Written by Julianne Foelske
The number of children living in poverty is growing, even in suburban schools. Children living in poverty face many challenges, including emotional and social challenges, chronic stressors, and cognitive lags, which have negative effects on behavior and educational achievement. WELS educators who understand the impact of poverty will be better equipped to help their students achieve academic success. Continue reading
This article is part 1 of a four-part series.
Written by Martin Spriggs
One important but often neglected function of any school office is “prospect management.” It wasn’t always that way. In the early days of our church-connected schools, we relied on filling our desks with the children of members and the only “managing” that we needed of those prospects was generating a list of all the kids in our congregation. We then simply made sure we had enough space, textbooks, and teachers to meet the need. Those days are over. Continue reading
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 Julianne Foelske
Many Lutheran schools are interested in improving student achievement, building trust between families and the school, and helping students make greater academic gains. An increase in parental involvement has been shown to achieve all of these goals. Lutheran schools should develop a parental involvement plan for the benefit of their students and families. 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 John Meyer
In an earlier blog article, I wrote about a gap that exists between the culture of WELS schools and that of society (see Is It Too Late for WELS Schools?). I propose that one aspect of that gap is the difference between the educational paradigms of 21st-century parents and that of many teachers. A paradigm is a perception of reality based upon one’s experiences and beliefs about a given topic, and it serves as an orienting framework to interpret the world (Kuhn, 1962; Mezirow, 1991). Continue reading
Written by Rachel Timmermann
Are current classrooms barren of Western heritage? If so, is this lack of classical recognition worth changing? Classical education, with roots in time-proven skills, is an option to successfully educate the next generation of responsible citizens. Continue reading
Written by Rev. Mark Schroeder.
These theses were originally discussed at a principals’ meeting at Luther Preparatory School in Watertown WI on January 21, 2013. They are republished here to widen the circle of discussion. Continue reading