“Moral training” is the big “E” on the eye chart of prerequisite qualities. Put even more plainly, children coming from homes where God’s Word is honored and obeyed will see a profound similarity in the expectations at school regarding their behavior. Homes that identify sin as sin, expect cheerful obedience, and show love and forgiveness consistently will find the school’s standards will reinforce those biblical principles.

But how does that training practically look at school? What are some precise evidences of a firm foundation that enables a student to get the most out of the school’s program? One very obvious evidence is the student’s view of authority in general, and parents’ authority in particular. A good measure of the students’ regard for authority is the love boys show to their mothers, and the respect girls show for their fathers. Listen to how students talk; if the subject of parents comes up at all, it takes very little astuteness to determine the health of a student’s view of his parents.

Another related quality is old-fashioned etiquette or manners. In the past, good manners were referred to as the “oil” of maintaining good relations with others in public. It is not a sin, per se, for a boy not to hold the door for a girl, but it is probably an indicator that his training as a gentleman is not complete. The way a child speaks to an adult, the way he sits or slouches at his desk, and other numerous little acts that show respect for others, especially the elderly, speak volumes about that student.

A firm foundation also shows up in the way a student “filters” the plethora of cultural messages. Is there evidence of growing biblical-based discernment, or does the student generally accept almost every attractive, popular theme at face value? Legalistic rejection is not biblical discernment any more than is a wide-eyed, “I wanna be cool” attitude. Biblical discernment takes a lot of study, time, and a willingness to stand alone at times. “Wise as serpents, innocent as doves” sums it up quite well.

A student’s appearance billboards both his respect for others and his family’s training in discernment. Even in the secular world, appearance is recognized as the message-sending device it is. Dress should not be the means to determine success, but it is a lie to tell children that it doesn’t matter at all. Even young children understand the difference “dressing up” makes in how they are to regard an activity. All little girls want to look pretty at a wedding, and all young boys want to wear their team uniform with pride. A student who supposedly doesn’t care too much about his appearance actually cares too much for himself and not enough for those who have to see him. The attitude profoundly affects his teachability.

A firm foundation provides a student with a solid rock work ethic, i.e. standards of doing a job well. This goes beyond just being honest and not cheating on the test. Doing their work “as unto the Lord” practically means they don’t have a “is this going to be on the test” mentality toward the acquisition and value of knowledge. Most often the students with a strong work ethic, who sweat bullets for every “B” they get, will fair far better in the adult world than those gifted students who breezily accept their “A’s.

Finally, parents will improve their student’s opportunity to gain much from a Christian education by ensuring that they as parents understand, value and teach the purpose for education. It is not enough to send the kids and pay the tuition – the parents must be able to articulate reasons they are doing this and help their children understand as well. Otherwise, it will only be one more program dad and mom sign their kids up for, like T ball or piano lessons. Children value what their parents value.

How firm is the foundation at Salem Lutheran School? It’s about 152 years old. There are evidences of many, many deeply sunk pylons; may God be pleased to allow us all to build upon them well!

What do we Mean by Christian Education?
Education, by its very nature, must address the great questions of life. Who am I? Why am I here? How must I live? Every school must teach on the foundation of some kind of world-view. That world-view may be boldly stated, or it may be implied, but is always present.

At Salem Lutheran School our foundational world-view is the unchangeable Word of God – the Bible. Because God created the world and everything in it, all creation is subject to Him. Because God revealed Himself in His creation, in the Bible, and in His Son, Jesus Christ, we may confidently teach all subjects in the light of His Lordship. This, in turn, affects more than mere academics. We strive to practice biblical living and teaching everywhere, not only in our curriculum, but by our example as faculty and staff.

We are absolutely committed to the central principles of the Christian faith and to the evangelical principles of the Lutheran Church–Missouri Synod. (The Lutheran Church-Missouri Synod, is a movement associated with other Christians worldwide; committed to loving people as Jesus loved, serving the world as Jesus served, and proclaiming the grace of God so that people are blessed in their daily living.) Our faculty members are primarily educated and trained in Lutheran Universities across the United States. Our student body consists of 14 Christian denominations that represent 50 congregations spanning eight school districts. Those students who do come from unchurched families consequently are educated in a Christian culture dominated by the authority of the Word of God. As we seek to build Christian unity between families of the school, we also pray that Salem Lutheran School will never drift from stressing the importance of a consistent and personal adherence to our Lord Jesus Christ.

Kindergarten Core Subject Areas

Religion
Wanting to please God because of the love and trust they have for Him, these students eagerly pray their own prayers. They learn about Baptism and how God makes them His children. They learn more about sin and why Jesus died for all. They are encouraged to give gifts (offerings) to Jesus, their God. They feel a sense of belonging with others in church as they worship together. Beginning to gain an appreciation for Martin Luther and his teachings as well as recognizing the liturgical seasons help in their understanding of the church body.

Math
Students explore everyday uses of math as they begin to learn about money, temperature, time and calendars. Manipulatives are used to increase awareness of sets, sizes and shapes. They also sort and classify. Counting and understanding of numbers increase as students orally or in writing count and group numbers and sets. Making and recognizing patterns is an integral part of kindergarten math. Students also begin to understand measurement using non-standard units of measure. Recognition of whole versus sets of objects making a whole is introduced. Literature also supplements math concepts: The Grouchy Ladybug (time), Inch by Inch (measurement), Eating Fractions, or Alexander Who Used to be Rich Last Sunday (money).

Language Arts
A phonetic approach to language helps students in their developmental stages of reading readiness. Phonemic Awareness—knowing sounds can be the same or different—is taught through rhyming games, word lists, and books with rhyme and rhythm. From there students build a phonics base, knowing that individual letters have sounds and form words. They also begin to learn a list of sight words to help with beginning reading. As students participate in active listening and speaking, they involve themselves both emotionally and intellectually in the learning process. Expression of ideas in the form of role-playing, retelling, or illustrating stories they have heard improves vocabulary and helps them to see that words are captured language. They listen to a wide variety of children’s literature, including selections from classic and contemporary works.

Handwriting
Students will recognize and use capital and lower case letters and numerals correctly. Proper posture, pencil grip, and paper positioning will be taught to ensure good writing habits. Spacing between letters will be introduced. Correct formation of the letters and numerals will be taught—top to bottom, left to right. Self-evaluation of written work begins at this age.

Social Studies
As students observe what is around them every day, they learn more about God’s world. They understand more about time and why special holidays are important to them. Working together and independently helps them foster an appreciation for becoming a part of class and school. Respect for those in authority is expected and taught. Students know that God commands all of us to follow His lead and respect those who are placed in positions of authority. Students enjoy learning about the world around them by studying topics like transportation and community helpers as well as different customs from around the world. They begin to chronologically order information that will aid them in their future understanding.

Health
Students begin to understand how to care for their bodies and general health through rhymes, books, and videos. They will explore safety practices for home, vehicle, and school. Visits from police officers, firefighters, and the dental hygienist give them information and first hand experience with safety and health issues.

Science
Students begin to look at taking care of things that God has provided for them. They learn how plants and seeds grow. They observe weather and the effects of weather that bring about seasonal changes. Their inquisitive minds are eager to learn more in explorative ways as they compare items. They learn to classify animals such as mammals, birds, fish, and reptiles and learn more about their habits. Care of pets is also important. They learn more about themselves by exploring their five senses. Day and night are explored as they study the sun and moon.

Computer Science
As the students understand more about computers, they begin to learn more about how computers function and how to take care of them. They continue to learn new keys that will enable them to move around the monitor with ease. As the students begin to use new keys, their skills begin to increase to the point that they learn basic keyboarding skills. They learn to type their names and words. They will learn how to enter and exit programs and proper use of the mouse. The use of educational software is also encouraged as a way of strengthening classroom objectives.

Art
Efforts at artistic impression become more defined as students become more knowledgeable of art as an expression of themselves. They have opportunities to show their understanding of God’s work as the Creator. Shades of colors and mixing colors bring new dimension to their work. As appropriate to this age, students begin to critique their own work, appreciate their work and the work of others. Exploring texture with mediums such as clay add another dimension to their work.

Music
Rhythm continues to be fun for this age student. They can echo rhythm, clap, or beat to different tempos. Some attention is given to melody and the range of notes as they go up or down. They enjoy accompanying with instruments and moving while singing. Awareness of sections of music in musical pieces gets them more involved in their musical performances.

Spanish
Sequentially taught, students are introduced to greetings, simple commands, phrases, numbers, colors, and other daily-use vocabulary. Students speak, count, and sing in Spanish. This well-rounded approach to acquiring another language also includes learning about the traditions and holidays of Spanish speaking countries and playing games.

Physical Education
Cooperation is a key skill that students at this level begin to work on but in a fun way. Learning to play together fosters the idea of group work and responsibility for individual as well as group actions. As age appropriate needs and abilities indicate, students work on skills such as balancing, bouncing, and passing and kicking a ball. Their activity throughout the day allows for emotional as well as physical release.

Voyages, Concordia Publishing House, 2002
Johnny Can Spell (Spalding Spelling), Alice Nine, 2001
Saxon Math, Saxon, 2001
Scholastic, 2000
ABEKA Science and Social Studies, ABEKA, 2000
Scott Foresman Science, K level, 2003
Dynamic Physical Education for Elementary School Children, Allyn & Bacon, 2001
 

FAQS about Salem Lutheran School
Begun in the home of the pastor in 1853 and subsequently as a one room school house in 1874, on the present property, Salem School offers families a unique educational experience. The school has grown to a student body of 450 – from early childhood through eighth grade. For several years, Salem Lutheran School was known as Tomball Lutheran School and was housed on Zion Lutheran Church’s campus on Hicks Street. The present school campus was built in 1990, with an addition in 1996, that doubled its size. The Family Center across the street houses our gymnasium and our early childhood program. Full time care for infants through two year olds takes place in the church nursery area adjacent to the school. The early childhood program began in 1981 and full time care was added in 1991. Salem Lutheran School and Early Childhood hold accreditation through the National Lutheran School Accreditation Program in St. Louis, Missouri, and subsequently through the Texas Education Agency in Austin, Texas.

These educational ministries serve as outreach ministries for Salem Lutheran Church. They are governed by a school commission which is accountable to the elders and directors of Salem. The members of the commission are members in good standing of Salem Lutheran Church. The Director of Educational Ministries serves as the administrator.

The faculty at Salem Lutheran School are truly the “pastors” of their classrooms, desiring for their students the best education that can be provided through the sharing of our Lord, Jesus Christ.

After all these years, Salem Lutheran School remains committed to its first priority and mission – empowering a new generation of leaders for service to Christ.