Chunking Kindness-Breaking Down Chesed into Manageable Pieces
The Jonathan Larson’s classic song from Rent is so well-known that the first two cords are all Broadway geeks need to hear in order to burst out into song.
“Five hundred twenty-five thousand
Six hundred minutes
Five hundred twenty-five thousand
Moments so dear
Five hundred twenty-five thousand
Six hundred minutes
How do you measure-measure a year”
The song, “Seasons of Love” breaks the year down into its component parts, the minutes that make up the days, weeks, and months of a year. As educators, one of our jobs (among the thousands of others) is to break down information and skills into smaller, more manageable segments. This chunking, breaking a task into manageable parts, …show more content…
We attempt to teach people to make the world a kinder, more caring place. But unlike many other educational tasks, chunking and scaffolding chesed and tzedakah is difficult. There are a multiplicity of ways to be kind and do kindness. We cannot scaffold kindness in the same way that we teach linear equations or writing a five paragraph essay.
Judaism demands action–the fulfillment of the commandments–not the assertion of specific beliefs or the accumulation of a certain body of knowledge. A religious Jew, an observant Jew, is one who behaves in a certain way, i.e., observes the commandments, not one who believes a certain way. I am reminded of a commentary on Jeremiah (16:11), “[They] have forsaken me and have not kept my Torah.” The midrash aggadah, Pesikta D’Rav Kahana, explains the verse as teaching: “If only they had forsaken me and kept my Torah.”
But how do we get them in the door? How do we get people to take the first step to do kindness? The task seems so overwhelming and impossible and we are left with the questions of “Why should I bother?” and “Since I can’t solve the problem, is there any point in even trying?” As educators, we are also left with our students’ questions of “Why do I have to? And what do I get out of …show more content…
Do you teach science? Create small acts of kindness that relate to the environment and do a special project with your students to make that act of chesed come to life. Jewish studies? Once a week, allot time for students to work in groups to discuss why that day’s suggestion is important to them.
Positive reinforcement: Encourage students to engage in acts of kindness by using positive reinforcement. Praising them on their efforts and inspire them to do more. If a child needs an extra push, offer them the opportunity to ask you to do an act of kindness with them or for them when it is needed.
Take over the school: Your impact as an educator does not just stay in the classroom. With a daily chunk of kindness, you have the opportunity to impact people of all ages. Add a kindness a day to your school newspaper or bulletin board and regularly highlight those who actively participate in tikkun olam. This way, students, parents and other educators will have the chance to benefit from the daily
The Jonathan Larson’s classic song from Rent is so well-known that the first two cords are all Broadway geeks need to hear in order to burst out into song.
“Five hundred twenty-five thousand
Six hundred minutes
Five hundred twenty-five thousand
Moments so dear
Five hundred twenty-five thousand
Six hundred minutes
How do you measure-measure a year”
The song, “Seasons of Love” breaks the year down into its component parts, the minutes that make up the days, weeks, and months of a year. As educators, one of our jobs (among the thousands of others) is to break down information and skills into smaller, more manageable segments. This chunking, breaking a task into manageable parts, …show more content…
We attempt to teach people to make the world a kinder, more caring place. But unlike many other educational tasks, chunking and scaffolding chesed and tzedakah is difficult. There are a multiplicity of ways to be kind and do kindness. We cannot scaffold kindness in the same way that we teach linear equations or writing a five paragraph essay.
Judaism demands action–the fulfillment of the commandments–not the assertion of specific beliefs or the accumulation of a certain body of knowledge. A religious Jew, an observant Jew, is one who behaves in a certain way, i.e., observes the commandments, not one who believes a certain way. I am reminded of a commentary on Jeremiah (16:11), “[They] have forsaken me and have not kept my Torah.” The midrash aggadah, Pesikta D’Rav Kahana, explains the verse as teaching: “If only they had forsaken me and kept my Torah.”
But how do we get them in the door? How do we get people to take the first step to do kindness? The task seems so overwhelming and impossible and we are left with the questions of “Why should I bother?” and “Since I can’t solve the problem, is there any point in even trying?” As educators, we are also left with our students’ questions of “Why do I have to? And what do I get out of …show more content…
Do you teach science? Create small acts of kindness that relate to the environment and do a special project with your students to make that act of chesed come to life. Jewish studies? Once a week, allot time for students to work in groups to discuss why that day’s suggestion is important to them.
Positive reinforcement: Encourage students to engage in acts of kindness by using positive reinforcement. Praising them on their efforts and inspire them to do more. If a child needs an extra push, offer them the opportunity to ask you to do an act of kindness with them or for them when it is needed.
Take over the school: Your impact as an educator does not just stay in the classroom. With a daily chunk of kindness, you have the opportunity to impact people of all ages. Add a kindness a day to your school newspaper or bulletin board and regularly highlight those who actively participate in tikkun olam. This way, students, parents and other educators will have the chance to benefit from the daily