The Principal Who Became an Educational Clown: "I Take the Role Seriously"

Those who meet Uriah Tepperberg when he comes to advise teachers or give lectures in the field of education would find it hard to believe that this serious man, who served for years as a school principal, is now an amusing and hilarious clown who can bring smiles even to the most challenged students.

Yet those who know Tepperberg a bit more deeply soon realize that clowning and education are not opposites. As an educator who focuses on students' true needs, Tepperberg decided to leap into the world of clowning and bring it into the school setting, where it might seem contrary.

A Change That Led to a Revolution

Tepperberg's life path was quite ordinary. "I grew up in Petah Tikva," he shares, "In my childhood, I studied at religious institutions and was considered a good student. After finishing my studies at yeshiva, I went on to study theater, acting, and directing, while simultaneously specializing in both formal and informal education, dealing mainly with youth in various roles like youth center manager, school and youth village principal, and more."

For those who think theater and education are two different concepts, Tepperberg clarifies that the opposite is true. "I always integrated education into theater and theater into education. Especially since I worked in non-typical settings, there was a need to communicate with the youths one-on-one, with creative thinking. Then I discovered how my acting and drama skills are educational tools. I've always seen theater as another tool in my educational work, to give the youth another way to open up, to express themselves, to empower them, and reach deeper places that are hard to access within a conventional framework."

Today, Tepperberg resides in the Golan Heights, is married, has seven children, and is a grandfather to three. Yet, if you thought he would sit back and relax at this stage of his life, that's not the case. "In recent years, I left official education and started working in 'educational clowning,'" he shares, adding candidly: "If someone had told me thirty years ago that I'd be a clown, I wouldn't have believed it. I grew up with the notion that clowning is low, shallow, and cynical. I knew the verse in Psalms '...nor sits in the company of mockers,' and, for me, a clown was a character one wishes not to be. As a student, I was often scolded: 'Stop clowning, take yourself seriously.' But then came the change that led to my life's great revolution."

When a Smile Turns Into Education

The revolution, as Tepperberg describes, began about 17 years ago when his daughter fell ill and he stayed with her at the hospital. "At that time, we were living abroad on a mission, the situation was very difficult, my daughter was unconscious, and I was helpless and very worried when a medical clown suddenly entered the room. With a genius intuition, he understood that he couldn't help the unconscious child, but I needed help. That encounter changed my entire perspective on clowns. With a few words and gestures, he managed to pull me out of the abyss I was in. By the end of our meeting, something in my heart told me that one day I, too, would work in this field. Several years passed, during which we returned to Israel, and I resumed my position as school principal, and when I had another chance to meet a medical clown, I knew for certain I was going to learn the profession."

That's how Tepperberg came to study medical clowning and became part of the "Dream Doctors" group, which includes medical clowns whose work is this. But for him, it was just the beginning of the path, as about five years ago, he met Talia Spira, the founder and director of the 'Center for Educational Clowning'.

"Talia asked if I wanted to specialize in educational clowning within the school, and even before I managed to hear more details and understand what it was about, I said: 'I'm in.' As an educator and clown, I had long thought these two fields must meet."

But since when can a teacher be a clown? Isn't that a contradiction?

"The educational system today lacks humor and is very un-clownlike," Tepperberg agrees, "and I have no complaints about it, as it is clear that when a teacher stands before a class of dozens of students, it is hard to see the individual student and reach him privately. Expectations for academic performance are high, and the pressure is immense, causing many teachers to lack humor and feel unable to incorporate smiles and laughter into all this pressure.

"Nevertheless, I still believe there is a significant place for a clown and humor within the school," he emphasizes, "because a clown, in my view, is not just a funny figure but a happy person with several prominent elements: the first is curiosity. The clown always acts from great curiosity, a trait sorely missing in the educational world. He is not ashamed to show his curiosity, which is contagious to those around him.

"Another element is the clown's great enthusiasm over everything, every detail to him is 'wow,' and if a child comes and tells him he's writing a children's book on a certain subject, he won't respond as another adult would: 'How can a child your age write a book?' Instead, he'll scratch his red nose and exclaim with genuine excitement: 'Wow, writing a book is amazing! Would you agree to write about me too?' All from the most genuine, non-cynical place.

"And here comes the clown's third feature: he is full of warmth and empathy, the opposite of cynicism. When a person responds cynically, he extinguishes the one in front of him, whereas the clown is constantly engaged in igniting the person in front of him, giving him wings, telling him how he can take his strengths and soar."

Tepperberg emphasizes that all these qualities are also true for medical clowns but even more so for clowns in schools. "Today, I work as an educational clown in several institutions, and I can say unequivocally that while it may initially seem strange to students, once they get used to my presence, they really draw strength from it. Their engagements with their studies and staff members appear completely different." 

Objective: Empower the Children

Tepperberg notes that he is aware that children come to school after likely undergoing several small or large battles. "This starts in the evening before the child goes to bed when he checks if he did his homework, prepared for a test, or even remembered there is a test. In the morning, as he dresses, thoughts pass through his mind: 'Does the outfit suit school? Will my friends make fun of me?' And it continues with thoughts about the sandwich his mom prepared for him: 'Will it taste good? Do I like the food?' All these are things occupying him even before reaching the classroom, and who will talk to him about this?

"And throughout the day, consider what a child who struggles with math homework must feel. When the teacher approaches and asks why he isn't solving the problems, he answers: 'I know nothing,' and the teacher notes that the child doesn't know. But the clown will respond entirely differently; he'll say: 'How can this be? You know much better than me! Look, tell me how much one plus one is,' and by amusing him, he'll strengthen his self-esteem and desire to prove his abilities. The idea is to come with a genuine desire to empower and grow the child, which is often missing."

Although one might think that clowns mostly accompany younger students, Tepperberg surprises by noting he visits middle and high schools weekly. "The first time I was asked to visit a high school, I was quite apprehensive," he admits. "I feared that students wouldn't accept me and not understand the concept. Still, I mustered the courage, stood at the school gate on the first day of classes, and the first reaction came quickly, when a senior student appeared, approached me, and asked: 'Clown, can I get a hug?' And it was completely genuine. Because even an eleventh grader needs someone to hug them. Following him, more students came to hug the clown, suddenly revealing the depth of the matter to me. Since then, for the past five years, I have been visiting schools, accompanying students, and simply being with them from the most loving and believing place."

Tepperberg notes he is not alone. "Currently, there are educational clowns in about 70 schools across the country, but clearly that is not enough, and the demand reaches more than 700 schools. Hopefully, more positions will be found. By the way, I end each workday with a detailed report for the principal and school counselor, because the idea is not just to laugh but to pass on things to professionals so that everyone can help in their way."

And he also has a word for parents at home: "A parent cannot be a clown, that's clear, but they can adopt some clown elements, such as taking their children's dreams seriously, marveling at topics that interest them, and being part of their lives. Anyone who tries will see how much their relationship with their child will develop and become closer, and that's a mutual benefit for everyone."