Havdalah Club

Program Details

Program dates: 9/17 10/15 11/19 12/10 1/7 2/11 3/11 4/22 5/13
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Additional Info

Like all Kavana programs, this event is powered by partners, staff and participants.
Volunteer to helpMeet the staff

Havdalah Club is a once a month, Saturday evening program for children in grades 3, 4, and 5. Each month we play games, discuss and debate a Jewish value, explore some Jewish texts related to that value, and join together for a short Havdalah ceremony to end Shabbat together. It's a combination of fun, community, debate, and learning!  


Program Logistics

In a typical year, Havdalah Club sessions are held in participants’ homes, always on Saturday evenings, typically from 5-7pm. Dinner is included. We are seeking participant’s homes for hosting - preferably with an outdoor space which can be used as our classroom. Please let us know if you are interested in hosting!

Program Staff

Maxine Alloway
Maxine Alloway
Educator

Maxine has served as an educator at Kavana for many years, helping us to develop our educational approach. She currently leads our monthly Havdalah Club and Prep & Practice programs, and teaches over the High Holidays. Outside of her work with us, Maxine is a faculty member in the University of Washington's College of Education, working primarily with soon­-to-­be elementary school teachers.

Rachel Osias
Rachel Osias
Director of Education

Rachel Osias acts as Kavana’s Director of Education. Born and raised in the long-grassed, oak-covered hills of California's San Francisco East Bay area, Rachel grew up playing and learning in the hidden worlds of local parks and neighborhoods. 

Rachel's professional and educational background has been an intentional interweaving of environmental sciences, educational equity, social and environmental justice, and experiential education. She holds a B.S. in Environmental Science, Technology, and Policy, a K-5th grade Teaching Credential, and a Master’s Degree in Urban Environmental Education. Rachel is passionate about communities in which teaching, learning and the pursuit of educational equity are derived from challenging systemic norms and embracing the identities, experiences and stories of all individuals.