Teaching school makes strong demands on the teacher at multiple levels. Teachers are givers and need large reserve input reservoirs to draw from for sustainable life-giving teaching over the long haul. What are these input reservoirs and how do we keep them full? In this session, Part 2 of the serie

Teaching school makes strong demands on the teacher at multiple levels. Teachers are givers and need large reserve input reservoirs to draw from for sustainable life-giving teaching over the long haul. What are these input reservoirs and how do we keep them full? In this session, Part 3 of the serie

Are you struggling to understand how to relate to one of your students? This talk will help you think about how to support both yourself and your student. Conrad discusses parents, school admins, teachers, and students: all are part of the solution. This session draws from Conrad's experience in pri

So I want to start by clarifying some basic definitions of what I'm talking about when I say "science." In the dictionary, science usually has a number of definitions. In in my Webster's dictionary, the definitions mostly have something about "systematized knowledge." And to me, you could split this

How do we get our students to sing with enthusiasm when neither they nor we feel like it? Bring some ideas and we’ll share them with each other.

You have a lot to manage, and you're tired. Will you fade into the night, or climb toward the dying light? Mervin urges us to give everything we have to be effective in the kingdom.

This workshop will focus on three principles that help us educate dyslexics and other challenged learners.

Is your talking communicating? Do you need a brush-up on your communication skills? What about when someone else in the relationship wants to talk and I don’t really feel like talking?

How and when should I punish? Does the punishment fit the crime? Is punishment the same as discipline? What is discipline? Am I being consistent? Am I being effective?

Awareness of the common pitfalls is the first step to staying out of them. What might trip up your teaching? Derek reviews the possibilities: faulty self-concepts, ignorance of technique, poor planning, inneffective discipline, and moral failure. How can you avoid these pitfalls?

Can you control your bite, the bitterness that rises up when students act out? Mervin urges us to cultivate the rule of temperance: to stop shooting with words.

What provides perfect, sure, right, and pure guidance for the teacher and her class? The speakers reflect on the power and life in God's word.

Perhaps your manners and procedures are excellent..... and then again, maybe not. Do you lead or follow your teachers? Are school board's children the first to know plans and board decisions? How can the chairman relate meaningfully with sister teachers? What principles guide the harmonizing of Teac

This workshop is for board members who actually have been outdistance by the ones they are to manage, the teacher (or at least perceive this to be the case). If you are feeling intimidated and insignificant, this discussion will offer some perspective for maintaining mutual appreciation and respect

You don’t have to teach very long before you are faced with the challenge of helping a slow student get his work finished or desperately trying to find more work for a fast student. But what do you do when you have both in the same class?

Is this really worth it? Come to this workshop prepared to relax and rejoice in the goodness of God.