Cramming for Bible memory is frustrating for both students and parents, and it is NOT hiding God’s word in their hearts, yet that is what a majority of our students do. This session will present several practical ways that teachers can use to help and to encourage students to memorize Scripture long-term. These methods have worked for me successfully in the classroom for ten years, and students have remembered their Scripture passages months and even years later. Grades 1-12.

Have you ever wondered why some teachers have such an easy time relating to students, and why some teachers seem to struggle with almost every interaction? We plan to tackle this head on by looking at case studies (successes and failures) of teachers that I have observed over the past 30 years. The focus will be on relating to and interacting with students of all ages on a day to day, professional, appropriate basis. Our goal will be to present practical relational strategies that are time teste

Everyone in the world has a specific role to fill to make others' lives better. In the same way, when school staff and students use their talents and collaborate together, great things can be accomplished. But how can we teach collaboration? Jeremy shows how Jesus and others taught with collaboration, and then discusses how we can teach in the same way.

In this first session of his series on "Educating for the Kingdom," Jeremy Sauder defines both education and the "kingdom." He then turns his focus toward teaching with compassion, using Jesus and others as examples.

Creativity is found in the people of the classroom. To have a creative class, teachers must pay more attention to their students then to projects or programs. In his second talk in the "Educating for the Kingdom" series, Jeremy Sauder discusses how teachers can teach with creativity.

To educate for God's kingdom, we must get to the root of a matter and take action. Both of these things require us to think. As teachers, one of the greatest gifts we could give our students is the ability to think well. Jeremy Sauder discusses how to teach students to become critical thinkers.

When students tell you they can’t do something, what are they really saying? What’s behind the expression of defeat? John Mark suggests three possibilities: the student may be expressing a belief about people in general; the student may be dealing with a unhealthy reliance on the teacher; or the student may be expressing a fear of failure. He also gives suggestions on how to respond.

You have just presented the best project of the year to your students. The students start working, and automatically you see that they are not motivated. They might not say "I don't care," but their actions tell you otherwise. John Mark explores what is going on when students say or act "I don't care."

When faced with a difficult concept or task, students often ask, "When will I ever learn this?" What is behind this familiar and frustrating response? In most cases, John Mark suggests, the question signals confusion or a lack of stimulation.

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.

History is a lively story full of original characters, interesting places, and surprising plot twists. But history class tends to reduce it to a lifeless assortment of facts and dates. How can we resuscitate history for our students? Lyndon recommends seven tactics, beginning with telling a good story.

How do we teach students to discern, value, believe, and live the truth? In Part 1 of this series, Mark develops some important definitions related to the topic teaching truth and Christ-like thinking.

How do we teach students to discern, value, believe, and live the truth? In Part 2 of this series, Mark develops the topic of teaching discernment.

How do we teach students to discern, value, believe, and live the truth? In Part 3 of this series, Mark develops the topic of valuing and believing truth.

How do we teach students to discern, value, believe, and live the truth? In Part 4 of this series, Mark develops the topic of living the truth.

At the end of the day, a school is judged by its capacity to prepare students for life in community. The school’s capacity to understand and communicate the “vision, mission, and values” of a community is vital to success. In this session, Melvin focuses on the behind-the-scenes administrative work that can create the needed structures and strategies to this end.

This session is a question and response discussion led by Melvin based on the Part 1 morning session.

Teaching is an investment with few quick and easy dividends. Classroom management is often reduced to strategies that make life manageable for teacher and student. This is an important “dividend,” but is there a larger, broader framework for classroom management that creates motivation for the teacher’s classroom management efforts? Melvin explores the question in this breakout.

Schools hope to participate in shaping a student’s worldview through curriculum and teachers. Sometimes they unintentionally neglect vital life skills in this effort. This breakout wrestles with the question: What are the ten life skills that students should have when they graduate from our school?