Classroom Discussion Is Important to Critical Thinking

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Written by Larry Czer

Classroom research tells us we (teachers) talk too much. Let that sink in for a moment. Immediately we defend our practice—aren’t we obligated to teach? Aren’t we called to educate the children in our care? Aren’t we trained to share knowledge? While all of these are true, researchers have discovered that we spend way too much time talking on less relevant issues. The word educate comes from the Latin educere, which means “to lead out.” Given that etymology, we should be doing more leading out and less pouring in. Continue reading →

Oh, the Places You’ll Go

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Written by Andrew Willems

Congratulations! Today is your day. You’re off to great places! You’re off and away!

My apologies to Dr. Seuss, but this is exactly how I felt introducing my class to Google Cardboard.

Question: What can Google Cardboard, a Galaxy J3 phone, earbuds, and a room full of freshmen do for you? Answer: Bring virtual reality (VR) to your classroom! Continue reading →

Being a Lutheran Teacher Is Awesome!

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Written by Dr. John Meyer

Every teacher is special. Through them, children and young people develop full and productive lives. But Lutheran teachers are more, and being one is an awesome privilege and a tremendous responsibility.

An Awesome Privilege
Lutheran teachers are called. That’s not just a fancy way of saying hired. A call comes from God through a group of believers in Christ (Acts 1) to people whom he has appointed and gifted for ministry (Ephesians 4:11-13). Their contract is with God, and so the call is divine (Gerlach, 1977; Mueller, 1988). Since Lutheran teachers do not seek their positions by putting out résumés (Romans 10:15; Hebrews 5:4), they are confident that God himself has appointed them to serve where they are (Fehlauer, 1968; Gerlach, n.d.; Mueller, 1988). Continue reading →

What Does Effective Classroom Management Look Like?

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Written by Amanda Weinrich

What is meant by classroom management? It involves how students should behave in the classroom. A common misconception is that classroom management is a set of rules to address discipline problems. Rather, classroom management involves a well-planned set of procedures and routines for avoiding problems and having a plan for when misbehavior does occur (Lester, Allanson, & Notar, 2017). Continue reading →

There Must Be a Different Way

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Written by David Uhlhorn

It doesn’t take long for a new teacher in our WELS schools to realize that today’s schools are different from what they remember. Wanting what is best for their children, parents are looking for additional opportunities for their children to excel. To meet this need, schools are offering additional courses and activities, while the amount of time allowed for learning remains the same. Teacher schedules are limiting students’ course selections. Continue reading →

Most Important Things Parents Look for in a School

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Written by Elizabeth Johnson

Parents have more choices in the type of pasta sauce on their child’s spaghetti than they do in where their child receives their education. For decades, the public school system told families where they would attend school. In many places, voucher programs are giving some of that power back to parents. With the choice comes a responsibility to find out who can best serve them, along with a responsibility for administrators to know what parents want. While a school’s location and demographic can vary the order of preference, parents are most actively seeking private schools that offer . . .

1) A high quality of education

2) A safe learning environment

3) An exceptional school culture Continue reading →

Classroom Procedures Take You Where You Want to Go

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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 →

What Would Luther Say about 21st-Century Lutheran Schools?

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Written by Paul Koelpin

Does Lutheran education in the 21st century need a reformation? Lutherans often wonder just what Luther would say about the practice of the church that bears his name today. Would Luther approve of what they teach? Does the 21st-century church rightfully bear the name “Lutheran”? Does the mystical concept of “Luther’s spirit” live on? Continue reading →

Practical Use of Administrative Release Time (ART)

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Written by Duane Vance

Administrative release time (ART) and its importance has been a key issue discussed heavily within our circles for the past decade or so. Greg Schmill (2009) identified some alarming statistics about WELS principals that could be leading to burnout and ineffective practices. In response, the Commission on Lutheran Schools created a guideline for appropriate administrative release time. Each school should provide its principal with one hour per week for every 7.5 students enrolled. The synod convention adopted this recommendation in 2013. Dr. John Meyer (2014) has identified five ways that proper release time will help principals improve their schools. They are as follows: Continue reading →

The Language Arts Endgame

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Written by Larry Czer

Opening Gambit
If you look at most goals and outcomes for language arts programs, you will see a strong emphasis on reading, writing, speaking, and listening skills. The Minnesota language arts standards included both viewing and media literacy outcomes to prepare students for the future job market. These six skills comprise our endgame for teaching in the language arts. These skills should also influence both the way we teach and the way we prepare teachers for today’s language arts classrooms. Continue reading →