Every student has had a class that they absolutely dreaded going to. The only thing they could focus on is the tapping of someone else’s foot and the humming of the lights above that were way too bright for early in the day. No matter what they try, their teacher’s insipid words slide through one ear and out the other. Trying to learn in a dull classroom is like emptying the ocean with a teaspoon, impossible. Some teachers, however, openly combat the boring classroom dynamic by trying to make the school day just a little bit brighter for their students. These teachers understand how a positive relationship between students and staff cultivates a positive learning environment. A paragon of this engaging teaching style is Mr. Nathaniel Langelli.

“I try to keep students engaged first and foremost by having genuine concern for them. I want them to succeed, not just to get a good grade, but in life in general.I want them to develop positive habits that will benefit them after they graduate high school, and I also like to joke around and have fun.” Langelli said.

An easy example of Langelli’s teaching style in action is how he starts every class period with a new “fact of the day”. This grabs students’ attention while also opening room for discussion. Breaking the class time into different segments is crucial for student success in the classroom. This is more true in Freedom than in many other schools, because of the block schedule. While great for time efficiency, it can lead to 80-minute-long monotone lectures that many students can not focus through entirely. This leads to long expanses of time in which students daydream, fidget, doodle and do just about anything but learn. In a building with learning as its primary objective, there is very little room for these kinds of distractions. Instead of 50 wasted minutes in which students are disengaged, a three-minute side discussion led by the teacher can help regroup students and make the most of every class, a small sacrifice for greater success. Teachers can take control of these distractions by making learning fun.

“There are clear expectations, guidelines and deadlines, but at the same time, students feel comfortable enough to share their thoughts, experiences, etc. It is my goal that students know I care about them, and for them to get the most out of class as possible. I value student input and appreciate lively discussions while at the same time displaying mutual respect for one another. While we might not always agree on every issue discussed, my classroom is a safe place to have those discussions and students feel comfortable enough to participate,” Langelli said.

Many critics of this teaching style argue that the relaxed setting will lead to disruption and distraction in the classroom. Langelli, however, found the opposite.

“I also like to joke around and have fun. Students value the respect I give them and the fun we have in class. I try to talk with every student each class period. Everyone is important and when students see me demonstrating that in class they are more willing to stay engaged in class discussions, projects, assignments, etc,” Langelli said.

Though seemingly unconventional by some, teachers forming positive relationships with students and having fun in the classroom promotes growth and learning. When students are given the chance to enjoy the work they are asked to do, they are more willing to do their best work and retain the knowledge. Teachers have the unique responsibility of educating students so that they may succeed in the future. It only makes sense that they use a teaching style that accomplishes this goal and betters student life at the same time.