Stories that spark connection.
Tools that travel into everyday life.

Meet Mor Ben Zaken, discover the ideas behind the story and try the tools it introduces. Through storytelling, imagination and conversation, participants practise noticing thoughts, choosing encouraging words and turning an idea into a small everyday action.

• An interactive reading, the author’s personal story and a conversation about the ideas behind the book, adapted to the group’s age and language level.
• Hands-on practice with one or two memorable tools: seeing things differently through the colourful glasses, nurturing a supportive thought or choosing encouraging words. Younger children explore through play and creative activities; older groups through discussion and writing.
• For younger children, our recommended package includes a personal copy for each child to read with their family. For older groups, we recommend personal copies or copies for use within the school or community. Book details and delivery are confirmed in the proposal.
• A chance to choose a tool they have tried and a way to use it at school or home, with website resources for educators and families to explore together.

What participants take away: A tool they have practised, an encouraging phrase and a small step to try in everyday life.

A school-led introduction to selected tools from Mor’s year-long program. Over one or two months, students explore stories through creative work and practical exercises, then bring what they have learned together in an individual or class inspiration board.

• A sequence planned with educators, with guidance on delivery, tailored to the group’s age, language and available time. This is a focused introduction, not the entire year-long program compressed into a shorter period.
• Inspired by Grandma’s paintbrush, choose an idea to pursue and a small next step. Younger children make a personal pen or paintbrush as a symbol of determination; older students can explore the idea through writing or an action map.
• Younger children explore the thought garden and colourful glasses through creative activities and play. Teens explore the same ideas through writing and discussion about everyday situations, supportive language and different perspectives.
• Students revisit and practise the tools throughout the program, then create an inspiration board with their chosen artwork and words. They connect everyday situations with a useful tool and a small next step.

What participants take away: More than something to display: a personal reminder of tools students have practised and steps they would like to try.

How do our thoughts and words influence the way we approach a challenge and decide what to do? A thoughtful exploration of the thought garden, connecting the book’s tools with Mor’s personal experience of writing and giving.

• The thought garden as a way to explore inner dialogue: which thoughts and words encourage us, and how can we find language that is both supportive and honest when things are difficult?
• A writing exercise based on a character or fictional situation: notice an unhelpful phrase, then explore a more supportive, believable thought without dismissing what is difficult.
• A conversation with Mor about what reading, writing and giving have brought to her life, and how an idea can become a book or an initiative that helps others.
• A short piece of writing, an encouraging letter or a journal page, followed by a personal next step in reading, writing or giving. Sharing is optional; participants are not asked to disclose personal experiences.

What participants take away: A piece of writing, a tool from the book and a personal next step — for themselves or for someone else.

At bedtime, before a test or when facing something new, thoughts can be hard to put aside. In this hands-on workshop inspired by Magic Carpet, teens explore guided imagery, purposeful thinking and supportive words, building personal ways to prepare for rest and everyday challenges.

• Build a personal wind-down routine: ease off stimulating screen time, get things ready for tomorrow and choose a quiet activity before bed. Imagery is an additional tool, not a replacement for healthy sleep habits.
• An optional, brief guided-imagery activity inspired by the book’s waterfall: a way to pause and set down some of the day’s mental load, not erase thoughts. Participants can keep their eyes open, simply listen or skip the exercise.
• Notice the difference between a thought and a fact, and practise choosing words that feel supportive and believable. There is no pressure to feel positive all the time or dismiss difficult feelings.
• During the day, practise imagining how to approach a test or another challenge and choose a useful next step. Activities use familiar fictional situations, without asking participants to disclose personal experiences.
• Identify sources of support as well as personal strengths: family, friends, the Jewish community and the ways we care for one another. Explore who to turn to and how to help others, without the expectation of managing everything alone.
• Create a personal, two-sided tools card: one side for preparing for rest, the other for preparing for a challenge, with supportive words, a small next step and someone to turn to. Choose two separate sessions or a focused introductory workshop, planned with educators.

What participants take away: A personal tools card, practical ideas to try and a reminder that asking for support is also a strength.

This is an educational workshop, not therapy or a promise of better sleep or grades. Sleep difficulties or worries that persist and affect daily life should be shared with a trusted adult and discussed with an appropriate health professional.

How can the same event become two different stories? Through characters, writing and comics, students explore different perspectives and discover words that open up new possibilities.

• A short passage from the book as a starting point, with discussion and activities designed for older students.
• A writing challenge: tell the same fictional social situation from two characters’ points of view. Older groups can also explore a misunderstanding in a message or group chat, including boundaries and when to ask for help if someone is being hurt.
• A comic or short story exploring a supportive thought and words the character might choose to use.
• Optional sharing and a follow-up idea for the teacher. Children are not asked to disclose personal experiences.

What participants take away: An individual or group creation showing how a different perspective can change a story.

Meet Hebrew words in a story, then use them in conversation, play and creative work. Alongside new vocabulary, students explore tools for noticing thoughts, choosing encouraging words and considering another perspective.

• Passages, vocabulary and expressions selected with the Hebrew teacher. Language support matches proficiency, while themes and questions suit the students’ age.
• Guided reading and conversation about the book’s tools, with word games for younger children and discussion or writing for older groups.
• Drawing, writing or role-play that combines Hebrew practice with a practical tool: an encouraging phrase, a supportive thought or a different perspective.
• A session with the author, with the option of a short lesson sequence alongside the school’s existing Hebrew curriculum.

What participants take away: A vocabulary card, sentences or a short story students have created in Hebrew at their own level, and a tool to explore beyond the language lesson.

Two groups in different parts of the world connect through the same story. Children create, share and discover what they have in common while making room for each community’s own voice.

• Planning with two participating schools or settings to agree on a theme, languages, timing and how work will be shared.
• Reading and creative work in each group, followed by an exchange of drawings or messages through the educators.
• A shared online gathering facilitated by the author and a final creation bringing the children’s work together. Educators can also plan further creative exchanges to give the connection a chance to grow.
• All exchanges are coordinated by adults, with appropriate permissions and each setting’s privacy requirements in place.

What participants take away: A shared creation and a first connection with children in another community. Offered once two participating schools or groups have been confirmed.