The Difficulty with Tefila

Is it a good year for more intensive chinuch? Every year I wonder how Torah learning is going to play out. I want to continue the philosophy of them being able to choose to refuse. And I also want to make sure that we are being mechanech that we value Torah learning. Walking that line without forcing or pressuring or panicking is not easy. 

I don't keep track of their grades, but I think we are in middle school and early high school now. 

Since davening is a challenge for all of them, we decided to incentivize shul this year for Rosh Hashana. We made deals for them to come for the silent and repetition of mussaf. (Generally the majority of them sleep late in the morning and we have better luck with mincha/maariv than shacharis, both because of the ADHD length factor and the teenage late circadian rhythm factor). I was going to get them some fancy game like Mario Kart that they are reluctant to buy for themselves because of the expense. But they all end up preferring the matching amount in cash. We haggled through Shabbos lunch a couple of weeks ago, debating whether haggling about money on Shabbos was allowed (we decided it was like doing an auction at shul). I told them to negotiate an incentive that will make them feel excited to go to shul. Like they are earning something they're excited about and it's a worthwhile deal. I don't want them going to shul thinking they are getting the short end of the deal.

I also got them to agree to sit down with me for 7 minutes Mon-Thur so we can go through the mussaf Shemona Esrei together, so they have some idea of what they are saying, what the words mean and what the themes are.

Even 7 minutes has been a challenge, and reminds me why I unschool. (As one of them snarkily remarked about the daily 7 minutes: "We aren't unschooling anymore because I don't want to do this.") They are all close enough in age/ability that it's almost like a little classroom. They are all squirmy and reluctant.

One of them said, "Why can't I just read the English in shul?" I said you absolutely can. But without preparation, you aren't really going to understand the English. Even the English is complicated. Which we saw as we sat down to read it together.

I've been trying to give them a sense of the structure of the mussaf. It really is amazing how quickly they can get bored, how difficult it is go through the words, and how complex the phrases are.

I can really see why tefila is so arduous and meaningless for them. I hope at the end of these few weeks they'll have a sense of the themes and some of what they are saying. But they'd do better with a WAY simplified version. When I think of them struggling through the unfamiliar words and barely understanding what they are saying for hours, I can see why shul doesn't pull them.

I hope that spending the time preparing with them will be helpful in the long term and isn't too painful now. I'm keeping it short and I hope it will help them find it more meaningful. I don't know how much meaning they will find in shul this year. I hope as they mature they will eventually be able to find meaning in the long, complex prayers we say. I think studying them is essential to finding meaning in them. I'm trying to show them how much depth there is and how much there is to think about.

I was going to shorten the time because 7 minutes is a bit too long. But we are still in the middle of zichronos and there are only 2 sessions left. I don't know how much we will make through shofaros. I guess next year is another opportunity b'ezras Hashem.

Yom Kippur with Non-Davening Teen

We are at a stage in chinuch where my teen does not daven.  I wonder if this is something in my parenting because my first teen also stopped davening from age 14-21. (likely not, though.) 

The question is what to do about shul.  What to do about shul on the Yamim Noraim.  On Rosh Hashana she came to shul for shofar on the first day.  I told her to bring the book (by a neurologist who had experienced a stroke) and she sat next to me in shul, and I leaned over and pointed out interesting quotes as they struck me.

Both days were rainy and as we had not set up her sunlamp on a timer and as it is extremely painful for her to get out of bed so early, especially with no sunlamp, we agreed that she had gotten enough out of shul the first day and she slept through shul the second day.  (We hold, by the way, a fairly unusual psak that women are not chayav in shofar because of מצות עשה שהזמן גרמא.  I learned in high school that yes, women are officially patur, but have taken it upon ourselves, and we are chayav. But my Rav holds differently.  Not that this would have necessarily made a difference in my decision to not push a teen.  More on this as the blog goes on over the years, G-d willing, and I have a bunch of teens to raise and not push.)

I asked her what her Yom Kippur would look like if she wasn't taking me and my wants into consideration at all.  She finds the lack of technology for so many days in a row very difficult.  She doesn't like fasting.  Doesn't find meaning in shul. 

She said she'd like to stay home and read all day. 

With a bit of coaxing, she agreed to come to shul at night.  Ordinarily, I wouldn't go for the night.  But she has always been a night owl and functions better at night.  Shul will be less crowded and she will be more alert and in a better mood. 

I also found someone who needs a bit of company on Yom Kippur day.  So when she wakes up, she will visit with them, and do a bit of chessed and keep herself occupied in a pleasant manner.

the opposite of unschooling

Jack is learning because he wants to earn a phone.  He spends a lot of time during the learning thinking about how many pages are left in the chumash and how long it will take him to earn it.  He doesn't seem to especially enjoy learning.  However, we have moments of questions or nuances that I love.  I don't know if he loves it. 

I thought Elazar and I had a really nice lesson yesterday.  We did only 2 pesukim (they were long, though).  Bereshis 21:16-17.  Where Hagar went the distance of an arrow shot.  I had Elazar stand and imagine himself with a bow and I kept walking further and further until he estimated how far the arrow would go.

But today he's still reluctant.  He still has the memory of it being boring and hard to sit through. 

I was going to try to go through 4 pesukim today.  But that's too much.  I'm going to go through 2 today and 2 tomorrow.  And then it's already Shabbos, and Sunday is Erev Rosh Hashana and I'll be cooking.  And so I will only get through revi'i of the first day of Rosh Hashana leining.

Yet again, I find that it's important to pare down my expectations when dealing with ADHD.  To make it in small, manageable chunks.  To make it as painless as possible.

limudei kodesh 6th grade

I thought it would be interesting for Elazar to go through a bit of the Torah portion for Rosh Hashana.

Let this be a lesson to you all.  I tried to do too much. 

Pretty much anything you can think of is too much for a kid with ADHD. 

I had already trimmed down my expectations.  Instead of all the themes of Rosh Hashana and the Shemona Esrei of Rosh Hashana, I figured we'll just do some of the Torah Reading.

I wanted to lein the pesukim to him since he's musically inclined, but since I'm not fluent, I knew my stumbling over it slowly would make him antsy, so I decided to read it swiftly.

I wanted to ask him to contribute to translation, but I knew that would make him antsy, so I decided to translate.

He got through the first aliyah (4 pesukim).  We should have stopped there.  I wanted to do 2 aliyot each day and cover both readings in a week.  He didn't make it.  He squirmed on my lap, falling off of it a few times and mostly lying perpendicular to me with his legs straight out.  He lost track of what I was saying.  He stopped listening.

I think my mistake was tying it too closely to the pesukim.  He can handle looking at maybe one or two pesukim closely at a time without a break.  I can either have him think closely about the text of the pasuk, or I can use the five minutes to engage him conceptually, and maybe have a conversation.  I believe that conceptually and mentally he's ready now and sophisticated enough to think about certain ideas. 

Maybe it's the wrong approach to tie it to the pesukim. 

I've been thinking about teaching the akeida to him (2nd day Rosh Hashana leining).  I feel like he'll find it interesting to think about. 

On the other hand, I have been startled before with how unsettled my kids have been about the emotional implications of God telling a parent to kill his child.  When they didn't learn the story in nursery school, it's a bit shocking.  Sticking with the story of Hagar and the angel is probably a safer choice.  We can discuss the akeida in the future.

So I will try again tomorrow.  As much as it's difficult for him to sit, if I try to make the session shorter (shorter than 3 minutes, apparently) and make it a little more discussion oriented, I think he will feel good about being asked if he wants to learn.  I am demonstrating that I think he's of an age where he is mature enough to sit for a few minutes and learn Torah.

And if he says he's not interested, no harm done.

Yamim Noraim Davening

I thought this was going to be an exciting landmark year for me where I get to be in shul the whole time.  The littles are finally old enough to run around and play and take care of themselves!

But I overlooked the need to give my teen a meaningful yom tov.  What to do with a teen who is inclined against davening?

I'm thinking about Rosh Hashana and Yom Kippur separately.  Rosh Hashana she agreed to come hear shofar.  (I just paused to message her the Rambam on shofar, which I'm sure I've taught her in the past.)  I'd like her to read and think about some of the musaf, but odds are unless it comes up as a discussion, she will not be inclined to read the machzor.  This is one of those times that the more my mind is engaged in the themes of Rosh Hashana, the more likely that there will conversations with my children about it.

For Yom Kippur, I asked her what she'd like her Yom Kipput to look like.  She mostly evaded the question but did mention a song that she likes to hear in shul.  So we will try to figure out around what time that will occur.  We still have to think about a way to make the day pass in some sort of not painful and possibly meaningful manner.  This may mean me just going to shul for shacharis and spending a great deal of the day in conversation with her.

Al Pi Darka

First a small update: Ari decided that he is going to focus on reading with the boys every day.  He's been reading a page in the Aleph Bina with them every day, and they've all been happily reading.  Elazar is still having trouble sitting for learning (even though he enjoys the Friday night Mishna very much), so Ari felt that getting him fluent in reading will be key to increased participation in brachos, tefila, etc.

Next up, Yom Kippur.  K was away for the three day yontif of Rosh Hashana, and on one of our beach walks leading up to the chag, we discussed themes of Rosh Hashana and how she was feeling about it.  It was uncanny how much she remembered from previous years.  All those years I fretted that I wasn't teaching her enough, and it turns out she has an incredible grasp of the basic and deeper ideas of the chag.

So I am trying to figure out how to make a meaningful Yom Kippur for her.  The boys are not really chinuch age for Yom Kippur just yet.  I can maybe go through some of the facts of the Yom Kippur avoda with them.  But for K, who strongly dislikes shul, we decided on one tefila.  She was indifferent as to whether it was mincha or Neila.  (I thought of Musaf, but it's very long, and as I discovered about Rosh Hashana, I don't have to push the themes so hard.)  So I will choose which tefila on the day, depending on everyone's mood and how the boys are doing.

She asked if it is allowed for her to socialize.  I said yes, but everyone will be in shul.  Although I appreciate the solemnity and awe of the day, my assessment is that taking that approach this year with this child would be counterproductive.  We will get books out of the library so that the boredom of the day will not be overly painful for her.  And she agreed to grant me one hour of learning.

I am thinking of learning the Rambam's Moreh Nevuchim with her On Evils (Friedlander pg 267) since that is something that has come up in conversation before and I hope she will find it interesting.  And if it works out, I'll turn next to Moreh Nevuchim about Iyov and his analysis of the book.  She has asked about that, too.

I'll let you know how it goes.  In my experience homeschooling, my plans and what ends up happening usually have very little in common.

Aseres Yemei Teshuva ramblings

I cracked and finally asked Chana when we are going to resume bio.  Only because it seems like every couple of days something comes up in conversation and if we had done Bio, then she would know it or understand it, and I found myself saying a couple of times, "That's in Bio."  Finally, last time it came up, I said, "That's also in Bio.  When do you want to start again?"  She was hesitant, I think mainly (as I mentioned) because she's feeling burnt out schedule-wise.  I suggested just once a week and she was pretty enthusiastic about that.  She chose Mondays and then changed it to Sundays.  So this Sunday I'll ask her if she wants to and we'll see.  I asked her to read with me last night and she declined.

Spiritually, she came for Rosh Hashana shofar and sat around outside shul the rest of the time.  On the second day, after I finished my personal musaf Amida, I went outside to discuss some of it with her.  I'm sorry how that turned out.  I chose the part that was really speaking to me this year.  And she happens to be extremely sensitive to repetition (her mind apparently works very quickly and grasps quickly and it drives her bonkers when I repeat myself, which she's mentioned to me repeatedly, because apparently repetitiveness, redundancy, and saying the same thing in slightly different ways doesn't really irk me :-P).  So what I thought was nuanced and new (to me) was pretty similar to what she remembered from previous years and she ended up being bored and slightly irritated from the repetition.  And I felt bad because she was so sweet to sit there and give me ten minutes to talk about a subject that I care so much about and is so important to me and I wasn't able to make it interesting to her.  There were other passages in the machzor that probably would have worked better but I didn't choose them and I felt sad that I didn't make the most of that opportunity.  I keep telling myself that this is not the end of the road and if the liturgy is appealing and has a lot of depth then maybe one day it will draw her in to explore it.  Trust the inherent fascination of the topic.  Trust the human mind.  Trust curiosity.  Trust the learning process.

I don't know if I mentioned it on this blog (haha, I probably did, but I tend to repeat myself, as my teen tells me constantly), but I think I made a mistake which is probably a common parenting mistake.  Some of the points of Torah that I found SO illuminating, life changing, eye opening, fascinating, are points that I tried to convey to her.  And perhaps that was short sighted.  Perhaps she had to dig for them herself.  Perhaps I make those points so often that she rolls her eyes at them (yeah, yeah, Torah is about self control and moderation.  Yeah, yeah, remembering you're not the center of the universe.  Blah blah blah this time of year thinking about mortality, whatever).  (And she is very thoughtful and respectful and doesn't say this to me--I just suspect from her facial expressions.)

She's been going to my chumash class where we did the Yom Kippur avoda inside the chumash, and then I ran through it in the musaf.  So we did the pesukim, then the shemona esrei, then I photocopied a page from the Yom Kippur Pictorial Avodah book that gives all the steps.  By that point, Chana was bonkers with the repetition.  I had originally planned for her to be in shul to experience it but I think that would just be unnecessarily painful to her.
So maybe mincha.  Maybe just Yonah.  That has the benefit of not being tefila (since she has communicated clearly that she is not interested in tefila at this time).  It has the downside of being something she's read before and might find repetitive.  I guess I'll ask her.

Which reminds me, I wanted to see if she will learn the Akeida with me.  I think this is actually the perfect age for an in-depth discussion of the difficult theological issues and lessons it presents.

The boys and I haven't been doing much, scholastically, but every single day all three of them have been asking me to spell words and checking if they are writing certain words correctly.  So unschooling reading and writing through unlimited media is alive and working beautifully.  I have thought to myself that to try to make sure all three of them were working on their reading and writing (typing ;) would have been too much to manage during this chag-heavy time; but with unschooling, they come to me instead of the other way around, and it's super efficient and pleasant for all.

I've been thinking a couple of things about unschooling that I was planning to write about, but this is long enough so I'll just make it a separate post.

Yamim Noraim 2016 (or 5777--and I had to google that)

I have to thank Pesach.  (And a Rabbi friend of mine, R' Pinny Rosenthal, who gave a shiur where he explained this point).  The seder is the night where we pass the mesora down to our children.  The whole night is designed around figuring out where your child is at (the 4 sons) and preparing to explain the story on their level, catching their interest by doing strange things (karpas and taking the seder plate off the table), trying to elicit questions (ma nishtana), making the story as dramatic as possible (מתחיל בגנות ומסיים בשבח, start with the negative and end with the positive), using props ("pesach, matza, maror"), giving a taste of drash (arami oved avi), and making it personally relevant ("every person should view himself as if s/he left mitzrayim..").

Pesach really is the model for education.  And the model for the rest of the year.

I was trying to figure out what to do for Chana for tefila this year.  Last year her tefila has been steadily declining (I think 14 is when Sarah also stopped davening, and she recently only began motivated to start again at age 20, which is well past the age where I am responsible for her anymore).  I had gotten down to a "shevach/bakasha/hodaa" model where I took quotes from Amida, and gave her a daily tefila and a shabbos tefila that was only a couple of lines long.  And then I think she stopped doing even that.  

So I wasn't sure what to do about Yamim Noraim davening. I was talking with a homeschool friend of mine (it's always wonderful when you can get together with other homeschool moms and chat about educational and parenting issues that are coming up) and I was telling her that I'm covering the Yom Kippur avoda in school and Chana is in my class, so hopefully if she comes for that hour of shul on Yom Kippur she'll follow what's going on and it will be somewhat meaningful.  And I was trying to figure out what to do about Rosh Hashana, considering that she's not davening these days.  My friend suggested I tell her to come to shul for shofar and not discuss davening at all.  Which I thought makes tons of sense.  She can have the experiential emotional experience of Shofar.

Then I said that usually I would ask her to set aside a couple of sessions to learn about Rosh Hashana and Yom Kippur with me.  Does she think I should do that or should I leave it alone?  And she felt that if this is what I have done in the past, I absolutely should do it for this year.  And I asked Chana, and she is amenable.

So then the question I've been thinking about is what to learn with Chana about Rosh Hashana that will be suited for her temperament, personality, life stage, and current situation?  (Agav, this is what I love about homeschool.  THIS is, imo, "chinuch.")  Should we study a portion of the tefila that I think she might be able to relate to, philosophically and emotionally?  Or should we study general concepts of the Yom or time period?

(Last year I think we did "Avinu Malkenu" and possibly musaf.)

I asked her which she preferred (why figure it out if she'll just tell me) and she said to please ask her later.  So no help there.

For the boys, we are going to a "make your own shofar workshop" by the local Chabad this Sunday.

Yom Kippur

I'm glad we did some tefila prep before Rosh Hashana, because I really didn't get to sit next to Chana in shul much.  The littles were not shul-level quiet (though Elazar sat very quietly for 10 minutes until he began fidgeting loudly enough to disturb daveners).  Bizarrely, there weren't many kids in shul (most went to play at different homes) so my boys didn't have anyone to play with.  Since there wasn't anyone to play with, they came into shul and were hanging out there.  Since my 3yo was talking, we left.

Chana davened silent shemona esrei in shul and heard shofar and then wanted to leave.  And without me there, I was hard pressed to tell her she has to stay in shul herself with nobody to show her pages.  In other years, we've had aunts or cousins who looked out for my daughters in shul.  Not this year.

When I was growing up, I had a good friend a year older than I was, who had a good friend a year older than she was.  And their sisters were a year younger than I was and a year younger than that.  We all were in shul together, copying the girls one or two years older than we were.

For Yom Kippur prep, I was going to go through some of the machzor and show her the different shemona esreis and maybe some of the avoda.  I was thinking a lot about how to handle the shul thing.  Chana doesn't find shul meaningful, doesn't understand most of the tefilos (even with English), and hates it.  I'm not there to guide her.  To prepare, I will go through shacharis shemona esrei with her and make sure she generally knows what to say and has some of the general concepts.  This week, instead of chumash, we'll read Yona together.  On Yom Kippur itself, if we aren't in shul, she agreed to learn the Viduy with me for an hour.  I would also like to do Avinu Malkenu with her.  I think I will forgo the avoda this year and show her the structure of the 5 tefilos and see if we can squeeze in Avinu Malkenu in advance.  On the day, she will daven shacharis shemona esrei only, and we will hopefully learn Viduy.  If I want to be in shul, she will be in charge of the little ones.  (I don't make her watch them all day because she is still young, 13, and not so used to fasting yet, and I don't want her to yell at them from hungry grouchiness as the day goes on and they get rambunctious.)

Rosh Hashana prep for 13yo girl

I woke up this morning at 5am when Ari went to selichos, and I realized that I had forgotten to do any Rosh Hashana tefila prep with Chana.  We didn't go through the Torah readings in advance, or talk about Rosh Hashana, or anything.

So in the morning, I asked Chana if she would be willing to set aside an hour to go through the machzor with me in preparation for davening.  She agreed.

First, we went through Shacharis shemona esrei.  I post-it-ed for her, and showed her where it differs from the basic shemona esrei.  I showed her the bolded statements ("remember us for life" etc.) and I decided not to go through the "uv'chen ten"s, all those extra paragraphs in the 3rd bracha.  I figured she knows she can read or say any part in English, and it will give her something new to read and think about on the day.  I showed her the kedushas hayom, the part of shemona esrei that is special for Rosh Hashana, and showed her where the final 3 brachos were, and back to familiar territory, showing her the bolded statements she has to add in.

That is her basic chiyuv, and if she runs out of steam in shul, that is what she has to make sure she says.

Then we moved on to musaf.  I wasn't sure how to handle it, so I asked her how she wanted to go about it.  She said I should read it in English and explain it to her.  She didn't want to read it, didn't want to translate it, and wanted to sit passively.  As a general rule, Chana is a kinesthetic learner, and loathes sitting and listening passively to anything.  She tunes out quickly.  However, she clearly stated she didn't want to be an active participant, so I figured it makes sense to listen to her.

I showed her the beginning, again noting the bold statements, and showed her the "uv'chen ten"s.  Then I talked about how musaf talks about the korbanos.  She rolled her eyes (we just finished Vayikra) so I said they'll sound familiar to her.  Then I went through Malchiyos, Zichronos, and Shofaros with her.

In Malchiyos I emphasized how the other nations believe in hevel varik but we bow to the Creator and that we hope all nations will stop doing idolatry and recognize Hashem as King.  We skipped over the pesukim.  I just said that there are 3 pesukim from torah, tehilim, and navi.  Chana noted that it says in many places that Hashem is King.  I explained the bracha that Hashem rules over the whole land and makes Israel and Yom Hazikaron holy.  We talked a little about why Rosh Hashana is the day of Remembrance.  (And asked the question, does Hashem ever forget?)

In Zichronos, Chana asked why the previous bracha talks about remembrance if the next bracha is remembrance.  I said Hashem's kingship implies remembrance, and that's what we speak about next.  In that bracha, I talked about how there is no need to present an image or try to pretend we don't feel what we feel or don't think what we think, because Hashem knows everything, and there is a certain relief in that.  Chana disagreed a bit and said that thinking that someone knows secrets you don't want anyone to know is disconcerting.  I read in the tefila that Hashem knows everything and sees everything, and that this day is the anniversary of Creation (of man), and it became a law for us to focus on Hashem's remembrance on this day of the anniversary.

I read that on this day it is decided what happens to different nations; war, peace, famine, enough food.  And this is also for all the people, and everyone is remembered on this day.  Fortunate is the person who doesn't forget You, Hashem.  Because those who seek You never stumble.
This intrigued Chana.  She brought up the four who went into Pardes and said, "Didn't people who seeked Hashem go crazy?"  (That was a tough question!)  I ended up saying that trying to become closer to Hashem or thinking about what Hashem would want can help us and that even if we stumble, it can be for growth.

Then I reviewed the pesukim of how Hashem remembered Noach and the Jews in Egypt and the bris.  And we talked about the Akeida and how Avraham conquered his feelings do do Hashem's will, and will Hashem's mercy conquer his anger.

Then we talked about Shofaros, and I asked when she thought Hashem was revealed in the cloud of His glory.  She guessed Succos or in the desert when He was leading them where to go.  I said it's talking about Har Sinai.  And how there was lightning and thunder and and the voice of the shofar increasing.  And how the shofar proclaims the King.  And Chana asked if the Shofar would sound for the Final Judgment.  She was making a joke and I said the pesukim do say it will proclaim Moshiach.

All that took about half an hour.

Ksiva V'chasima Tova!