up on the competition”. That they will have an “unfair advantage” over their non-dyslexic peers. Research shows that nothing can be further from the truth. Even with accommodations and modifications in place, dyslexic students still have to work harder than their non-dyslexic classmates to succeed. Having these resources simply enables them to better acquire the information and demonstrate what they know.Dr. Rinat R. Green
This story has been updated and corrected from a previous version.
Four Arab men were stabbed in Dimona on Friday morning, according to a MDA report.
The stabber was a 17-year-old Jewish teenager from Dimona, he was caught outside a Dimona school.
As the stabber approached the school, the guard fired in the air, and police arrested the teen.
The 17-year-old Jewish stabber told police he thought the Arabs were terrorists, and that is why he attacked them.
The injured Arabs are Bedouin employees of the municipality, working as street cleaners. Two of them are in moderate to serious condition
The teenager was previously known to local police.Jewish Press News Briefs
President Ruby Rivlin opened the new school year with new first grade students at the Mamad Shilat school in the Jewish town of Paduel in the Shomron, on September 1, 2015.Photo of the Day
Slightly more than two million children returned to school this morning (Tues. Sept. 1) in the State of Israel.
Education Minister Naftali Bennett visited a local school in Ra’anana where photographers snapped pictures of the minister and other parents bringing their children to class and ceremoniously bidding them farewell.
Bennett recently presented a national plan to increase the number of students graduating from advanced mathematics classes, with an initial goal to double the numbers in four years.
The plan, at an estimated cost of NIS 75 million, will double the number of advanced math teachers within four years from 1,000 to 2,000. In addition, 15,000 hours of classes and study assistance will be added to the curriculum.
“All districts are ready, the schools are ready,” the minister wrote on his Facebook page Monday night, adding, “166,208 teachers are ready for 2,194,931 Israeli students.
“The school year will open as planned, without any strikes or surpises. I wish the children of Israel – Good luck! We love you!”
Despite those warm wishes and the successful start to the new school year, however, Bennett is already under attack from Zionist Union MK Tzipi Livni, a former government minister.
Livni attended opening day at the Yachad School in Modi’in, where she slammed Bennett’s recent statement that one can achieve more social tolerance by strengthening Jewish identity, rather than by a “melting pot” approach.
“Bennett is forgetting the other side of the equation,” she said. “The ‘other’ does not need to be ‘me’ but the other has to respect the ‘me’… to respect his heritage, to respect his language, and following the proliferation of incidents of racism and hatred this summer, we must teach that the ‘other’ does not need to be a frightening, incited and besmirched enemy.
“Along with improving and strengthening studies in mathematics, it is essential that we first teach our children to be human beings,” Livni said.
Bennett covered precisely that concept in a statement last month, saying “If I study my identity as an Israeli, as a Jew, in depth, and I am at peace with this identity, I do not need to fear meeting a person who is different, respecting him, appreciating him, working alongside him.
“We need to respect identity while advancing tolerance.”Hana Levi Julian