The Encroaching "Zombie Student Culture"
I must admit that when I first began reading and hearing about the long term effects of the internet and screen time on students (as well as students using the internet and AI to cheat on assignments) I largely dismissed it because I thought (naively), “This isn’t affecting our Anabaptist schools because our parents know better than to let their children spend inordinate hours on the internet, plagiarize, or play online games for hours.” Sadly, I am concerned about it now.
A colleague recently shared with me the article “What’s Happening to Our Students?” and I am indeed worried, because although most Anabaptists are usually a little behind pop culture and its trends, the Internet has allowed us to be almost, if not completely, caught up with the world and its trends. We are definitely being affected by it and are headed in the wrong direction.
I have talked to several teachers who confirm that this is true in our schools as well, and all agree that they have seen the effects (although not as dramatic as in public schools) in our schools. This is especially the opinion of teachers who have taught ten years or longer. One teacher had overheard her second graders (who were tired and not focused on their work) talking to other students about staying up late and using their big brothers’ accounts to play online computer games with each other after school and in the evenings.
This makes me want to cry, or bang my head against a wall, or both. These children should be outside riding their bikes, climbing trees, and building tree forts with their fathers. Unfortunately, some of them head home from school to retreat to their bedrooms, shut the doors, and play online games, staring at a screen and interacting online with people they just spent seven hours with in real life at school.
I have two questions.
Why is this happening in our Anabaptist schools?
What are the parents thinking?
I have some suggestions for answers.
I believe that this is happening because we are just a few steps beyond secular society. Regrettably, the lure of being cool and fitting in, which is greatly influenced by social media, is extremely appealing to the parents of our students, the 25-40 year olds, many of whom are buying into the new norm of Youtube influencers, Instagram, and Facebook likes; along with all the hype, lingo, fashion, and accompanying mannerisms.
This is exactly the opposite of what God instructs us to do in His word: "Wherefore come out from among them, and be ye separate, saith the Lord, And touch not the unclean thing; And I will receive you." 2 Cor. 6:17.
Woefully, this is the answer to question number two as well. The only other option is that the parents are simply not aware or are not monitoring the activities of their children, which is equally as bad. The end of that verse is frightening. Will God receive this?
Many of our Anabaptist brethren are just steps behind the world, and the resulting consequences are becoming apparent in our schools. Students are becoming more and more tuned out, overly stimulated mentally from other more entertaining sources. They are becoming bored with maps and interesting history and science facts. They are more enthralled by computer screens and online games than they are teachers, math problems, or English grammar.
There is almost nothing the teachers can do except to gently warn our students of the dangers of such behavior. From what I have seen and heard from other teachers, the students will politely listen and then go back to their same activities. It is the parents who need to be aware of the dangers and be proactive about this hazardous situation.
We can make parents aware of what we are hearing at school, but this obviously can be unappreciated and labeled as “tattling”, unless the parents ask us directly, which rarely happens.
In conclusion, what we can do is to pray for our students, pray for their parents, set a good example ourselves, and to cling to Paul’s words: “whatsoever things are true, whatsoever things are honest, whatsoever things are just, whatsoever things are pure, whatsoever things are lovely, whatsoever things are of good report; if there be any virtue, and if there be any praise, think on these things.” Philippians 4:8
Fun Ways to Practice Spelling Words
Games like these can help to make learning spelling words competitive, creative, and fun. Of course, good, old-fashioned copying the list is still the simplest and most efficient way to practice spelling words. But this can so quickly become tedious and dull, causing students to turn their brains off. On the other hand, when student’s minds and imaginations are engaged through games and activities, their whole brain is activated to learn more effectively.
College Student Weekend 2026
College education can be an opportunity for Christians to learn more about the creation of God and interact with people from a variety of backgrounds and beliefs. At the same time, this opportunity comes with a unique set of challenges socially, spiritually, and intellectually. For example, conservative Anabaptist college students are often a minority in both their churches and colleges.
Who: We welcome applications from full-time and part-time college and university students currently in school and/or planning to begin a program in the next academic year. Registration priority is given to full-time students and students who are currently in school and will continue their studies next year.
Where: Faith Builders hosts the College Student Weekend at the River Ridge Mansion, an early-20th-century mansion built by an oil baron near Franklin, PA.
When: College Student Weekend 2026 begins on the afternoon of Friday, July 3, and continues through lunch on Sunday, July 5.
Cost: The cost of attendance is $255 per person, including two nights of lodging and five meals. The event is limited to 48 participants. Registration is required.
Science Alive 1-2
The inspiration for the creation of Science Alive began when I was teaching in a first and second grade classroom. One of the years I taught, the children had quite a bit of spare time, so we would have impromptu classes on the digestive system or whatever else I happened to field a question about. It didn’t take me long to begin recognizing that the children seemed to retain this style of learning almost better than what they considered work. I wished at that point to have a science curriculum that started out based more on input than output.
However, I didn’t really begin to do anything about this dream until I began to teach the Living Threads curriculum for history class. Then the lightbulb moment hit. I could use similar methods to teach science.
Since this curriculum is designed for multiple grades at the same time, you can guiltlessly hold a class that is amazingly distracting because they are all supposed to be involved. The curriculum is designed for grades one through three, with grade one skipping out on tests. They all take the same levels together and alternate levels for variety of learning. For example, the first-year grades one through three take level 1-2 together, the next year level 2-1. If you use this for three grades, first and third grade are a repeat level. The level is made to be taught three days a week for a 45-minute period for ½ of the term.
This curriculum is designed for the children to be paired up into partner teams. Generally, it works best to put an older child with a younger child for coaching purposes.
When teaching this class, there are a few basic structures I use to instill information. The first is constant review of facts you want them to have for life. There are a few extra pieces of information for the fast learners and for interest’s sake, but by and large, study the tests to know what they should master.
Use the experiments. If you have any that are bigger and more exciting to illustrate the point, use them. Practice the experiments before having class.
Vary the flashcard drill as inspiration hits. Let them practice together in pairs. Use your creativity.
Feel free to add or chop up lessons as needed. There are several books mentioned in this curriculum. While you may not have the exact book mentioned, the library often has good resources that will work just as well or better.
Enjoy teaching the amazing world of science!
Science Alive 2-1
The inspiration for the creation of Science Alive began when I was teaching in a first and second grade classroom. One of the years I taught, the children had quite a bit of spare time, so we would have impromptu classes on the digestive system or whatever else I happened to field a question about. It didn’t take me long to begin recognizing that the children seemed to retain this style of learning almost better than what they considered work. I wished at that point to have a science curriculum that started out based more on input than output.
However, I didn’t really begin to do anything about this dream until I began to teach the Living Threads curriculum for history class. Then the lightbulb moment hit. I could use similar methods to teach science.
Since this curriculum is designed for multiple grades at the same time, you can guiltlessly hold a class that is amazingly distracting because they are all supposed to be involved. The curriculum is designed for grades one through three, with grade one skipping out on tests. They all take the same levels together and alternate levels for variety of learning. For example, the first-year grades one through three take level 1-2 together, the next year level 2-1. If you use this for three grades, first and third grade are a repeat level. The level is made to be taught three days a week for a 45-minute period for ½ of the term.
This curriculum is designed for the children to be paired up into partner teams. Generally, it works best to put an older child with a younger child for coaching purposes.
When teaching this class, there are a few basic structures I use to instill information. The first is constant review of facts you want them to have for life. There are a few extra pieces of information for the fast learners and for interest’s sake, but by and large, study the tests to know what they should master.
Use the experiments. If you have any that are bigger and more exciting to illustrate the point, use them. Practice the experiments before having class.
Vary the flashcard drill as inspiration hits. Let them practice together in pairs. Use your creativity.
Feel free to add or chop up lessons as needed. There are several books mentioned in this curriculum. While you may not have the exact book mentioned, the library often has good resources that will work just as well or better.
Enjoy teaching the amazing world of science!
3 Teaching Positions Available at Shady Grove Christian School Mifflinburg PA
Shady Grove Christian School (Mifflinburg, PA) is looking for qualified teachers for the 2026-2027 school year for the following positions:
1st grade
2nd grade
High School
Elementary Grades are taught conventionally using CLP curriculum.
High School is individualized using ACE curriculum.
Contact Andrew Beachy: abeachy2@gmail.com
Jesus: Greater Than Moses (A Christmas Program)
This hour-long whole-school Christmas program uses dramatic recitation of Scripture, songs, and simple actions (mostly still poses) to illustrate how the life of Moses foreshadowed the life and work of Jesus. It can easily be adapted to schools of nearly any size.
Example livestream from Pilgrim Christian School: https://youtube.com/live/KfCZwHG2f1AZwHG2f1A
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- How We Built a Little House
How We Built a Little House Darrell Hershberger March 3, 2018 How We Built a Little House Video 00:00 / 01:04 Download Download So last year we had a group of three twelfth grade boys and there's an eleventh grade boy as well who was included in the group. These students were very strong in academics but I wanted to ground them in some practical skills. And I wanted to do a project with them that would that would teach them some of the trades, as well as give them a place to work on leadership skills and to help them develop other skills that you use in business like talking to people on the phone and planning things--just thinking through a project step by step and doing it. There's lots of trades that we think would be valuable for our students to know—the common trades that are very useful in everyday life, in many situations, no matter where you are. Skills that have to do with house building like carpentry, plumbing, electrical—and these are things we talked about doing in one way or another but were never quite sure how to pull it together. And then it hit me that a tiny house project might be the answer. And what a tiny house is, is a tiny house. It's a very small house and often they are on a trailer frame and they're usually, you know, ten by twenty or ten by thirty or something—not very many square feet at all. And it is a movement that's been growing. There's a lot of information out there about it. The board was good with the idea. The students were excited about it and we started talking about building a tiny house and that would give experience in all these different trades all at one time and it would pull it all together and show them how they are connected to each other. Then another opportunity came up and that was building a house for another brother who needed a place to live. So my deacon wanted to provide this man with a place to live. And so he had already started this house project and it ended up being a very small house. It’s not technically a tiny house but it was actually about ten by thirty two or something like that and it was kind of modeled after storage building concept but it was much more beefed up than the typical storage building. So my students and I had to decide which project to go with and up so part of that the project was having students give a PowerPoint presentation trying to advocate for one of the projects. There were actually four projects that we were looking at. And it became clear as it went on that this particular project for my deacon and for this brother was the one to work on because it was helping somebody with a real need. So we studied up on building skills at school before we started. We had some text books. We watched a video on tiny house construction. And then we went to work. And how we did this was, one day per week the boys would go out and work on this project. They usually started around eight o'clock and often worked until four, four-thirty, five o'clock cleaning up. They put a lot of time and dedication into the project which—I was really, really pleased with how they plugged in. The boys took turns leading the group. So one week one boy would be in charge. For the whole week preceding the time they went out he would be trying to think about what they were going to do. Him and I would be talking about how to do what they're gonna do and we'd be reading up or we’d be calling people. We'd be getting supplies lined up. He would be making calls to the building supply company. He would be making trips to Lowe’s sometimes. No one really had any construction experience. I mean they obviously they knew how to run a drill and they knew how to pound a nail and run a saw. They had some very basic tool experience, I think, but one of the first things was teaching them how to run an air nailer. And one of the brothers from church who loaned us his air nailer, he came out and he had a little safety demonstration for them. He wanted to make sure that they were safe with this thing. We try to make sure they had a really good idea of how to do what they're gonna do but when they went out there they were actually on their own. Which was not ideal in many ways but in many ways it did give them an experience of having to figure things out on their own, having to exercise leadership. It gave them a real sense of ownership. Along the way, we would ask people how to do stuff. So we had a framing people we talked to, roofing people, plumbing, electrical, all of those things. We would talk to people, get people come out and talk to the boys about how to do something, but for the most part after the explanation was over it was up to the boys to actually do it. At one time during the project the funds ran low because the funds for this project were donated. And so the boys prepared a presentation to give at church. And they showed what all they had done so far. And they also had to come up with an estimate of what it would take to finish. And so different of the boys were assigned to come up with an estimate on how much it costs to do the insulation, how much it would cost to do the flooring, how much it would cost to finish what we were currently working on. And they put a lot of work into this and presented a presentation to the church. It was very interesting. And the funds did come through. One of the things that kind of pushed the boys along was the knowledge that the inspector would come and he was going to look at all this stuff and decide if it was good enough or not. And that was a big worry: “Is our work gonna be up to par?” And so the day came when the inspector came. He was coming out to inspect the framing and the plumbing and the electrical. And I don't think it passed right on the first go, but it was very close. There was just a few very, very minor things. And was a great day when we got the approval for the work they had done. They earned a credit and a half for this. It was kind of a tough call on exactly how much credit it was worth. We ended the project in March or so about three quarters into the school year because that was the timeframe we had to work with at school. And they weren't finished. We didn’t get as far as we thought we might. But still we got that we got the rough-in plumbing and electrical done. We got the framing up, the roof on, the windows and doors in, and from then it was a matter of other people finishing it. It was a group of students that it worked very well with and to their credit they were very mature responsible people. And it wouldn't work if your students were irresponsible. This particular situation is never going to happen again, but I keep thinking about the tiny house idea, because that would be more portable—you could do that anywhere, and wondering if we can't do that in some form with another group of students. Of course, lots of mistakes were made along the way. That was kind of the story of the whole project, was all this trial and error that happened. And you could consider that wasted time, but really it was a very valuable learning experience. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Darrell Hershberger
- Computer-Assisted Geometric Experiments
Computer-Assisted Geometric Experiments John Goering July 3, 2017 Computer-Assisted Geometric Experiments Document 00:00 / 01:04 Download Download Wingeom is a powerful tool for creating geometrical diagrams. The user can make a diagram and then quickly see what happens as points are moved. Wingeom makes it easy to measure lengths, angles, and areas. Wingeom can locate special points in triangles, draw special circles associated with triangles, draw conic sections, and perform dilations, translations, and rotations. Nothing can replace the educational benefits of physically using a straightedge and compass. However, computer software enables us to rapidly perform geometric experiments. These activities make use of the free program Wingeom. It is recommended that an instructor work through an activity before assigning the activity to students. While doing the activity, he should make an answer key. Some of the answers can vary significantly depending on how points are placed in the diagram. Other answers should be the same (or almost the same) for every student. The instructor should indicate on the answer key the distinction between the types of answers. The zip file also includes a PDF with instructions for more than twenty geometry activities. Wingeom was created by the late Richard Parrish. The author had granted permission for the free distribution of the program. Thanks to John Goering for submitting Wingeom to The Dock. For other software by Richard Parrish, see the archived Peanuts Software page . Wingeom is a portable program: it runs when opened without requiring installation. Download and extract Wingeom.exe with instructions Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link John Goering
- Ready for the First Day
Ready for the First Day Carolyn Martin July 27, 2021 Ready for the First Day Blogpost 00:00 / 01:04 Download Download Photo by Kuanish Reymbaev on Unsplash “I can’t wait for the first day of school,” commented my ready-for-second-grade niece one day at the end of June. There are others anticipating the first day too. Some of you are looking forward to starting this new occupation called teaching. Beginning teachers fall into varying categories. You may have dreamed about this day since you were an elementary student. Some of you have not given teaching much prior thought but are willing to take up the challenge God has presented you. Some of you are teaching more because of necessity than because of a dream. Some of you have known for months that you will be teaching come fall. Some of you have only given your consent a month or two before the beginning of the school year. There is one way you are all alike. You are not sure exactly what you may be in for. You can plan and dream but until that first day happens and the first months go by, you cannot know what you will be working with and how you will need to respond to the various challenges thrown your way. Teaching is the same as many other things: with practice it will go better. To all the beginning teachers, I say, “Welcome!” Welcome to one of the most satisfying careers you could have. Welcome to new relationships. Welcome to new learning. Welcome, also, to new challenges and frustrations. Welcome to times of satisfaction when things are going well and to times of uncertainty when things are not going well. Welcome to a job that should leave you dependent, not upon your own strength and knowledge, but upon God and His direction. It is good to have you as part of this life we call school. The first day of school is approaching and it is time to start getting ready. But where should you start? Let’s look at some areas of preparation for the new term and think about possible options and priorities. First of all, know what the expectations of the school are. You don’t want to plan a classroom theme that does not fit in with school policy. You will want to know what the curriculum plan involves to know how to schedule classes. You will want to know if you are responsible to supervise playtimes, if your students clean the school on Fridays or not, and anything else you aren’t clear about. Does your school have a plan of action established for discipline or do you need to make your own set of rules and consequences? Maybe all these decisions are left up to you. Maybe your school has clear expectations they wish to have followed. Find out what your school expects. Figure out the course of study. Do you know the subjects you are to teach and how much material you are expected to cover? Schools do not all prioritize the subject matter in the same way. Acquaint yourself with the general ideas contained in the material. If you are teaching Algebra 1 for the first time, you may need to work through the material yourself. To be the most effective, you need to thoroughly understand what you are teaching. Because teaching means covering the material in a way that the students understand while, at the same time, you monitor the classroom and make sure students are engaged. It is difficult to do this if you keep your nose in your teacher guide. If the course material is unfamiliar, request an extra set of student books and work through them yourself. This is more important than having the classroom readied to the nines. Work out a classroom management plan. Make your rules be few but your procedures and expectations be detailed. Remember, rules require consequences. Rules and procedures will need to be clearly communicated, modeled, and practiced. If you are a new teacher, don’t make the mistake I did the first year I taught. I went over my rules on the first day of school and tacked a small list on the wall and then was frustrated when my first and second graders continued pushing the boundaries. But I hadn’t taught them what I expected. I felt they were being disobedient when they were really just six-year olds being six-year-olds. I wasn’t giving them a clear message of what I expected. A few rules to consider: follow procedures; talk only with permission; keep your hands, feet, and other objects to yourself; be on time; leave your seat only with permission. A few procedures to consider: hand signals for requests for permission to do certain things, line up before dismissals and after recess, how and where you hand in completed assignments, what to do in the mornings upon arrival at school, how to set up papers for assignments, how to participate in class, and so on. Think through your school day and have a working plan for whatever you anticipate doing. Younger students will probably need more detailed procedures but older students will also benefit from group standard procedures. Rules and procedures can change if they aren’t working. However, if they change, make your expectations clear to your students. Plan out a weekly and daily schedule. Which days will certain classes or events happen? What time will math class be? Take care of the record keeping needs. Fill out student names in the grade book. File any student information you receive. Store tests and quizzes until needed. Make sure you have the books and materials you and your students will need. Make a seating plan. You will want to create a positive atmosphere in your classroom. Be intentional with your attitude toward this. Work toward a team effort where teacher and all the students pull together. You are in charge but you are on the same team, not pulling against the students but with them. Love all your students. Look for the good in each one, especially those who add the bumps to your teaching career. Be aware that incentives can add spice to a school atmosphere but don’t depend on incentives to run your classroom. Make your walls and bulletin boards work for you. They should not only be pretty decorations. Use them to set the tone of your classroom. A frivolous, cutesy display may say, “Let’s have fun this year.” Displays of interesting facts and learning posters can say, “School is interesting and informative.” Decide what you want your room to communicate to your students and say that with your displays. As you prepare for those first days of school, talk to other teachers: those you will be teaching with, the teacher you are replacing, and other teachers you meet. Listen to their advice with open ears. Learn from their mistakes. Ideally you will find a mentor you can run ideas past and get their feedback. And then, use what you’ve learned from others and take your place in your classroom. May you be able to say, “I can’t wait for the first day of school!” Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Carolyn Martin
- Menno Simons Part 2
Menno Simons Part 2 Kendall Myers October 20, 2017 Anabaptist Church History Class by Kendall Myers Menno Simons Part 2 Document 00:00 / 01:04 Download Download Teacher's notes on Menno Simon's life as a leader in the Anabaptist church. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Kendall Myers
- Life Science Test Chapter 24
Life Science Test Chapter 24 Erikson Lehman August 7, 2019 Erikson's Materials for BJU Life Science Life Science Test Chapter 24 Document 00:00 / 01:04 Download Download A test for chapter 24 of BJU Life Science, Grade 7. Students are tested on the skeletal and muscular system in humans. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Erikson Lehman
- Cultivating Anabaptist Values
Cultivating Anabaptist Values Ken Miller January 4, 2017 CASBI 2015 Cultivating Anabaptist Values Audio 00:00 / 01:04 Download Download Nurturing Anabaptist values in an increasingly hostile world is an essential role of the school. Miller explores several important Anabaptist values and methods and reasons for cultivating these values through education. Courtesy CASBI. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Ken Miller
- Pre-Algebra Class Work 1.1
Pre-Algebra Class Work 1.1 Brian J Martin December 28, 2017 Pre-Algebra Class Materials Pre-Algebra Class Work 1.1 Document 00:00 / 01:04 Download Download This class work gives students practice working with number order and opposites. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Brian J Martin
- Little Video Teaching Assistants
Little Video Teaching Assistants Trennis Hostetler April 24, 2020 Little Video Teaching Assistants Video 00:00 / 01:04 Download Download If you feel lonely in front of your camera, Trennis has an idea: Hire some small assistants. Trennis writes:At first I started really simple by using them as a little intro to my videos to break up the boredom. But as I progressed and became more comfortable, I found ways to make them relevant to the class I was teaching and started using them as "lesson hooks". Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Trennis Hostetler
- Effective Multi-grade Classroom Procedures
Effective Multi-grade Classroom Procedures Jaydon Schrock December 13, 2022 Western Fellowship Teachers' Institute 2022 Effective Multi-grade Classroom Procedures Audio 00:00 / 01:04 Download Download A session for novice teachers on effective procedures for managing a multi-grade classroom. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Jaydon Schrock
- Best Practices of Servant Leaders
Best Practices of Servant Leaders Gary Paul Miller July 20, 2022 REACH 2019 Best Practices of Servant Leaders Audio 00:00 / 01:04 Download Download What makes a leader stand out? What are the keys that make a difference in leading well? In this session, we consider trademark values, motivations, and strategies of successful servant leaders. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Gary Paul Miller
- Teachers That Nurture God Love (Steven Brubaker)
Teachers That Nurture God Love (Steven Brubaker) Steven Brubaker May 31, 2018 Teachers' Week 2013 Teachers That Nurture God Love (Steven Brubaker) Audio 00:00 / 01:04 Download Download Who we are (being), what we think (beliefs), and what we do (behaviors) are interrelated and inseparable. The life of Jesus will anchor our wrestling with the kind of being, beliefs, and behaviors that cultivate God-love in our students. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Steven Brubaker
- Preschool Checklist
Preschool Checklist Randall Yoder May 31, 2018 Preschool Checklist Document 00:00 / 01:04 Download Download This document offers parents a way to assess their child's readiness for school. Your school may wish to adapt this list and share it with the parents of future students. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Randall Yoder
- Beyond the Books: Teaching Character and Instilling Life Values
Beyond the Books: Teaching Character and Instilling Life Values Lyndon Martin August 12, 2022 Teachers Week 2021 Beyond the Books: Teaching Character and Instilling Life Values Audio 00:00 / 01:04 Download Download What tests should a Christian student pass to be a graduate from a Christian school? Are high GPA and SAT scores the sole metrics for success in Christian education? Lyndon discusses the breathtaking opportunity and accountability in teaching character, developing work ethics, and instilling kingdom values beyond the books. This breakout is presented from the heart of a grades 7-10 teacher and dad. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Lyndon Martin
- World History Culmination Project
World History Culmination Project Byron Dueck January 21, 2020 World History Culmination Project Document 00:00 / 01:04 Download Download This document outlines ideas for a final project in world history, and provides topic ideas and guidelines that apply across projects. Download the document or view it below. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Byron Dueck
- Being a Contributing Board Member
Being a Contributing Board Member Douglas Meyers January 22, 2025 CASBI 2023 Being a Contributing Board Member Audio 00:00 / 01:04 Download Download As a School Board member you have been entrusted with the school - it is your job to leave it in a better position than you found it. In this talk Douglas offers you practical advice on what development, engagement, and execution should look like on a healthy board. Do you have a vision for Christian education? Do you know what your state policies are? Are you willing to put the hard work of investing into the school, parents, and teachers? Are you a team player who is able to listen and learn? All these and more will be covered in this talk that calls for committed action. "Successful board members," Douglas says, "are not really defined by what they know, but by how they can work together." Envision (New Members) Why Me? Recognize talents; be teachable and willing to work. Accept the Position Build on past foundations; leave the school better. Commit to Christian Education Value eternal impact over temporary gains. Desire to Learn Study school operations; ask questions. Know Board Members Build relationships and a shared vision. Engage (Relationships) Show Up Attendance is essential. Listen and Communicate Listen more, criticize less; build trust. Do Background Work Understand teachers and community. Blend In Work as a team; control ego. Execute (Teamwork in Action) Prepare Background work informs decisions. Collaborate Understand others; allow all to speak. Support Decisions Stand united; avoid gossip. Mentor Pass on vision (experienced members). Stay Motivated Remain committed long-term. Being a Contributing Board Member was presented by Douglas Meyers at CASBI 2023 held at Pleasant View School, Arcola, IL on March 3-4, 2023. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Douglas Meyers
- Math Tricks
Math Tricks Arlene Birt February 8, 2017 Math Tricks Document 00:00 / 01:04 Download Download Rounding, fractions, percentages, and more: this 2-1/2 page document offers tricks and ditties to make teaching math faster and more fun. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Arlene Birt
- Tech Tools (Matt Landis)
Tech Tools (Matt Landis) Matt Landis November 2, 2018 REACH 2015 Tech Tools (Matt Landis) Audio 00:00 / 01:04 Download Download This presentation takes a practical, hands-on look at some new and some mature tools that are becoming affordable/accessible to make your ministry more efficient. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Matt Landis
- Plant Stems Worksheet
Plant Stems Worksheet John Mark Kuhns July 31, 2025 Worksheets for BJU Biology Plant Stems Worksheet Document 00:00 / 01:04 Download Download This document will help students learn more about botany by focusing on one part of the plant: the stem. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link John Mark Kuhns
- Not by Might, nor by Power, but by My Spirit
Not by Might, nor by Power, but by My Spirit Stephan Gingerich August 6, 2020 Not by Might, nor by Power, but by My Spirit Video 00:00 / 01:04 Download Download How can you move into an uncertain school year with confidence? Stephan reminds us that the challenges we face are our opportunities to notice the good work of God. Watch the Wednesday Session Watch the Thursday Session Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Stephan Gingerich
- The Basics of Teaching (Melvin Lehman)
The Basics of Teaching (Melvin Lehman) Melvin Lehman May 31, 2018 Teachers' Week 2013 The Basics of Teaching (Melvin Lehman) Audio 00:00 / 01:04 Download Download Schedule, simplify, prioritize, organize, and set positive expectations. These and other habits help teachers teach and students learn in the classroom. Download Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link Melvin Lehman
