Category Archives: profile

Profile: Berger-Harmon leaves strong impression on students

By Jeanna Brown/Staff Writer

Photo Caption: Mrs. Laura Berger-Harmon talks to students in Spell Bowl at a recent practice.

“A good teacher is like a candle- it consumes itself to light the way for others.”-Mustafa Kemal Ataturk.

Much like the candle, GC English teacher Mrs. Laura Berger-Harmon helps her students in any way possible.

Mrs. Berger-Harmon said the reason she wanted to become an English teacher was because of her love of reading. She wanted to share her passion with others and help students find pieces that they would enjoy as well. Mrs. Berger-Harmon also mentioned that she has been influenced to continue teaching because of her students. “My students are the reason I show up everyday and I want them to learn something about themselves and about literature over the course of the year. Luckily, my teaching has been influenced by what students could do utilizing devices and this definitely helped when COVID hit,” stated Mrs. Berger-Harmon.

Teaching during COVID can be a struggle. Mrs. Berger-Harmon stated, “I quickly digitized assignments and tried to find ways to make assignments easier to manipulate through different platforms. Finding ways to keep students engaged is what keeps me searching for new ways to implement ideas in my classroom.”

Lillie Pratt, a former student of Mrs. Berger-Harmon, said that Mrs. Berger-Harmon was a very good teacher. “She would always help me when I needed help. She would always have one on one meetings with her students to discuss what we were learning, or struggling with. I liked how she explained things when she taught.”

 Pratt continued, “Mrs. Berger-Harmon was very sweet, but sometimes she got off topic. She would always motivate me to do my best by telling me to do my best and making sure I turned in assignments. Mrs. Berger-Harmon is a great teacher, but if I could change one thing about her, it would be how much work she gave out. Sometimes she would give out a lot of work and that made me feel overwhelmed, and stressed.”

Destinee Roberts, senior, said that Mrs. Berger-Harmon was a great teacher. “She was always here to help me, even when I did not want to do my assignments. She always made sure I understood what was going on and if I didn’t she would go out of her way to help me until I did understand.”

Roberts also said, ” I would describe Mrs. Berger-Harmon as helpful. She would always get to her point quickly, yet efficiently. She would always give us time to do our assignments in class, but sometimes she would give us too much work that we would have to finish it at home.” Mrs. Berger-Harmon has made a good reputation for herself. Whenever students ask others about her, many compliment her. 

Mrs. Berger-Harmon has been teaching for 15 years. Berger-Harmon has taught at three different schools in different states. She started her career in IL, moved to FL, then moved back to IN. Mrs. Berger-Harmon is the co-sponsor for Student Council. She also coaches the Spell Bowl team. She has even choreographed for the musical the last three years.

Teaching can be very hard at times. When you first begin teaching it can be hard to get used to the teaching style. Mrs. Berger-Harmon has had to adjust to new schools and teaching styles three times because of several moves. It takes a strong individual to be able to do this. Mrs. Berger-Harmon leaves a great impression wherever she goes.

Profile: Students characterize MrS. SOKOLOwSKI as “Laid back,” “Dedicated”

By Joseph Phillips/Staff Writer

Photo Caption: Mrs. Kelly Sokolowski ‘s students work independently during class. Photo by Joseph Phillips

Zach Livingston, 10, describes Mrs. Kelly Sokolowski as, “(She) is a cool teacher and usually pretty laid back.” He also said, “Mrs.Sokolowski is always willing to help when we need it, answers questions when we ask, but I feel like we get too many projects in that class. I wish other teachers were like her.” 

  This is Mrs. Sokolowski’s 10th year of teaching and her second year of teaching at GC. Her first 8 years were in Vigo County and she teaches English/Language Arts. 

    Mr. Brent Oliver, GC English department head who has been working with Mrs. Sokolowski for two years, says when it comes to teaching, Sokolowsksi is dedicated and focused. “She works hard and gets things done, that’s for sure. She is really good at asking questions to check to be sure students really understand.” He describes her as a great co-worker. “Even though last year was challenging, she embraced that challenge very well.” 

  Sokolowski says what she thinks her greatest strengths and weaknesses are. “I think one of my strengths is being able to break down the material in a way that students can understand it. One of my weaknesses is procrastination. I tend to put off tasks that I don’t like to do, and sometimes I have to scramble to get things done.” 

  Sokolowski tells about her journey of teaching. “I had a completely different career before becoming a teacher. I started out in a teaching program when I first started college, but changed my mind after my first semester to focus on creative and technical writing. I worked in marketing designing materials for a biotech company for years. I thought about going back to get my teaching degree for a long time. I took time off work when I had my children. When I started helping my kids with their homework, I started to think about teaching again, so I went back to college and got my license.” 

  Sokolowski says her first day at GC as being stressful. “I was hired only a few days before the first day of school. I didn’t even know what classes I would be teaching until the night before school started, so the first day of school was stressful but exciting at the same time.” She then began to describe one of the craziest things she has seen while she’s been here. She describes a Tik Tok challenge where students steal or destroy school property. 

  Mrs. Sokolowski describes her average school day. “I usually arrive around 7:45 a.m. I use that quiet time to answer emails and get materials ready for the day. After the 8:30 bell, I am busy teaching English 10. I try to relax during lunch, but most days I am either using that time to answer emails, grade, or work on lesson plans. Depending on my schedule, some days I stay late after school to finish grading or planning for the next day. Often, I bring work home and work on it there.” She reads to take care of herself so she doesn’t burn out. She also plays video games. 

  She talks about the best and worst parts of teaching. “I love discussing literature with my students and getting their opinion on the stories we read. I love a good debate in class about theme or character motivations.” 

   On the other hand, she says, “The hardest part of teaching is keeping students engaged, especially with cell phones and iPads in the classroom. Technology can be a usual tool, but a big distraction in the classroom.” 

There were several things she wished she knew her first year of teaching. “I have several friends who were teachers, and they gave me lots of help/advice in my first year. Even with that advice, I did not realize the amount of time I would spend grading. I wish I knew that not every activity done in class needed to be graded. I could have saved myself a lot of time then.” 

She also gives great advice for people who want to teach. “I would tell them that the first few years are the most difficult. Teaching is a huge commitment, and it is not just a 9-5 job. There will be many times when you will take work home with you, but the most important thing you can do is to take time for yourself and your family.”

Profile: Mrs. Rosing’s teaching style described as “caring,” “personable”

By Lauren Blasko/Staff Writer

Caption: Mrs. Laken Rosing helps Kylie Huffman, 11, with her questions about the reading. Photo by Lauren Blasko

Greenfield Central High School has had many English teachers throughout the years. Many of them have worked there for a long time, like Mrs. Laken Rosing. Rosing has been teaching at Greenfield-Central for 8 years. 

Rosing said she knew exactly what she wanted to do when she applied for college. Rosing stated, “I knew at 17 years old what major I wanted to as I applied for colleges. I knew I always liked helping and working with people. I always found teaching appealing and loved working in the classroom.” Rosing said that she really likes teaching high school students because she thinks at this age teenagers need good influences and mentors to help them. Rosing stated that unlike last year, she feels like this year she has gotten to get to know her students. Because of the mask mandate last year, Rosing stated, “I feel like last year it took two or three times longer to get to know my students, partly because of the hybrid schedule and partly because of how people were on edge.” Although now GC is operating under a mask mandate, at the beginning of the year, there wasn’t a mask requirement. Rosing stated “Without having the masks I could see people’s facial expressions. It made engagement from students so much higher this year than last year.”

    Something that is new and different for Rosing this year is now she is teaching all juniors and additionally for the first part of year she had a student teacher in her classroom. At the beginning of the year Rosing said, “I didn’t know how to feel about having all juniors, but now I like it because I have gotten to know a lot of the junior class.” Along with the changes in switching to teaching all junior classes, Rosing found out a week before school started that she would have a student teacher, Mrs. Brianna Perry. Rosing stated how she and Mrs. Perry discussed what she needed to get done for her class, and under Rosing’s guidance Mrs. Perry did the exact same unit that Mrs. Rosing would have done.

Having Rosing as a mentor, Mrs Perry, the student teacher, stated that she learned a lot from her. Mrs. Perry, following that, stated how she really enjoyed the way Rosing cared for her students and how she brought her personality into the classroom. Mrs. Perry said, “I think the importance of caring for students inside and outside of the classroom, and love like Christ.” Mrs. Perry said how she enjoys the way that Mrs. Rosing grades because of how she does it out of effort and how much a student puts into the assignment, not just the grade they got. Mrs. Perry stated, “I think she is very personable and easy to talk to. She is not afraid to give feedback, but the way she approaches it is like a friend giving you advice.” Having a student teacher was really different for Rosing, but Mrs. Rosing ended up being a mentor and friend to Mrs. Perry, even with her short stay.

    Mrs. Rosing hasn’t had just an influence though on just student teachers, but also her students as well. Joshua Pierce, 11, stated, “I have enjoyed having Mrs. Rosing as a teacher over the years. She has more of a hands off approach that helps you learn but mostly grow.” Rosing helps her students grow in their English abilities. Pierce stated how his abilities grammatically have grown because Rosing doesn’t give him the answer right away; she lets him figure it out for himself to improve. Kammi Anderson, also 11, stated, “Rosing has always been a teacher that keeps my attention and validates my feelings. I feel like I’m treated like a person during conversation, and the beginning conversation is wonderful.” Anderson stated how her English abilities in writing and better wording have significantly improved with having Rosing as her teacher. Pierce stated, “She’s a dope teacher, and she would probably hate me for saying that in the newspaper.”

    Mrs. Rosing strives to have a great influence on her students, to be a mentor for everyone, and to have a positive attitude.

Profile: Amador creates environment of cultural acceptance

by Kaydence Ham/Staff Writer

Many people are well aware of the value of a teacher in their lives. For students, a teacher is the one who influences their character, habits, career, and education in life. They mold students and their futures accordingly in order to make them responsible citizens of the country. There are certain people whom one remembers throughout one’s life because that person genuinely cares. One such person may well be Mrs. Erika Amador. 

Mrs. Amador has one main goal for students who leave her class and it’s not that they will be fluent in Spanish. Cultural acceptance and knowledge are very important to Ms. Amador. “Yes, I want kids to know Spanish…but mainly if they have an open mind towards other people, groups, and cultures,” she said. “That’s a big success.” Her co-worker, Miss Sonja Jaggers agreed that World Language teachers try to make education relevant and that is part of the way Mrs. Amador relates to her students.

Amador understands that students and teachers of today have so many challenges they face. She feels that technology is the biggest challenge because it can be a huge distraction. Along with that is “all the expectations placed on students by other people,” she said. “Sometimes students feel like they have to have an A or B or else they’re failing and that’s not the case. C is average.” That is a lot of pressure to handle and it can be overwhelming for students. 

She does her best to overcome these challenges with students by communicating. “I’m very open with students and expect them to communicate openly with me as well,” Amador said. Miss Jaggers said part of the reason Mrs. Amador is such a good teacher is “relationships and trying to be positive during the challenging times.” 

Some of her students would agree that she is positive. “Mrs. Amador always had a great attitude and tries to put us in a good mood too,” Marissa Clapp, freshman, said.

Amador overcomes her own challenges by trying to find new techniques and ways to manage what she describes as her lack of time management skills and technology skills. Although Mrs. Amador recognizes her technology skills as a weakness, when interviewed, Miss Jaggers described her as, “Tech-savvy, fun, and family oriented.” Amador also recognizes that in our current COVID climate there are multiple challenges for teachers today and teachers need to, “push aside all the ‘junk’ and focus on the students and why you became a teacher to begin with.”

She would recommend if a student does want to ace any foreign language repetition is key but it’s also important to immerse yourself in that language.

Ms. Amador has busy days at G-C filled with back to back classes and lunch duty. She loves teaching and enjoys interacting with students and sharing her passion for Spanish. The students recognize her passion. “I actually don’t mind Spanish because she is really good at keeping us engaged and keeping us busy so time doesn’t pass so slowly in her class,” Clapp said.

She also loves that her students “always surprise me. For better or worse they always surprise me”.

Students will likely be walking the hallways of G-C a decade from now and see Mrs. Amador because she plans to stick around. “I like teaching. That’s why I’m here.” She has either been in school as a student or a teacher for 36 years and she sees many more years to come trying to instill a love of culture in students because to her “that’s a job well done.”

Profile: Business teacher lucas builds relationships with students, peers

by Joseph Phillips/Staff Writer

GC teacher Mr. Michael Lucas has been teaching business classes for 7 years. Lucas has only taught at GC for one year and he has made a positive impression on many of the students here. Students notice that he jokes a lot and lightens up the mood. He joined GCHS just a little before the pandemic. 

      Jeanna Brown, 10, said she wished more teachers were like him because, “He is so easy-going, his class runs smoothly, and he makes us feel comfortable and safe. Mr.Lucas is always willing to help us if we need it, answer whatever questions we have, though I feel like he makes us do too many slide presentations.” 

      William Henderson, also a business teacher at Greenfield-Central who has been teaching with Lucas for almost 2 years, describes Mr. Lucas as having compassion when it comes to teaching. “Mr. Lucas takes a very participative approach to education, always getting the students to interact with him and the students he is always willing to try new approaches, and I think he’s best at communicating.”

       Lucas said what he thinks his greatest strengths and weaknesses are. “I think my strengths are communicating with students in a productive way, building relationships in the classroom to identify the needs of a student. I think that I am a good team player with my peers, and my weaknesses are administrative duties such as scheduling appointments, answering phones, and maintaining organized file systems for the organization.”

       Lucas finished high school at Arsenal Technical High School in 1985 and then graduated from Marian University in 1989. He said he became a teacher because “I wanted to help young people, I have always wanted to teach. After twenty years in the business field, I was given the opportunity to be a teacher. That’s when I got my teaching certificate to teach students in the field of finance and business. That was seven years ago in 2014.” 

       His first day at GC was overwhelming as Lucas described it. He started in the middle of the school year and started over with a new school, after his last school, TC Howe closed. “(I had) New students, new procedures, new usernames & passwords. Mr. Henderson was a great help to get started and welcomed,” Lucas said. “The craziest thing that has happened since I’ve been here has been the COVID experience probably like every other school.” 

Mr. Lucas described his typical school day. He said, “I have my classroom classes, and I have the Career Exploration students who sign out before work every day. There is a lot of traffic. On most days, I have about 160 students come into my room,” 

           Lucas then began to describe what he thinks is the best and the worst part of teaching. “In my opinion the best part of teaching is working with young people and seeing them learn and mature. It is good to be in a room with young folks who are positive and optimistic with their futures ahead of them,” he said. “The hardest part for me as a teacher is so many people having an opinion on what we do as teachers with no involvement or limited involvement in the process of the classroom. These are mostly people outside of the school in different roles. There doesn’t seem to be the collaborative effort and shared accountability in the student’s success as there has been in the past.” 

           Lucas had a bit of advice for people who want to go into teaching. He said, “Relationships in the classroom are important. Students learn in different ways. Don’t judge students by what you see or what you hear from others. Ask questions of your fellow teachers who are almost always very willing to assist.”

Profile: Bernard encourages journalism skills, storytelling

by Andrew Elsbury/Staff Writer

Photo Caption: Mrs. Jill Bernard assists Zoey Petersen, 10, on her personality profile for the September Cougar Review issue.

“Tell me and I forget. Teach me and I remember. Involve me and I learn.”-Benjamin Franklin.  GC teacher Mrs. Jill Bernard has been teaching for over 20 years. She has helped many people in a variety of subjects, ranging from English to journalism. Although only being at Greenfield Central for nine years, she has had an important impact on the students who have had her class.

Growing up in Rensselaer, Indiana, guided by her father’s love for writing and her mother’s curiosity, Bernard got very deep into journalism. After graduating high school, she went to Indiana University, majoring in journalism. Once she graduated, Mrs. Bernard taught in Frankfort, Indiana for 7 years. After her long run in Frankfort, she taught in Arizona for the same amount of time. Finally, Bernard made her way to Greenfield Central, as this year marks her ninth year teaching in Greenfield.

One of Bernard’s students this year, Lauren Blasko, 11, said about the teaching veteran, “(Mrs. Bernard) is really understanding, and she gives amazing criticisms that help to better our writing.” 

Another one of Mrs. Bernard’s students, Jeanna Brown, 10, said the following about the former Who’s Who of American Teachers nominee: “The way Mrs. Bernard teaches is so free-flowing and confident, it really gives her lessons that extra step into helping her students, better than her teaching peers.” 

The reasoning behind Mrs. Bernard’s career choices are very intriguing. For example, the reason she loves journalism so much is because she loves to tell other people’s stories. “Everyone has a story,” Bernard stated, “and relaying those stories to the world is an important job.” The veteran teacher is also very humble, given her answers when asked about how her friends would describe her: “I HOPE they would say kind, funny, and helpful.” 

Bernard fills many students’ hearts with HOPE, as if she did not, there would be no one writing the GC newspaper, the Cougar Review. Bernard also talked about her students, and how she feels about them; specifically the misbehaving ones: “Most of the kids are good students. I like seeing kids develop, and I love helping students through their struggles.”

“Her overall personality.” This quote from student Jeanna Brown sums up her favorite part of Jill Bernard. Mrs. Bernard shows this “overall personality” by her response to her hobbies/reasonings for writing: “I enjoy making jewelry in my free time. I like to spend time with my family more, however.” Mrs. Bernard also stated a reason as to why she enjoys journalism so much. “I like writing about people. I like to tell their stories, and I like to get my opinion on certain events out there.”

Bernard states that her biggest achievement in life is having a family, a sentiment that is shared by many men and women alike, here in the U.S. Academically, however, Mrs. Bernard states that one of her biggest achievements is being nominated twice for “Who’s Who Among America’s Teachers,” in which a teacher, along with their picture, is put in a large book of America’s best teachers, nominated by America’s best students (the top 10% of students in their respective classes).

Bernard’s caring attitude towards all people, specifically her students, is shown in her way of teaching and her love for storytelling in writing. “A great teacher can teach Calculus with a paperclip and literature in an empty field. Technology is just another tool, not a destination”-Unknown.

Profile: buchanan makes learning about universe entertaining

by Ben Brunsting/Staff Writer

Photo Caption: Mr. Jeremy Buchanan, GC Physics Teacher teaches his class a new equation. Photo by Ben Brunsting

The rules of the universe: an interesting concept in theory but the process of learning the rules can become monotonous and tedious. Thankfully here at Greenfield Central we have great teachers capable of keeping people both interested and intrigued in the subject. One such teacher is Mr. Jeremy Buchanan, physics teacher in room 1139.

Buchanan began his teaching career in 2005 working at Bishop Chatard High School until 2007 when he moved to Franklin Central High School. After working there for five years Buchanan then moved once more to Greenfield Central in 2012. Buchanan commented on his reasoning for becoming a teacher, “I never wanted to be a schoolteacher. In my teens, I wanted to be a scientist – a physicist or an astronomer – but by the time I graduated college I was focused on family and children. Grad school didn’t seem a very practical course of action for me. Eventually, I figured out that teaching was a profession that suited my family life well without being boring. I think it’s worked out okay.”

Of course we all know Buchanan as the physics teacher, but what you might not know is that physics isn’t the only subject he specializes in. For instance, he also has minors in astronomy, computer science, mathematics and even English Literature. “A class in English literature each semester helped to give my education the variety that made it enjoyable. Natural sciences and the humanities are also more closely connected than you might think. Consider, for example, that one of the first professional achievements of Galileo was a pair of lectures delivered to the Florentine Academy on the science of Dante’s Inferno.”

A break from the daily monotony is what Mr. Buchanan gives to his students. One such student is junior Peyton Willits who said about Buchanan’s methods of teaching, “I feel that his style of teaching is really nice since he makes sure you’re engaged, which is pretty good when you have ADHD.” A common occurrence seemingly, with junior Dominic Smith saying something similar: “One of my favorite things about his teaching is how into it he gets.” 

With such a wide love for his teaching, Mr. Buchanan clearly interacts well with students. He said of this ability, “Like a lot of people who are introverted and socially awkward, I find that a setting where I have a specific role makes interacting with people much more comfortable. It took me a lot of practice to be comfortable speaking in front of a classroom, but now I’m reasonably at home with it.” Another notable characteristic of Mr. Buchanan is his willingness to let himself get lost on tangents that keep his students engaged with him and keeps the feel of the classroom fresh. “ I love wordplay and storytelling in general, but I also try to consciously cultivate a style and a presentation that engages students and helps to keep things interesting,” Mr. Buchanan said.

With students using words like, “Quirky,” (Peyton Willits) and, “Goofy,” (Dominic Smith) to describe him, it’s pretty easy to understand he isn’t just your average teacher. When Mr. Buchanan was asked to tell a physics joke to conclude our story, he said, “I’m sorry. I only tell bad jokes. I’ll leave you with a limerick:

“There was a young lady named Bright

Whose speed was much faster than light

She set out one day

In a relative way

And returned on the previous night.”

Profile: Math teacher Marler helps to turn negatives to positives

by Jeanna Brown/Staff Writer

Photo Caption: Mrs. Michelle Marler dresses to support her school. She loves using the white board to encourage student learning as well. Photo by Jeanna Brown

“Life is a math equation. In order to gain the most, you have to know how to convert negatives into positives.” – Anonymous.

Mrs. Michelle Marler, GC math teacher has a way of turning the negatives into positives, in the case, a positive attitude. Nathan Schrieber, a GC graduate, said that Mrs. Marler was his favorite teacher in high school. “She would always help me when I needed help and provided a safe and comforting environment. She never got mad, or acted frustrated when asking for help. She always made little jokes to help motivate me. Even if I wasn’t understanding something, she would always help me until I understood it. She was the nicest teacher I had.”

  Mrs. Marler has been teaching for many years. Mrs. Marler ensures her students get the best learning experience, by helping them relate everyday life things to math. 

Marler decided she would like to be a math teacher her senior year of high school. She originally applied to colleges to be a physical therapist, but she decided since she enjoyed helping her classmates with AP Calc, that she would pursue math education instead. 

Mrs. Marler stated that her mom inspired her to become a math teacher. “My mother was an elementary teacher, and while I had no desire to teach at the elementary level, I saw how much she loved teaching.” Mrs. Marler also stated that her students were the ones who inspire her to continue teaching every day. “They are the ones who make this job interesting and rewarding. I love getting to know who they are and hopefully help them learn and grow.” 

Mr. Todd Degler, also in the math department with Marler, has been teaching with Mrs. Marler for 10 years. They even went to the same college. Even though they didn’t know each other in college, they graduated a semester apart in the Math Education department. Mr. Degler described Mrs. Marler as reliable, steady, and a confident professional. “She is willing to stop what she is doing to help anyone who needs it,” Degler said.  Degler also stated that he would feel comfortable letting Mrs. Marler teach his own children.

Mrs. Marler always tries to get her point across in many different ways.“Mrs. Marler gets to the point quickly, while explaining needed information,” stated Mr. Degler. “She uses visuals and examples to demonstrate the process of math concepts. She is also very good at checking for understanding throughout her lesson by giving problems for students to explain orally, on paper, or to demonstrate.” 

As like every teacher, Mrs. Marler is not perfect. She has flaws like everyone else, but her flaws don’t really seem like flaws. They are more like high expectations.  “I feel one thing Mrs. Marler could improve on is saying no. She often will agree to an extra workload to help others or give up her prep period to work with students,” stated Mr. Degler. “I feel one thing Mrs. Marler could work on is not giving out as much homework. I used to have  homework in her class every night,” stated Schrieber. 

When you first begin teaching, things can be difficult. You have to learn how the school functions, Marler said. “Things are much more relaxed now versus when I first started teaching. Education is much more personalized and not as black and white as it used to be,” Marler said. “Students have many more choices and resources available to them. When I first started teaching, I would have students begging me to accept late homework. Now I’m the one begging them to turn in late work. Technology has also changed a lot in education, both for better and worse. While technology has increased opportunities for communication and online resources, it has also created serious barriers to classroom engagement.”

Teaching can be difficult with a normal school year, let alone in the middle of a pandemic. “Teaching those who are out with COVID or who were contact-traced is tough. You have students in class with you, but a group of students who may or may not be watching you on a google meet. COVID has made it tough to do what I have planned because I like to do group activities and hands-on things.” 

Mrs. Marler has made a positive reputation for herself. “Overall, I would recommend Mrs. Marler to anyone,” stated Mr. Degler. 

“Mrs. Marler is the best teacher I have ever had, and I would recommend her to anyone because she is willing to help others, before she helps herself,” stated Schrieber. 

Mrs. Marler summed it up, “I love my job and being able to help kids in any way I can.”  

Crumlin, known for “energy,” “love of life” teaches students “math is your power”

by Zoey Petersen/Staff Writer

Photo Caption: Angela Crumlin, math teacher at GCHS, stays after school to help her students succeed in math.

Some math teachers have reverted to the good old whiteboard and markers to teach this subject most people would call complicated. Not Mrs. Angela Crumlin. She has bubbles that she blows to help kids de-stress. She has a tool belt around her waist to ensure she has everything she could need at any given moment. Not everyone can be happy when they are going into math class, but when students are on their way to Mrs. Crumlin’s room, their opinion changes.

Mrs. Crumlin’s love for math came from a struggle with spelling. That might not make sense, but to elaborate, she never wrote her spelling words down to practice them; she would always practice vocally. Practicing vocally didn’t help her to succeed in spelling, but writing everything down made her realize her love for problem solving. Once she realized that writing math down helped her to solve the problem, her love for it grew. After that, helping people was just instinct.

Mrs. Crumlin refers to herself as the “Energizer Bunny” and some of her co-workers agree. “I admire her energy. She has so much of it,” Ms. Kristin Harker, fellow math teacher, said.

Mrs. Michelle Marler, another math teacher, concurred. “Her energy makes her a good teacher, and how she really cares about her students. She’s really aware of what kids need.” 

Not only is she a great teacher, she’s a good friend. Mrs. Marler recounted how she has gone to Mrs. Crumlin for advice when it comes to her kids. “She’s got more experience than me,” Marler noted. Mrs. Marler has worked with Mrs. Crumlin for 18 years now, and what she admires most is her “love of life.” Mrs. Marler has learned how to be a great teacher while working with Mrs. Crumlin. “She works really hard and sets a great example on what it means to be a great teacher.” 

Ms. Harker has learned a thing or two from Mrs. Crumlin as well, like better organizational skills. Better yet, Ms. Harker has asked Mrs. Crumlin, “about specific student situations, to see if she would’ve made the same decision. She has a lot more experience than me.” It seems that Mrs. Crumlin is a go-to for advice on professional and personal situations. Mrs. Harker has also noticed how Mrs. Crumlin was able to “adapt to different environments” when the pandemic made everything electronic. “She learned how to use the technology in order to be there for her students. She provides a lot of resources,” Harker said.

Mrs. Crumlin has clearly influenced others in her department and one can see her dedication and love for her craft. One may walk into her classroom apprehensive about math, but one will likely walk out with confidence. She helps students to realize, “Math is your power. iIf you can do math you can do anything,” as Mrs. Crumlin says.

Profile: Mosser experiences early years of teaching career in pandemic

by Lauren Blasko/Staff Writer.

German Teacher Miss Jordan Mosser reviews with her German III students before the test. Mosser will soon visit Germany, to teach her students  more about the culture of the country.

With the recent COVID-19 pandemic, most schools lost some teachers, just like GC did. The German teacher in 2019-20, Ms. Cathy Clements, decided it was time to retire based on the conditions regarding the pandemic at that time. In search of a new German teacher, GC was able to hire Miss Jordan Mosser.

Mosser originally knew that when she went into college she wanted to be a teacher. Following that, Mosser knew that when she went into college she wanted to continue in the German language. Mosser stated, “I knew that I liked working with kids and I wanted to continue working with German, so it was the perfect combination.” This allowed Mosser to get her college degree in teaching German. Unfortunately for Mosser, her first year teaching didn’t go according to the plan as she originally had in mind. Mosser’s first year teaching at GC was during COVID-19, occurring when GC was on a hybrid schedule. Because of this hybrid schedule, only half of the students were in her class each day, while the other half was online. This was a challenge for Mosser, throughout the year, because she said that keeping the online kids engaged and in the lesson was hard. Mosser stated that her first year at teaching she “learned something new everyday” and “I learned a lot more than college prepared me for.” 

Having a new teacher during any normal school year is hard, but having a new one during a pandemic can even be more challenging for some students. Victoria Titus, 12, stated how having a new German teacher was, “super exciting and yet also nerve-racking at the same time.” With Mosser as a new teacher, it made the school year different for a lot of students. 

From the last school year to the present one, there have been many different adaptations that Mosser has gone through with her students. Even with those adaptations it never stopped Mosser from having a good relationship with her students. Mosser was able to have a good understanding and connection with her students. This was why so many students gave positive feedback about her. Titus said, “Frau Mosser did a great job at engaging her virtual and in person students and made the class enjoyable.” Victoria Titus, as well, continued to state that even though Mosser was a new teacher last year, which was intimidating, the past school year with Mosser has helped her learn German in person and even through a screen. 

One of Mosser’s goals as a teacher is to have a good influence on her students. Because of that, she allows her classroom to be an open and fun environment for her students. Students have been able to see this exact thing as well. Kammi Anderson, 11, stated, “That class is always a place where I can unwind. It is always a very open class, and even though the whole class talks a lot, we still end up getting our work done.” Kammi Anderson talked about how having Mosser’s class is “so relaxed and the class she needed at the end of the day.” 

As well as wanting to have a good influence on her students, Mosser wants to have a deep connection with her students. Mosser stated, “My favorite memory from last year was getting to talk to you guys and getting to know all of you.” Victoria Titus, 12, said that she enjoyed having Frau Mosser as her teacher through the past year and how she made her class very enjoyable to go to.

Mosser is a teacher who has goals to have a connection with her students, to teach them German, and to have a positive influence on her students.