By: Seth Fitzsimmons
As the fabric of American society unravels and reports of school and societal violence increase, a renewed emphasis on character education (CE) is sweeping public schools. What implication, if any, does this have for Lutheran schools? With biblical teachings at the center of its curriculum, Lutheran schools may be positioned to capitalize on the CE wave. Continue reading
By: Mark Zondag
Remember singing the song, “Jesus loves the little children, all the children of the world, every color, every race–all are covered by his grace, Jesus loves the little children of the world.” I remember singing that song when I was growing up. I have taught that song to children but, how often do we really think about these words? If we really consider the lyrics, do we actually reflect the attitude of this song in our schools? Can we say, by objectively looking around at the ethnicities of our students, that God does love all the little children? If schools are meant as a means of outreach, are we reaching out into all communities or just one? Continue reading
Written by Jason Schmidt
Take a stroll through your local grocery store or shopping center, and if your community is anything like mine, you might see several youngsters sitting in the cart or stroller being entertained with an iPad or cell phone. Depending on my mood, I look at this as either a stroke of genius, envy that I didn’t have that for my kids, or rage at this parent’s inconsideration for any kind of quality parenting skills. However, when I see kids using technology in my role at work, I am usually more than thrilled that teachers are incorporating this tool into the learning process at any age. Continue reading
Written by:Elton Stroh
Who would argue that this isn’t a critical time for Lutheran schools? Annual statistical reports call attention to continuing decline in student enrollment. This has resulted in agonizing reductions in staff, funding crises, discontented parents, amplified challenges with attracting new students, and occasionally another school closing. Regrettably, the sphere of influence by Lutheran schools among children and families is shrinking (Schmill, 2009). Continue reading
By: Amanda Johnson
Classwide Peer Tutoring is a strategy used to accommodate the needs of all students and can be adapted for use in any classroom with any subject. It consists of two students working in pairs in a tutoring session that typically lasts about 20 minutes for 3-5 times a week. Each student acts as a tutor for half a session and a tutee for the other half. Sessions are scripted so that students of any level can successfully act as tutor. A typical interaction consists of the tutor asking a question and the tutee responding, but it can be adapted to include writing or physical activities. Points and scripted feedback are given by the tutor based on answers. The teacher observes and awards points for groups correctly following procedures (Greenwood, 2001). Continue reading
Written by Todd Russ
During the last decade, numerous schools and school districts have made the move to a 1:1 computer device program. Millions of dollars have been poured into these initiatives in hopes that student achievement will be positively impacted. Unfortunately, the data is mixed regarding the impact of 1:1 technology (Sauers & MCleod, 2012). So how do non-public Christian schools – specifically WELS schools – justify the costs without definitive data or government funding? Bring your own device (BYOD) programs minimize the financial impact on the school, and hold the potential to build the foundation for improved student achievement. Continue reading
Written by Dr. Jeff Lemke
Every ministry can benefit from the two marketing strategies I outline in this article. But first, let me address a common complaint. Many conscientious Christians do not believe the words “marketing” and “ministry” belong in the same sentence. Continue reading
By: Professor Daniel Gawrisch
This topic was initially started in a previous blog post, addressing the value recess has on physical activity and the psychomotor domain. This second blog post will focus on the cognitive and affective learning domains and spiritual growth applications.
“What is your favorite part of the school day?” Ask most children this question and the inevitable response will be, “Recess!” Although you may have been looking for an “academic subject” as a response, think twice before you correct the child. Recess is a highly valuable part of the daily school schedule that accomplishes educational objectives and battles childhood obesity. Opportunities at recess promote growth in the psychomotor, cognitive, and affective learning domains and provide students with spiritual growth applications. Continue reading
Process, not product. This idea is meant to help educators appreciate the learning that takes place throughout the journey of our students’ education, including the messy and frustrating stretches. But what about our own role as teachers? Are educators allowed to go through their own process of learning, or are they already a finished product? Continue reading
Written by Chris Hintz
We have all had them. Some were tall and thin, others short and stocky. Most were intimidating. Some were our teachers; others were working in their office and walking the halls. Former students can most likely name and describe all the principals they have had throughout their school years, but were they effective? Which characteristics made them effective? Continue reading