Bridging the Gap Between Preschool and Elementary School

Posted on by
Reply

Written by Shawna Tech

Just because parents choose to send their children to a Lutheran preschool doesn’t mean that they will have them continue at the Lutheran grade school. What can Lutheran elementary schools (LES) do to bridge the gap between them and their preschools?

As ministers of the gospel, Lutheran school teachers want to share the good news about the Savior with as many children as possible. Unfortunately, many LES have seen a decline in enrollment over the years. Possible factors include families having fewer children, charter schools offering a “free” education, and homeschooling. Opening a preschool to feed the LES may seem like a viable solution to declining enrollment, but it seldom works as hoped. Continue reading →

Service-Learning: Stewardship at Its Finest

Posted on by
Reply

Written by Craig Bretkreutz

Where has the youth gone in our church? How could our students make a real impact in their community? Will my students ever really use the stuff I teach them?

If you’re anything like me, you’ve probably wrestled with one or more of those questions. You may serve in a place where confirmands disappear like children who know it’s time for chores. You may have students struggling with the real-world connection to what they are learning in the classroom. You may have students who spend time thinking about themselves and their friends. But what about the outside world? Hasn’t God commanded us to go out into the world? Continue reading →

Make Your School More Effective

Posted on by
Reply

Written by Steven Haag

The Case for Professional Learning Communities
The best way to make your school great is to empower teachers by boosting their collective efficacy. Hattie (2017) found this made schools four times more effective than typical schools. Professional learning communities (PLCs) create that kind of teacher empowerment. When teachers work together to further develop their craft, they are building their collective efficacy, and PLCs provide the structure for them to do just that.

A professional learning community is a structure in which supportive professional relationships foster a collaborative culture that continually drives for successful change. PLCs affect positive school outcomes, primarily in the form of improved teacher efficacy (Kruse & Seashore Louis, 2009; Hord, 1997) and increased student performance (DuFour, Eaker, & DuFour, 2005). Continue reading →

Building Bridges Between Preschool and Lutheran Elementary School

Posted on by
2

Written by Brad Gurgel

The connections between a congregation’s preschool and K-8 program can sometimes be weak. There are many reasons this can happen. The two programs vary in families served, regulations, and policies. They often have separate histories and leaders. And the families from the two programs don’t have many opportunities to interact.

Because of this, it’s not unusual for the preschool and elementary school at a congregation to drift apart over time. And when the transition between preschool and kindergarten arrives, families see this as an ideal time to return to the local public school or look around at other local schools instead of seeing the Lutheran kindergarten as a natural progression. Continue reading →

Headship and Submission: Timeless Principles, Challenging Applications

Posted on by
7

Written by Dr. Kristi Meyer

“Laura summoned all her courage and said, ‘Almanzo, I must ask you something. Do you want me to promise to obey you?. . . Even if I tried, I do not think I could obey anybody against my better judgment.’“

Growing up, I couldn’t get enough of Laura Ingalls Wilder. I loved her strength, courage, and independence—an independence that refused to say “obey” in her wedding vows. But does her attitude align with God’s Word? And how can we communicate the nuanced and potentially offensive subject of the roles of men and women to the next generation of WELS members? Continue reading →

The Need for Research and Writing in History Class

Posted on by
10

Written by Professor Peter Baganz

Before teaching at MLC, I taught history for 19 years at one of our area Lutheran high schools. Every student in every one of my history classes wrote a major research paper each year in addition to writing shorter papers and doing other projects. Why did I subject myself to all that correcting? Because research writing is such a vital component of “doing” history. Continue reading →

Flexible Tuition: A Solution for Struggling Congregations

Posted on by
14

Written by Bill Fuerstenau

The Problem
Many WELS congregations that support elementary schools are struggling. Membership in our churches is shrinking, and with that, financial support as well. When this happens, church leadership must choose where to use their limited financial resources to remain good stewards of their financial blessings from God. For smaller churches, this restricts the programs and services they can provide to their members if they are also to maintain a fully staffed, effective school. Continue reading →

Why Bother Teaching History?

Posted on by
4

Written by Professor Peter Baganz

In the 5th century BC, the ancient Greek Olympics not only featured athletic competitions, but Herodotus, often considered the first historian, read his Histories aloud to a great crowd of people. In 1893, the Chicago World’s Fair not only featured the marvels of technology for that time, but Frederick Jackson Turner presented his famous “Frontier Thesis.” When I mention these famous historians, I tell my students that they had the greatest gig ever, to have crowds gather to hear them talk about history. Then after pausing, I point out, “Wait, that’s what I get to do, to spend each day talking with you about history. I have the greatest gig ever!”[1] Continue reading →

Is Everyone in Your School on the Same Page?

Posted on by
Reply

Written by Dr. John Meyer

Is everyone in your school on the same page when it comes to what effective teaching looks like? I recently spoke with two teachers who were frustrated by their principals’ feedback after a classroom observation.

In one case, the principal had complimented the teacher on his enthusiasm and nicely organized lesson, but suggested the teacher should plan better lesson introductions. The teacher felt like the discussion focused on things that were not very important to student learning. In the other case, the principal left a completed checklist in his teacher mailbox of things observed during the lesson without any written or verbal feedback. Continue reading →

Creating Expert Learners in Our WELS Classrooms

Posted on by
Reply

Written by Dr. Kari Muente

It is a challenging time to be a teacher. As our WELS classrooms are becoming more academically, culturally, and linguistically diverse, tension is rising between curriculum and instruction. Federal and state mandates are requiring students to pass tests, which leads to a more fact-based curriculum, while 21st-century learning encourages the engagement of students in more critical thinking skills.

As our classrooms become more diverse, students are challenging the traditional instructional design framework with their various backgrounds, cultures, and learning abilities. Diversity of learners, or the exceptional learners, require teachers to engage in more inclusive instruction and practices. Teachers struggle and even feel inadequately equipped in designing and delivering inclusive instruction to engage and train all their students to become expert learners (De La Paz, 2005; Minarik & Lintner, 2016). Inclusive instructional practices require not only close teacher involvement but instructional support for all learners. Continue reading →