Oholei Yosef Yitzchok Lubavitch

ucated in a manner in which they become completely saturated and imbued with the concept of Moshiach. In this way, just by looking at a Jewish child we see Moshiach! In truth, the entire existence of Jewish children consists solely of “You have been shown...there is none other beside Him.”
Sicha Simchas Torah 5752

The Rebbe’s directives are integrated not only in the religious instruction and spirit of the school, but also in the general academics, the approach to physical and mental health, and the personal growth and development of the individual. Our Approach

Chabad education means the school, its environment, and its teachers embody the true values of Chabad, the Rebbe and our holy Torah, without any compromises for the sake of simplicity or convenience. Warmth, optimism, positive energy, joy, enthusiasm, and ahavas Yisroel permeate the school the way they permeate a Chabad House – and even more so. The curriculum follows the Rebbe’s unique vision of what a pure Chassidic Education entails; it is al taharas hakodesh both in terms of the subjects studied, and also how they are studied, using effective lessons and teaching methods that are firmly rooted in Torah. Our belief is that everything is in Torah, so, while we look at academic studies that measure the effectiveness of different education models, we only incorporate principles and practices that can be authenticated from a Torah perspective. This approach has proven to be successful, not only at OYYL, but also on a much larger scale. Finland’s education system ranked near the lowest in the world before they undertook major reforms and rose to the top using techniques that are very much aligned with some of the Torah-based methodologies we are implementing at OYYL. Our Psychology

Discipline may create a sense of order and simplify life for those in authority, but it doesn’t nurture the child or help him/her grow. At OYYL, our policy is to focus on positive, cognitive motivation, rather than reward and punishment, to achieve our goals. Instead, we create an environment so empathetic that students are naturally respectful, a student-teacher relationship that is so nurturing that students are naturally receptive, and curriculum so engaging that students naturally eager to learn it. Setting high standards for ourselves in these terms fosters students’ intrinsic curiosity for learning, and discipline is achieved as a result of a positive and value-driven school culture. This positive psychology is not only healthier and more in tune with the needs of this generation, it is also a taste of what it is like to live with Moshiach. Our Attitude

Positive and Relaxed Approach
Everything in the classroom environment promotes a heightened sense of well-being, with extreme care taken that only encouraging, constructive language and behavior is used. Appreciation of Diversity
The Torah teaches us that the foundation for growth must be unconditional love and we aim to emulate this in the classroom. Every child is intrinsically valued for who and how they are. Individualized Learning Paths
Students are given freedom to grow in their own way. Teachers encourage a non-competitive atmosphere and guide each child through the core material at their own pace. Instead of a standardized grading system, each child is assessed daily on an individual basis, and teachers write qualitative evaluation reports based on individual benchmarks, strengths, and weaknesses. Assisted Intervention

We work very closely with parents, special education teachers, and other professionals to provide as much support as necessary for any child who may require any sort of intervention, whether academic, emotional or psychological. Our Classroom Setting

OYY is the only school in the US that promotes pure Chassidic education within an “open learning” classroom setting. Whereas typical frontal learning focuses on standardizing the educational process and attaining hegemony, open learning is child-centric and focuses on the needs of the individual student. Instead of standing at the front of the class and lecturing to everyone at the same level, the teacher instructs the students on an individual level or in small groups based on their level of study, the methods of instruction that work best for each student, and the pace of learning they are comfortable with. This gives students and teachers utmost flexibility in truly engaging in a journey of learning, and of learning how to learn. Part of this approach also means that the social structure and interaction between students should be nurturing and positive as well: We foster a feeling of love and brotherhood among the students, encourage only positive, constructive language and behavior, and eliminate competitiveness from the classroom environment. The child-centric approach expresses itself in other ways as well, as teachers are attuned to whatever works to create the right environment to stimulate creativity: The classroom has various workstations for different activities. It is designed to be Student friendly, including the size and placements of objects and the colors of walls and furnishings. Our Teaching Methods

Our teachers are always innovating creative teaching methods that push the boundaries of traditional pedagogical tools to enhance the learning experience. Communication
How teachers communicate with students, in actions and words, is fundamental to the learning experience. Teachers are conscientious that the words and expressions they use meet the educational needs of their students and set the right tone. Skills Development
Education is not just about reaching a functional level of knowledge, but on building tools that support lifelong learning, especially in fundamentals like reading, writing, comprehension, and critical thinking. This is very much part of the Chabad ideal, in which the student is expected to internalize and apply knowledge. Multi-Sensory, Experiential Learning
Children learn best through hands-on experience. We encourage the children to touch, smell, listen and play with the world around them. Our teachers serve as facilitators that gently assist children along their learning journey with the use of multi-sensory teaching techniques, such as advanced artistic projects (drawing, sculpting, origami, clay formation) and field trips where students can see and interact with the subjects they are studying. We use the multi-sensory approach across all areas of learning, including the learning of Alef-Beis, chumash, Mishna, and Gemora. By encouraging children to learn in this way, they simultaneously experience growth across all their faculties and deep saturation of the material. Holistic Care
We strive to care for the whole child, ensuring a safe and nurturing environment, an interactive natural garden where children are encouraged to plant, observe nature, and take care of their environment, and healthy (GMO and MSG-free) meals. Our Curriculum

Content
The OYYL curriculum follows the Rebbe’s guideline that everything should be al taharas hakodesh. Students study Jewish history, chumash, mishna, gemora, basic concepts in Tanya and Chabad Chassidus, and the history of Chabad and its niggunim. Layered Curriculum
OYY uses a layered curriculum to ensure maximum academic success. This means that at every level of learning there are core requirements and standards that must be met in order to graduate the next stage, and that all new material is presented in a way that builds on previous material. Teachers are required to communicate across the grades to ensure that each child completes all the material over the schooling years. This gives us a clear structure with the added bonus of flexibility, so that we can maintain high standards without imposing too much. Integrated Curriculum
Regardless of the specific subject or activity, we provide students with an awareness of Hashem’s unity and tools to recognize His immanence in the world. Hashem’s presence is felt in the classroom environment, in the daily routine that includes mitzvos, in the language used, and in the content of the curriculum that teaches nature as a wonder of Hashem’s making. Reading and Writing
Reading and writing are the basic tools for learning; therefore, attaining proficiency in these areas at an early age is important. Learning to Think (Expanding Cognition)
Our focus is on tool building as oppose to knowledge gain. We believe that training a child to think well, to reflect on information, and to relate it to their lives is the most important part of education. This is one of the key principles in Chabad philosophy, the importance of processing and internalizing knowledge and daily experiences- and this is what it means to be a Pnimi. Our Team

The classroom atmosphere and the progress of the student are dependent on the teacher. All the teachers who are part of our team demonstrate a high level of sensitivity, emotional availability and a kind disposition. They share the same Jewish and Chassidic values, a vibrant connection to the Rebbe, and are living examples of everything they teach. They are dedicated and passionate about Chabad Jewish education. They have all bought into our approach, and invest tremendous times and energy to actualizing it. We invest heavily in their professional development, provide them with strong support, and encourage them to be innovative and expand their teaching repertoire.