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Topic Hadracha Certificate Leading This Year Tzevet Dynamics Dugma Ishit Leadership Styles Education vs. Indoctrination Formal vs. Informal Education Power of a Madrich/a How to Relate to Chanichim Dealing with Challenging Chanichim The 10 Golden Rules of Dealing with Troublesome Chanichim Madrichim as Therapists/Counsellors Different Approaches to Discipline Different Ways of Solving Conflict Planning a Peula Icebreakers Method Siccum Ruach Songs Chinuch Inspirational Quotes Habo's Ideology Habo's Symbols and Objects Habos Anthem and Motto Page 3 5 6 7 8 9 9 10 11 12 12 13 15 15 16 17 18 18 19 20 21 22 24 25

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Certificate of Completion of Hadracha

This certifies that

has successfully completed the Hadracha Course for 2010 and is now a qualified Madrich/Madricha in the Habonim Dror Movement.

Be the change you want to see in the world - Ghandi

Awarded on ___ /___ / 2011 Signed By: Hadracha Madrichim 2010 Amy: ___________________________________ Nadler: _________________________________ Nickle: _________________________________ Ricky: __________________________________

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Blank Page

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Leading This Year

Commitments For 2011
For a Madrich/a it is important to attend these events and meetings. Being a part of Habo is as much about educating our chanichim as it is about educating ourselves and each of these commitments is an important part of this process.

Hanhallah (Madrichim Meeting): Tuesdays 6 8pm Junior Meetings: Sundays 2.30 4.30pm Chain Calling: Sundays 4.30 5.30pm Eden Meetings: Sundays 5.30 7.30pm Community Events Seminars Planning Times and Planning Days Winter Camp (Junior and Senior), Junior Summer Camp and Fed Camp


This year, all the Bogrim and Madatzim aim to unite to create a year that Habo Sydney will never forget. A year of consistent energy, ruach and fun. In order to function efficiently and enjoy ourselves at the same time we will try to form the kvutzah (group) that is our hanhallah through the creation of smaller kvutzot and vaadot. These smaller tzvatim will encourage understanding and smooth relationships between all of us. Through our tzvatim, VC, VAJ, VAS, tafkidim (roles), vaadot (committees) and general social circles, we should be able to create a tight knit kvutzah and achieve amazing success throughout the whole year.

Being Part of a Tzevet:

Your tzevet is one of the most important groupings that exist within our Habo framework. It is very important that an open line of communication exists between all members of the tzevet to deal with any dilemma that may arise in terms of the chanichim or between members of the tzevet. Since you are working on a week-to-week basis, it is important that you attempt to gain something personal from the tzevet experience and not to view the tzevet as purely a vehicle for Hadracha or for getting good numbers at weekly meetings and camps. Find ways to ensure that your tzevet experience is a positive one. Take the time to get to know each other, create personal stories and jokes, run short educational programs for each other, challenge each other, workshop new ideas and constantly look out for one another.

Role of the Mazkirut:

The Mazkirut, as well as being the organisational body of the movement, are there to support all madrichim in their pursuits within the movement. Whether it is an initiative within social action, canvassing plans or even a problem with weekly meetings, the mazkirut are there to assist and support each madrich. This year your Mazkirut consists of Dan (Mazkir - Chairperson), Nickle (Rosh Chinuch Head of Education), Nadler (Gizbarit Treasurer) and Sivan (Metaemet Head of Canvassing) and if there are ever any issues or initiatives that you would like to be addressed, you can approach them as well as any of the Bogrim in the Hanhallah Body.

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Tzevet Dynamics
Every Tzevet is made up of Madatzim and Bogrim, including a Rosh. The dynamics within a Tzevet are very important for its healthy functioning. The important thing to note is that the people in every Tzevet fall into different roles, where each person is just as important as the other, where together they make the Tzevet complete.

Some things to remember/consider:


Madrichim are never to contradict each other in front of chanichim Madrichim should agree upon some signals that would improve their communication when leading a program together such as peak, 2 minutes, wrap it up and move on to the next part. The support madrich is a term used to describe the madrichim who are at a certain moment not taking an active role in leading the program, however, still have the responsibility of making sure all runs well (e.g. enthusiastically participating in a game, not talking when another madrich explains something, keeping kids quiet etc). A madrich is always a madrich, even when they are not actively running something.


Some situations to think about what do you do when Your co-madrich is telling a story and you notice that their story is making a few kids feel uncomfortable? A madrich is playing a game with the kids but it has clearly reached and passed its peak, another madrich (you) needs to somehow deal with the situation? A madrich in the Tzevet is asked a question by a chanich during a sicha and gives an obviously wrong answer? A co-madrich/a is clearly not pulling their weight in the tzevet? A co-madrich/a is showing terrible dugma or is being physical/sexual with kids? ________________________________________________________________________________________________

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Dugma Ishit (Personal Example)

To obtain an ideal you have to be living in accordance with the ideal itself Your chanichim see you as a role model all the time. If they find out bad things about you, they will be upset and hurt. Remember, they are only little and have so much faith and trust in you as an older role model. The most powerful form of leadership is by personal example. Earn a chanich's trust and respect through your actions. Everyone makes mistakes, but when in a leadership position the consequences of mistakes are much greater. Dont expect your chanichim to do things you wouldnt do yourself Chanichim will not necessarily do what you say, but rather, they will do as you do. You therefore have a huge responsibility to behave how you would want your chanichim to behave Dugma can also be used as a tool to get kids to do things. For example, if you clean up after a program of wash your dishes after meals, it is more likely that the kids will follow suit. By the same token, your kids will be much less willing to clean up or wash dishes, or do ruach if you arent joining in. Enthusiasm breeds enthusiasm Ideally, dugma should be like a stream and not a tap, in that it always applies rather than it only applies at Habo. In this way, you are being truer to yourself and to your chanichim, and not putting on a face when you come to Habo



Think about all the things you dont want your chanichim to do. Now think if you have ever done those things yourself. Are you ever off duty? Is dugma something that you just turn on like a tap each time you come to Habo? Are you providing an example that you want your kids to emulate? If you want your kids to do something like clean up, are you joining in and leading by example? Are you a good dugma to your friends and siblings too? ________________________________________________________________________________________________

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Leadership Styles
In the program we covered 3 leadership styles: Autocratic, Democratic and Laissez Faire. Here are some of the positives and negatives of each:

Leadership Style



Autocratic Speed, productive, leader Disregards individuals Madrichim are directive perceived as strong, one needs, leader may not and chanichim have no viewpoint. know the whole picture, say in the decision making potential negative process reaction from followers Democratic Shared ownership, Perceived as weak Everyone has input in stimulates motivation, leadership sometimes, decision-making process. encourages harmony, takes time, responsibility For a decision to be made input of more ideas. problems. there must be a majority. A vote is usually a desirable option Laissez Faire Works well when people Could lead to chaos, little Chanichim are presented know what they are work will be done if with a decision to be doing, best for self people arent motivated. solved with little or no motivated and skilled kids input from mads. An important conclusion which we came to was that there is no one right leadership style. A good madrich knows how to change their style of leadership in order to provide the appropriate action at the appropriate time. ________________________________________________________________________________________________


Is it possible to just practice one style? DO you personally identify with one of the styles more than others? Is there such a thing as pre-defined roles for mads? Should mads fall into their regular roles or should they change around when clearly different people are more comfortable taking different roles in Habo? ________________________________________________________________________________________________

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Education vs. Indoctrination

Although Habonim Dror educates its members towards Socialist-Zionism and Judaism, part of our aim is to develop creative and critically thinking individuals. This means individuals who have the ability to make informed and educated decisions based on anything relevant to that decision. However, we are also an ideological youth movement with an agenda, which is set out in our ideology. Because of this, some would consider Habo to participate in indoctrination, in that we educate our chanichim towards a particular set of beliefs and values. However, this is not a bad thing. Try to lose the negative stigma attached to the word indoctrination, as not all indoctrination is necessarily bad. For example, the government indoctrinates the population to believe that it is important to wear seatbelts. Nevertheless, we must still be extremely cautious about the way in which we present information to chanichim. As Madrichim in the movement you will be helping to form the ideas and perceptions of your very impressionable chanichim. This role cannot be abused in any form or manner. This means being aware that you always present a complete picture to your chanichim. Always give a spectrum of facts, opinions and thoughts. Never reach a conclusion for the chanichim, never tell them they are wrong, but rather let them reach their own conclusions for themselves. You can also play devils advocate, but be aware that as a madrich, chanichim will find what you say persuasive. Every conclusion that a chaver/a of the movement comes to must be arrived at through an educational process i.e. through complete awareness of all the factors involved. There is no place in Habonim Dror for overt bias and propaganda, so make sure that you are constantly aware of the information you present to your chanichim. ________________________________________________________________________________________________


What is the difference between education and indoctrination? Is Habo to weighted towards education or indoctrination? Where is the balance? Consider ideological issues that arise with indoctrination and education. Are you providing a balanced set of information for your chanichim? Are your chanichim being challenged and are they forging their own opinions? ________________________________________________________________________________________________

Formal Vs Information Education

Formal education is classroom-based, provided by trained teachers. Informal education happens outside the classroom, in after-school programs, community- based organizations like youth movements, museums, libraries or at home. While both schools and after-school programs serve students, many kids who feel disenfranchised at school blossom in youth movement settings. Real learning can happen in a setting where kids feel less intimidated or more comfortable than they do in a formal classroom. Informal Jewish education is not confined to a place or a methodology, but rather, is a well-defined philosophy of how people should be educated, what the goals of Jewish education are, and what its contents should be.
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Power of a Madrich/a
Sharing power evenly amongst members of a group is a value in Hadracha. It is the reason we sit in circles and why we lead by example. Considering the educational interactions we have with our chanichim in terms of power, dynamics is a key mind switch necessary to leading more democratically.

Things to Consider:

What do the chanichim get from us as madrichim (this relates to the framework of peulot, interactions between chanichim and madrichim, reactions to instructions, and the educational input and output of a tzevet). What do you as a madrich get from the chanichim? (Feedback on how you are as an educator, how well you understand the chanichim by running suitable programs, new information you give to your chanichim) By understanding well what we get form one another, we as madrichim can use our position of power to mediate interactions and assert positive atmospheres. Education is concerned with power. The power to influence ones own life, the power to make an impact on ones community and the power, ultimately, to learn and teach.

The Power we have as Madrichim:

Different types of power: the key to practicing leadership is understanding why we as madrichim choose not to use certain forms of power and value other forms of power. Knowing your power/realising your influence upon chanichim comes in three different forms: Power over actions Power over emotions Power over opinions It is necessary to understand the power that you have to affect each of these (actions, emotions and opinions) in order to perceive your influence over chanichim.

Madrich-Chanich Relations:

Being a madrich is a privilege and comes with enormous responsibility. Chanichim admire their madrichim and are easily influenced by them. There are many ways in which a Madrich/a can abuse his/her power. Engaging in an intimate relationship with a chanich/a is the ultimate abuse of power and Habonim Dror has a zero tolerance for madrichim who use their position of authority for personal agendas.

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How to Relate to Chanichim

Understanding that Chanichim of different ages learn and respond to different things can help you determine whether or not a peula is appropriate. You must understand that chanichim are experiencing their world for the first time and you, as a madrich who has experienced these emotions before, have a responsibility not to ignore them and to run peulot and interact with chanichim in an age-appropriate manner. Here is a brief synopsis to the Child Psychology of the different age groups:


It is at this age that they broaden their social horizons and become more engaged with those around them. Impulses are channeled into fantasies, which leaves the task of the caretaker to balance eagerness for pursuing adventure, creativity and self-expression with the development of responsibility. If caretakers are properly encouraging and consistently disciplinary, children are more likely to develop positive self-esteem while becoming more responsible, and will follow through on assigned activities. If not allowed to decide which activities to perform, children may begin to feel guilt upon contemplating taking initiative. This negative association with independence will lead them to let others make decisions in place of them.


In middle childhood, intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects. Operational thinking develops, which means actions are reversible, and egocentric thought diminishes. Children go through the transition from the world at home to that of school and peers. Children learn to make things, use tools, and acquire the skills to be a worker and a potential provider. Children can now receive feedback from outsiders about their accomplishments. If children can discover pleasure in intellectual stimulation, being productive, seeking success, they will develop a sense of competence. If they are not successful or cannot discover pleasure in the process, they may develop a sense of inferiority and feelings of inadequacy that may haunt them throughout life. This is when children think of them selves as industrious or as inferior.


Adolescence is the period of life between the onset of puberty and the full commitment to an adult social role, such as worker, parent, and/or citizen. It is the period known for the formation of personal and social identity and the discovery of moral purpose. Intelligence is demonstrated through the logical use of symbols related to abstract concepts and formal reasoning. A return to egocentric thought often occurs early in the period. The adolescent unconsciously explores questions such as "Who am I? Who do I want to be?" Like toddlers, adolescents must explore, test limits, become autonomous, and commit to an identity, or sense of self. Different roles, behaviors and ideologies must be tried out to select an identity. Role confusion and inability to choose vocation can result from a failure to achieve a sense of identity.
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Dealing with Challenging Chanichim

The Child Psyche
This element of Hadracha concerns problem kids, shy kids, the issue of discipline and punishment, clingy kids and counselling. Stages of child development are also important facets to consider as they help us understand what the child is going through. It is in this way that we as madrichim can learn and develop constructive ways of dealing with different types of kids. It is important to remember that a chanich's mind is different from our own. Important questions to ask yourself as a mad when dealing with challenging behaviour: 1. What is the issue? 2. How do you recognise it as an issue? (What is the behaviour involved?) 3. Why is it a problem? 4. Why is the kid acting in this way? 5. What are the negative effects of his/her behaviour? 6. What do you (as a madrich/a) want to achieve from this situation? / What do you want to happen? 7. How do you take control of the situation? 8. List a few ways to deal with this behaviour. 9. In this situation what is your role as a madrich?


1. Never hit a chanich/a, whatever the circumstances 2. Respect your chanichim, only then will they ever give you respect 3. Try and see the good in everyone no one is wholly bad, but they may do bad things. Try and see the distinction. 4. Never threaten what you cant or wont carry out 5. Dont jump to conclusions. Find out the facts of any situation before you act. 6. Be prepared to admit youre wrong and say youre sorry if you realise that you have made a mistake. This is a strength not a weakness 7. All madrichim must work as a team, keeping the same standards and broad approach; otherwise chanichim will play off one another. 8. Try no t to use vicious sarcasm or aim to embarrass chanichim in front of their friends. In the long run it is probably counterproductive. 9. Try and see people as individuals and deal with them as such and not as part of a group 10. Hadracha is important, but it is not a matter of life and death. It is meant to be fun!

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Madrichim as Therapists/Counsellors
Madrichim are not equipped to be, nor should they be, therapists or counsellors. However, they are often in situations where they need to use some counselling skills to help chanichim deal with a particular problem that is troubling them at that time known as 'first aid counselling.' Many young people will not need more than this initial contact and often are simply looking for someone a little older to listen to them and take an interest in them. Others will require more professional help. Below are some of the main principles and issues for helping young people as an "amateur therapist." What is counselling? What it is NOT is giving advice. Young people in general don't NEED our advice (although they may tell us that they want it). Remember that empathy is trying to understand how THEY are relating to their experience, not how you would or did. How can you help? Young people often need you to act as a sounding board so that they can clarify their views, think through their options and their possible consequences. This means that your main role is to listen, and to question and clarify when necessary. You are not required, nor is it beneficial for you to give advice or tell your own life story. Approachability Try and be as approachable as possible without forcing your attention on chanichim. Let them know that they can choose to speak at another time. Listening Be aware that you need to demonstrate 'active listening' with chanichim. Concentrate on what they are saying, encourage them with non verbal cues and try not to let your attention wander by fidgeting, looking at your watch etc. If all you do is listen, you can't harm the situation and often it will be all a young person needs. Questioning Where appropriate, and preferably without breaking their flow, use questions. Questions are primarily to clarify but also to help them think about and explore new options, to open up more and to encourage them. Try, wherever possible, to use 'open ended' questions (such as "how does that make you feel?") rather than closed questions (such as "does that make you feel lonely?") Empathising Try to understand what the chanich/a is saying to you - what they are feeling, thinking etc. - not what you would feel in their place. Empathy is not the same thing as sympathy. Sympathy is feeling sorry for them; empathy is understanding them, their thoughts and feelings. Try and put yourself in their shoes. Being non-judgmental Your role is not to judge whether a chanich's thoughts, feelings and actions are 'good' or 'bad,' but to understand them and help them to decide for themselves how they feel about something. Questioning is legitimate, judging is not. If you are really focused on listening and empathising, you won't be judging. Because it is important that madrichim are not judgmental towards chanichim it means that it is preferable that madrichim don't act as counsellors for situations that they themselves were involved in.
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Environment Always be aware of the environment in which you may be having one-on-one, personal talks with your chanichim. A quieter, more removed area is often more conducive to opening up. However, an area that is too quiet and too far removed may make a chanich/a feel more uncomfortable and intimidated. Try to find the balance and use your discretion. At camp, for example, maybe find a quiet spot under a tree, away from the hustle and bustle of the Chadar Ochel. Also be aware of your obligation, legally, to never be on your own when in the presence of a chanich/a in a secluded area. There should always be at least one other madrich around to attest to the fact that you were not doing anything inappropriate around the chanich/a. Using non-possessive warmth You should be warm towards the chanich/a and should try to care about them and their issue/problem. You should be trying to help them deal with their problem. But remember it is still their problem and not yours. Do not take it away from them and possess it for yourself. Do not worry about how you can 'solve' it for them - do not let it become your problem. Ultimately taking a young person's problem away from them is disempowering and will get in the way of their reaching their own solutions. Assuring confidentiality NEVER promise absolute confidentiality to young people before they tell you the issue. It is illegal not to disclose certain kinds of problems to the proper authorities (particularly any kind of physical, sexual or extreme emotional abuse). In addition, other issues can come up that you yourself are not equipped to deal with on your own. If you promise confidentiality, and then break it, you are likely to make a vulnerable young person lose trust in older people, and make them reluctant to share things with madrichim in the future. Explain to young people who ask for confidentiality that you will do your very best to respect their request, but, in certain circumstances, you may need to tell one other specific person. Having heard this, young people have a choice of whether to tell you or not. Wherever possible, try hard not to break confidence or talk unnecessarily about a young person's conversation with you. If you need to talk to somebody else about what you have heard, try to make sure that this would not be construed as a breach of trust by the young person. When in doubt about confidentiality, try to consult an uninvolved, experienced person. Follow up Be careful about referring back to a time in which you counselled a young person when you are talking to them. It can be the right thing to do at times - especially to ask after them and to see if they are feeling better about things. At other times they might be embarrassed that you are mentioning an incident that they would rather forget. Be sensitive.

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Different Approaches to Discipline

Reality Therapy involves making clear connections between chanich behavior and consequences in order to facilitate chanichim making positive choices. Features include clearly communicated rules, and the use of plans and contracts are featured. Discipline with Dignity supports the idea that good discipline starts by keeping the chanichs dignity intact by providing practical strategies for madrichim to share responsibility for discipline with different chanichim themselves by tailoring discipline to each individual (but not making the discipline public). Positive Approach is grounded in madrichims respect for chanichim. Instills in chanichim a sense of responsibility by using madrich/chanich partnerships to develop and share clear rules, provide daily opportunities for success, and administer in-school suspension for noncompliant chanichim. Madrich Effectiveness Training differentiates between madrich-owned and chanich-owned problems, and proposes different strategies for dealing with each. Chanichim are taught problem solving and negotiation techniques. Adlerian approaches is an umbrella term for a variety of methods which emphasize understanding the individual's reasons for maladaptive behavior and helping misbehaving chanichim to alter their behavior, while at the same time finding ways to get their needs met. These approaches have shown some positive effects on self-concept, attitudes, and locus of control, but effects on behavior are inconclusive.

Different Ways of Solving Conflict

Thomas and Kilmanns 5 Basic ways of addressing conflict: Accommodation surrender one's own needs and wishes to accommodate the other party. Avoidance avoid or postpone conflict by ignoring it, changing the subject, etc. Avoidance can be useful as a temporary measure to buy time or as an expedient means of dealing with very minor, non-recurring conflicts. In more severe cases, conflict avoidance can involve severing a relationship or leaving a group. Collaboration work together to find a mutually beneficial solution. While some view collaboration as the only win-win solution to conflict, collaboration can also be time-intensive and inappropriate when there is not enough trust, respect or communication among participants for collaboration to occur. Compromise bring the problem into the open and have the third person present. The aim of conflict resolution is to reach agreement and most often this will mean compromise. Competition assert one's viewpoint at the potential expense of another. It can be useful when achieving one's objectives outweighs one's concern for the relationship.

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Planning a Peula (Program)

Aim: The purpose/objective of the program. Focuses on the topic that is to be presented to the chanichim. Icebreakers: Usually games used to break the ice, and assert a comfortable environment. This can be as basic as introductory games where the chanichim are learning each others names, to games that intend to build group trust and development. Icebreakers are intended as a mood setter: allow for everyone to get into the environment that we are creating at Habo. They do not necessarily have to reflect what the rest of the program will be like. Trigger: An activity which introduced the topic/issues of the program to chanichim. The purpose of this is to cultivate and harness a particular atmosphere that is conducive to the layout of the program. Essentially it gets the chanichim thinking along the lines of whatever will be concentrated on in the peula. Method: The way in which the concepts will be presented, using the aim as a basis and this as your structure. It is information being addressed and experienced through informal methods such as manoeuvres, treasure hunts and simulations. Siccum: Ties up all the ideas of the peula; here the chinuch is able to be further understood and made clear. Often it is discussion based and gives insights into chanichims interpretations of the peula. However, it does not always have to be done in this way. Creative siccums such as mediation or concentric circles allow for the aims to be put across effectively too. Tziud: The Tziud list is a list of all the equipment you need to ensure you are prepared for and organized during the program.

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It is important to remember that icebreakers also have a purpose. Yes, we want to have fun, but we also want to enable every chanich/a to get involved. As a madrich/a in an informal Jewish educational setting, games are an important tool. They are often underestimated. Even if they are used to waste time, you are utilizing it as a valuable mechanism. Why? They can be used to promote effective communication, further crystallize a groups development and also create a positive group feeling Games are a form of expression. They allow us to feel comfortable, be interactive and enhance self-expression. Good Hadracha is about knowing your chanichim, and being observant as well as pro-active. Games that people feel uncomfortable with need to be moderated. Violent games should too be watched and contained very carefully. It is easy for games like sock wrestling to become unintentionally dangerous. That is why we as leaders need to know our responsibility at all times.

Guidelines on how to run games:

Always end a game at its peak! Whenever possible, end the game in a draw (the aim is to enjoy, not to win! Its a Habo Dror!) Enthusiasm breeds enthusiasm this is especially true of games ALWAYS explain a game (simply) even if everyone says they know how to play If complicated, demonstrate the game with another Madrich. Have a trial run if possible. Be flexible with rules if the game isnt working. Non explaining mads should spread out, be model chanichim (support Madrichim) Be aware of excluding kids too early in the game (e.g. Bang). Use the concept of T.R. (Trial Run). Also never forget the benefits of a Habo Dror!

Games List

Anyone who Bang Beryl shmeryl Cat and mouse Celebrity heads Chinese whispers Chocolate game Clock game Clothesline Duck duck goose Enchanted Room Fruits salad Fuzzy duck Gaga ball Ha-haha-hahaha Huggy bears Human knots Human spiral

Ibble dibble If you know the game game Kissing game Kiyaaa Letter writing game Limbo Mafia Mirror actions Murder wink Musical chairs Musical statues Obstacle course Ooh Ahh Pass the parcel Pictionary Poor pussy Secret agent bang
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Shoe game Simon says Sock wrestling Song game Step in step out Streets and alleys Space jump Typewriter Wah Whats the time Mr. Wolf Where are you Mrs. Moriati? Who started the motion? Word association Wishy Washy


Some important aspects to consider when planning your methods are: Without the method, what is there? (The method is basically the meat of the peula except that were vegetarian) Why does the method need to be creative? What other qualities does the method need? Method List creative structures to put in your programs Army training Tiyul Guest speaker Treasure hunt Sance Mini Olympics Kibbutz Court case Israeli dancing Painting UN simulation Stations Theatre sports Time machine Auction Drama improvisation Game show Cooking/food Video making Museum Exhibition making Song writing Ball games Meditation Puppet shows Arts and crafts Chuggim (workshops) Story telling Board games Simulations Progressive dinner Bingo Candle making Bazaar/fair Dress ups Friendship bracelets Gladiator Interviews Puzzles Exhibitions Charades Flight/tour

The purpose here is to reflect, summarise and conclude the program. It is also important to use the siccum to take a program to the next level. Creativity can also be vital in planning a Siccum. Things to consider when planning a siccum: Why is a siccum important? What do you do in a siccum besides go over the peula? Do you need to go over the peula? Why is it important, in the siccum, to use the concepts that were learnt in the peula?

Siccum Ideas

Concentric Circles Basic Sicha (discussion) TV presentation Play conclusion Letter writing Fish bowl debate Caf dilemma discussions

Debate Asepha Questionnaire/survey Quotes around the room (giving kids opportunity to write their response) Court case

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Ruach Songs
Ruach songs are all about creating atmosphere and spirit. They are a great way to get kids pumped. Quick Rules on how to teach ruach songs (or camp songs or any songs) Write the song up in big writing on butchers paper Play/sing song once from beginning to end Sing a line once, get everyone to repeat after you If it is in Hebrew, translate it Once it has been learnt, sing it standing up Be enthusiastic Other mads should disperse and be model chanichim

Ruach Songs

AD AD AD AD AD AD AD AD AD Gordon Adidooda-dooda day A lady swimming Baby shark Beep beep Be a Bear at Machane Best shichvah in Habonim Do-Do-Do-Do Ha-bo-nim-Dror Gandhi Give me one Have you got that Ruach? Hello Habonim Here is the beehive Hey habo shake your booty Hey Molina I am a little piece of tin I give you a toast to Machane I went down to the river I was walking down the street and a dog Ivdu et-Hashem

Kol HaOlam Kulo Ketzev Little Red Socks Mi Ohev? My Habo Hat My name is____ and you know what Ive got Na na na-na (east to west) Od Yavo Shalom Aleinu Oleh Habonim Oleh Porque Me Suba (Amole Caf) Swing Low Sweet Chariot There aint no flies on us Way up in the sky, the little bird flies WE had some chickens Were going to Netanya Were Habo (shshsh-shshsh-shshsh) and were cool ___ is dynamite dont mess with dynamite What time is it? Ruach time!

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One of the greatest aspects of being a madrich is the research you need to do when planning a peula. It is always important to consider the balance of kef and information that are in your peula. The method becomes extremely important in maintaining the balance as you can educate in some really cool ways. If, after reading your tochnit, you struggle to find information to base your programs on, here are some great websites to click on. www.hdoz.com - Habo Australia Website www.kefkefkef.com - a games database www.peacenow.org.il/English.asp - a Shalom Achshav website and great resource www.midestweb.org - one of the most comprehensive sites covering the Middle East conflict. www.memri.org - Middle East Media Research Institute, monitors Arab media www.btselem.org - Israeli human rights group www.haaretz.com - Haaretz www.jpost.com - Jerusalem Post www.ict.org.il - LOADS of information about terrorism www.aish.com - lots of info on Judaism (amongst other things) www.humanrightswatch.com - all you need to know about human rights

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Inspirational Words
Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness, that most frightens us. Your playing small does not serve the world. There is nothing enlightened about shrinking so that other people won't feel insecure around you. We are all meant to shine as children do. It's not just in some of us; it is in everyone. And as we let our own lights shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others. Coach Carter
Get a life. A real life, not a manic pursuit of the next promotion, the bigger pay cheque, the larger house. Do you think you'd care so very much about those things if you blew an aneurysm one afternoon or found a lump in your breast? Get a life in which you notice the smell of salt water pushing itself on a breeze at the seaside, a life in which you stop and watch how a redtailed hawk circles over the water, or the way a baby scowls with concentration when she tries to pick up a sweet with her thumb and first finger. Get a life in which you are not alone. Find people you love, and who love you. And remember that love is not leisure, it is work. Pick up the phone. Send an email. Write a letter. Get a life in which you are generous. And realize that life is the best thing ever, and that you have no business taking it for granted. Care so deeply about its goodness that you want to spread it around. Take money you would have spent on beer and give it to charity. Work in a soup kitchen. Be a big brother or sister. All of you want to do well. But if you do not do good too, then doing well will never be enough. It is so easy It is so easy the melody in It is so easy to waste our lives, our days, our hours, and our minutes. to take for granted the colour of our kids' eyes, the way a symphony rises and falls and disappears and rises again. to exist instead of to live.

I learned to live many years ago. I learned to love the journey, not the destination. I learned that it is not a dress rehearsal, and that today is the only guarantee you get. I learned to look at all the good in the world and try to give some of it back because I believed in it, completely and utterly. And I tried to do that, in part, by telling others what I had learned. By telling them this: Consider the lilies of the field. Look at the fuzz on a baby's ear. Read in the back yard with the sun on your face. Learn to be happy. And think of life as a terminal illness, because if you do, you will live it with joy and passion as it ought to be lived.

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Habos Ideology
Habonim Dror is a Culturally Jewish Socialist-Zionist youth movement, which exists to take responsibility for the Jewish people, Israeli society and the world. The ideology below is split under different headings for clarity, but these headings are not separate ideologies, what is written below is one ideology with each part integral to the next. Each and every chaver/a embodies the spirit of Habonim Dror based on their experiences and values gained in the movement. What is written below is an attempt to represent that spirit in words.

i - Socialist Zionism

1. Habonim Dror believes in the participation of the Jewish people in building Israel as a Jewish state and in strengthening it as a society based on the values of Socialist Zionism 2. Habonim Dror believes that the socialist practices of common ownership, collectivism and equal opportunity and democracy are essential in the creation of any community. 3. Habonim Dror educates its chaverim towards Socialist Zionist hagshama according to the values of equality, peace, social justice, collective responsibility and community. 4. Habonim Dror participates in education based on this ideology, both in Israel and in the Diaspora, to strengthen Jewish unity based upon the centrality of Israel. 5. Habonim Dror believes in the practical manifestation of its Socialist Zionism platform by educating chaverim towards living in communities in Israel based on the structures of Kibbutz and kvutsah, be it urban or agricultural, which are societies that exist according to the ideals of Socialist Zionism. 6. Habonim Dror promotes the expression of Israeli culture to help chaverim foster a meaningful connection to the country and believes that the use of Hebrew - as the national language of the Jewish people - is essential in developing this connection. 7. Habonim Dror's Socialist Zionist aims include tikkun olam, healing our world, on a personal, environmental and societal level. This can be achieved by: a) Striving for betterment of self and our relationship with others b) Caring for our environment and redeeming the ecological imbalance created by the actions, or inactions, of our society. c) Striving towards an equitable society with equal access to resources for all humankind, through the actions of the chaver/a.

ii - Judaism

1. Habonim Dror believes in Cultural Judaism - a holistic approach to Judaism as a culture in which religion and nationality are interwoven and integral parts. 2. Reflecting Habonim Dror's conception of Judaism, we engage in a process of Jewish education through cultural practices and the use of sources and texts both secular and religious.

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3. Habonim Dror believes in the practice and expression of Cultural Judaism through the values of Socialist-Zionism. Habonim Dror facilitates the learning and questioning of one's beliefs and heritage; encouraging the formulation of personal expression and meaning within our communal Judaism. 4. Habonim Dror believes that Judaism contains morals and values of a just and humane society, by which all chaverim should aspire to live. 5. Habonim Dror believes in the centrality of the State of Israel as the home of the Jewish religion and people, and as an essential element of Jewish expression and education. 6. Habonim Dror recognises and strives towards the basic solidarity of the Jewish people, which has a common destiny transcending geographical and cultural barriers. We are One People - Am Echad, characterised by mutual, collective responsibility. 7. Habonim Dror believes that a Jew is a person of Jewish descent or any person who declares himself or herself to be a Jew and who identifies with the history, ethical values, culture, civilization, community, and fate of the Jewish people.

iii - Chalutziut

1. Habonim Dror believes that chalutziut incorporates both the methods for realising the movement's ideology as well as being a value in and of itself. 2. Habonim Dror believes in critical analysis including evaluating the accepted values of the society in which we live. In the process of evaluation we should recognise the merits of society and, where we do not find merit, we shall strive to pioneer alternatives 3. Habonim Dror believes that Hadracha is a unique and intrinsic element within the movement. Through informal education, the movement instills initiative and promotes leadership on accordance with the movement's values. Self-education and education of others is a continuous process within this. 4. Habonim Dror believes that dugma ishit is an expression of Hadracha. Each chaver/a has a responsibility to set an example which reflects the ideology and values of Habonim Dror.

iv - Hagshama Atzmit

1. Habonim Dror believes that Hagshama Atzmit is the process of personal fulfillment of all movement aims; thus turning the vision outlined in Habonim Dror's ideology into a reality. 2. Hagshama is not an attainable goal but an ongoing process. Those who are living their lives intentionally, according to their values and are working towards reshaping the world according to their values are partaking in the process of Hagshama. 3. Habonim Dror encourages each chaver/a to adopt an approach to life inspired by the movement's ideology. 4. Habonim Dror believes that making Chalutzic Aliyah, whilst embracing one's Jewish identity, is the highest expression of Hagshama; building a community in Israel holding paramount the values.

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Habo Symbols and Objects

The Habonim Dror semel (symbol) is featured on the back of our chultzot, and in all of our publications and other material. The semel incorporates the different aspects of our ideology: the Red colour symbolises our socialist ideals, the wheat sheaf and pitchfork represent the land of Israel and our Labour Zionist belief of working the land, and the Magen David (Star of David) represents our Judaism and strong Jewish identity. The semel was adopted in 1981 when Ichud Habonim merged with Dror, and has been adopted as the semel of Habonim Dror all over the world.

Habonim Dror Chultzah

The Habonim Dror Chultzah (shirt) is the official movement shirt and worn by all Habo madrichim, and often by chanichim as well. The blue colour represents our Jewish Identity while the red string represents our socialist and labour ideals. The style of the Chultzah imitates shirts worn on the Kibbutzim. Our sister movement in Israel, Hanoar HaOved VeHaLomed, wears an almost identical chultzah, however with a different semel on the back.

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Habos Anthem and Motto

The Habonim Dror Anthem: Techezakna
Our anthem is the techezakna. This was the anthem of the Histadrut (pre-Israel Jewish labour union). Nachman Bialik wrote this poem in Adar 1894. Its opening phrase "Let your hands be strong" is the same as was used in the story of Gideon when he was divinely commanded to attack the Midianites. "And thou shalt hear what they say and afterward shall thy hands be strengthened." Then, too, it was the struggle of the few against the many. This phrase is used again by Zechariah "Let your hands be strong" when addressing the "remnant of Israel." This poem, although known as "Techezakna," is really entitled "The Blessing of the People." Its message was directed both to those who intended to go to Eretz Yisrael, or were already there, and to those who, though still in exile, were, according to Ahad Ha'am, true "Lovers of Zion." Its message was for those whose sweat mingled with the dust of Eretz Yisrael.

Hebrew Text:


English Translation: O Strengthen the hands of our brethren, Who, though scattered far and wide, cherish the soil of our homeland, Let not thy spirits fall, but with joy and song, Come shoulder to shoulder to the aid of our nation.

Techezakna yedei kol acheinu hamchonenim Aphrot arzeinu beasher ham sham Al yipol ruchachem, alizim mitronenim Boo shchem echad leezrat haam

The Habonim Dror Motto (Kriyat Habonim)

Hebrew Transliteration: "Al tikra lanu banayich ela bonaich" English Translation: "Call us not thy children but thy builders" This motto is from a passage in Isaiah (chapter 54, Verse 13) reading, "And all thy children shall be taught of the Lord." Our sages, commenting upon this passage say: "Read not banayich (Thy children) but bonayich (Thy builders)". By this they meant that the children of a nation are the builders of its future. Habonim chose this motto because it strives to make Jewish children devoted builders of the future of their people, and because only by actually building it can our homeland be revived. Hebrew Transliteration: Call: "Aleh VeHagshem" Response: "Aloh Na'aleh" English Translation: Call: "Go up and realise" Response: "Onwards and Upwards" The call and response is an expression of our will and desire to turn our goals into a reality, and also alludes to going up to Israel (aliyah). The techezakna, followed by Kriyat Habonim, are recited at the end of misdar, followed by the HaTikva, Israel's national anthem.

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