The Story of a Unique School

As early as second grade, as a student at a prestigious school in Jerusalem's German Colony, Zohar Cohen experienced an event that shaped her as a teacher and educator. "One of the teachers drew a big red X in my notebook because my handwriting was too small for her taste," she recalls. "The teacher didn't know that I was actually trying to write like the adults. I never forgot the event, even as I grew up, and it led me to decide that I would leave only good impressions on my students. I will not forget that a child will become an adult with childhood memories."

 

 

Perhaps as a result of that experience, Zohar Cohen, principal of the 'Science and Judaism' school in Tiberias, a mother of four, has always believed that true education must be infused with a kind word and a smile. She began her educational journey sixteen years ago as a teacher at a school for new immigrants and gradually advanced to her current position—leading a non-standard school. On one hand, the school caters to a non-religious or newly observant population, while on the other, it offers comprehensive and unique Torah enrichment along with science studies. At 'Science and Judaism,' the core curriculum set by the Ministry of Education is taught, and students from homes far from Torah observance are also welcomed. "We don't interfere with what happens at home," she says. "For us, it's important for parents to desire an education based on values, and we're here to help impart Jewish values between people and between a person and God, but we don't delve into the intricacies of family life."

 

"Absolutely. Rabbi Zamir Cohen is the figure who leads the school in terms of values and education. Our vision is to instill Jewish pride in the children; the goal is to lead to a positive impression of Torah observance and to know that learning values and proper conduct is as important and essential as any other scientific subject. Furthermore, in our school, educators have more tools to build personal relationships, and more classroom time. The students know that the teacher is the go-to person for any professional and personal questions. We strive for a warm and loving relationship from all the staff, because naturally, children become attached to certain teachers. I can proudly say that it's quite common to see students running to hug the teacher in the corridor."

 

According to Cohen, the violence rates in the school are virtually zero, even though reports in the surrounding area are skyrocketing to levels previously unknown. "Occasionally, at the start of the year, following the return from summer break, a child's balance might be disturbed due to being outside a structured, social, and educational system. The integration of new students can also provoke different behaviors until they acclimate and learn the rules."

 

"The pleasant atmosphere that gives the student a sense of belonging, and personal empowerment that nurtures self-confidence and trust are the foundations for learning, as our sages said: A person learns only in a place his heart desires. All this with a strong emphasis on character work and happiness."

 

"That myth has long been shattered. The teacher with the ruler, hitting a student's small hand, doesn't belong to our times. In our generation, we need to give much warmth and love, and this doesn't replace discipline; on the contrary, this is the path to education. From a place of empathy, we explain to the child what the red lines are that must not be crossed. Talking to the children at eye level has proven to be far more effective at embedding messages than any punishment."

 

"There is no contradiction between the two. We set clear boundaries for the child's benefit because he is important to us and loved. The boundaries provide him with a sense of security and stability, and he is free to absorb the messages we convey to him. Children without boundaries often walk around feeling bitter and accusing their parents of hating them, whereas the parents wonder: Why is this so? We allow him everything he wants... When seeing a child react impulsively, it is essential to address the issue specifically. We developed a type of healthy group competition that encompasses many elements of character work, including a monthly activity called Caution in Speech, based on road safety, and the prize was a BMX bike. We connected everything to the road safety concept. We held a raffle, but first, we emphasized the element of faith in practical life. We faced the practical test of seeing if the children internalized the values we try to impart in class. Undoubtedly, everyone wants the bike, but we explained that the more tickets collected for guarding speech, the higher the chances of winning. The amazing part of the competition was seeing all the students telling the girl who eventually won the contest, 'you deserved it,' with genuine heartfelt encouragement."

 

"There is a study that Rabbi Zamir Cohen wrote about in his book, 'The Turning Point,' where two bowls with bean seeds are taken. One bowl receives no attention, while positive words, including Psalms, are spoken to the other. The result varies, and on our site, there are pictures with the impressive outcomes. Of course, the research left a strong impression on the students, significantly raising their awareness of speech." For Zohar Cohen, success is divided into two. The first satisfaction comes when she sees students waiting for the bus half an hour before it arrives or when sixth graders request to stay another year instead of moving on to a different school. The second satisfaction is seeing children who have completed their studies and come to visit. "It allows us to see the blossoming of the values seeds we planted in them as children. Subsequently, everything grows and manifests in their lives," she says.

 

"Certainly, engaging in education everywhere requires, on one hand, knowledge, and on the other, it adds knowledge. Therefore, I have been fortunate to learn from both worlds. As a mother of four children of the same ages as my students, I gain tools in understanding and emotion for use in school, and from observing the children at school, there are things that are easier to understand when my child comes and tells me about an experience they had at school."