When I was an educator in a Jewish Day School in Toronto, Canada, I was given the task of leading the Tefilla for grades 6, 7 & 8. My Supervisor was very clear that the Tefilla was not nearly at the standard they desired. After trying to get the students to comply with the proper decorum, I realized that the system was not working. We were trying and force the classic Synagogue system of Tefilla for students that clearly were unengaged and uninspired.

That prompted me to make a change in the school. I told my Supervisor that I would take the liberty of taking one class at a time to have Tefilla in a classroom, and would work with them in a smaller setting. He agreed, and the outcome was truly amazing. In the small confines of the classroom I was able to facilitate a great change in the way students engaged with Tefilla. I incorporated my Tefilla system of shortening the Tefilla by half and saying the entire Tefilla Out Loud, and in a few weeks the level of Tefilla had improved significantly. As well, I was able to incorporate some explanations and guidance, enforced the reading of the words, and most importantly changed the entire culture of Tefilla, making it important again! I was only able to create that environment because I was in a smaller and more intimate setting.

The Tefilla is classically conducted in a large group setting, whether it be in the Beit Knesset, Beit Midrash or other space designated primarily for Tefilla. In Shabbatonim for youth groups there is usually an Aron Kodesh placed in a large atrium with chairs to create the same Beit Midrash style Tefilla. On the whole, this is a recipe for disaster. Large group settings are extremely difficult to manage. Students can get away with more bad behavior and it creates more of a “herd affect” for students who act one way individually and another when put in a large group setting.

Once Educators are able to let go of the classic synagogue model of Tefilla and focus on creating a positive environment for students to become active Tefilla members, then educational organizations will see a significant improvement in their quality of Tefilla. The first step is moving the Tefilla to smaller group settings, and having the main Tefilla for students who are already advanced and are ready for the next level of Tefilla to have a more classic Tefilla experience.

The rationale of creating a smaller setting for Tefilla is two fold. First, a teacher or educator can actually manage the Tefilla in a smaller setting. This concept is true for any educational venture – having the luxury of smaller group settings allows for better supervision and more attention on the individual. The key to fascilitating Tefilla effectively is to be a true group leader, being present, and not Daven with the group. Similar to a classroom, where the teacher must give their 110%, Tefilla is no different and definitely warrants the teacher’s full attention. A smaller setting allows the teacher to properly assess their students, check that every student is reading the words correctly, and generally manage the room.

https://ravsak.org/real-estate-tefillah

In the article above by Rabbi Yacov Green of Boca Raton Community School, Rabbi Green illustrates the importance of designating a physical space that is primarily intended for Tefilla. I definitely second that opinion and could not agree more. However, I would like to add that most students are not initially ready to participate in Tefilla in a large group setting, they have to work up to that, maybe even as an incentive.

When I was school Rabbi for the Kibbutz Lavi in regional community school (grades 1 – 8) in 2013, I was given the task to fix the grade 7 – 8 Tefilla in the Beit Midrash. The information I received was that not only was the Tefilla under-average, but the Derech Eretz of the students was disasterous. When I took my first look at the Tefilla, it was “as advertised” and I knew I had my work cut out for me. Together with the support of the Principal, I convinced the educational team of the middle school to revolutionize the Tefilla system; Let the Grade 8 boys earn the right to join the Beit Midrash, and run a Tefilla system for Grade 7 in the Beit Midrash. I incorporated my first two principles with the Grade 7 boys, and the Grade 8 boys needed to learn the system in their classroom. I taught the teachers about which Tefillot to say, and how to incorporated saying it out loud and after three months, the level of Tefilla was significantly elevated, to the point that when we had representatives of Misrad HaChinuch join our Tefilla in November, they couldn’t stop praising the Tefilla to the Principal. The proof was in the pudding. The most significant change that we made systematically was breaking up the groups, setting them in two intimate settings and slowly integrating all of the middle school students into one Beit Midrash.

The small setting gives an edge to the educators to manage their students, and also provides the students the opportunity to improve their Tefilla and get more individual attention. A win-win indeed.

Rabbi Ariel Tal
Founder, The Tefilla Project

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