Feedback from Hidden Sparks participants highlights the impact it’s making on teachers and their students.
From Participating Teachers
All names have been changed to maintain confidentiality
“Something I do differently because of Hidden Sparks is try to create a more respectful classroom community where we can talk about the ways that we learn differently”. Morah R. at Yeshiva Har Torah
“Since I’ve been working in the Hidden Sparks program I confront the challenge of teaching a weak student instead of ‘running away’. I actually feel enthusiastic about helping students find their strengths”. S.S., second grade teacher, Bnos Yaakov of Pupa
“My classroom has benefitted from my participation in Hidden Sparks because now I understand better the need for routines, practicing routines and teaching the routines in an organized way”. Rabbi A. at Yeshiva Har Torah
“Hidden Sparks has helped me look at my students differently. I now become less frustrated when they are having a hard time and rather try to think of strategies to help them. I love the fact that I am encouraged to think about my students strengths and not to only think about their weaknesses. Dr. Reichman has been a great motivator and teacher and having her in my classroom observing my students has been very helpful. I also enjoy our meetings and the chance to discuss my students more fully. Thank you for bringing Hidden Sparks to my school!” Morah T. at Bnos Bais Yaakov
“The Hidden Sparks concepts have helped me to understand that children learn differently from one another due to differences in strengths and weaknesses. Now I know that when a child experiences difficulties in the area of memory, challenging them to complete a vocabulary exam by just writing the definitions would be difficult, instead I offer multiple choice definitions which is more effective and enables the student to see success. I was surprised to discover that students whom I previously thought did not study for vocabulary exams actually knew the material once assessed in this fashion”. Mrs. B., Shaare Zion Ohel Bracha Boys School
Something I’ve learned through Hidden Sparks is to look at students’ behavior much more deeply. I try to understand the child’s struggle. This perspective has carried over to viewing family members’ challenges as well”! E.F., third grade teacher, Bnos Yaakov of Pupa
“As a result of Hidden Sparks my teaching has become more organized. I understand better the kind of learner I am – my strengths and struggles. I think more about the ways I need to be more organized to benefit my students”. Morah S. at Yeshiva Har Torah
“Something I’ve learned through Hidden Sparks is to stop and evaluate why a child is acting out. Children are not ‘bad’. If a child is misbehaving, let’s evaluate what need is not being met. By addressing the root cause together with demystifying the child, he or she can shine and be a ‘class star’. Furthermore, when we can demystify both parents and children, they can utilize their personal learning strengths in other areas and future classrooms too”. Morah S. at Bnos Bais Yaakov
“Something I do differently because of Hidden Sparks is that I focus on students’ positive aspects and strengths as opposed to their difficulties”. L.L., second grade teacher, Bnos Yaakov of Pupa
It used to frustrate me that Moshe was constantly fidgeting in his seat or getting up and walking around the classroom. The Hidden Sparks coach suggested that Moshe be given the opportunity to stand and move around more during class time in order to help him maintain attention. Moshe is now able to focus more and I’m able to enjoy having him in the class. Rabbi N., Shaare Zion Ohel Bracha Boys School
“As a result of Hidden Sparks, my teaching has become richer. I can be more thoughtful about teaching. I think more about the things I have been doing for years and wonder: Is this the best way to do it”? Rabbi Z. at Yeshiva Har Torah
“Something I do differently – I brought in a carpet to my kindergarten classroom so that my students could be more comfortable sitting (and sit more easily) during circle time”. Morah P. at Yeshiva Har Torah
“I now post on the blackboard and discuss the structure of the daily activities each day, understanding the essential need for students to get a grasp on what the day will bring them.” Rabbi W., Shaare Zion Ohel Bracha Boys
“The Hidden Sparks program has specifically impacted my students because I try not to allow anyone to ‘fall through the cracks’. My coach emphasizes that we must focus not only the bright and weak students but on the ‘non-descript’ student who seems to fade from our focus. One very capable student who was on the verge of becoming ‘labeled’ a class clown became more secure in her own abilities and academically successful through the guidance of Hidden Sparks. For years afterwards, he would greet me in the halls with appreciation”. Morah A. at Bnos Bais Yaakov
“I am much more tolerant of my students’ “idiosyncrasies” such as clicking pens during instruction. I realize that students need to do different things in order to learn”. B.D., seventh grade teacher, formerly a third grade participating teacher, Bnos Yaakov of Pupa
From Our Coaches
“Hidden Sparks has helped bring about a culture of change and growth within the school. Teachers are interested in moving beyond what they’ve always known”. Tamar, Coach, Shaare Zion Ohel Bracha
“Josh (not his real name) is a kindergarten student with great difficulties holding a pen and making contact with the paper. The coach suggested to the teachers that rather than creating illustrations (that are not recognizable) for their sentences that they allow him to find a picture that matches the words and glue it to the paper. And, when he wants to write his own sentences he can dictate to the teacher which letters to write down as he sounds it out. The teacher has taken the suggestions and implemented even more accommodations for him. He is now participating more, his skills are growing and his behavior has been more appropriate”. Judith, Coach, Yeshiva Har Torah
“After working with a Hidden Sparks coach for two years, the Judaic Studies Principal has introduced lessons on social cognition into the entire school’s curriculum”. Esther Fradel Schwartz, Coach, Bnos Yaakov Pupa
Chani (not her real name) is a third grade child who has difficulty in the area of attention and concentration, has weak mental energy, and has difficulty sustaining attention during class. She also presents with performance inconsistency. When reading Hebrew she tended to read quickly and not pay attention to specific vowel sounds. When doing math she frequently added when she should have subtracted. She also would forget to read the directions when doing a worksheet.
The Hidden Sparks coach suggested specific strategies for Chani which were implemented and have proven successful. She benefitted from short breaks while doing her work. In math class, she benefitted from having to read instructions before starting the page and checking off that she had in fact read the instructions first. Chani also benefitted from having to do few problems at a time so she did not become overwhelmed. In Hebrew class she was encouraged to use a pointer while reading and pay close attention to individual vowels. In both Hebrew and English reading she was demystified about the process of reading Hebrew and the fact that it differs in many ways from reading English. Sara, Coach, Bnos Bais Yaakov
“Discussing learning and education has become a possibility as behavioral issues within the school have begun to be addressed and therefore room has been made for discussions about learning”. Tamar, Coach, Shaare Zion Ohel Bracha
“A first year teacher was struggling with transitions in her 3rd grade class. The coach helped her break down the instructions, and present them in a more usable way (shorter instructions with signals), place herself where she wanted them to be next, and use a transition that the students respond to more quickly. The teacher’s transitions have been much smoother – she is much calmer and so is her class”. Judith, Coach, Yeshiva Har Torah
” Teachers have begun to speak in nonjudgmental ways about students and are quicker to use strengths in their description of students. Additionally, teachers are more willing to speak with students about issues that they (the students) are facing. There is greater comfort around discussing students strengths and weaknesses directly with the students”. Tamar, Coach, Shaare Zion Ohel Bracha
“With Hidden Sparks coaching, a teacher is conscious of wait time and believes in the value of it to such an extent that she encourages her coworkers to be more mindful of this important technique” Meryl, Coach, Shaare Torah Boys School
The coach suggested to a teacher that she might allow more flexibility for a student who couldn’t sit still for long period of time. The teacher took her suggestion to heart. When the coach returned for her next visit, the student was standing while working at his desk. The coach was delighted and surprised to see that the teacher implemented the strategy immediately and it was successful. In addition, the student who was standing did not disturb the other students and no one else asked to stand. This is an example of each student getting what he needs. Tamar, Coach, Shaare Zion Ohel Bracha
“Ray (not his real name) is a kindergarten student who is academically far ahead of the other students in the class – reading at a 3rd grade level, very strong math skills. He is physically much bigger and taller than the other kids in the class. The teacher reported that he was involved in a lot of altercations and was too physical with other children. When the coach observed (3 hours total) he was not involved in a single altercation. When the coach spoke to the teacher about it, they realized that he was struggling during less structured times. Together they generated strategies for gym, lunch and recess to help him stay in his own space. The teacher reports that things have improved and his interactions have been much more positive”. Judith, Coach, Yeshiva Har Torah
“One particular teacher has changed dramatically over the 3 years of working together with Hidden Sparks that his classroom has become a safe environment where: learning is taking place (as opposed to disarray), where structure is important, and where thinking about students strengths is a natural part of the workings of this classroom”. Tamar, Coach, Shaare Zion Ohel Bracha.
Testimonials / Reflections from Our Teachers
Feedback from Hidden Sparks participants highlights the impact it’s making on teachers and their students.
From Participating Teachers
All names have been changed to maintain confidentiality
“Something I do differently because of Hidden Sparks is try to create a more respectful classroom community where we can talk about the ways that we learn differently”. Morah R. at Yeshiva Har Torah
“Since I’ve been working in the Hidden Sparks program I confront the challenge of teaching a weak student instead of ‘running away’. I actually feel enthusiastic about helping students find their strengths”. S.S., second grade teacher, Bnos Yaakov of Pupa
“My classroom has benefitted from my participation in Hidden Sparks because now I understand better the need for routines, practicing routines and teaching the routines in an organized way”. Rabbi A. at Yeshiva Har Torah
“Hidden Sparks has helped me look at my students differently. I now become less frustrated when they are having a hard time and rather try to think of strategies to help them. I love the fact that I am encouraged to think about my students strengths and not to only think about their weaknesses. Dr. Reichman has been a great motivator and teacher and having her in my classroom observing my students has been very helpful. I also enjoy our meetings and the chance to discuss my students more fully. Thank you for bringing Hidden Sparks to my school!” Morah T. at Bnos Bais Yaakov
“The Hidden Sparks concepts have helped me to understand that children learn differently from one another due to differences in strengths and weaknesses. Now I know that when a child experiences difficulties in the area of memory, challenging them to complete a vocabulary exam by just writing the definitions would be difficult, instead I offer multiple choice definitions which is more effective and enables the student to see success. I was surprised to discover that students whom I previously thought did not study for vocabulary exams actually knew the material once assessed in this fashion”. Mrs. B., Shaare Zion Ohel Bracha Boys School
Something I’ve learned through Hidden Sparks is to look at students’ behavior much more deeply. I try to understand the child’s struggle. This perspective has carried over to viewing family members’ challenges as well”! E.F., third grade teacher, Bnos Yaakov of Pupa
“As a result of Hidden Sparks my teaching has become more organized. I understand better the kind of learner I am – my strengths and struggles. I think more about the ways I need to be more organized to benefit my students”. Morah S. at Yeshiva Har Torah
“Something I’ve learned through Hidden Sparks is to stop and evaluate why a child is acting out. Children are not ‘bad’. If a child is misbehaving, let’s evaluate what need is not being met. By addressing the root cause together with demystifying the child, he or she can shine and be a ‘class star’. Furthermore, when we can demystify both parents and children, they can utilize their personal learning strengths in other areas and future classrooms too”. Morah S. at Bnos Bais Yaakov
“Something I do differently because of Hidden Sparks is that I focus on students’ positive aspects and strengths as opposed to their difficulties”. L.L., second grade teacher, Bnos Yaakov of Pupa
It used to frustrate me that Moshe was constantly fidgeting in his seat or getting up and walking around the classroom. The Hidden Sparks coach suggested that Moshe be given the opportunity to stand and move around more during class time in order to help him maintain attention. Moshe is now able to focus more and I’m able to enjoy having him in the class. Rabbi N., Shaare Zion Ohel Bracha Boys School
“As a result of Hidden Sparks, my teaching has become richer. I can be more thoughtful about teaching. I think more about the things I have been doing for years and wonder: Is this the best way to do it”? Rabbi Z. at Yeshiva Har Torah
“Something I do differently – I brought in a carpet to my kindergarten classroom so that my students could be more comfortable sitting (and sit more easily) during circle time”. Morah P. at Yeshiva Har Torah
“I now post on the blackboard and discuss the structure of the daily activities each day, understanding the essential need for students to get a grasp on what the day will bring them.” Rabbi W., Shaare Zion Ohel Bracha Boys
“The Hidden Sparks program has specifically impacted my students because I try not to allow anyone to ‘fall through the cracks’. My coach emphasizes that we must focus not only the bright and weak students but on the ‘non-descript’ student who seems to fade from our focus. One very capable student who was on the verge of becoming ‘labeled’ a class clown became more secure in her own abilities and academically successful through the guidance of Hidden Sparks. For years afterwards, he would greet me in the halls with appreciation”. Morah A. at Bnos Bais Yaakov
“I am much more tolerant of my students’ “idiosyncrasies” such as clicking pens during instruction. I realize that students need to do different things in order to learn”. B.D., seventh grade teacher, formerly a third grade participating teacher, Bnos Yaakov of Pupa
From Our Coaches
“Hidden Sparks has helped bring about a culture of change and growth within the school. Teachers are interested in moving beyond what they’ve always known”. Tamar, Coach, Shaare Zion Ohel Bracha
“Josh (not his real name) is a kindergarten student with great difficulties holding a pen and making contact with the paper. The coach suggested to the teachers that rather than creating illustrations (that are not recognizable) for their sentences that they allow him to find a picture that matches the words and glue it to the paper. And, when he wants to write his own sentences he can dictate to the teacher which letters to write down as he sounds it out. The teacher has taken the suggestions and implemented even more accommodations for him. He is now participating more, his skills are growing and his behavior has been more appropriate”. Judith, Coach, Yeshiva Har Torah
“After working with a Hidden Sparks coach for two years, the Judaic Studies Principal has introduced lessons on social cognition into the entire school’s curriculum”. Esther Fradel Schwartz, Coach, Bnos Yaakov Pupa
Chani (not her real name) is a third grade child who has difficulty in the area of attention and concentration, has weak mental energy, and has difficulty sustaining attention during class. She also presents with performance inconsistency. When reading Hebrew she tended to read quickly and not pay attention to specific vowel sounds. When doing math she frequently added when she should have subtracted. She also would forget to read the directions when doing a worksheet.
The Hidden Sparks coach suggested specific strategies for Chani which were implemented and have proven successful. She benefitted from short breaks while doing her work. In math class, she benefitted from having to read instructions before starting the page and checking off that she had in fact read the instructions first. Chani also benefitted from having to do few problems at a time so she did not become overwhelmed. In Hebrew class she was encouraged to use a pointer while reading and pay close attention to individual vowels. In both Hebrew and English reading she was demystified about the process of reading Hebrew and the fact that it differs in many ways from reading English. Sara, Coach, Bnos Bais Yaakov
“Discussing learning and education has become a possibility as behavioral issues within the school have begun to be addressed and therefore room has been made for discussions about learning”. Tamar, Coach, Shaare Zion Ohel Bracha
“A first year teacher was struggling with transitions in her 3rd grade class. The coach helped her break down the instructions, and present them in a more usable way (shorter instructions with signals), place herself where she wanted them to be next, and use a transition that the students respond to more quickly. The teacher’s transitions have been much smoother – she is much calmer and so is her class”. Judith, Coach, Yeshiva Har Torah
” Teachers have begun to speak in nonjudgmental ways about students and are quicker to use strengths in their description of students. Additionally, teachers are more willing to speak with students about issues that they (the students) are facing. There is greater comfort around discussing students strengths and weaknesses directly with the students”. Tamar, Coach, Shaare Zion Ohel Bracha
“With Hidden Sparks coaching, a teacher is conscious of wait time and believes in the value of it to such an extent that she encourages her coworkers to be more mindful of this important technique” Meryl, Coach, Shaare Torah Boys School
The coach suggested to a teacher that she might allow more flexibility for a student who couldn’t sit still for long period of time. The teacher took her suggestion to heart. When the coach returned for her next visit, the student was standing while working at his desk. The coach was delighted and surprised to see that the teacher implemented the strategy immediately and it was successful. In addition, the student who was standing did not disturb the other students and no one else asked to stand. This is an example of each student getting what he needs. Tamar, Coach, Shaare Zion Ohel Bracha
“Ray (not his real name) is a kindergarten student who is academically far ahead of the other students in the class – reading at a 3rd grade level, very strong math skills. He is physically much bigger and taller than the other kids in the class. The teacher reported that he was involved in a lot of altercations and was too physical with other children. When the coach observed (3 hours total) he was not involved in a single altercation. When the coach spoke to the teacher about it, they realized that he was struggling during less structured times. Together they generated strategies for gym, lunch and recess to help him stay in his own space. The teacher reports that things have improved and his interactions have been much more positive”. Judith, Coach, Yeshiva Har Torah
“One particular teacher has changed dramatically over the 3 years of working together with Hidden Sparks that his classroom has become a safe environment where: learning is taking place (as opposed to disarray), where structure is important, and where thinking about students strengths is a natural part of the workings of this classroom”. Tamar, Coach, Shaare Zion Ohel Bracha.