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
by Michael Plocher
If your school is like most WELS elementary schools, you follow some sort of schedule to replace outdated student textbooks. The curriculum has been studied, and now it’s time to make a decision on a new textbook that more closely aligns with the content your school plans to teach. If everything goes according to plan, roughly every eight years you will have replaced the textbooks for each subject taught in your school. 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
by Dale A. Witte
The WELS Elementary and Secondary Music Teacher and Inclusion
Most WELS teachers do not have the luxury of having a special education teacher in their building with them, let alone having one in their classroom (Enser, 2013). Recent graduates of Martin Luther College have had the benefit of access to special education course offerings in which they are taught about students with disabilities and how they can best be served in the WELS Lutheran elementary or secondary school. Future graduates of the recently announced MLC special education major will be much more prepared to educate children with disabilities than veteran teachers have been. Continue reading