Written by Benjamin Clemons
Procedures in our classrooms provide the framework for operating our schools. Procedures answer a vital question of “How?” in our buildings. We may be more familiar with the questions of “Why?” (to provide high-quality Christian education) and “What?” (our curriculum) because they are highly visible. Procedures, on the other hand, can fade into the background, especially when they run well. Continue reading
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
Written by Dr. Jeff Wiechman
Is your social studies classroom lifeless? Was your social studies classroom lifeless as an elementary school student? Students describe social studies classrooms in this way still today (Grant & VanSledright, 2014). Why? Perhaps it’s the pressure to give more and more time to the teaching of reading and math, forcing a subject like social studies into a dimly lit corner of the curriculum. Standardized tests only look for low level, factual information in social studies. Maybe you never liked social studies as a student, and this dislike has carried over into your attitude in teaching it. These are issues with which we all must contend, and yet we know the potential for better instruction in social studies exists. Continue reading
By Jonathan Schaefer
As graduation approaches, Lutheran congregations and their new teachers have different expectations, and these expectations profoundly affect teacher performance and school culture.
Lutheran congregations’ top expectations focus on performance. Schmill (2015) shared that the top three qualities WELS schools look for in their teachers are 3) grounded and growing in teaching skills, 2) Christ-like servant, and 1) grounded and growing in God and his Word. 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