One class, one lesson, and one teacher can shape a student’s future. Teachers are the heart of our schools—leaders, motivators, and sources of inspiration for students. At Great Crossing High School, we are incredibly fortunate to have dedicated staff and educators who create a safe, engaging, and dynamic learning environment for all students in grades 9-12. This month, several Warhawks wanted to acknowledge just how lucky they are to have such exceptional educators guiding and supporting them every day.
One of the many ways staff and faculty can be a guiding light for students is by fostering a sense of belonging at Great Crossing, regardless of their age, race, religion, or background. Our school should feel like a home away from home for both students and staff. Teachers can help create this welcoming environment by building genuine, comfortable relationships with their students. This can start with simple, meaningful conversations about non-academic topics—such as family, interests, and personal experiences—helping students feel valued, understood, and supported. Two Warhawk faculty members have done just that.
Mitchell Krahulik’s Supportive and Interactive Approach to Teaching
Sophomore Nathan Mitchel considers chemistry and forensic science teacher Mitchell Krahulik to be a true mentor at Great Crossing High School. One of the aspects Nathan appreciates most is Krahulik’s practice of giving students a five-minute break during class—a small but meaningful gesture that allows students to reset, catch up on homework, or use the restroom without missing important instruction. “Mr. Krahulik includes a brain break during each class, which is really helpful for those of us who need to check a text or step out without disrupting the lesson,” Mitchel shared.
He believes these short breaks are essential, as 90-minute classes can sometimes feel overwhelming. He wishes more teachers would incorporate similar pauses to help students stay focused and refreshed. 
Beyond brain breaks, Mitchel values Krahulik’s daily encouragement and approachable teaching style. “He’s easy to talk to when you’re confused or struggling with an assignment. Teachers should have that quality—students shouldn’t feel afraid to ask questions in order to do their best work,” he explained.
Additionally, Mitchel praises Krahulik’s hands-on teaching techniques, which make learning more engaging and effective. “He often incorporates labs and interactive activities, which encourage more participation and help students better understand the material,” he said.
Overall, Mitchel deeply appreciates Krahulik’s supportive approach, engaging teaching methods, and commitment to student success. He also admires how Krahulik values student input—allowing them to help shape classroom rules based on what best supports their learning. Krahulik’s dedication makes a lasting impact.
Andrea White’s Impactful Way of Building Student Connections
Students often fear their teachers or struggle to ask for help from staff members, which can stem from a weak student-teacher connection. The key to earning students’ trust and making them feel comfortable in the classroom is building strong relationships with them. A positive and supportive student-teacher relationship encourages class participation, improves students’ willingness to ask questions, and enhances their understanding of the material. As a result, students are more likely to succeed academically, leading to higher grades and a more positive learning experience.
Dalaney Jones, a sophomore at GCHS, holds a deep appreciation for her World History teacher, Andrea White. “Mrs. White is one of those teachers I can tell anything to. When I started 10th grade, I wasn’t sure if I would enjoy World History, but now I have my answer. I’ve never felt more comfortable in a classroom than I do in hers.”
Jones speaks highly of Mrs. White’s kindness and the impact she has had on her education and well-being. “Mrs. White has always been there for me—whether I’m struggling with assignments, not feeling my best, or just needing someone to talk to. I always feel welcome in her class, and I appreciate everything she does.”
Mrs. White’s compassion and unwavering support create a safe and uplifting environment where students like Jones no longer have to struggle in silence. “Anytime I’m upset, I know I can talk to Mrs. White. Anytime life feels overwhelming, I know she’ll help guide me through it. Anytime I’m feeling down, she lifts me right back up.” Through her kindness, patience, and dedication, Mrs. White is more than just a teacher—she’s a mentor and a source of comfort for her students, making her classroom a place of trust, learning, and encouragement.
