Written by Ian Welch
When talking about your school’s brand, we are really addressing its visual identity and how it communicates to parents, students, and the community. A brand can tell people who you are, what you do, the quality of education you provide, even the reputation and impact you have in your community. Continue reading
Written by Andrew Willems
The case for WELS teachers entering into ongoing professional development should be clear. As I’ve taken post-graduate classes, I appreciate those teachers who seek to stay current with readings and new technologies and modern pedagogy. As a parent, I have bad thoughts about my daughter having the same college professors I had–hoping they don’t use the same old strategies they taught me as a student! As a teacher, I know my students can instantly seek answers from the world wide web. Why can’t I? Continue reading
By Arvin Jantz
The answer to the title question is a definite YES. It is as important today as it was in the day when our grandparents learned to write. It seems that good handwriting is a lost art today, but still everybody enjoys good handwriting. Good writing, not too long ago, was a necessary art. Business colleges required it. It has been said that you know a doctor by his writing. But who can read a doctor’s prescriptions unless you are trained to read them? If that saying is true, possibly more should have been doctors instead of teachers. Just why must Johnny be taught to write well? Continue reading
Written by Rev. Robert Voss in 1962
We have been provided with the Bread of Life, but unless we provide for those following us, they will die of spiritual starvation. How can we today provide the Bread of Life for the people of tomorrow? Obviously more boys and girls must be encouraged for the most satisfying work in the world. But how can we encourage them? Continue reading
By: Kimberly Rehbaum
The process of labeling is currently one of the most controversial topics in the field of special education. Should students be labeled with such disabilities as autism, ADHD, IDD, and EBD? According to the Individuals with Disabilities Education Act (IDEA), in order to receive public government funding for special education, students must have a label. Some educators believe these labels have more disadvantages than benefits, but I am led to believe that labeling leads to accommodations that will enable students to succeed in academics and understand their specific abilities. Continue reading
By Andrew Willems
Ok. No one person is to blame. It did kind of sneak up on you and your school. I’m talking about this whole technology thing. Filtering. Devices. Wireless. Classroom use or distraction. Money. These are issues all schools are dealing with. You aren’t alone. Whether you’re in a new situation with your congregation or you realize you’re part of the current problem, I have good news for you. There is a way out! Continue reading
By Kenneth J. Kremer
In a world turned upside-down by revolutionary ideas, the ancient proverb sounds quaint, if not old-fashioned: “Start children off on the way they should go, and even when they are old they will not turn from it” (Proverbs 22:6). The prospect of bringing up future generations of young Christians in a culture hostile to our faith should concern all of God’s people. Continue reading
By Professor James Carlovsky
Described as portable computers and the Swiss army knife of technologies, mobile phones have been historically banned in K-12 schools due to the perceptions that they are disruptive (O’Bannon & Thomas, 2015). However, times are changing. Continue reading
By Professor David Sellnow
Mr. Scribner stood in front of his sixth-grade classroom. He had prepared a SMART Board presentation titled, “Major Moments of World War II.” At a touch, he brought up descriptions of what happened at various places on the map.
A student interrupted with a question: “Why did the Hitler guy want pieces of Checkerslavka?” Continue reading
By Dr. John Meyer
The kinds of continuing education activities that most Lutheran teachers prefer are the least likely to help them grow in their skills.
Lutheran teachers prefer continuing their education in the summer through one-shot workshops or courses (figures 1 & 2). That’s not surprising since most Lutheran teachers also report having insufficient time (79%) and money (71%) (figure 3) for sustained continuing education during the academic year.
Recent research reveals, however, that one-shot trainings in the summer are the least effective (Darling-Hammond et al., 2009; Gulamhussein, 2013). Continue reading