DLtsp ___:::,_/Ssu£ Becaustehfu et uirisen _MA__RC_/H_P_AR_1_I9_9_L3V_o_L_lU_2_M8_EN_u___4RE_MB ______ thhea nofd sy oruenagders LuTEHdEuRcAANT ioN GodG'rse eEna rtShe ries Whahta ppetnoGs o d'sFo arg e6st o9 .F ievaes y-to­ creadteipoenno dnhs o w reasdt oirenia ectshi tle. futguernee rattrieioatnt.sT hGer eTeena 5m6 -1685YCD Teaycohu rnega dheortwso ThWea tDeert ectives "keiegtpr eweintt"hh fe u n,5 61-686YCD Bible-sbtaosrieintde h se God's EGarreSteehnr ies. Foarg e8st o1 2. Iena cbho ockh,i lndoortne lny T esnt oirenia ectshi tle. leahrontw o b eg oosdt ewA­T reienS procPkoectk'est ardosfG odg'rse eeanr t5h6,1- 696YCD theayll seoa vranl ulaebsl­Wei gglWeorr'm5ss6 -1697YCD sonasb oCuhtr ilsotavinead n servtiocweaG roddg 'rse at­ esctr eation-mankind. MakGeo d'Gsr eeEna rth booakvsa itlyoao bulneg .,IlHNI ISSSU E reade$r4s.e!9a5 c h ThMei dSdclheo ol ., (plsuhsi papnihdna gn dling) ThDei sEtxreicc t ., To ordcearl,l SchBoooaElrm dp owerment ThSey noPdliaccaPelrm oecnets s Cf!!�l!?•a® .,✓ ProfeJsosuironanlasl 18-00-325-3040 ., LutAhmeotrnh Hgeu manists Alsaoty ouCrh ristbioaonk store. WalLtehaeHgriu set ory ✓ FocounCs o ncoRridvFioearrse :s t ✓ Lutheran CONTENTS The Middle School: Education Possible in a Lutheran School? James Ellefson ................................................................... 184 The District Exec, A Partner in Ministry, A Friend in Need At Lutheran Brotherhood, KeithLoomans ................................................................... 191 Mucu/A n1, 1993 we believe there's VOUJME128 Nu!OE14 School Board Empowerment Is Your Board Free to be Effective? Published and Edited by the Faculty of Richard Herman ................................................................. 197 more than one way Coocordia University River Fom;t, Illinois The Synodical Placement Process: Past and Present 204 William Rietschel ............................................................... to invest in the future. Eorro1-Wayne Lucht EDITORIAL AsslSTANT-JoAnn P.F.K iefer Professional Journals for your Consideration PaoooCTION-Kalhlecn Clickel Richard Graudin ................................................................ Lutheran Brotherhood is much more and disability insurance, and more. As<locIATE Eorrots Luther Among the Humanists, 212 than a solid, stable insurance organization. We can show you which product William Ewald, Kenneth Heinitz, EugeneK rentz, Bette Religion Meets the Liberal Arts We're also a mem­ or combination is best Krenzke, Lyle Kurth, Shirley Morgenthaler, Delbert Kurt Stadtwald ................................................................... bership organization for for you and your family Mueller Lutherans, a fraternal right now (PtrryBr,sema.x, Charles Laabs), The Walther League and the Education of Lutherans 217 benefit society, with a And we offer the FEArutl'S Administrative Talk (Carl Schalk), Jon Pahl ............................................................................. strong sense of volun­ flexibility to update (Rich Bimler), Ttachi•g the Young First Person SLEingAu Nlawr ,s Multiplying Focus on Concordias 223 teerism and helping your program as your Ministries (Shirley Concordia University River Forest: Roots to Wings others. needs change. Morgenthaler), (Ronald Royuk) Elaine Sipe ......................................................................... Each year, Service? Our CONSULTANTS Lutheran Brotherhood representatives are all Steve Fehl, Ben Freudenburg, Greg Kromminga, DEPARTMENTS 229 supports and participates carefully selected and William Meyer, Carl MoCseOrVJ,E iu dyW illiams in community outreach highly professional. Toward a Sacrificial Ministry programs and Lutheran institutions all And they will work closely with cross you see on cover. MATTERS OF OPINION Artist David Busse has fashioned four books into the Wayne Lucht ....................................................................... 182 over America, ranging from disaster relief you to help you map out your own t1r to improving the environment. personal financial strategy. LMlheran EdMcation (ISSN 0024-7488) is published Beyond that, we provide one of the The result is a well-thought-out Let's Play "Hug-O'-War?" five times per }ear: Sepicmber, November,J anuary, MULTIPLYING MINISTRIES widest selections of high quality invest­ portfolio tailored to your specific needs. Rich Bimler ........................................................................ 233 March, May. Subscriptions are $9 a year, and are ment opportunities in the industry So if you're looking for an organi­ available from Concordia University, 7400 Augusta Our financial strength has earned us zation that can be a real asset in ,your Street, River Fore.st, Ill. 60305-1499. Sometimes We Forget AM. Best's highest rating A++ (Superior) financial future and in your community, ADMINISTRATIVE TALK Second-class postage paid at Oak Park, Ill. Perry Bresemann ............................................................... 234 for such factors as our long history of just give our local representative a call. POSTMASTER: Send address changes to L,,/h,ran uninterrupted dividend payments. And Lutheran Brotherhood. A lot of EdMcaJion, 7400 Augusta Street, River Fore.st,lll. 60305- Standard and Poor's has given us its top services for the money. 1499. No Fleecy Clouds and little Lambs FIRST PERSON SINGULAR rating (MA) for our claims-paying ability Investment produces are disnibuted by Luc.heran Brotherhood Secunt1es Corp., Carl Schalk ......................................................................... 236 625 fuurth Avenue South, Minneapolis, MN 55415. © Lutheran Brotherhood. 1991 LMlheran EducaJion is available on microftlmW. ri1c to Our many products include mutual University Microfilms, NDl1h '.Zeeb Road, Ann Arbor, 0, ERHOOD funds, retirement plans, annuities, life Mich. 48103. Printcd in U.S.A. ���a�ic�f�Q!tf Leaming from Emily TEACHING THEYO UNG LMlheran EducaJion has been chosen as the professional Shirley K. Morgemhaler .................................................... 238 journal of the Lutheran Education Association (LEA). Members of tlr LEA receive the journal as part of WoRD membership benefits. Inquiries regarding membership Postscript A FINAL may be addre.ssed to LEA, 7400 Augusta Street, River Eugene L. Krentz ................................................................ 240 Forest, Ill. 60305-1499. The journal and LEA remain iodependent entities. We tip our editorial hat toward the executive board of the Department of Lutheran Elementary School Principals (DLESP) of the Lutheran Education Association for their advice and direction in Postscript achieving the shape of this issue. Their suggestions of topics and Eugene L. Krentz authors have been incorporated herein for your edification. A sam­ Postscripts are not uncommon. At one time or another we have pling follows. .. added them to a communication. I am bold to attempt a postscript The Middle School as a concept may puzzle some but James following the insightful and thought provoking series of articles, Ellefson gives us reason to believe that our Lutheran schools would be focusing on higher education, which appeared in recent issues of well advised to explore its possibilities in some depth. Lutheran Education. Two men who have served with distinction as District executives The energy, interest and support given to higher education is not A of education give our readers the benefit of their seasoned thinking by misplaced. It is my firm conviction that the mission of higher ThI ni s addressing two quite distinct areas of concern. Keith Loomans of education is linked to the mission of the Synod, every parish and to Texas tells us how District execs such as he serve as a "Partner in Final every elementary and secondary school of the church. We must pay Ministry." Rick Herman points the direction for how local boards of more than superficial attention to this relationship. Not to do so will education can be freed to serve more effectively. have significant consequences for the present and the future. Those of us a bit longer in the tooth as it were may be somewhat Word We shall not capture a bygone era as we press toward the next taken aback by how Synodical placement procedures have changed Is s u e century. Nor do I believe that it will be sufficient just to drift toward since our college days. Bill Rietsc hel, as a former placement officer at it without any attention to planning and deliberately charting the one of our colleges, gives us an account of the metamorphosis of course that higher education must take to be strong, creative and practices in this once sacrosanct domain. viable. What kinds of journals do our various education profs throughout With diverse perspectives, competing interests and agendas, it Synod read? Richard Graudin made a survey to find out and shares the will be a challenge to shape the future for higher education. But the results with us. momentisopportuneandwecannotaffordtheluxuryofmistakes. The Kurt Stadtwald gives us his insights into Luther and his times as recentlyapprovedConcordiaUniversitySystemaffordsanotherchance he discusses "Luther Among the Humanists." for us to strengthen the academic fabric of the Synod. It will take work, Since many of our readers are serving or have served as youth however, to accomplish this. Clear, precise thinking; a vision of what directors, a history of the Walther League will be especially meaning­ can be; bold, creative planning; ultimately, the resolve and commit­ ful. Jon Pahl of Valparaiso University has written a book on the ment to do the best things, will be mandatory. subject but gives us a shorter version in his article. All this in As we go about the work, the academic task of the higher preparation for the lOOthanniversary celebration to be held in Chicago education enterprise must be at the center of things. Fiscal consider­ in May. ations dare not be minimized, but they must not be the center of things. Finally, Elaine Sipe gives us the benefit of her status as an alumna In addition, it is important that we are unwavering in our commitment, and a faculty member of Concordia, River Forest in the "Focus on the to be Lutheran colleges and universities where Biblical, Christian Concordias" series. theology and the Gospel are taken seriously.+ Bon appetit!+ 240 UJTHERAN EDUCATION MARCH/AP RIL 1993 181 "But what's the point of all this?" you ask. The point, dear reader, is that this amazing Wayne Lucht fact puts a burden of responsibility on each of us. That burden is to remember that one-of-a­ Toward a Sacrificial Ministry kind-ness on a day by day basis as we work with children and their parents in classrooms and child care centers throughout our church. That burden is to reflect and revisit that amazement on a regular basis as we plan activities and experiences for our classrooms. A theologian friend of mine once remarked, rather casually, that God took the time to create and to know each of us separately and individually, can we he could not find New Testament justification for the doctrine of the do less than know each child separately and individually? God takes the time to listen to If ordained ministry. At the time, I felt little need for that insight since each of us separately and individually, can we do less than listen separateI y and individually? If the doctrine of the priesthood of all believers, joined with the diverse If God takes the time to care for each of our needs separately and individually and lovingly, Matters functions and gifts of the Body of Christ, were sufficient for my CAN WE DO LESS? of purposes. Truth to tell, they still are. The wonder and curiosity and enthusiasm of your Emilies and Emils is a challenge that However, currently there seems to be a lively interest in exploring your great God has entrusted to you. The wonder of your Carls and Carols is an opportunity the nature of ministry. There are those who believe the term "ministry" to respond with an awe of God's creation that will be caught more powerfully than it can ever has been lessened and cheapened by frivolous application to all full­ be taught. The curiosity of your Sams and Samanthas is an opportunity to demonstrate a time church work. The most loudly-asserted position of these critics curiosity and love of learning that will be a lifetime legacy for each of them. The enthusiasm Opinion maintains there is only one ministry-the ordained-and that all of your Donnas and Donalds is the ignition of energy that awaits your facilitation and others are simply derivations of it. In a recent communication to full encouragement toward an ongoing spark of learning and living. time workers in the church, the president of the Missouri Synod, Alvin As you teach young children today, you are teaching the most important legacy God has Barry, clearly espouses this position. While expressing appreciation given us for the future. You are teaching the Jose and the Jesse who will fill our schools and for the work of Christian educators, for example, and pointing to the pulpits in leadership one day. You are teaching the Jolethas and Josephs who will run our need for continued team work, Dr. Barry left no doubt that only the businesses and our nations of the future. You are teaching the parents of the next generation ordained ministry qualifies theologically to be described by that term. and giving them the foundation they will take with them into tomorrow. By its nature, this is the kind of issue that invites heated response. What will they remember about your classroom, your care? Will they store up memories Yet if that were the only resultant of such interest, neither the church of a faith-full teacher who loves her Lord? Will they collect keepsakes of wonder and awe in nor its workers would be well served. Discerning the mind of God has God's creation? Will they accumulate mementos of delight in learning from a teacher who never been an easy task. The challenge of controlling ego needs while never stopped his own learning? engaged in arduous scholarship has not always been met successfully Yet your teaching is not just for tomorrow, but also for today. IF Emily comes to your by theologians. We need to wish them well and pray that God's name classroom, I want you to make her todays interesting and joyful and secure. I want you to give be glorified by their efforts. her what she needs for today as well as for tomorrow. I hope ... no, I pray. .. that you will show Yet one may still raise the question, is this issue an important one her the Jesus who loves her and died to make her His own. I want you to remember that every and does its consideration have the potential of being more destructive child in your classroom is somebody's Emily!+ than beneficial? Could not the energy and effort needed to resolve it be used more productively elsewhere? 182 l.urHERAN EDUCATKlN MARCH/A nl 1993 239 Shirley Morgenthaler We will not attempt to address the second question but would propose a modest "Yes" Learning from Emily to the first. There is no doubt that, regarding church workers and especially those on the teaching roster, the church is facing a crisis of maintenance to say nothing of recruitment. Why is this? I recently spent three delicious days with my granddaughter, Simply stated, being called into full-time church work means being called into a Emily. What a delight to be in the presence of a three-year-old! sacrificial vocation. It follows that if material benefits cannot be part of the equation, the Teaching To witness again the wonder and curiosity that comes with being appealofa transcendent good must take up the slack. Inotherwords, God's call must be strong three. To experience again the enthusiasm and energy that have built enough to overcome one's doubts and mis-givings. And, it must also be said, recognition of up to breakneck speed over the past 37 months. To live again with the such service by members of the communion of saints helps not only to validate that service the love and liveliness of a 38-inch body on two non-stop feet. To listen but to encourage the worker to continue in it. again to the chatter and challenges of a tongue and a mind that are The losses to "bum out" may very well be traceable to loss of vision that the work has discovering the world at an incredible speed. eternal value. As a nineteenth century philosopher said so aptly, "He who has a why to live Young To see the future, mine and hers, unfold before me. To be aware for can bear with almost any how." of God's amazing goodness and wisdom as he readies this child and her What does all this have to do with whether teachers can properly be called "ministers"? contemporaries to shape the world in their generation. I do not know except to say that the risks involved, well-intentioned and theologically What an amazing God we have! A God who gives young children sound as the effort may be, by a shuffling of categories, may extort a greater price from the the capacity to discover and to learn. .. The capacity to teach adults communion of saints than is prudent or expedient. through their questions, to lead adults through their curiosity, to If the theological study of the matter does comedown on the side of one ordained ministry, humble adults through their perceptions. Their capacity to beguile it would be hoped it would be accompanied by a clearer understanding and teaching of what adults through their charm, to challenge adults through their energy personal ministry and service means for all the saints.+ and needs. As a teacher, you are often too busy to see the children in your care as I was able to see Emily. But each Emily and Emil in your classroom is important.. ..t o parents .... to grandparents. ...t o God. Each of those WRmNG FOR TI-IE CHURCH children is known by God in more intimate ways than even a doting The Curriculum Development Department of Concordia Publishing House (CPH) will grandparent can imagine. Each of those children is unique and special offer its popular "Writing for the Church" workshop this summer at Concordia University because the God who made them put them together just that way! Wisconsin in M uon (Milwaukee area), July 25-31, 1993, staffed by Dr. Earl H. Gaulke, eq Did you ever stop to think that each child is created only once, one Chief Editor of the department and Jane Fryar, Editor of VBS Materials. Mail your application to Writing for the Church Workshop, Concordia University of a kind? Did you ever stop to think how much more special that is Wisconsin, Continuing Education Division, 12800 North Lake Shore Drive, Mequon, WI than the one-of-a-kind painting or sculpture that is so prized? Did you 53()1)2, (Phone: 414/243-4314; FAX: 414/243-4351). ever stop to think how amazing it is that that one-of-a-kind-ness is repeated in classroom after classroom, all across the country and the world?! Isn't GOD amazing?!! 238 LUTHERAN EDUCATION MARCH/A .PRl 1993 183 In these threatening circumstances was written "A Children's hymn, to be sung against the two arch-enemies of Christ and His holy Church, the Pope and the Turk." It was most likely It to be sung by the boys choir in a special prayer service. read as follows: Lord, keep us steadfast in your word; Curb those who by deceit or sword Would wrest the kingdom from your Son And bring to naught all he has done. Lord Jesus Christ, your pow'r make known, James Ellefson For you are Lord of lords alone; Defend your holy Church that we The Middle School May sing your praise triumphantly. Possible in a Lutheran School? 0 Comforter of priceless worth, earth; Send peace and unity on Support us in our final strife Have you ever heard students in 6th, 7th, and 8th grade called "the strange ones?" Have And lead us out of death to life. you ever heard the stereotypes "wild," "troublesome," "disrespectful," "unpredictable," or Would such a hymn pass the politically correct test for children's hymns today? No "brain dead" used to describe the general characteristics of the American young adolescent? dallying with diminutives ("little Jesus," "little Iambs") here; no keeping children stuck in a Are there any positive comments people make about this group? It is no secret that they are land of "fleecy clouds and little lambs" here; no hesitation to address situations of life and difficult to deal with. Yet there is a growing appreciation for the uniqueness of the early death. Besides, what author sensitive to a child's world would attemptto introduce Trinitarian adolescents and their place in the "middle." They are neither elementary nor high school life, language, or would speak of death, and "our final strife" with children? Definitely not students. Their needs are special, and special programs, approaches, and organization help for children. Such a hymn would hardly pass muster by today's standards. fit their unique needs. While the middle school means special programs, approaches, and The author of this "Children's hymn"? Martin Luther. organization, it is also a matter of attitude, of expectations, of sensitivity, and of perception. In 1542, one year after this hymn was probably written, in a letter to the headmaster of Many more educators today are interested in the middle school because its program is to the Torgau Latin School, Luther indicated he was sending his son John Luther to him be designed to recognize and value the uniqueness of the growth stage spanning the transition drilled in-among other things-music. it is not unlikely that while there Luther's son sang from childhood to adolescence. this "Children's hymn." to The purpose of this article is identify why this group of young adolescents is special, Perhaps we might make a start at improving today's situation by teaching it to our why they need a special program and what that program might include. It will also suggest children.+ what we Lutherans can do to enhance educational programs for students between the ages of lOand 14. We Lutherans do more than teach our students; we minister to body, soul and mind. James Ellefson teaches upper grades at Immanuel, Palatine, Illinois. 184 l.un-iERAN EDUCATION MARCH/M l 1993 237 MIDDLE SCHOOL Carl Schalk The essential features of the middle school, 3. The young adolescents today are I believe, enhance the unique mission of bigger than the previous generation. No Fleecy Clouds and Little the Lutheran school. They grow faster and reach their adult First, there is the research on the height earlier. Girls are reaching Lambs "transescent" and their needs. A menarche at least one year earlier transescent is another name for young­ than their mothers. First What makes a hymn good for children? sters at early adolescence going through a 4. In the egocentric yet comparative Answers may vary, but too much religious song foisted upon great range of major developmental world of the young adolescent, any children today suggests that the silly, the puerile, and the childish have changes in their lives-physical, sexual, differences are generally translated Person taken over. Examples are legion. Generally sensible suggestions social and personal. All of these changes into feelings of inadequacy and defi­ which have long served to shape texts and tunes for children are twisted occur at different rates among different ciency, clearly for some more than by current politically correct thought to serve their own ends. The individuals. No single characteristic or others. The overweight, short female Singular results have generally been disastrous. stereotype describes an 11-year-old or a and the skinny, acned boy without Where the simple and the childlike is desired, we are given the typical 14-year-old; there are vast differ­ pubic hair may have more negative simplistic and the childish. Writing texts "at a child's level of ences among them. Yet, despite this di­ feelings to overcome than their peers. versity, certain characteristics appear to understanding" seems to result in a general aversion to significant 5. With middle level students there is apply to many, if not most, of the boys and subjects (when have you last sung a children's hymn about death or a particularly strong need for social­ girls. dying?). Use of repeated melodic and rhythmic figures to aid learning ization. Because of this need it is 1. This age group seems to be on an devolves into trite and boring melodies. And where children's voices important to have a school setting that emotional roller coaster, going should soar, we are given low-pitched tunes that encourage the worst does not enforce restrictive rules through different moods all within kind of sound. where socialization would be appro­ the same day. Children are capable of more than this. Our adult cock-sureness priate. This would deprive young­ of what children like, want, or are capable of, however, has resulted in 2.They tend to worry about how they sters of growth opportunities. Early a patronizing diet of religious junk song being fed to our children in too look to others and wonder if the oth­ adolescents will, with or without per­ many churches. ers know about their secret imperfec­ mission, pass notes, meet in the wash­ It was not always so. Go back, for example, to Reformation times. tions. Most yearn to be physically rooms, and whisper to each other in The political situation was desperate. The Turks were at the gates of normal and many perceive themselves class. Their needs are better met Europe. King Ferdinand had suffered a great defeat at the hands of the not to be. They tend to worry about when conversation is regarded as an Mohammedan Turks at Budapest in 1541. The king of France had things measurable, like their waists, important aspect of education, where made a pact with Suleiman against the empire. Things could hardly their breasts, their penis, their shoe groups work together. have been worse. size, or their pimple size and their 6. The selection of friends is an height. important act for adolescents. Stu- 236 LUTHERAN EDUCATION MARCH/A PRl l 993 185 ELlEFSON dents confonn to peer pressure and caring attitude and interest in their prob­ Lutheran schools share Christ! Yes we do a good job of preparing students to be influences more strongly between the lems. Emotional autonomy will develop productive citizens. We do teach them to read and write. We do teach them to calculate and ages of eleven and seventeen. Young in varying degrees as children approach to appreciate. Yet our first charge is clearly to share Jesus as we teach. adolescents who are truly fond of adulthood. But the fact that some of the Lutheran schools teach God's Word! We teach God's people His truths. We prepare His their parents seem to have less need to boys shave and some of the girls appear to children for a life of service to Him. We help students understand God's Word and to make confonn to the demands of peers. be adult women should not lead us to it a part of their lives. We help students understand God's commands for their lives and to Yet, adolescents who come from dys­ believe that middle level students are adults apply His standards to their daily living. functional families seem to be more with little need for strong emotional sup­ Lutheran schools help carry out God's commands to teach. Lutheran schools help parents subject to, and have a greater need port. The growth of emotional maturity is and congregations carry out their responsibility to train children. Together this important for, peer approval. facilitated not only by good role models, responsibility is shared by pastors, teachers, members of the congregation and parents. 7. There is more emotional tunnoil but by young adolescents' advances in Sometimes we forget that Lutheran schools are special. Sometimes others "forget" than existed in earlier periods of child­ intellectual development.(2) because they don't know. Tell someone about the special ministry of the Lutheran school hood. Many contradictions appear at Mcm today!+ THE ESSENTIAi. fEAruRES OF this major transitionary period. They ScHOOLS might say yes and mean no. A boy According to William Alexander, the may want to play basketball but de­ "father of the middle school," schools for cline when his team must remove ALCM W111 PuBUSH NEW JruNA-L students aged ten to fourteen should in­ their shirts. A girl might pledge friend­ The first issue of Cross Accent, a semiannual journal for those interested in church clude the following features: ship forever and break a trust an hour music, will appear in January, 1993. The journal is a publication of the Association of Guidance. The guidance system Lutheran Church Musicians (ALCM), a professional and service organization for volunteer, later. At home, he may cry in his should provide an adult who has the time part-time and full time musicians and pastors serving in Lutheran parishes in the United bedroom then mock his sister for cry­ States and Canada. The ALCM has about 1300 members. and responsibility for each student, assur­ ing. She might join in a community A free copy of the journal is available as long as supplies last by calling the ALCM ing familiarity and continuity in providing clean-up project, but allow her room Hotline, 1-800-624-ALCM (2526). advice on academic, personal, and social to become a major disaster area.(l) matters. (This is a teacher, not a guidance It can be said that the importance of counselor). the middle school is its insistence that a Transition/ Articulation. School school's emphasis on content and aca­ should ensure a smooth transition between demic excellence not be at the expense of elementary and high school by orienting strong emotional support because it does students and providing close articulation not contribute to the general well-being of and coordination of learning experiences. its students. These youngsters do need to Block Time Schedule/Interdiscipli­ be surrounded by adults who manifest a nary Teams. The daily schedule should 186 LUTHERAN EDUCATION MARCH//v,. t 1993 235 MIDDLE SCHOOL feature blocks of instructional time during There are many quality programs al­ which inter-disciplinary teams of teachers ready published. They generally deal provide appropriate learning experiences with such topics as: orientation to Perry Bresemann for their students. school; building trust; study skills; Sometimes We Forget Appropriate Teaching Strategies. self-concept; family; peer relations; A variety of teaching strategies that have communications; decision making; Administrative been shown to be particularly effective and future planning. These programs Sometimes we forget things that are not really important with students of this age group should be provide hands-on fun activities and and sometimes we forget things that are very important. used. afford tremendous opportunities for Talk Sometimes we take things for granted. Sometimes we think Exploratory. Schools shou Id offer a integrating the faith. that everyone knows what we know and thinks like we think. wide range of exploratory or elective 2.For the transition/articulation com­ Sometimes we assume that everyone understands why we do courses for students to develop their inter­ ponent, teachers and schools in Luth­ what we do and yet... ests, andallstudents should have the chance eran schools probably do many of the There are parents who are sending children to your school to participate in intramural athletics. things recommended or suggested. who don't know why they are sending their children to your Appropriate Core Curriculum/ One is to have a new student orienta­ school. Learning Skills. A core of learning expe­ tion at the beginning of the year, with There are parents who don't understand how you are riences appropriate to the middle phase of each new student assigned a peer. In willing to work longer, carry more responsibilities, and earn less schooling should be required of all stu­ addition, there could be an orienta­ money than your public school counterparts. dents, and students should master learning tion of parents, giving parents the There are members of your congregation who don't know skills needed for future study.(3) opportunity of visiting classes. Fi­ why they are supporting Christian education. There are mem­ nally, teachers should visit the homes WHAT l.un-ERAN ScHOOLS AND bers who know that your school is a good school-they just of their students. Do EDUCATORS CAN don't know why! But what do you do if your students There are those on your faculty who love to serve their Lord 1. For the guidance aspect of the have five teachers? Each teacher and Savior Jesus Christ but have forgotten how to climb above middle school several things could be needs to be assigned a group of stu­ the inconveniences of the day and the difficulties of the moment done. If you are from a school having dents. Most Lutheran schools still do in order to communicate this joy of service to their students. combined classes 6-7-8, or 7-8, you this visitation as a matter-of-course. I There are days when you and I forget that we need to be have the greatestopportunityofknow­ am sure you have many ideas of your teachers-not only of the students, but also of the parents and ing your students and taking respon­ own that would help accentuate this the members and of one another. We need to teach and reteach. sibility for them. For both large and part of a middle school program. small schools, you can take time to 3. For instruction, the upper grades workonanAdvisor-Adviseeprogram. are usually organized by subject with 234 MARCH/AP R� 1993 187 LUTHERAN EDUCATION ELLEFSON Rich Bimler a set time limit for each of those strategies as possible, even to the point subjectsperday. Whereschoolshave of dividing the class instructional time Let's Play "Hug-0' -War!" more than one teacher for the upper into two or three different activities grades, and departmentalization dic­ per class. Of great importance is tates that each teacher teach a subject, cooperative learning (See articles on Down with tugs! Up with hugs! we tend to think of our subject only. cooperative learning in Sept/Oct 1990 Schools need to establish an interdis­ and Jan/Feb 1991 issues of Lutheran Multiplying Do you remember playing the old "tug of war" game when you ciplinary team, whose role would be Education) since it is appropriate to were a child? I still do, and I probably have bruises on my knees to to meet and plan instruction and share the middle level student's learning prove it. My team never did seem to win! information about common students styleanddevelopmentalneeds. Other Ministries Unfortunately, too many of us are still playing tug o' war. And and problems. Has the health class developmentally appropriate instruc­ instead of bruising our knees, we continue to bruise our self-worth, covered material that was also cov­ tional methods should include: (a) a others' self-esteem, relationships, team ministries, and on and on. ered in perhaps the science class? vehicle for connecting new informa­ I'm tired of playing tug o' war. I'm ready to play "hug o' war"! Has the English teacher had a unit on tion to what is already known, thus Some creative person from Project CARE in Defiance, Ohio put it this the West,and the U.S. History teacher helping students to feel more confi­ way: had his unit later in the school year? dent about learning new material and I will not play at tug o' war Blocks oftime work are easy to estab­ recognizing and validating their own I'd rather play at hug o'war lish when the school is small, but the experience; (b) success-oriented ex­ Where everyone hugs goal should be to have team planning periences in abstract thinking that may Instead of tugs, time each week to develop blocks of help students move gradually from Where everyone giggles time for teaching. Every class does the concrete to the abstract levels of And rolls on the rug, not need 45 minutes per day, and in a reasoning; (c ) an opportunity to move Where everyone kisses, large school where a teacher might and change activities; (d) successful And everyone grins teach two sections of the same class, experiences that help students feel And everyone cuddles, a team might want to change the class better about themselves as learners; And everyone wins! by rotating some students. (e) motivation to learn through the Why not spend some time at your next staff meeting, faculty 4. Since many teachers who teach the use of strategies that heighten stu­ gathering, family devotions, youth group, Bible study, or some other upper grades were trained in second­ dents' curiosity about learning. gathering of people to discuss ways that each of us can play the "hug o' war" game instead of the "tug o' war" game. ary education, we tend to think in 5. In 1987, when the synod produced terms of appropriate instruction be­ the series Integrating the Faith, the And thanks, Lord, for "tugging" us to the cross and empty tomb to show us that you continue to hug us with your love, forgiveness and ing direct instruction. We really need goal was to incorporate the faith into joy! to think about using as many teaching every subject of the day. In keeping Let the "Hugo' War" games begin-starting with me!+ 188 WTHEIIAN EDUCATION MARCH/AP Rl 1993 233