By: Romi Morales
In the past two decades of working in the educational field, I have often encountered teams who express that they are giving their best without receiving any form of recognition in return. Unfortunately, this is common in educational spaces in general, and even more so in volunteer-based educational settings, where educators are expected to work out of passion or as part of their mission.
The truth is that when we understand the importance, impact, and benefits of recognizing others—and, on the other hand, the consequences of failing to do so—recognition becomes a more frequent practice. However, many people wish to acknowledge achievements but are unsure how to do so. At the same time, there are those who seek recognition but do not know how to ask for it without being perceived as self-centered.
Parashat Pekudei provides excellent examples of recognizing achievements on an individual and collective level, as well as acknowledging the effort invested in the process. Each of these instances offers us valuable lessons to help us improve in this crucial area.
So, if you are interested in learning more about recognizing achievements, I invite you to keep reading. Let’s begin!
Recognizing Achievements in Pekudei
One example of individual recognition in Parashat Pekudei is the acknowledgment of Bezalel and Oholiab for their artistic talent and outstanding leadership in the construction of the Mishkan. Their recognition is manifested by naming them and making their contributions visible to others—strategies commonly used to empower and motivate individuals to continue contributing in meaningful ways.
On a collective level, we see that once the Mishkan is completed, Moshe blesses the entire people of Israel. This public act, though brief and simple, holds great power: it allows Am Yisrael to celebrate their achievements, strengthens their sense of belonging, and increases their willingness to collaborate.
Moreover, the parashah highlights that while results are important, so is the effort invested in the process—and therefore, this effort also deserves recognition. Moshe’s detailed report to Am Yisrael on how each resource was used is more than just accountability; it is another way of acknowledging the people’s generosity. Valuing each donation emerges as a powerful strategy for increasing commitment to the cause and the community.
These examples demonstrate that recognition has been a meaningful practice throughout our people’s history, and they teach us that its impact remains highly relevant today—especially in education.
The Importance of Recognizing Achievements in General and in Education in Particular
Recognizing achievements is simple and does not require significant resources. Nevertheless, fewer and fewer people make use of this valuable tool, despite the overwhelming evidence of its impact.
Many studies have shown that in workplaces in general and educational environments in particular, when recognition is an integral part of organizational culture, individuals feel a greater sense of motivation to start and complete tasks. They develop a strong sense of belonging and commitment to the group, which leads to increased productivity and a greater desire to remain within the institution.
In education, the importance of recognizing achievements is even more significant. When recognition is present, both learners and educators feel that their efforts are seen and valued, which reinforces their confidence and solidifies their learning—whether in knowledge, skills, or values.
When we create an environment where recognition is habitual, dedication and perseverance in the pursuit of personal and intellectual growth increase, fostering the desire to take on greater challenges, goals, and objectives. This may be because recognizing what we have achieved (rather than focusing on what we haven’t) helps reduce frustration in the learning process, thereby increasing the likelihood of educational success.
Given these clear benefits, we must ask ourselves:
- Why aren’t our educational spaces built around a culture of recognition?
- Can I encourage my group to incorporate recognition as an integral part of their learning process?
- How can recognition be effectively and meaningfully integrated into education?
Tips for Recognizing Achievements, Based on Pekudei
- Am Yisrael receives a blessing from Moshe—not a bonus for building the Mishkan.
Many educators associate recognition with rewards, incentives, or material benefits. However, when we talk about effective, meaningful, and relevant recognition, we are not referring to rewards. There are key differences between these concepts, and it is important to understand them in order to apply them appropriately.
Recognition refers to the appreciation of a person’s contributions, whereas a reward is compensation for a job well done. Recognition is typically informal, immediate, personal, and intangible, whereas rewards are often formal, given afterward, general, and tied to a predetermined material value.
While both strategies have their advantages and disadvantages, in education, a well-timed kind word can have a lifelong impact—far more than any material prize ever could.
- Name individuals, bless the collective—Recognition is not one-size-fits-all.
There are countless ways to recognize achievements—just as many as there are people in the world. Each individual and group responds differently to various forms of recognition, which is why educators must develop the sensitivity and wisdom to choose the right approach for each person in each situation.
Some people appreciate public praise, while others prefer private acknowledgment (verbal recognition). Some value mentions, certificates, diplomas, or badges as tangible symbols of their progress. Others feel more comfortable when given greater responsibilities or leadership roles, interpreting this as both a sign of trust and proof of their growth, allowing them to take on more complex, challenging, or significant tasks.
Learning to recognize each person in a way that suits their individual style is not easy. But when we do, we show that it is not just the achievement that matters—more importantly, it is the person who achieved it.
Conclusion
Parashat Pekudei is the final parashah of the book of Exodus (Shemot). At first glance, it may seem to simply recount the completion of the Mishkan’s construction. However, upon deeper analysis, we realize that this is actually an “excuse” to teach us how to say thank you.
Especially after the sin of the Golden Calf, Moshe could have assumed that Am Yisrael’s contributions were expected and therefore not worthy of special recognition. However, this is not what the parashah teaches us. Moshe chooses to acknowledge that no donation should be taken for granted, that Am Yisrael’s participation in such an important and challenging task was not a given, and that everything and everyone deserves recognition.
I believe the same applies to our educational spaces. A sincere acknowledgment can ignite a spark in those we educate. As we have seen, this is not just about highlighting successes—it is about making effort and the desire to learn and grow visible.
Every word of encouragement we offer can make a difference in someone’s life, becoming the push they need to continue their journey of development as a whole and complete human being.
In education, we have the privilege and the responsibility to be guiding lights in this process.
May we never lack the sensitivity to notice and the attentiveness to celebrate progress, inspiring every individual to continue building their own path.
