"There is No Unsuccessful Student, Only Untended Students"

Witness the great deeds of the "small" people (or so they seem in their own eyes): Exactly one year ago, when the first girls' school in Kiryat Shmona was still in its infancy, we interviewed Mr. Shmuel Michael, director of the 'Yad Ezra V'Shulamit' association in the city, who pulled the strings and ensured fundraising for the cause. An old, dilapidated building was allocated for it, but besides the walls and a pile of desks and chairs, there was almost nothing. Everything needed to be built, from the foundation up. Today, only 12 months after a handful of good people, including Mr. Michael, secured the necessary funds, equipment, and staff—the school proudly stands on its achievements.

It's true, for now, there are no large classes (approximately 12 girls per class, to be precise) - but precisely because of this, more personal attention can be given to each and every student, emphasizing not only their academic level but also their personal and spiritual development. From the moment renovations began until the school functioned like any other—it was a continuous sequence of providential supports that accompanied the staff, bestowing them with strength to continue despite financial hardships, with the belief that in the end, everything will work out.

"It should be said to the credit and praise of the girls' parents that they followed us through thick and thin, and adopted the principle of 'we will do and we will hear,' even though they didn't know how successful this idea would be. Still, it's not simple to create something out of nothing in such a short time. Thanks to their support and encouragement, the school stood on its feet within two months," says Tziphinat Ben Yehiel (32), who holds a B.A in computers and has 10 years' teaching experience, currently serving as the school's principal. "At the beginning of the school year, we started from scratch. The teachers worked very hard on preparing study plans and personal development plans for each student and didn’t complain about the lack of equipment, but rather managed with what was available. It must be said for Shmuel Michael's credit—that every request that went through him was carried out immediately. It didn’t matter if there was money or not in the treasury; he always prioritized the students' best interests. The overall atmosphere at the place was positive and promising. We didn’t operate with 'what if we don't succeed in gathering all the necessary funds,' but rather waited patiently, and slowly, over the course of the year, we acquired more and more equipment."

Girls from the school performing

"The student knows there is a listening ear for her problems"

Patience proved to be victorious, it seems, and today the school operates grades 1-4 with a common denominator: personal, warm, and embracing attention. "This is essentially the secret to the joy that students feel here. We are not here just to clock in and check off 'another' workday; we engage as messengers who fully understand the mission entrusted to them—to educate and nurture the next generation. We advocate for education out of love and positivity; only through this can true discipline be ingrained in students."

When you say 'personal attention'—what do you mean?

"In one word: a greenhouse. Every teacher who teaches here is carefully selected, ensuring she has the relevant experience and degrees in the subject she teaches. We are privileged to have teachers who invest extraordinary effort in students so that they receive what they need—even if it means staying beyond their working hours. Whether it’s additional support and help with study materials, or in personal conversations—the student knows there is a listening ear for her problems." Considering most teachers come from outside Kiryat Shmona, it truly is a great sacrifice, but according to Ben Yehiel, these are teachers whose whole approach to the commandment of education comes from a deep ideal and love for the profession, and with such teachers—it is clear that the sky is the limit.

Mathematics, English, Science, Geography, Language, Expression, and more—are just part of the subjects taught at the school and are subordinate to the Ministry of Education's requirements. In addition, the school offers extracurricular activities and enrichment programs not included in the curriculum, such as a free English course starting from first grade, drama classes, rhythm and dance workshops, and more. "Since these are small classes, we work on a bit of everything with an emphasis on the educational aspect but not only. One of the more important and significant programs to us is a social program called 'Life Skills Lesson,' aimed at creating a strong emotional bond, whether to a parent or to a child."

"At the same time, we promote programs for the personal empowerment of the girls, in a fun and experiential way through games and performances. This year, for example, we had a special day where each student chose one of her traits and based on that trait, gave a lesson to her classmates. Even girls not used to being in the 'spotlight' participated on this day, and the mere occasion gave them a new level of self-confidence. Over the course of the year, we also had two large performances where each girl took part according to her personality traits and personal capabilities. Parents were shocked to see girls who stood on the side during drama classes and didn’t cooperate—they suddenly received significant roles in the play, even though no one believed they were capable of stepping out of their somewhat shy niche and performing in front of a foreign audience."

And how does the school handle discipline issues? You'll be surprised to hear that the term 'punishment' doesn't exist in its internal value lexicon. "We assume that every girl wants and strives to be good, so only by looking for her good points and magnifying them—she will be open to behavioral change. I can say that throughout the entire year, I did not need to use punitive tools at all. It is clear to me that a child who doesn’t behave well is her way of saying she needs something. Our task is to discover what is missing and fill that gap. When there is reverence toward the teachers, there is a way to resolve issues positively and constructively."

How did you transition from teaching to school management?

"While teaching, I also run a stage and multimedia production business for schools, such as musicals, still and video photography, a recording studio for women, learning and art programs, etc. Those who knew me well recognized my managerial potential and decided to give it a platform. When I took on the role, I already knew how things worked from the inside and received a lot of advice and tips from principals and deputies who knew me, so the fear was greatly reduced."

When asked if she truly believed she could fit into such large shoes, Ben Yehiel replied, "The question is not 'if,' but 'how.' A person can fit into any pair of shoes as long as they believe in themselves and pray for success in their mission. I knew that if Hashem brought this offer to my doorstep—it wasn't by chance, and I probably have a purpose to fulfill, educating His daughters to awe and love of Him. Moreover, I knew I had the skills to succeed in performing the role to the best of my ability."

Difficulties? None. Challenges? Yes, and that's good. "The parents and the educational staff give me a lot of strength to meet the tasks I set for myself, and there is no such thing as something falling between the cracks, or parents not knowing about each stage of their daughter's development process. My students are amazing princesses, and I love them as if they were my own daughters. So, the challenges with them only give me the strength to give even more and be better than I was the previous moment."