From Participating Teachers

“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

“I’m sure you have heard this many times before , but I feel the course so far has really changed me as a teacher in so many ways. I am much more mindful of every student and parent interaction and the level of specificity I am able to use to analyze problems.”

Julie Ginns, Jewish Educational Center

“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

“I cannot express fully the impact [Hidden Sparks] has had on me and on the work that I do…It was the best thing that happened to my career! The learning has helped me grow as a teacher, and in such, has benefited my students and fellow teachers as well. If I had to pick the thing that had the greatest impact, it would be my work with my mentor.”

Aliza Scharf, Shulamith School of Long Island

“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

“Among teachers there is so much burnout…it’s so important to refresh yourself and get excited again..and there are so many instructional techniques that I want to bring into my classroom…Rather than label, it is so important to be able to give definition to what is holding the student back…I look forward to bringing more metacognition into my classroom and encourage a more refreshing attitude among my colleagues.”

3rd Grade Teacher, PTACH

“The Hidden Sparks training that I received has informed every aspect of my teaching. As much as I thought I was listening to students, working with their strengths, and helping there is a greater joy in teaching because I can figure it out and make a difference, and that’s going to affect my students for years to come.”

Rebecca Nenner, Hebrew Academy of Nassau County

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..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.”

Dr. Tamar Bauman, Hidden Sparks Coach

“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, Hidden Sparks Coach