When Mrs. Jennifer Hopkins began her maternity leave earlier this school year, students in her class expected a temporary adjustment. What they didn’t expect was how quickly long-term substitute Mr. Jacob Wagers would build relationships, maintain classroom structure and create an engaging atmosphere of his own.
Rather than stepping in as just a placeholder, Wagers said building trust was his first priority.
“The best way I’ve done that is by getting to know students personally more than just academically or by a grade,” Wagers said, “Getting to know what they like to do and their interests builds that connection. Then they buy into me, and I buy into them.”
Students say that approach has made difficult concepts easier to understand. 
“He slows everything down and actually talks about things. Even when it’s not on the notes slide, he explains it and makes sure we understand it better,” said junior Catherine Hittle.
“He actually explains what’s going on, and he goes slow. He gives us examples, and we work on worksheets while we’re learning about it,” said junior Zach Neil.
Beyond academics, students say the classroom atmosphere stands out.
“The atmosphere. He tries to connect with you as a person based on what you like, while still implementing Environmental Science,” said Neil when he explained what he enjoyed most about the class.
Hittle said the wind and air systems unit was her favorite.
“I liked the wind unit. “He gave a lot of diagrams and very in-depth details and descriptions of the concepts,” said Hittle.
Junior Cole Snyder said Wagers’ effort to build comfort in the classroom stood out immediately.
“When he first came in, he didn’t really know any of us yet, but he still made a point to try to connect and get to know us. So we would all feel more comfortable in the class and work on our lessons better,” said Synder.
Snyder also highlighted a lesson about Earth’s rotation as a memorable experience.
“I really liked the lesson we did about the Earth’s rotation around the sun and how the north is always pointing the same direction. I was the main subject in that one,” said Synder.
While bringing his own energy to the classroom, Wagers said he made a conscious effort to continue the routines Mrs. Hopkins established.
“I look at the way the permanent teacher has set up the room and the routines students are already in. I keep going with that so there aren’t too many differences, and then I build off of it,” said Wagers.
For Wagers, one of the most rewarding aspects of the role is the opportunity to work with students from different backgrounds and with different goals.
“I love teaching the content. But I also love hearing about students’ interests and where they want to go in life. It’s rewarding to get to be even a small piece of that,” said Wagers.
His goals for the remainder of the school year extend beyond science concepts.
“I want to continue making engaging lessons where students learn beyond just me lecturing. Real-world skills like presenting and communication transferable skills they can take beyond the classroom,” said Wagers.
“One of the most important lessons I’ve learned is having confidence. Sometimes you deal with impostor syndrome, but you have to trust that you’re doing your best. Good enough is good enough. You can’t be a perfectionist all the time,” he said.
Even lighthearted moments have defined his time in the classroom. Wagers recalled a prank in which students hid a walkie-talkie in a pencil cup, repeatedly triggering a ringing noise that left him searching for a malfunctioning phone.
Students say that willingness to laugh, and genuine care for students, is what makes him more than just a substitute.
“He doesn’t just care about teaching. He actually cares about his students and tries to connect with them on a personal level,” said Snyder.
While Mrs. Hopkins is expected to return after her maternity leave, students say Mr. Wagers’ impact has already been lasting, proving that connection matters just as much as content.
Feature Photo (at top): Mr. Wagers poses for a photo in his Environmental Science classroom. Students say his effort to connect with them personally has made the transition of having a new teacher smooth and positive.
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