Should Screen Time for Young Children Be Allowed?

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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 →

Key Observations about Healthy Schools

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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 →

Using Classwide Peer Tutoring to Meet the Special Needs of Students in a Lutheran School

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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 →

BYOD – A Sustainable Approach to 1:1 Technology

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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 →

Where did Recess go?

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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 →

“Please Be Patient with Me – God Is Not Finished Yet” An Encouragement for Teachers

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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 →

A Recipe for Creating Effective WELS Principals

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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 →

Recess: A Critical Part of the School Day

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By: Professor Daniel Gawrisch

“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.

This topic will be covered in 2 separate blog posts.  The first blog post will focus on the psychomotor learning domain and value of physical activity. Continue reading →