We are in need of a 6th grade, 2nd grade, and Kindergarten teacher. If you are interested in one of these positions please contact the school at 717-222-4355.

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.

1. Why is this happening in our Anabaptist schools?

2. 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

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 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.

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!

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!

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

Teaching to reach all of our students is an attainable goal that we should strive for. Every student matters, and we should do everything we can to reach every single one of them.

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