Tefilla is but one component of an entire informal educational experience.

Thus, while we
may think that we are observing a successful tefilla program, we may really be witnessing
the cumulative effect of an entire approach. This brings us to our first critical component. In
its very nature tefilla is an experience, not a cognitive, intellectual process. When we enter
a beit kenesset we do so to daven, not to study the tefillot. Not that studying tefilla is
unimportant, but it cannot be confused with davening. To effectively bring about affective
change, a complete learning environment must be created (this is, essentially, what the
Shabbaton does).

Environments are created on a school-wide basis, often in non-obvious ways. The subtle
messages that are conveyed (whether willingly or not) are sensed by the students. The
priority given to tefilla is evident by the resources that the school is willing to devote to it.