Returning to continuous learning in schools, after a period of closures and forced social distance, found our students in a wave of emotional distress, which created a significant educational challenge and a reality that required a gradual and complex return to learning and readjustment to social relationships.
All the educators - who received the recognition they deserved last week as part of the wave of blessings for "Teacher's Day" - stand bravely in the face of this stormy wave: trying to mend the fractures, brave, devoted (almost with devotion), constantly trying to contain the situation and adjust. By creating a learning routine alongside activities that will schedule emotional dialogue and connections.
In addition to the flood of blessings on the occasion of "Teacher's Day", another routine e-mail was received requesting to be prepared for the Meitzav tests of the Ministry of Education (Meitzav - Indices of Efficiency and School Growth).
As if someone in the Ministry of Education thinks that there is not enough workload, that the level of stress of the educators and students is not high enough.
Much has been written and said about the severe effects these tests cause, in part because of the public treatment of them as a judicial tool for the quality of schools and the educators working in them.
There is a pressure, a pressure that begins among the employees of the educational system - who feel obligated to produce and show achievements, and continues to seep into the students - who feel that beyond the tests and daily tests they are now tested in another index.
The result: shallow, stressful and ineffective learning, one that will soon be forgotten.
Therefore, when one connects the desire to take the Meitzav tests to the particularly challenging period we are in, one can say simply and clearly: this is not the time for the test and measurement. In order to stand this important test, we need our educators to be free to have an emotional discourse, to teach deeply and without pressure to show quick accomplishments. We need educators who are free to accommodate children, and in many cases Even do educational work with the whole family.
The education profession is one of the most challenging, but also the most rewarding for those who choose to pursue it.
From a deep acquaintance I will testify that there are excellent principals, educators in the field, that all they want is to do the educational work.
The system must define the boundaries of the sector and let them act in a correct and adapted way to the community in which they operate.
They will do so in a value-based, professional, educational, challenging and deep and high-level manner.
Let's let the educators do that.
Let's be measured less and inaugurated more.
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