A deeper understanding of government empowers teachers to teach students effectively and pray for leaders. Robert overviews the Canadian Parliamentary system, including the following:

• Canadian government structure—the government is comprised of three branches: legislative, executive, and judicial.
• Parliament details—the House of Commons has elected Members of Parliament based on population, and the Senate has appointed Senators for life to provide regional balance.
• Historical and symbolic elements—there are many traditional elements in Canadian parliament, such as the mace, the Usher of the Black Rod, and the Speech from the Throne.
• Electoral process—MPs are elected from 338 ridings, with one candidate per riding winning a seat.

When teaching about government from a Christian perspective, teachers will express gratitude for government, avoid grumbling about taxes, and highlight freedoms like worship and speech.

“Canadian Parliament” was presented by Robert Heatwole at Teacher Inspiration Day in February of 2025 at Brookside Conservative Mennonite Church in Listowel, Ontario.

What is the most important thing a teacher can pass on to their students? Daryl proposes that while intellect and educational content is vital, a teacher’s influence on their students is even more important.

Just as Jesus’ core message to His disciples was “Follow me,” teachers should guide their students not just in knowledge but also in life philosophy. When teachers embody Christ-like values, it permeates their teaching, interactions, speech, and personal conduct.

Teachers are role models, impacting students both inside and outside the classroom. This session explores practical and challenging ways that teachers can influence the future of the church.

“Influence Over Intellect” was presented by Daryl Martin at Teacher Inspiration Day in February of 2025 at Brookside Conservative Mennonite Church in Listowel, Ontario.

How is a teacher’s authority like a gavel? Nolan draws parallels between the use of a gavel in courtrooms, auctions, and Senate sessions with the authority that teachers wield.

A teacher’s authority is delegated to them from higher sources such as the school board, church, and ultimately God. Drawing on many Biblical examples, Nolan urges teachers to steward their authority wisely, modeling God’s compassionate shepherd leadership.

When teachers remember to root their identity in Christ instead of in their performance, they are able to endure criticism and extend grace to students. A teacher’s authority is limited, and they are ultimately accountable to the authorities above them.

Teachers can root themselves in the knowledge that their authority is a sacred trust that requires humble and compassionate leadership.

“Embracing Delegated Authority” was presented by Nolan Zimmerman at Teacher Inspiration Day in February of 2025 at Brookside Conservative Mennonite Church in Listowel, Ontario.

About Us
Located in Clare, Michigan, Great Lakes Mennonite School is connected to the Great Lakes Mennonite Church community. We are primarily patronized by families from the church and guided by an elected board and pastoral advisors from within the church.
Looking ahead to the 2025 school term, we will be welcoming students from grades 1 through 9. Our students will be supported by a team of seven teachers. This team includes teachers for Grade 1, Grades 2-3, Grades 4-5, Grades 6-7, and Grades 8-9, along with a Teacher’s Helper and a part-time Special Education Teacher.

Job Overview
Your responsibilities include lesson planning, classroom management, student assessment and teaching all the subjects assigned to grades 6 and 7.
The ideal candidate possesses a combination of strong communication skills, adaptability, patience, and a passion for fostering student growth. This candidate will also have an appreciation for the long held Anabaptist values and guiding principles; and will seek to diligently model these to the students.

Requirements
• A member in good standing at an Anabaptist church that shares similar values and practices with the Great Lakes Mennonite Church
• Male candidate preferred

If you or anyone you know is interested in filling this urgent need, please reach out to the chairman of the school board, Kore Weaver, at the phone number listed below.

720 Ann Arbor Trail – Clare, Michigan
Board Chairman – Kore Weaver – (231) 878-7926

“You sound like a bullfrog when you sing,” the child was informed by her music teacher. These unkind words stuck with the child and still hurt as she confided them many years later at her child’s parent-teacher conference.

I’ve been considering the topic of words and speech and the positive and negative effects of our words. Is this just a topic for teachers? No. Student words can also have a big impact on others, as when Ethan comments to Marci, “You have the littlest row of stickers on the chart!”

We worked a lot on words this past year. There was so much of the “bathroom talk” among the boys. I told them it wasn’t that the words were bad, but they were unnecessary and inappropriate. A parent communicated her concern about it, saying that when these boys grow up, they might be businessmen, teachers, preachers, etc., and we certainly wouldn’t want to be hearing this kind of language from them. I worried sometimes that I was making it worse by trying to get it stopped—maybe if I would not correct them and bring attention to these words, the use would fade away. After a while, though, I decided it was disobedience and disrespect for this speech to continue. I had talked with parents, and most of them were working on it at home, too, and did not want these words spoken. One mother replied with, “Ugh” when I told her and said it was a fascination at home, as well. I know they are little boys and aren’t mature in their senses of humor and speech, but we want to support them in their growing up.

THINK

T= True

H=Helpful  

I= Inspiring  

N=Necessary

K=Kind    

I printed a poster of THINK and displayed it as we talked about THINKing before we speak. After Ethan’s comment to Marci, we can refer to this poster. Was that helpful and kind? When the boy continues the “bathroom talk” we can check against this poster. Is this conversation helpful? Is it inspiring? Is it necessary? It is none of these. We don’t need to be talking about this at all.  

Besides using the poster, I also posted a verse sheet from Ephesians 4:29: “No foul language is to come from your mouth, but only what is good for building up someone in need, so that it gives grace to those who hear.” As we talked about this verse and applied it to our speech, the children were quite serious and thoughtful.

A number of other Bible verses are applicable here. Proverbs 10:19 ESV, “Whoever restrains his lips is prudent” (Proverbs 10:19). Other helpful verses are Psalm 19:4, Psalm 141:3, Proverbs 16:24, Proverbs 18:21, and Proverbs 21:23.

I don’t want to focus on negative speaking, so I try to encourage positive words and speaking. I want to give positive words to my students. This can be in speaking and in writing comments. I want to affirm children as they speak positive and encouraging words to others. After Sheila sang a solo in chapel, Monica talked about how good Sheila did, and then she told Sheila and was very positive and encouraging to her. So I told Monica how I liked the way that she was so affirming to Sheila.

Word Hugs are another way we give positive words to each other. Words Hugs is a tradition for me to do near the end of the year. Each morning, we “talk about” several students. Their classmates give them “word hugs” by saying nice things to them. I like for them to say it directly to the student—“You are good at drawing.” “You are a nice friend.” “You run fast.”— and I record five comments for each child. I call on different children to share so that everyone is involved at some point. After we have talked about each child, I design the document so that each child has their own page of “hugs” and then I hand the pages to them. These are treasured papers. They usually want to make a page for me, too, and I appreciate their thoughts.

Giving examples of good, positive speech can be helpful, too. I like to relate this story to my class (not for my honor, but to illustrate the verse): One time when I was ordering computers for school, I tried to email and ask some questions. The salesman replied with some information, but I still had questions, so I called him. After I asked my questions, he replied, very rudely, “I already told you that!” This made me feel bad, but I made myself respond in a soft and gentle way, rather than speaking rudely back to him. After I replied kindly, his whole manner changed, and he was very helpful and friendly. We had several communications after that, and he was always helpful. What if I had been rude back to him? Do you think he would have helped me then? Think of Proverbs 15:1, “A soft answer turns away wrath, but a harsh word stirs up anger.”

“And whatever you do, in word or deed, do everything in the name of the Lord Jesus, giving thanks to God the Father through him.” (Colossians 3:17)

Photo by Brett Jordan on Unsplash

We are looking for full time homeroom teachers in a traditional style classroom. Class size for each grade is around 20.

Shalom Mennonite School offers its students a quality, K-8, Christian education with an Anabaptist perspective in a warm, friendly atmosphere.  It seeks to assist parents in their God-given responsibility of teaching their children and training young people for living lives of service to God under the lordship of Jesus Christ and the authority of the Scriptures.

Reach out to Caleb Martin @ 484-416-9825 or principal@shalommennoniteschool.com for more information. Thank you for considering!

Elementary Subject Teacher (Reading, Math, History, Science, PE)
Hampden Christian School – Baltimore, MD

Hampden Christian School, located in the vibrant neighborhood of Hampden in Baltimore, MD, is seeking an elementary subject teacher for the 2025–2026 school year. This role includes teaching reading, math, history, science, and physical education in a school with 90+ students of varying races and religious backgrounds.

At HCS, we are committed to nurturing both the academic and character growth of our students. As a teacher here, you’ll be part of a collaborative, Christ-centered team that values strong relationships, rigorous academics, and a joyful school culture.

What We Offer:

• A highly supportive team of experienced educators eager to mentor and collaborate
• Professional development opportunities throughout the year
• Small class sizes
• An opportunity to teach the Kingdom message and develop children of character in a mission school

Ideal Candidates Will:

• Be 20 years of age or older; mature, energetic, and a team player
• Be committed to developing and growing as a teacher
• Be willing to work closely with colleagues and school leadership
• Be enthusiastic about contributing to the broader school community

Position Details:

• Full time
• Not a homeroom position
• Housing is provided if needed
• Begins August 2025

If you have a heart for teaching, a love for children, and a desire to make a meaningful impact in a small school setting, we would love to hear from you.

To Apply:
Please contact Darrell Hershberger.  dbh@hampdencs.org, 540-292-6827.

God’s World His Story -14 textbooks plus some teacher materials

Into All the World- 11 textbooks

North America is the Lords- 8 textbooks

Free with cost of shipping. Contact me if you have any more questions. Thank you! Hopefully someone can find use for these!

Love, joy, peace, longsuffering, gentleness, goodness, faith, meekness, temperance. The Fruits of the Spirit from Galatians 5:22-23. One school in which I taught had banners with these words hanging from the ceiling in the main hallway, so that every time I walked through, I was reminded of how God should be working in my life. Every Christian should exemplify these traits as evidence of the Holy Spirit at work, but the Christian teacher has the opportunity not only to show them personally, but also to help students grow these fruits as well. Let’s look at specific ways to instill four of these Fruits of the Spirit  in our classrooms.

Love

Every student in my classroom is made in the image of God, even the ones that can seem a “little harder to love.” Because of this, I should love each student equally, regardless of his or her ability or behavior. By listening rather than jumping to conclusions and by encouraging positive behaviors, the Christian teacher can love the student who is misbehaving. This does not mean that the teacher does not give boundaries or withhold discipline when needed, but instead the teacher helps the child see that the discipline is for his or her benefit. And even if the child does not recognize this, the other students can see the equal love for all and know they are valued.

Joy

Students will often reflect the teacher’s attitude. When I  show enthusiasm about subject matter, they will respond with enthusiasm. A countenance of joy from the teacher makes the entire classroom a joyful place. From greeting each student cheerfully at the door each morning to laughing with the students, the teacher builds a habit of joy. Romans 12:15 says, “Rejoice with them that do rejoice.” A joyful teacher not only shares his or her joy, but also participates in a student’s joys. A student who receives a perfect score after working hard on an assignment or a student who is excited about the new puppies born at home should experience joy with the teacher and classmates.

Longsuffering (or Patience)

All of us require patience from those around us, but especially the student who seems to take forever to complete a simple task or continually repeats the same misbehavior. (I remember one time telling a small child with ADD thirty-two times to put her shoes on–yes, I counted.) The patient teacher can nudge the distracted student to move to a new task and wait for the slower student to finish. Keeping in mind that a young child’s attention span is short (typically about one minute per year of age), the patient instructor stays calm when a child does not focus. And when the child messes up, the patient teacher gives second chances.

Gentleness

A teacher showing the Fruits of the Spirit should treat students gently. I recently heard a student say that her teacher was a yelling machine–not how a Christian teacher wants to be seen by her students. While discipline is certainly needed and may sometimes seem harsh to a student, the teacher’s behavior should reflect that of Jesus, who was called “gentle” multiple times (Matthew 11:29, II Corinthians 10:1). This means the teacher’s interactions with students should include kind words and smiles, not harsh words and yelling, and should be based on a relationship with the student. Even in the middle of a disciplinary action, the gentle teacher allows the child to keep dignity and to know he or she is loved.

The verses that list the Fruits of the Spirit are followed by the verse “If we live in the Spirit, let us also walk in the Spirit” (Galatians 5:25). When we exemplify the Fruits of the Spirit in our teaching, we are walking in the Spirit in our classrooms.

Photo by Jonas Kakaroto on Unsplash

Riverview Christian School is a Christian School serving around 36 students in central Minnesota. We are in need of a teacher for grades 8-12, and also a teacher for grades 5-7 for the coming school year. Approximately 10-11 students in either of these classrooms. Most of our curriculum is CLE, although we use Living Threads for history in some of the younger grades. We would love to talk to you if you have a heart for teaching children in a Christ centered environment! Teaching experience would be excellent, but not required. If you are interested in either of these teaching opportunities please contact Mike Chupp.

Large flashcards with illustrations for each verse, coordinating coloring pages, and Bible Memory plans. Twelve passages available.

https://swordandhoney.com/pages/teacher-deals

Starr Mountain Academy

2025-2026 Teacher/Tutor Opportunities

https://starr.academy/

Starr Mountain Academy is a new hybrid homeschool program in Athens, TN. We are a board-governed 501c3 organization with strong informal ties to Wellspring Mennonite Church. A pilot program was run in 2024-2025. We anticipate enrolling 12-20 students in grades 1-12 for the 2025-2026 school year. We meet as a group 4 ½ hours per day Monday-Thursday with older students also have assigned work for afternoons and Fridays.

Our curriculum primarily follows the Alveary which offers an integrated Charlotte Mason approach across the curriculum and leads students  to engage with books, ideas, and the world around them through speech, writing, art, and other hands on activities.

We are looking for one to two tutors who want to further their own development and invest in the community. There are additional opportunities for those interested in developing the long term vision of Starr Mountain Academy. These positions are suitable for  a man or woman of various experience levels or vocational background. Tutors must be present with the students and approach all areas of the curriculum with joyful, attentive, diligent appreciation of God’s creation and what God has enabled humans to create.   Training in pedagogical methods will be provided, as well as coaching throughout the year. While the teaching methods and curriculum require less preparation time and expertise from the tutor than do some methods, the tutor needs to be highly engaged and willing to learn new things.

A full tutor role is considered a 1,000 hour position spread across 40 weeks inclusive of orientation week and breaks. Salary varies with life experience and responsibilities accepted. Some assistance with finding a complementary part-time job may be available 

For more detailed information or to refer someone else as a candidate, contact one of the following.

Marlin Sommers, Director of Education marlin.sommers@gmail.com (423) 381-0837  

David Miller, Chairman daval9002@gmail.com (423) 435-8639 

What I do doesn’t matter

So you’ll never convince me that

The words I say and the things I do are important

Every new day of challenges can remind me that

I’m not making progress

It’s a lie to think

I am making a difference in my students’ lives

You see

I am trying my best

But

Change comes so slowly

I can’t control the time table

It is freeing that

Now I finally recognize the truth

If I don’t see results, they must not be there

And

I should just give up 

I used to believe

I am not doing this alone

But

God doesn’t step in and magically fix everything

The Helper isn’t helping

You can’t convince me

I am being used for a purpose bigger than myself

It took me so long to understand this

I guess I’m a slow learner

(Now read up from the bottom.)

Photo by Stephen Walker on Unsplash

Thank You for your Prayers……

All the open positions are now filled

The world is in turmoil, and this affects our churches and schools. The current state of unrest is driven by political polarization, cultural pressures, and rapid information access which fosters a reactive, politically charged mindset. Considering these realities, Gerald urges school boards to proactively shape their school’s futures rather than react with fear or inaction.

He provides three steps as a way to move forward with intention:

1. Assess reality. Boards must be curious, listen actively, and identify issues through conversations with patrons, students, and community members.
2. Define goals. Boards should articulate a clear vision for the school, focus on the kind of students they want to produce, and foster those character qualities through practices.
3. Take action. Boards should lead by example with kindness and transparency, hire principled leaders and teachers, ensure fair compensation, and create policies that reinforce commitment and community.

Boards can work to foster a school culture that produces faithful, service-oriented Anabaptist Christians, ensuring a lasting impact on churches and communities.

“What’s In the Air and Is There Anything to Do?” was presented by Gerald Miller at CASBI 2025 held at United Christian School in Nappanee, Indiana.

AI is quickly integrating into many parts of our daily lives, even as AI developers admit they don’t fully understand how it works. In this session, Norwood expresses the following concerns:

1. Accuracy and bias: AI uses both accurate and inaccurate data, which it presents equally as truth without conscience
2. Over-reliance: dependence on AI can erode critical thinking
3. Loss of human interaction: overuse of AI may reduce meaningful human connections
4. Cultural and religious impact: AI’s responses may introduce secular or conflicting values to students
5. Ethical concerns: AI’s programmed ethics reflect the biases of its creators
6. Emotional manipulation: AI chatbots, designed to mimic human emotions, can foster unhealthy attachments in vulnerable individuals

While AI is inevitable, Norwood urges caution. Anabaptists ought to uphold truth and reality. AI requires thoughtful engagement by people who use it as a tool to build upon creatively, guided by the Holy Spirit.

“Are You Afraid of AI?” was presented by Norwood Shank at CASBI 2025 held at United Christian School in Nappanee, Indiana.

What is a proper Christian view of science? As James explains, we should not view it as an infallible authority, but neither should we reject it due to its misuse by secular society.

Instead, science should align with the two greatest commandments: loving God and loving one’s neighbor. Science helps students love God by revealing His glory through creation and fostering wonder and humility. It supports loving neighbors by enabling responsible stewardship of creation through sustainable practices and informed decision-making.

The goal of teaching science should be to produce capable yet humble students who can think critically, discern truth, and apply knowledge to serve others while serving God.

“Why Teach Science?” was presented by James Goering at CASBI 2025 held at United Christian School in Napanee, Indiana.

Discouraging times can affect any institution, but it can be particularly difficult to continue to lead a school when criticism is heavy, patron support is waning, staffing needs are unfilled, or student morale is low.

James anchors his talk in Psalm 127:1—"Unless the Lord builds the house, those who build it labor in vain,” emphasizing that all efforts must center on Jesus Christ to succeed.

James outlines four processes for effecting change:

1. Embrace present reality—honest acknowledgment is essential for change
2. Embrace personal responsibility—leadership must take ownership for any part they have played in the situation
3. Embrace personal resistance—despite resistance, leaders must stay resilient and foster buy-in through clear communication, preparedness, and kindness
4. Embrace proactive reform—a healthy school culture is the result of intentional leadership (including fighting for the school’s mission, vision, and values)

“Effecting Change” was presented by James Yoder at CASBI 2025 held at United Christian School in Nappanee, Indiana.

In this encouraging and inspiring session, Jonathan uses the story of Moses in Exodus 2-4 as a parallel to many aspects of being a teacher or a board member. When Moses experienced doubts, God assured him of His plan and equipped him with the tool already in His hand (a shepherd’s rod).

Similarly, anyone working in a Christian school can be assured that their roles are not accidental but sovereignly appointed by God and blessed with His divine provision. Teachers and board members also have a “rod in their hand,” the vision and influence they wield to train the next generation to serve God’s kingdom.

Those involved in Christian education should embrace their calling passionately, surrendering any burdens to Jesus, whose yoke is easy.

“What Is That in Your Hand?” was presented by Jonathan Hostetler at CASBI 2025 held at United Christian School in Nappanee, Indiana.

Teamwork is the ultimate competitive advantage for organizations, particularly schools. Ryan draws from examples such as the 1936 University of Washington rowing team, Patrick Lencioni’s Five Dysfunctions of a Team, and Jesus’ leadership of His disciples to illustrate the value of teamwork.

When building a productive team, it is essential to prioritize trust, healthy conflict, commitment, and accountability, while fighting against lack of trust and fear of conflict.

In a healthy, functioning team, a school will experience synergy, unstoppable momentum, and a healthy culture. Most importantly, productive teamwork will maximize a school’s impact for God’s glory.

“Productive Teamwork” was presented by Ryan Miller at CASBI 2025 held at United Christian School in Nappanee, Indiana.