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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- Algebra 1 Class Work 9.4
Algebra 1 Class Work 9.4 Brian J Martin July 20, 2018 Algebra 1 Class Work 9.4 Document 00:00 / 01:04 Download Download Class Worksheet to go with Lesson 9.4 Algebra 1 Bob Jones Math. Practice in simplifying algebraic expressions where numbers and variables are within parenthesis. Download Brian J Martin
- [Duplicated] Helping Students Think as Anabaptists Through Teaching Bible and Guidance in Informal Activities
[Duplicated] Helping Students Think as Anabaptists Through Teaching Bible and Guidance in Informal Activities Pete Peters November 15, 2021 Faith Builders Teacher's Week 2010 [Duplicated] Helping Students Think as Anabaptists Through Teaching Bible and Guidance in Informal Activities Audio 00:00 / 01:04 Download Download In this talk given at Faith Builders Teacher's Week 2010, Pete Peters shares stories from his thirty years of teaching relating his burden for students to grow up as true disciples of Christ. The ways we think of competition vs teamwork can support the Anabaptist focus on brotherhood. The importance we give Bible study and spiritual discussion in the classroom can have a lasting impact. Download Pete Peters
- Parent-Teacher Conferences, Part One
Parent-Teacher Conferences, Part One Arlene Birt October 25, 2017 Parent-Teacher Conferences, Part One Blogpost 00:00 / 01:04 Download Download “I must say I don’t really care for parent/teacher conferences. I showed the paper to Seth and said, 'Let’s just sign up to talk to Miss Birt,'" a mom shared with me. Since Seth is a high-school student, this mom wouldn’t be signing up for a conference with me, but I told her I’d be glad to visit with her. I’m sure she doesn’t enjoy the conferences because she usually hears comments about areas of difficulty for her child. How does a teacher conduct a positive and helpful parent-teacher conference? How can I be honest and give useful feedback? How do I present those academic or behavioral problems in a manner that we can discuss them and think about how to help the child? I want to support families in raising their children. I want the parents to back me up. What can the parents tell me that will aid in understanding their child? How do parents feel when they come to school for a conference with the teacher? I’ve been told that parents were eager to come and hear what I had to say. Some parents tell me they’ve been wondering how their child was doing. I know some parents feel intimidated by this meeting because they may be remembering their school days, or are nervous about what the teacher will share. Here are some tips for conducting parent-teacher conferences. They are points I’ve learned from my administrators and from my years of experience. There should be no surprises. If Beth is struggling in math, her parents should already be aware of this as I have been in communication with them. I cannot assume that they have figured it out. Listen to the parents. I would star this one as very important. Parents need to feel heard. There have been times when I couldn’t get my piece in because a parent talked most of the time, and that was okay. I listened and gained insight that way. Parents have cried in conferences, we’ve laughed, parents have shared extensively from their own lives and school experiences, and some have confided very personal things, which I do not take lightly. Parents do want to know how their child is doing. It is hard to tell them of difficulties, but I need to share that and present it in a helpful and supportive manner, not accusing or blaming the parents. I need to word my comments carefully, being honest, yet kind. Pray over the conferences – pray for wisdom, clear communication, and for understanding. I like to begin my talking with a positive comment – encouragement, something the child is doing well, a cute comment. If there are areas to work on, that would not be the first thing to say. I like to tell something I appreciate about the child. I will end with something positive, also. I was taught to never have a conference at my desk – that is too “teacher-y” and is intimidating to parents who feel like they are a student again. It’s not helpful to have that desk between us anyway. We’ll sit more casually around a table. Starting with prayer has been very helpful. It’s hard to be critical of someone you’ve just prayed with, and we certainly want the Lord’s guidance. I have also been blessed by parents who have asked to pray for me. Offer solutions. Don’t just give a problem, but present ideas of ways to help. We are partnering with parents, and their children are precious to them. I am honored that they have entrusted their children to me and I want to treat this as a privilege to come alongside and work with parents in educating their children. Courtesy of Ephrata Mennonite School, this is a link to a form used at Parent-Teacher Conferences. The form has prompts for teacher feedback to parents and parent/student feedback for teachers, as well as reminders of general protocol for the conference. https://thedockforlearning.org/contributions/parent-teacher-conferences-part-two/ Download Arlene Birt
- Elementary teacher wanted
Elementary teacher wanted Unknown Contributor February 1, 2019 Elementary teacher wanted Classified 00:00 / 01:04 Download Download Elementary teacher needed for Calvary Christian Academy. CCA is a K-12 school operated by Calvary Mennonite Fellowship (BMA) and has total enrollment of 100 students. Please direct inquiries or leads to board chair Wes Dunlap. Download
- Procedures for Managing a Multi-Grade Classroom
Procedures for Managing a Multi-Grade Classroom Conrad Smucker January 7, 2022 Western Fellowship Teachers' Institute 2021 Procedures for Managing a Multi-Grade Classroom Audio 00:00 / 01:04 Download Download Managing a classroom requires clear procedures. This is the key takeaway of this sesssion on classroom management. Download Conrad Smucker
- Teacher/Principal
Teacher/Principal titehelmuth April 22, 2024 Teacher/Principal Classified 00:00 / 01:04 Download Download Faith Christian School located in Catlett VA is hiring a teacher/principal for grades 6-12. (Approximately 8-10 students) Faith Christian School is a small Christian School supported and run by the congregation of Faith Christian Fellowship https://fcf-web.org/ . We are seeking an educator who is a faithful disciple of Jesus Christ and has a passion for educating youth. Additionally, this teacher will have the opportunity to act as principal of the school. Responsibilities: Provide a clear vision for learning for all students Ensure a safe, secure and orderly learning environment Cultivate strong relationships with co-teachers, board, and parents Lead the classroom and assist the students with all their lessons. Curriculum: FCS uses a hybrid of Individualized unit curriculum (CLE) and traditional classroom learning. Allowing the teacher to adapt to the current students needs and maximize the teachers strengths. Compensation: $40,000-$55,000 based on experience. Contact: Titus Helmuth 606-748-0130 or titehelmuth@gmail.com Download titehelmuth
- Pre-Algebra Class Work 6.1
Pre-Algebra Class Work 6.1 Brian J Martin December 28, 2017 Pre-Algebra Class Materials Pre-Algebra Class Work 6.1 Document 00:00 / 01:04 Download Download This class work gives students practice working with adding and subtracting fractions. Download Brian J Martin
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Algebra 1 Class Work 8.1 Brian J Martin July 20, 2018 Algebra 1 Class Work 8.1 Document 00:00 / 01:04 Download Download Class Worksheet to go with Lesson 8.1 Algebra 1 Bob Jones Math. Practice in simplifying algebraic expressions with exponents and variables. Some also have parenthesis and/or negatives. Download Brian J Martin
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Preparing for Schooling at Home Jonas Sauder March 19, 2020 Preparing for Schooling from Home Preparing for Schooling at Home Document 00:00 / 01:04 Download Download Jonas outlines a new model for schooling which would enable schools to sustainably provide home-based instruction. Download Jonas Sauder
- Algebra 1 Class Work 11.7
Algebra 1 Class Work 11.7 Brian J Martin July 20, 2018 Algebra 1 Class Work 11.7 Document 00:00 / 01:04 Download Download Class Worksheet to go with Lesson 11.7 Algebra 1 Bob Jones Math. Practice in working with radicals. Includes parenthesis, variables, addition, subtraction, multiplication, exponents and fractions. Download Brian J Martin
- CLE 4th grade math textbooks
CLE 4th grade math textbooks Unknown Contributor October 13, 2021 CLE 4th grade math textbooks Classified 00:00 / 01:04 Download Download We have 8 4th grade math textbooks to sell. Six of them have been used for two years, and two have been used only once. The covers show some wear, especially at the corners, but they are in good condition. We would be happy to get them to you for $100, plus shipping. A teacher’s guide and student solution key will come with it. If you would like to buy a few instead of the whole lot, contact us. Download
- Christian School Principals Read and Lead
Christian School Principals Read and Lead Jonas Sauder March 31, 2018 Christian School Principals Read and Lead Document 00:00 / 01:04 Download Download This post describes ten aspects of the school program that principals must constantly be aware of and monitor for the health of the school. Effective principals “have their senses (powers of discernment) exercised” (Heb. 5:14) to constantly “read” key symptoms of the health of the school they lead. Although this “sixth sense” can be trained intentionally by focusing on individual symptoms, principals should eventually cultivate the ability to feel subliminal clues, articulate their meaning and significance, and address them appropriately. This skill is as important for identifying and affirming successes as it is for identifying and addressing problems. The spiritual tone of the school as evidenced in board, committee, faculty meetings; school classes and activities; and in communications. Is it healthy, inspiring, invigorating, and dynamic in a way that exhibits godliness? Faculty/Staff harmony and fellowship. Are teachers free, open, cheerful, respectful and supportive in their interactions with each other—and with the nonteaching staff? How the Christian philosophy of education imbues the school program, generally and specifically. Do both the planned and the hidden curriculum of the program smell Christian, even inadvertently? Effective communication . The principal “knows everybody and everything” from the center, and can easily forget who doesn’t know what. Are the various people in the program, from bus drivers to board members, teachers, volunteers—and students—informed appropriately, sufficiently, and effectively? How? Teacher support . All teachers seek support/affirmation in various ways—with difficult students, challenging instructional materials or methods, frustrating parents, time constraints, understanding and completing professional tasks, etc. Are you aware of which teachers are wanting which kinds of support? They may actually be unaware of what they “want.” You may need to gently probe with questions such as “What are some of your frustrations?” Your relationship with the student body. Can you move among them freely and interact with them, both formally and informally? Do they know that you are aware of them and care that they are present? Facility atmosphere . Test this when the building is empty. What is the feel of the place as you walk in the front door, wander the hallways, enter restrooms, classrooms, storage room, workroom, gym? What subliminal signals come to consciousness? Is this an inviting place? School spirit. Test this independently of facilities. It’s the peculiar total personality of board and support staff, faculty, and students. It includes their attitudes, interactions, goals, and habits. No amount of funding, staff, or facilities can achieve success in the face of poor school spirit. Classroom functioning. Every functioning classroom has its own feel, due to the teacher’s personality and style, the class’s personality and its interaction with that particular teacher, the grade level of the students, and the teaching methodologies being used. Are things going well? Can you sense dysfunctionality in a classroom, identify its sources, and help the teacher address them? The leader’s influence. What aura do you exude as leader? Do you want to be here? Why? Are you providing leadership? What are your strengths and weaknesses? Are you approachable? Do people seek you out or avoid you? Do you find your work energizing or enervating? Download Jonas Sauder
- Teacher for Grades 3 -5
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- Music Worksheet 1.3 Answer Key
Music Worksheet 1.3 Answer Key Nolan Martin September 28, 2018 Music Rudiments Worksheets Music Worksheet 1.3 Answer Key Document 00:00 / 01:04 Download Download An answer key for music worksheet 1.3 created by Nolan Martin. In this worksheet, students add beams to notes, making them equal to quarter notes. They also add bar lines with different key signatures and identify lines and spaces. Download Nolan Martin
- Worksheet 3.3 Identifying Major or Minor Keys of Songs
Worksheet 3.3 Identifying Major or Minor Keys of Songs Nolan Martin September 28, 2018 Music Rudiments Worksheets Worksheet 3.3 Identifying Major or Minor Keys of Songs Document 00:00 / 01:04 Download Download A music worksheet where students learn how to tell if a song is in a major or minor key. They are given a list of songs to find in the Mennonite Hymnal and must write the key for each song, identifying it as major or minor. Download Nolan Martin
- It Takes a Community to Educate a Child
It Takes a Community to Educate a Child Gerald Miller March 19, 2020 It Takes a Community to Educate a Child Audio 00:00 / 01:04 Download Download This topic defines the roles of school leaders, parents, and ministry. How can we effectively harness the input of everyone for the good of our students? Download Gerald Miller
- Early Learning teachers in Williamsport, PA
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- Pitfalls
Pitfalls Derek Overholt September 3, 2025 Midwest Teachers Week 2025 Recordings Pitfalls Audio 00:00 / 01:04 Download Download Everyone makes mistakes. But we don’t need to repeat all the mistakes of our predecessors. Come to learn about the common pitfalls that teachers can fall into and how we can avoid them. The first step in avoiding a pitfall is seeing it before you fall in! Download Derek Overholt
- Algebra 1 Class Work 3.7
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- 45th Annual Christian Educators' Workshop
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