A few weeks ago, before the start of the fall semester, the head coach of the Green Terror Football team asked me to speak to the entire group. As the faculty mentor, I was happy to do it. I love my role, and after I spoke to the team, hopefully giving them some tips about how to focus on classes and developing a goal for after college, I stayed for their team meeting.
It was very eye-opening.
From attending that meeting, it is clear that they have to memorize a ton of stuff. I went to the defense meeting after the team split up. They were going over a bunch of packages and formations for the defense, with letters that represented the positions. They all had a notebook (though I did notice a box of pens, just in case, in the room) to write things down, and were doing so. They were in rapt attention, too.
This told me a lot. First, they can do a lot more than they think they can. They have to memorize a ton of stuff for all of these schemes and plays. This means that they can do more in their classes than they think they can.
Second, their coaches believe in them, so I think they think, “Yes, I can do football.” But it is clearly not easy. I wanted to ask a ton of questions about stuff I did not understand, but of course I did not. The defense coach was saying, “Do not go out there and just be a bull in a china shop: do your job!” They have to do that, to work as a team. But his belief in them as players – as students – was clear to me and I’m sure to them. How often do we show that we believe in all of our students, as students? I have a future post planned about caring - not coddling - students and how that helps them to learn.
Third, while some students were asking questions to ensure they understood everything, it was clear that some didn’t ask anything – even when they needed the answers for the upcoming game. I think they fear looking dumb. But who among us doesn't also feel that way?
This made me glad that I said what I said in the team meeting: Be curious about your classes. Find a way to stay engaged. They have a responsibility to themselves to try harder and to give their attention to all of their classes.
We, as faculty, can do things to help these players, too. Just like their coaches, we can show we genuinely care about their learning. We can change things up, get them involved, and not have them sit for an hour to 90 minutes mostly listening. They only had about 30 minutes of lecture/listening before the coaches changed things up.
And I am also learning other things. That meeting was nearly six weeks ago (the term is flying by!) and the team has had two hard losses since then. I wrote about one of them a few weeks ago, which you can read here. This week, it was another hard loss, this time by one point! In overtime! That was hard.
But they got back up. They are - right now - focused on the next opponent. I realized while talking to a few of them over this past weekend that I have held on to mistakes and tend to beat myself up about them for a long time. They don't do that. They can't do that.
They characterize resilience and grit.
I hope I am teaching them as much as they are teaching me.