by Viviana Chavez Gonzalez

“If you’d like to head to the lab area, we can get started,” begins health academy teacher Charles Patton. 

After being in the health services industry for many years, a job opportunity came up for Patton — teaching high school students different health classes. This was a big change for Patton, having no personal experience teaching students before. 

“I never really saw myself becoming a teacher, but I have many role models growing up, making me believe that I could do things above what I felt I could,” he said. “In college I had professors that also helped me see that there’s a lot of different ways to think about things than just what you read and interpret and take them to the next step further and do some other research and see what other people say about a certain subject.”

While it may not have been planned, Patton illuminates his newfound care for the education profession and his classes. 

“I’m not a huge believer in divine intervention, or things happening for a particular reason, but I think this particular job did happen for a particular reason. It put me where I was supposed to be.”

Even though becoming a teacher wasn’t exactly what Patton envisioned, students have grown fond of their new health teacher, boasting over the comfortability of the classroom environment. 

“One of my favorite memories was the week before break and he had bought us all popcorn and he made us laugh the entire class,” said sophomore Laela Rudicel. “We just got to tell stories, talk, watch movies and do whatever. We got to draw on the walls with paint markers. Everytime I see those drawings it’s a cute reminder of how much fun and comfortable the environment is. I just feel like every day in that class is my favorite.”

Another classmate, junior Amaree Smith, also described the classroom atmosphere as a close knit relationship between the students and Patton. She illustrated the family-like relationship they have grown over the year, shining a light on how important he has become in the students’ day-to-day lives. 

As time continues more students have grown to love his class and enjoy learning with him, much like Smith and Rudicel. 

Sophomore Kaniyah Woodley demonstrated how she feels in her third- period class with Patton, describing how inclusion and attention from teachers is important for students. 

“He’s a great teacher. I’m not afraid to ask Mr. Patton questions in his class because he’s very kind and doesn’t make you feel uncomfortable or bothersome I guess. Like when we’re doing a lab or something similar, you can ask him and he’ll demonstrate it for you. He’s very good at making you feel comfortable and it’s not like you’re being left behind.”

Continuing the notion, sophomore Camden White detailed the importance of student-teacher relationships, stating, “I feel like compared to other teachers, Mr. Patton just understands on a deeper level, and he understands that the connections are really important. He wants to be involved and really help us understand our subjects. There’s some teachers who don’t really explain much and who aren’t very into it. They don’t understand us and what we need or how we need to learn.”

Moments like these with a welcoming environment and engaging activities can be critical for students and their learning pathways. All students are different and they may require unique conditions in order to be successful in the classroom. This may come as a difficulty for some teachers, especially with the new generation and their views.

Despite this, Patton enjoys the challenge. He described how interesting it is to see how sometimes the most unexpected events lead to something even greater. 

“To be able to impact a whole classroom of students that are locked in and interested in what you’re saying. It’s a different feeling than I’d ever really experienced. And I think it’s those moments that keep me centered in and knowing that this is the right choice for me.”  

With a new look on life and new experiences, it’s exciting to see how as people we can grow. A huge part of students’ lives is meeting new people and making connections, and for the students of Patton this is a key part of building a healthy learning environment. 

Sophomore Arianna Adams shared her personal experience as well, illustrating the guidance she is able to receive from Patton. 

“I really like  his teaching style because I feel like I could ask any questions and he explains it to me in a way I can really get it. Usually if I have a problem teachers kind of want me to figure it out by myself but he understands and helps me figure it out instead of just sending me out lost.”

It’s Patton’s teaching style that helps him connect with his students.

“The best part of teaching is when you all lock in, you get to actually see what you’re trying to teach, take hold and make sense. That really is it, when I can stand up here and see what I’m saying, connect with you guys, that’s the best part of teaching.”

Students believe Patton’s personality is what makes their connections with him so powerful.

“He’s himself which I feel like being himself and being funny and natural is what helps us connect with him so well. It helps us have an understanding of each other. We get to have a lot of fun doing nice sections in different labs, and those are always a good time working together, laughing, and joking around,”  continued White.

Being a teacher is difficult, but isn’t it worth the hard work when it’s for the students? To be able to see lessons come to life and inspire those around you. 

Rudicel illuminated the relationship between Patton and his students.

“He truly cares for us as we are his own children. He all makes us happy. I like how understanding and kind he is. Most teachers could care less about what’s going on or what’s happening to make you feel bad or upset but Mr. Patton cares. Today I was super tired and drained and he came up to me and I ended up laughing. He just makes the day better, I believe he is a true teacher.”