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Mr. Glynn's Return


Mr. Glynn's Return

Alexis Wood

Last year, many students walked out of their classroom, shoulders low, feet dragging in disappointment.

Class after class, the legendary mathematics teacher Mr. Glynn had to break the news to his students‒he would be leaving his job at Harrison after five years, pursuing an opportunity to work for the state of Indiana as a circulation specialist.

The reason, he said, was to maximize his impact on student lives.

“I would have to impact teachers if I wanted to impact more students,” he said, and his new job allowed him to work more closely with teachers from across the state. The higher pay didn’t hurt either.

However, the students who have grown close to Mr. Glynn over the years were not looking forward to the change.

Some students have known Mr. Glynn long before they reached high school. One student, Benito Munoz, has known Glynn since sixth grade, when he joined Mr. Glynn’s middle school basketball team.

Thankfully, this loss was only temporary. Hardly through the first day of school, word began to spread that Mr. Glynn returned. When questioned, Mr. Glynn revealed that although his new job was successful, he couldn’t leave his students behind.

He missed working with his students and fellow staff.

“I have always believed you have to do something that gives you passion and purpose,” Mr. Glynn said.

With all his passion and skill, it’s hard to imagine that this special teacher didn’t always know what he wanted to be when he grew up.

Armed with his impressive math abilities, he switched majors three times while attending Bethel College, in Mishawaka, Ind. Finally, he chose to become a teacher, knowing he wanted a career where he could work with young teens, making a direct impact on their lives and educations.

He couldn’t be doing a better job.

A normal day in Mr. Glynn’s class usually involves at least two or three jokes, keeping things light-hearted and energetic as students prepare to slay even the nastiest fractions.

Mr. Glynn admits that the best part of his job has little to do with actual math.

Rather, his love of teaching has more to do with being able to support students as they overcome their fears, insecurities, and improve their-self worth.

Jacob Johnson, one of Mr. Glynn’s returning students, was really excited to hear Mr. Glynn has returned.

“He’s a really good teacher,” Jacob said. “His methods are solid. And he’s really good at individualizing student’s needs.”