One year of kindergarten is compulsory in Israel, but most attend pre-school much earlier. Yet for most of the children (all except 8 this year) it is their first year in Neve Shalom/Wahat al-Salam and therefore their first experience of a bilingual classroom. Some children manage quite well and quickly make friends. For others it is harder.
Shams, an Arab girl from Lod, found it harder than most at the beginning. In her kindergarten she was known to be a very talented and outgoing child. She loves to sing and dance. But she definitely found it disconcerting to be in a situation where she could not communicate with half of the children and where some of the teachers spoke to her in Hebrew. She felt disadvantaged because Yaara and Bushra (two Arab girls from the village who had already been to kindergarten here), spoke Hebrew very well. So in the early days of the school she clung a lot to the Arab teachers, especially her homeroom teacher Yasmin. She would even stay with Yasmin and follow her around even during the school breaks.
Now Shams feels at home in the school. She can read, write and understand some Hebrew – still not perfectly, but she is learning to adjust – just like the other children. During the school breaks she plays with Jewish children, and has started to visit them after school.
Orel is a Jewish child from Messilat Tsiyon, a nearby Jewish moshav. Most of the residents in Messilat Tsiyon are Cochini Jews from South India, though Orel has an Indian-origin mother and a Yemenite-origin father. For the first half of the school year he attended a different school. However, he was unhappy there, and in parallel he started to hear from some of his friends in Messilat Tsiyon about the Oasis of Peace school and it sounded like much more fun. For example, they told him how they had celebrated Christmas and other holidays that he had never heard of. So he joined our school rather late – only after the winter break. It was not an easy step. By that time, the other children had already learned both the Hebrew and the Arabic alphabets and were making progress in understanding the other language. In short, he had a lot of catching up to do. Now he’s doing better, especially because he made a friend: Fariel, the Arab girl who sits next to him in the class. Now they are inseparable. Orel speaks to her in Hebrew; Fariel answers in Arabic, and it isn’t clear how much they understand one-another, but somehow it works, and Orel is beginning to feel at home at the school.
Asked how the first grade children are doing in general, Yasmin says they are all making steady progress. They understand the second language well at a passive level already, i.e. they understand most of what the teachers and the other children are saying. Working bilingually with the children requires a lot of effort on behalf of the teachers, and perhaps more so on behalf of the Arab teachers. For example, the school just celebrated Purim, a Jewish holiday. The Arab children take part too, but the Jewish teacher cannot, by herself, work with the Arab children due to language limitations. So even though this is a Jewish holiday, the Arab teacher must be equally involved in the preparations. In the first grade there is the additional difficulty that the Jewish teacher, Ira, is now in advanced pregnancy and now may have to remain at home.
Integration between the children is very good and they play together without distinction. As mentioned, they have also begun to visit one-another at home.
While the Muslim students were on vacation for Eid al-Adha, it is a tradition of Neve Shalom-Wahat al-Salam’s elementary school that its pupils have a day consecrated to celebrating Winter. On this occasion the whole school gathered at 12pm on November 8, and ate some soup. There were a few batches of lentil soup and a few batches of vegetable soup. The 6th graders were responsible for making the delicious soups, and all grades and teachers took full advantage of it. Expected was a rainy day, but it turned out to be a very sunny day, and pretty warm too. So the Winter Day felt like summer!Ira, 1st grade teacher, accompanied by Guy, Drama teacher, during the last hour read to the 1st graders. They read the famous Israeli ancient story of “Honi Ha-Meagel” about the one year long lack of rain and a man who walked in a circle in order for it to rain.
November is also "Democracy Month" throughout the national school system in Israel, in conjunction with the anniversary of the assassination of Prime Minister Yitzhak Rabin. At the school, the teachers also incorporate the commemation of the Deir Yassin massacre.
This September, like every year, the school welcomes new first graders. 26 Jewish and Palestinian children will soon be taught together in Arabic and Hebrew and learn the values of peace and equality thanks to gifts like yours.
While it has been the model for other bilingual schools in Israel, the Primary School of Neve Shalom/Wahat al-Salam remains the only one located in a binational community, where Palestinians and Jews choose to live, work and raise their children together.
When graduating last June, Anat a Jewish 11-year old, told us: "The school gave me a chance to see the other side and also the opportunity to learn Arabic and the Arab-Palestinian traditions so that I get to know more about them and we are able to communicate. What I like the most about my school is the union I see between Jews and Arabs."
Thank you for making this possible for the children of Neve Shalom/Wahat al-Salam!
After a fairly intensive period of learning about the spring holidays of Easter and Passover, the School went into a period of learning about the national holidays that include Holocaust Day, Memorial Day, Independence Day and Nakba (Catastrophe) Day. In commemorating these events, the school has been moving from a model of mainly separate, uni-national activity to a more integrative model of learning about these events together. Holocaust Day is always commemorated by both the Arab and Jewish pupils. This year, in addition to the ceremony at the school, the children also visited the photo exhibition (photo page 1)currently at the Pluralistic Spiritual Center, on the subject of Albanian Muslims who rescued Jewish neighbors during the Holocaust. Abdessalam Najjar explained the exhibit to the children.
Whereas Israel's Memorial Day for fallen soldiers and Independence Day are marked on the Hebrew dates (May 9 and 10 this year), Nakba Day is commemorated according to the western calendar (May 15). The pupils learn about the events together, and are separated only during the ceremony.
In the lobby of the school today is an exhibit of drawings by the children marking the national holidays. The children were asked to take a single sheet of paper and show the differences in the experience of the national holidays by the Arab children and the Jewish children. They have shown this in various creative ways, through detail and color. Some drawings show a happy child and a sad child. Some show bright, harmonious patches of color on one side of the page, with broken, discordant and dark colors on the other side. In the middle of the lobby is also a large depiction of Israeli and Palestinian flags, on separate sides. But a hand reaches from the center of each flag towards the centre. Each hand holds doves in the palm, which are in the process of being released.
The Zoo Lab is an educational and therapeutic initiative designed to encourage students (pre-K through 6) to learn about, interact with, and care for some of the animal species who share our world, in the context of a comprehensive interdisciplinary environmental studies curriculum. It is one of the many extra-curricular programs run by the Primary School to enrich the children's learning experience.
Last summer, Israel experienced record-breaking temperatures and this was very hard on the animals. Despite various experiments with ice and water, the Giant Rabbits (a special kind of rabbit) and chinchillas died. The children, on returning to school, were very sad about this. The birds managed all right, perhaps because some of these are warm weather varieties. Currently, there are cockatiels from Australia and doves from Africa. There are also parrots, guinea pigs. silkie chickens and ordinary rabbits.
All of the children in the school spend time with the animals for one class hour per week. The younger children mainly pet them and follow the progress of egg hatchings and births, etc. The older children take more responsibility. Among the tasks are gathering food, including kitchen waste, greens from nature and bought food (seeds and mixtures). They learn about how the animals protect themselves from parasites by eating herbs such as rosemary, and add these also to their food. Another responsibility is taking the waste from the floor of the zoo lab to use as compost in the plant nursery. All the children love the zoo lab, and some show a special penchant for taking responsibility there.
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