Author Archives: MLC

Make the Most of Your Short-Term Mission Trip

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Written by Rev. John Boeder

“I needed this trip. Gotta go to Greek first hour and the wind hurts my face. Then you go to New York and see all those people who want to hear about Jesus. This trip charges the batteries.” [1]

Academic life on a college campus can be a grind. Ministry can seem so far away. A short-term mission (STM) like the one mentioned by the student above can provide a necessary motivational boost. Based on student reflections, this STM did more than charge the participants’ batteries. Planning for ministry helped students see the need for flexibility and team work. Going door to door opened student eyes to the desperate need for the gospel. Doing ministry helped students see what gifts they had, the gifts others had, and how those gifts mixed to produce a successful mission project. Continue reading →

Brain Rules

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Written by Professor Mark Tacke

One of the best research-based workshops I have ever attended took place at Seattle Pacific University in July of 2010. The audience contained both educators and business people. The lunch was an amazing buffet that included Pacific Northwest salmon. The presenter was the author of Brain Rules, John Medina.

John Medina’s Brain Rules is a book that outlines and expands on 12 rules for surviving and thriving at work, home, and school. (A second edition has come out since I attended this workshop.) I am not going to write about all 12 rules, but I’m going to cherry-pick and write about those rules especially apropos for educators. Continue reading →

What Does Jesus Have to Do with Economics?

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Written by Prof. Jeffrey Schone

Lutheran schools serve students from every socio-economic level because Christians of all means want their children to learn about God’s love for them in Christ. Should Lutheran teachers ignore issues of economic advantage or disadvantage, or should they advocate for economic justice as their peers in public school systems do? Continue reading →

Are WELS Educators Assessing Student Learning in the Best Possible Way?

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Written by Richard Muchka

For decades, WELS teachers have used the same general grading scale (A, B, C, D, and F). But what do these letters exactly mean? According to traditional grading, an A designates a superior understanding of subject matter, a B correlates with above average, a C is average, a D is below average, and an F denotes a failure to understand the particular subject matter. But how are parents to know exactly what their son or daughter knows or doesn’t know? Is there a more accurate model? Many supporters of standards-based grading would suggest this new model can provide a more accurate assessment of student learning. Continue reading →

A Case for School Technology and Internet Use Policies

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Written by David G. Wilson

Background
Over the past few decades, educational institutions have dramatically increased their students’ use of technology and the internet in the classroom (Holloway et al., 2013). While there have been countless benefits to students from the increased use of these technologies, there has also been an increase in the number of risks and dangers to which these students are exposed (Valcke, Wever, Keer, & Schellens, 2011). In light of these inherent risks and dangers that go hand in hand with the use of technology and the internet by students, it is incumbent on schools, now more than ever, to develop, communicate, and enforce technology and internet use policies for their institutions. Continue reading →

Is Homework Really Beneficial?

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Written by Michelle Most

Homework. Just saying the word can conjure up many feelings and thoughts, from happiness to great resentment. Research shows, however, that a reasonable range of homework does benefit the child and their achievement levels, and when done effectively, homework is of great benefit to student, parent, and teacher. Continue reading →

Should We Still Be Teaching Cursive?

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Written by Michael Albrecht

Cursive handwriting has long been taught in our schools. The debate has been heating up again as to the role cursive handwriting should have in our curriculum. Is it something our WELS primary grade teachers should continue to devote time to, or could that time be better spent in teaching alternate methods of communication? Is cursive handwriting becoming obsolete? Continue reading →

Are Common Beliefs About Homework Wrong?

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Written by Nathan Gartner

“There is no evidence that any amount of homework improves the academic performance of elementary students” (Shumaker, 2016), concluded Cooper after he completed his two meta-analyses of 180 studies of homework and its benefit. Research like Cooper’s suggests that some commonly held homework beliefs and traditions may be wrong. There are two beliefs about homework that are worth rethinking. Continue reading →