At Erie High School, students encounter a wide variety of teachers, each with their own unique approach to education. Some focus on strict discipline, others emphasize hard coursework, and some rely on boring and long lectures. But every now and then, a teacher stands out not just for what they teach, but for how they teach it. One of those standout teachers is Haubold.
Known for his laid back, engaging style, Haubold has built a great reputation as a student favorite. His classroom isn’t just a place for learning; it’s a space where students actually enjoy the content he puts out. The balance he strikes between fun and education has earned him the respect and appreciation of many students, who often walk away from his class not just with knowledge but with a genuine joy to learn for the subject matter.
Walking into Haubold’s classroom, there’s an immediate sense of ease. The atmosphere is relaxed, but not chaotic. There’s a natural rhythm to the way things unfold, a balance between structure and freedom. Some classrooms feel heavy with stress, as if every moment is packed with pressure and expectation. In contrast, Haubold’s classroom feels open; students aren’t weighed down by anxiety, but they’re still engaged with the lesson.
“He’s a very chill teacher,” said Cole Reseigh, a student in his class. That sentiment is shared by many others who appreciate how he keeps things light without losing sight of the material. Bella Rosebrough added, “He’s really down to earth and is easy to learn from.”
This balance is not easy to achieve. Many teachers struggle to find the middle ground between strictness and flexibility. Some lean too much into the idea of maintaining control, making the class feel rigid, long, traditional, and not fun. Others try to be too relaxed, leading to a lack of focus and productivity. But Haubold has figured out a system that allows students to feel comfortable while also staying on task. Rather than relying on strict rules, he fosters an environment of mutual respect.
He treats students as responsible individuals, giving them enough freedom to be comfortable but also making it clear that learning still comes first. This approach creates an unspoken understanding in the classroom: students don’t feel the need to act out or disengage because they feel respected, and in return, they respect the space he has created. A great example of this is how he chooses not to use a traditional seating chart, but instead looks at patterns of kids in his classrooms and finds out who they would be best to sit next to, and then later in the semester he will make a seating chart based on those patterns he’s noticed.
Another example of the key aspects that make Haubold’s class stand out is his teaching style. Instead of delivering dry, monotonous lectures, he actively engages his students in discussions, encourages interaction, and incorporates humor into his lessons. His class isn’t just about absorbing information; it’s about participating in the learning process. His lessons don’t feel like a routine; they feel like a conversation. When a teacher stands in front of a classroom and simply reads off notes or PowerPoint slides, it can be difficult for students to stay interested. But when students feel like they are part of the lesson, they become more engaged and invested in the material.
His class is currently working on a volcano project where students get into groups and build a volcano. Once all the volcanoes are built, they will have a class period entirely for blowing up their volcanoes. The students have been challenged to make their projects look like real volcanoes that have erupted. This makes students do research on their volcanoes, and I have heard from numerous students that they are generally excited to learn more about their volcano to help their project be more realistic.
Rather than following a rigid structure every day, Haubold often switches things up. Some days, students might work in groups to solve problems together, while other days, they might have to do research on their own where different perspectives are explored. He understands that not all students learn the same way, and by incorporating different teaching methods, he ensures that everyone has the opportunity to absorb the material in a way that makes sense to them.
Another major component of his teaching style is humor. A well-placed joke or a funny example can turn a dull topic into something memorable. Humor is a powerful tool in education; it can break the tension, grab attention, and make information easier to retain. Although a joke from a teacher can sometimes seem corny or cringe to a student, it still shows that he cares about what he is teaching and he wants to get the class engaged, and it works very well. Haubold uses this to his advantage, making his lessons not just informative but enjoyable for everyone in the classroom.
A significant challenge in education is keeping students engaged. With distractions everywhere, from phones to social lives to other academic pressures, it’s easy for students to mentally check out during class. But Haubold has found ways to keep his students interested and actively participating. Rather than relying on repetitive textbook work, he brings creativity into his lessons. He encourages participation by asking open-ended questions and making students feel like their input matters. Instead of treating the classroom as a place where he delivers information and students passively receive it, he makes it a collaborative space where students feel involved in their own learning. When students are actively engaged, they absorb information more effectively. They retain more, develop stronger critical thinking skills, and feel more motivated to succeed. This is why Haubold’s approach is so effective; by making learning interactive, he ensures that students don’t just memorize facts but truly understand and connect with the material.
Beyond the methods he uses in the classroom, one of the most significant reasons students appreciate Haubold is his ability to connect with them on a personal level. Many students feel a sense of distance from their teachers, as though they exist in completely separate worlds. But Haubold bridges that gap by making himself approachable. He does this by talking to students about their sports or afterschool activities. He’ll go up to the golf kids and ask them about the new clubs that are coming out, or he’ll go to the football kids and talk to them about how the awards ceremony went or their thoughts on the Super Bowl.
He understands that high school can be overwhelming. Between the pressure of grades, college applications, extracurricular activities, and personal struggles, students are often carrying more than what meets the eye. Rather than ignoring these realities, he acknowledges them. When he asks a question, he will never randomly choose a kid in his class, putting the kid on the spot and making him more anxious to get the answer correct. Instead, he will wait for a volunteer, and if there isn’t a volunteer, then he will just answer his question himself, which makes being a student a lot less stressful in his class.
His laid-back nature makes it easy for students to ask questions without feeling judged. Some students might hesitate to speak up in other classes for fear of being wrong or feeling embarrassed. But in his class, students feel comfortable enough to participate freely. They know that making mistakes is part of the learning process and that they won’t be criticized for trying. This kind of support is invaluable in an educational setting. Confidence in the classroom often translates to confidence outside of it, and many students leave his class feeling more confident in their own abilities.
