July 2022: ADHD Survive and Thrive

ADHD is a different kind of topic for our journal. In the past, we’ve focused on things that may be on the minds of Jewish day school leaders, such as school culture, curriculum development, staffing, and […]

by Mrs. Devora Malka Goldstein “Shmully, sit down.” “Sara, what are you supposed to be doing now?” “Why are you across the room?” “Your chair is not supposed to be in the air.” “Morah what were […]

by Rabbi Dov Gopin I’ve been there and know what it’s like. I was in the middle of giving a great lesson, my talmidim were engaged and it seemed like smooth sailing. I felt great – […]

by Rabbi Gary Menchel and Karyn Feinberg, Psy. D “I cry at night because my teachers tell me you could do better. It should be illegal to say that.”“I feel lost, helpless and uncertain at times.”“I […]

by Rav-Hazzan Scott M. Sokol, PhD Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that affects approximately 8% of school-aged children in the United States. In this brief summary article, I will attempt to articulate our current […]

by Mrs. Chana Luchins Success is counted sweetest /By those who ne’er succeed. (Emily Dickinson, Poem 67) How can schools provide a warm and safe environment for children who have a diagnosis of ADHD? Why is […]

by Rabbi Yitzchak Menda I chuckle when I think about the students I’ve had with ADHD and the inevitable conversations I had to have with parents. Whether the Chassidish parents I work with now or the […]

by Miriam Gewirtz The fidgety and hyperactive child has always been around. The inattentive or impulsive student has always existed. We all know that in the days that our grandparents grew up and especially our great […]

by Rabbi Shmuel Reich Difficulty following directions It was a fairly simple set of instructions. One may have expected the whole class to be able to follow them directly, without incident. When I looked over toward […]

by Malka Ungar, PhD The Universal Design for Learning Center (2014) identified three neurological networks involved in learning. These are the recognition network, the strategic network, and the affective network. Recognition refers to the “what” of […]

How to Engage Even the Most Distracted of Learners Through Introducing Music into the Learning Experience by Rabbi Dov Chastain As an individual who was diagnosed with ADHD as a child, it is very exciting for […]

by Mrs. Etti Siegel “My student has ADHD,” complain teachers to me as they struggle with classroom management. “I can’t teach when he is in the room!” Is it Sammy, who constantly blurts out comments, talks […]

Based on a series of lectures delivered by Rav Reuven Leuchter to mechanchim as part of the CoJDS Lilmod U’lilamed program. Defining אמונה Before we discuss teaching אמונה in the classroom, we first must define what […]

By Rabbi Dovber Chaiton Often, the resources available to Torah Studies teachers are more limited than those available to General Studies. Responsive Classroom can be used an approach to giving ADHD students access to the Torah […]

by Rabbi Avichai Pepper It happens in every classroom from coast to coast and abroad. There is that student who seems to struggle with following instructions and staying on task. He may be inattentive to learning, […]

by Dina Schachtely and Clifford Brugman If you are privileged enough to be in education, whether as a teacher in a general classroom, special education, Hebrew, Judaic Studies, or other area, you likely have taught one […]