Parshat Yitro 2/5/26 - Rabbi Bennett
In Pri Tadik, Rav Tzadok notes a striking pattern: the sections that describe Ma’amad Har Sinai in both Torah Shebichtav and Torah Sheb’al Peh are named after geirim.
Parshat Yitro opens with Moshe receiving his father-in-law, along with his wife and children, who were in Midyan during the events of Yitziyat Mitzrayim. Rashi quotes the Chazal, which states a machloket as to the chronology of these events. Some say that Yitro came prior to Ma’amad Har Sinai, while others maintain he came after, employing the idea of ein mukdam umeuchar baTorah, that the Torah, at times, lists events out of order. Yet, all must agree that thematically, something about Yitro joining the Klal Yisrael precedes Har Sinai.
In Mesechet Shabbat, the Gemara describes Ma’amad Har Sinai in great detail in perek Amar Rabi Akiva. Rebbi Akiva, famously known as a Ba’al Teshuva, was actually a descendant of geirim (see Rambam, introduction to Mishneh Torah).
What does Ma’amad Har Sinai have to do with geirim or geirus, to the extent that the title of the sections are named after these famous geirim? Additionally, Chazal learn many halachos of Geirus from Ma’amad Har Sinai. What’s the connection?
Ma’amad Har Sinai was the defining teaching experience in Jewish History; It was the only time Klal Yisrael heard directly from HKB”H, and what was heard was the Aseret Hadibrot, or at the very least, two of them. It would follow that both how this teaching and learning took place, and the content of the teaching, are both fundamental to Klal Yisrael.
This is obvious when discussing the content. The Aseret Hadibrot used to be part of davening, similar to Kriyat Shema (see Brachot 12a). Take a look around many Shuls and you will find them affixed to the walls.
But, what is it about the environment or delivery – the how – that is fundamental to Klal Yisrael?
Going back to the Gemara referenced above, Shabbos 88a quotes from this week’s Parsha that Klal Yisrael stood at the base of Har Sinai to mean that HKB”H held Har Sinai over our heads and said, “If you accept the Torah, good. If not, this will be your burial.” Some understand this Chazal to be literal; it could be. As the Rambam writes in Shmoneh Perakim, that’s not the point. Chazal, both in Agadditah and in Midrash, do not record history; they teach lessons.
The lesson here is that the reality of HKB”H at Har Sinai was not merely believed – it was experienced with absolute clarity. Accepting the Torah was not a difficult decision; it was the only decision that made sense. The truth was so compelling that it was as if Klal Yisrael had no real bechira in the matter.
What defines a ger is not merely the choice to observe Torah and mitzvot, but the clarity that makes such a choice possible. A sincere ger does not leap into the unknown; he responds to a truth that has become undeniable. In this sense, Har Sinai was a national moment of geirus. Klal Yisrael encountered a revelation so clear, so overwhelming, so compelling, that commitment to Torah became the only conceivable path forward.
As parents and educators, it is our sacred duty and privilege to ensure our children’s learning and shmirat hamitzvot are clear as day, compelling and relevant. The Torah, both shebichtav and ba’al peh, are alive and relevant, and continue to guide us in every part of our day and every decision we make. This is the lesson we learn from the how of Ma’amid Har Sinai, the lesson we learn from HKB”H himself.
We are in the lead-up to Purim. The very next piece of Gemara in Shabbat tells us that Klal Yisrael confirmed and reaccepted the Torah during the Purim story “kiymu ma shekiblu k’var.” The difference between these two Kabolos HaTorah is that at Har Sinai, we were compelled. During the Purim story, Hashem hid himself from us, and nonetheless, we chose Torah. If Ma’amid Har Sinai represents clarity in revelation, then Purim represents clarity without revelation – faithfulness even when Hashem is hidden.
The question for us is not whether Torah is compelling. Har Sinai settled that long ago. The question is whether we present Torah to our children with that same clarity, as something alive, relevant, and unquestionably true.
At Har Sinai, commitment emerged from revelation. In the days of Purim, commitment endured even in hiddenness. Our task is to cultivate a Torah life so clear and meaningful that choosing it does not feel like coercion, but like the most natural response to truth itself.
When we succeed in doing so, we reaffirm our own Kabbalat HaTorah, and move one step closer to the final geulah.
Shabbat Shalom
Parshat Bo 1/23/26 - Dr. Rapoport
In this week’s parsha, Parshat Bo, we learn of the last of the makot: Arbeh/Locusts, Choshech/Darkness, and Makat B’Chorot/Death of the Firstborn. Leading up to Parshat Bo, Moshe and Aaron have beseeched Pharaoh seven times to release Bnai Yisrael from slavery. Despite Hashem sending increasingly devastating plagues upon Mitzrayim, Pharoah continues to refuse.
He momentarily offers to allow Bnai Yisrael to leave, however, with the proviso that they leave behind their children as security, then leave behind their cattle. No deal, says Moshe.
So each time, Pharaoh refuses. And each time, Moshe stands his ground. He has job to do, a goal to achieve, and a purpose from Hashem to fulfill.
One of the major lessons from this parsha that we try to instill in our students is not to give up when we fail to accomplish our goals the first, second, third, or even ninth time we try. Nothing worthwhile is ever handed to us on a silver platter. We have to work for our wins, put forth our best effort, and persist against all odds. Even when some will try to tell us that it’s too hard and can’t be done. J.K. Rowling’s original manuscript was turned down by 12 different publishing houses before Harry Potter and the Sorcerer’s Stone was finally accepted.
In the end, we know that everything happens for a reason and everything is from Hashem. When the time is right and we have learned the lessons we are meant to have learned, what is supposed to happen, will happen. The timing is not in our hands; that is up to Hashem.
I have a saying posted in my office that visitors often remark upon: Everything’s always okay in the end. If it’s not okay, it’s not the end. This applies equally to short-term challenges, as well as to the long and sometimes bumpy process of childhood growth and development. As parents, we want so badly to see our children have it easier than we did, to succeed without accumulating the scrapes and bruises of failure and disappointment. Yet, it is through learning to navigate and bounce back stronger from life’s inevitable setbacks that our children become resilient and capable problem solvers able to succeed in the world.
The yad of Hashem is hidden from us, only visible in hindsight, when our present challenges are over and behind us. Upon reflection, the obstacles and detours weren’t necessarily what we would have wanted, but they are always for the best. The lesson for our children is that when we are in the midst of a challenge, even the most difficult circumstances imaginable, it can be the hardest to see that Hashem is supporting us behind the scenes. But, He is. He always is.
Shabbat shalom!
Parshat Shemot 1/8/26 - Mrs. Kreisberg
Leadership In Quiet Ways
In this week’s Parsha, we learn that leadership is not about position or power, but about showing up with integrity and concern for those around us. First, we meet Shifra and Puah, the midwives who refuse Pharaoh’s command to harm the Jewish babies. The Torah tells us: “But the midwives feared God and did not do as the king of Egypt commanded.” Their courage teaches us that leadership begins with moral strength—doing what is right even when it is challenging or unpopular.
Next, Pharaoh’s daughter, bat Pharaoh, sees baby Moshe floating in the Nile and reaches out to save him. The Midrash teaches that her arm miraculously stretches to reach the basket, showing that we can stretch ourselves to help others. Her actions remind us that leadership can grow from kindness, and respect for human life.
Then we see Moshe himself. The Torah tells us: “He went out to his brothers and saw their suffering.” Moshe does not ignore what he sees. He stands up for justice three times: for a Jew attacked by an Egyptian, for two Jews fighting with one another, and later for Yitro’s daughters in Midian. Finally, at the burning bush, Moshe learns that true leadership is rooted in humility and partnership with Hashem when he asks, “Who am I that I should go to Pharaoh?”
Together, these moments reveal different phases of leadership: moral courage, compassionate action, respect, and humility.
I was thinking about how these qualities come to life every day at OCA.
- Moral courage shows up when a student stands up for a classmate who is being left out or spoken to unkindly.
- Compassionate action appears when students notice someone struggling—whether with a math problem, a friendship, or a feeling—and they step in to try to help a friend.
- Respect is demonstrated when students listen to one another, value different perspectives, and show kavod to teachers and friends.
- Humility is visible when a student contributes quietly without seeking recognition—helping a younger child or supporting classmates in a group project.
As these matriarchs demonstrate, we see this model of leadership embodied by Shifra and Puah, bat Pharaoh, and Moshe—each choosing to do what is right, even when no one is watching. In the same way, our students learn that leadership is not about being in charge, but about caring for others, making kind choices, and taking initiative, even in small and quiet ways.
Shabbat Shalom!
Parshat Mikeitz 12/18/25 - Dr. Rapoport
Our children are a source of radiance and bracha in our lives. They come into this world with the spark of Hashem, which nurtured by an education filled with wonder and joy, enables that spark to grow into a robust commitment to Torah and love for Am Yisrael. It is a privilege for us to wake up every day with the goal of teaching and inspiring our students to take pride in and be eager to learn Torah. Every step of the growth we observe is a reflection of the love, consistency, and modeling provided by us, their parents and teachers.
This week as we celebrate the nes of Chanukah, we add one candle to the chanukiah each night to signify that when we are faced with darkness, with Hashem’s help, our light will always grow stronger and never be diminished. Even a small flame has the power to dispel the darkness. With each tragedy that has befallen our people throughout history, and painfully into the present, we only grow stronger and more dedicated to preparing our children to bring their new light to the world, their Ohr Chadash.
This past Sunday, our second graders received their first Chumash in a celebration filled with song and family learning that filled our hearts with nachat and hakarat hatov. It was beautiful to see our children seeing songs about Torah, and then holding their own treasured Chumash in their arms for the first time. Joining together with their parents, grandparents, and even great-grandparents to celebrate their learning was a moment of fulfillment of “v’higadeta l’vincha”—the sacred obligation to transmit Torah from one generation to the next (Shemot 13:8).
Beyond these milestone moments, we are blessed with the daily zechut of seeing our students, from ECC 2s through eighth grade, engage in Torah learning with sincerity, curiosity, and ahavat Hashem. Like the lighting of the chanukiah, our children’s spiritual connection grows step by step, day by day, under the guidance, care, and nurturing of their rebbeim and morot. They love davening, whether or not their families are watching, and they sing the tefillot together, as a community, with clarity and purpose. It is a sight to behold!
In very challenging times, these are the moments that strengthen and redouble our resolve as a school. There can be no greater purpose for us than to ensure that our students carry a deep, confident Jewish identity illuminated by the light of Torah, and anchored by a fund of knowledge, skills, and dedication to chesed, emunah, and middot, that will enable our children to bring light to a darkened world.
Shabbat Shalom! Chanukah Sameach!
Parshat Toldot 11/20/25 - Dr. Rapoport
Nature versus nurture is the age-old debate whether our traits, personal characteristics, and even our future potential are predestined by our genetic, inborn nature or shaped primarily by the environment in which we live. Rather than one outweighing the other, we now know through the study of epigenetics that our genes and our environment are continuously interacting to shape us into the adults we are today.
The interaction between nature and nurture plays out in Parshat Toldot, in the story of Yitzchak and Rivkah’s twin sons, Yaakov and Esav. Each was born with his unique potential which needed to be harnessed and shaped for the good. Esav, born first, emerged hairy, as if already protected by the woolen coat he would need to become a hunter in the fields. Yaakov emerged second, on Esav’s heel. Esav had physical energy and determination, and Yaakov was deeply spiritually sensitive.
The meforshim explain that Yitzchak saw unique strengths in both sons, but may not have realized the extent to which these strengths needed to be recognized and refined so as to complement, rather than conflict with, one another. In contrast, Rivkah understood that blessings need to be placed where they can influence our children to achieve their potential. Birth order did not need to be determinant.
This theme–recognizing the strengths within each child and nurturing their development–resonates deeply for us as parents and educators. We don’t have Rivka’s prophecy of knowing who each of our children will become in life. Yet, we do know that every child carries individual strengths, interests, and nearly limitless potential, who with guidance, instruction, and encouragement to take risks can become anything they want to be.
For example, children who may have a genetic predisposition for shyness, when provided a supportive environment can become highly successful, socially confident adults, even sought-after public speakers. Dyslexic children can become renowned scholars and writers. Restless, high-energy children can become gifted filmmakers, artists, and inventors. Children who struggle with math and science can grow up to be caring and knowledgeable nurses and physicians.
These successes are not predestined, nor are they handed to our children. Rather, they are earned through hard work, persistence, and determination. Despite our every attempt to protect them, our children will have many failures in life, and moments when they may conclude that they were not meant for the path they have chosen.
When that happens, as it does for Rivkah when she cries out from the pain of her sons’ struggles within her womb, it may be exceedingly difficult for us to avoid internalizing the pain of our children’s challenges. When our children are stressed, we may feel as though the struggle is ours, as well. However deeply we empathize with our children, it is up to us to recognize that struggle not as a sign of failure; rather, it is a sign of development and differentiation.
There will be plenty of challenges to be overcome, hard lessons to be learned, and yes, iY’H plenty of successes to celebrate. We daven that by giving our children the courage and guidance to use their gifts for the good, we will help each of them become whom they are meant to be as successful, resilient, contributing members of klal Yisrael.
Parshat Vayera 11/7/25 - Rabbi Dear, Director of Admissions
There is a phrase that resonates written on a mug gifted to me by a mentor. It reads, “Who you are is more important than what you know.” Throughout our history, woven into the fabric of our peoplehood, we have always emphasized knowledge and academics. At the same time, we have understood that knowledge alone, that does not translate into positive action, misses the point. As we are taught in Pirkei Avot, “It is not the study which is most important, rather it is action.” What Jewish parents deeply wish for their children, even more so than academic achievement, is for them to become good, kind, and caring individuals.
This emphasis on middot and character is demonstrated in this week’s parsha, Vayera. After Avraham has passed nine difficult tests of faith sent to him by Hashem, he is tested again with “Please take your son and offer him up as a sacrifice…” (22:2). Rav Shimon Schwab ZT’L wondered why G-d prefaced this request with the word, “please.” He explains that, although Avraham was able to personally pass the previous nine tests, if he were unable to imbue Yitzchak with this same loyalty, dedication, and value system, the other tests would prove meaningless. It is only when the Torah vividly describes the scene of Akeidat Yitchak as, “the two of them went together,” do we note Avraham’s ultimate success in transmitting the Torah way of life to his son. Yitzchak, willingly agrees to whatever Hashem has dictated.
It was, in fact, this emphasis of Avraham, to impart a way of Torah life to his children, that was the impetus for Hashem to choose him to be the ancestor of Bnai Yisrael. Hashem says in the parsha, “because I know that he will command his children after his ways and guard the way of Hashem to perform charity and justice.” (18:19)
As parents and educators, we are reminded that our actions indeed speak much louder than our words. What our children notice about our behaviors, reactions, and initiatives becomes the path we pave for their own lives. Do they notice a smile or a grimace when a tzedakah collector knocks on our door? Do they sense the joy we have as we prepare for Shabbat? Are they learning honesty and integrity by observing us navigate social interactions?
I always felt it is important for children (at the appropriate age, of course) to be brought to shul and daven next to their parents. Let your children see you going to a shiur. Include your child in Shabbat and holiday preparations. Bring your child along to perform a chesed or mitzvah for others. Allow them to assist in seder preparations, and the like. Our children and students learn by what we do much more loudly than by what we say. This is the great and penetrating trait of our forefather, Avraham.
We, at OCA, are grateful that our educational approach emphasizes strong academics with an emphasis on middot, mitzvot, and social-emotional development. We surround students with positive role models and examples of positive character. We understand that “who you are is truly more important than what you know.”
May we all see much nachat from our children and students, as they continue to develop into our future leaders, learning from us as role models and walking in the way of our forefathers.
Shabbat shalom!
Parshat Noach 10/23/25 - Dr. Rapoport
We often look to Parshat Noach for the enduring lessons of emunah, but the parsha also offers profound insight into how best to nurture and educate our children, the next generation of Am Yisrael. Noach lived through a pivotal time in human history, having witnessed the troubling dysfunction of society which Hashem needed to erase, and, subsequently, shouldered the responsibility for rebuilding a world that would be just and moral. Our lives, and our children’s futures, will be unquestionably filled with challenges large and small. How we teach them to overcome those challenges with their heads held high, is one of the most important roles we play as educators and parents.
For example, the teivah (ark) can be viewed as similar to our classrooms and homes, providing Noach and his family a safe haven while the world outside was in turmoil. Our classrooms are designed to be places of safety and structure, where children feel secure enough to grow academically, socially, and spiritually. Our students can question, take risks, and try again until they succeed, giving them the inner strength and self-confidence to handle anything that comes their way.
Inside the teivah, Noach cared for each living being with great attentiveness. Rashi (Bereishit Rabbah 30:6) explains that he fed every animal at its proper time and according to its own diet. This echoes the principle of differentiated instruction that we at OCA embrace: every child has a unique profile of strengths, needs, and interests. A skilled teacher offers the right “nourishment” at the right time, enabling each student to flourish.
Noach also modeled perseverance and determination, devoting 120 years to building the teivah, amidst the criticism of others. Setting children up for success in life involves modeling and teaching our children the values of persistence and the courage to always do what’s right no matter what others may say. These lessons require our investment of consistent effort over many, many years to help children grow into thoughtful, capable, and focused adults.
The parsha tells us that mabul (flood) itself reflects the consequences of chamas (violence and corruption), highlighting the importance of strong middot and ethical behavior. Emerging from destruction, not unlike our current circumstances, Noach and his family had to rebuild the world from the ground up. The resilience to take on this type of leadership is a quality we seek to cultivate in our students. At OCA, our teachers, administrators, and social workers guide children through challenges, helping them learn that after setbacks, even ones that hit us the hardest, they can begin anew.
Taking our lead from Noach, may we continue to build nurturing spaces that guide, protect, and prepare our children to live a life of emunah. And may Hashem guide us to help our children develop the confidence, resilience, and strength from overcoming any challenges that come their way so that they may live a life of meaning and purpose.
Shabbat shalom!
Parshat Ki Tavo 9/11/25 - Dr. Rapoport
What does it mean to truly listen to someone? Did you hear what I said? What did I ask you to do? How many of us have asked those questions of our children (or even of our spouse) from time to time? It happens. We aren’t sure whether our requests were heard, or if they will be fulfilled. Fundamentally, each of us has a deeply human need to be listened to, to be seen, heard, and valued. When we don’t feel we are being listened to, that rocks our world.
In Parshat Ki Tavo, we see the word shema appear several times. We are reminded that when we cried out to Hashem, G-d of our fathers, He heard our voice and saw our affliction. (Devarim 26:7) Later, Moshe and the Leviim implore us to “Pay attention and listen, people of Israel! Today you have become a people bound to G-d, your G-d. (Devarim 27:9) Hashem listens to us; so, too, must we remember to always listen to Him. It is through our relationship with Hashem that we have been sustained as a people to achieve great success despite the challenges and pain we inevitably encounter.
The Torah’s repeated use of shema conveys more than the act of hearing sounds. Listening requires the listener to pay attention and actively construct an understanding of the message in order to know what it is that one is being asked to do. One can hear sounds, of course, which metaphorically go in one ear and out the other. True listening is about holding the information we are listening to in mind, forming a mental picture of what the speaker is conveying, and integrating that new information into one’s cognitive framework and perception of oneself.
As you will see throughout every issue of Ohr Chadashot this year, this is exactly how we approach learning at OCA. Our educational philosophy emphasizes that students construct meaning through focused listening, reflection, discussion, and active questioning.
Learning is, at its roots, a social experience that takes place through the interactions among students and between students and teachers. Learners are not passive receivers of information who hear instruction and subsequently comply with directives. We view learners as listeners who, through being encouraged to ask questions, experiment with ideas, and take ownership of their learning, are able to build a base of knowledge that will forever shape who they are as Torah-observant Jews. Within this framework, classroom lessons do not remain in the classroom; they become part of our students’ identity, forming the lens through which our students view themselves and the world around them.
We are excited for the myriad opportunities and experiences that await our students in the year ahead and look forward to sharing photos, updates, and news about their learning with you. Stay tuned!
Shabbat shalom!