Author Archives: MLC

The Shema – Hear and Carefully Obey

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Written by Kenneth Kremer

We live in a godless age. Historians have dubbed it The Post-Christian Era. Believe it or not, we have been living in a secular culture for a half-century. Who knew?

Some of us are still having a hard time accepting this fact. Others have accepted it, but have no clue how to deal with it. A few lash out in anger and frustration, without knowing who the enemy is. But on the whole, most people have assimilated this radical shift in norms without a lot of fuss. They have moved on, living with a new set of ethical standards that have redefined the moral life in godless ways.   Continue reading →

Newsletters That Really Deliver, Part 2

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Written by Laurie Gauger-Hested

In “Newsletters That Really Deliver, Part 1,” we discussed the importance of producing high-quality newsletters. As your public face, your newsletter should send two fundamental messages to parents: that you’re professionals who are giving their children an excellent education, and that you’re strong Christians who love Jesus and their children.

Part 1 listed three important directives for achieving this goal: (1) write with a smile on your face; (2) write humbly, which translates to “be brief”; and (3) write for the eye as well as the ear, which means using an easy-to-read format.

Part 2 has three equally important directives. Please read on. Continue reading →

Newsletters That Really Deliver, Part 1

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Written by Laurie Gauger-Hested

Your newsletter is your public face. In fact, for prospective families and for families who don’t have much contact with teachers—because of work schedules or a strained relationship or simple shyness—it may be your only face.

That’s why the quality matters. In both content and format, your newsletter should send two fundamental messages to parents: that you’re professionals who are giving their children an excellent education, and that you’re strong Christians who love Jesus and their children.

How do you send those two messages? Here are a few tips. Continue reading →

Balancing Act in Kindergarten

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Written by Brandi Bivens

Kindergarten has been in existence for almost 200 years, but what children learn and how they have been taught has changed quite drastically. Kindergarten teachers have been put in the difficult position of balancing play and academics as a push for more academics has made its way into kindergarten. First we will look at several reasons why kindergarten has changed. Continue reading →

Creation Apologetics in the Science Classroom

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Written by Jenny Retzlaff

I love teaching physics! I love sharing the incredible order in God’s creation, the laws that govern the universe, and the amazing discoveries and innovations that come from the study of this gift. I absolutely love it! However, there was one topic that left me more anxious than excited: creation apologetics. Continue reading →

What Is the Predominant Role of the Principal?

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Written by Joycelyn Christmas-John

In our Lutheran community, principals wear many hats. They are usually the first to arrive and the last to leave the school. You can find them doing some pretty odd jobs on the school compound. These jobs range from shoveling snow to unclogging toilets because toys are stuck, from taking apart the projector to recharging the battery of a teacher’s car. Many people may wonder: What is the real job of a principal? Continue reading →

Classroom Discussion Is Important to Critical Thinking

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Written by Larry Czer

Classroom research tells us we (teachers) talk too much. Let that sink in for a moment. Immediately we defend our practice—aren’t we obligated to teach? Aren’t we called to educate the children in our care? Aren’t we trained to share knowledge? While all of these are true, researchers have discovered that we spend way too much time talking on less relevant issues. The word educate comes from the Latin educere, which means “to lead out.” Given that etymology, we should be doing more leading out and less pouring in. Continue reading →

Oh, the Places You’ll Go

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Written by Andrew Willems

Congratulations! Today is your day. You’re off to great places! You’re off and away!

My apologies to Dr. Seuss, but this is exactly how I felt introducing my class to Google Cardboard.

Question: What can Google Cardboard, a Galaxy J3 phone, earbuds, and a room full of freshmen do for you? Answer: Bring virtual reality (VR) to your classroom! Continue reading →

Being a Lutheran Teacher Is Awesome!

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Written by Dr. John Meyer

Every teacher is special. Through them, children and young people develop full and productive lives. But Lutheran teachers are more, and being one is an awesome privilege and a tremendous responsibility.

An Awesome Privilege
Lutheran teachers are called. That’s not just a fancy way of saying hired. A call comes from God through a group of believers in Christ (Acts 1) to people whom he has appointed and gifted for ministry (Ephesians 4:11-13). Their contract is with God, and so the call is divine (Gerlach, 1977; Mueller, 1988). Since Lutheran teachers do not seek their positions by putting out résumés (Romans 10:15; Hebrews 5:4), they are confident that God himself has appointed them to serve where they are (Fehlauer, 1968; Gerlach, n.d.; Mueller, 1988). Continue reading →

What Does Effective Classroom Management Look Like?

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Written by Amanda Weinrich

What is meant by classroom management? It involves how students should behave in the classroom. A common misconception is that classroom management is a set of rules to address discipline problems. Rather, classroom management involves a well-planned set of procedures and routines for avoiding problems and having a plan for when misbehavior does occur (Lester, Allanson, & Notar, 2017). Continue reading →