Treat a person as he is, and he will remain as he is. Treat him as he could be, and he will become what he should be.”

- Jimmy Johnson

My Journey Toward Wanting to Become a Teacher:! Throughout high school I tutored students outside of school, served as a coach for various elementary school and church sports teams (soccer, basketball), and served as a leader and captain of my high school sports teams. At that time, I did not yet know I wanted to be a teacher. # During my time at Rhodes College, where I graduated in 2011 with a Bachelor of Arts as an English Major, I continued tutoring students at various schools around Memphis. I also was able to take on the very fulfilling leadership role of captain of my Rhodes College Women’s Soccer Team. My passion for motivating and inspiring others continued to grow, and after spending six weeks teaching English in Costa Rica in the summer of 2010, I knew I wanted to be a teacher. I love working with others, and watching them grow, learn, and work toward a goal. # Currently, as a field hockey and soccer coach, I enjoy working with high school students, guiding and motivating them to work hard while having fun. It is wonderful to be able to instill important values in the girls I coach and act as a role model for them. There is no greater joy than motivating others to succeed. # I have always heard that if you find something you love you will not work a day of your life - that is how I feel about teaching and coaching, and I look forward to working with and motivating students to achieve in and outside of the classroom.

NAME: CAROL WICKERCOLLEGE: RHODES COLLEGEMAJOR: ENGLISH (BACHELOR OF ARTS)GRAD. SCHOOL/CERTIFICATION: UNIVERSITY OF MISSOURI ST. LOUIS (UMSL)FAVORITE COLOR: BLUEFAVORITE BOOK: “FOR ONE MORE DAY,” MITCH ALBOMFAVORITE ACTIVITIES: SOCCER, FIELD HOCKEY, RUNNING, SWIMMING, BIKING, BEING OUTDOORS, COOKING, BAKING, READING, WATCHING MOVIES, TRAVELING, SPENDING TIMES WITH FAMILY AND FRIENDS!

Ms. Wicker Ninth Grade English; The Magazine Unit: “Activities Unplugged” Overview

Rationale: Creating a magazine is a beneficial project that promotes student learning and

community among students. The project allows students to explore topics outside of the English classroom, and therefore extends student learning beyond the classroom since the final magazine will be published at the school. As ninth graders, it is important for students to become active participants in their school’s extracurricular activities. By having each incoming freshman student in Ninth Grade English write an article about an extracurricular activity at the school, students not only improve their writing and communication skills by working on a cohesive product, but they also write about a topic that interests them, allows them to be aware of what activities they can become involved in outside of the classroom, and encourages them to become more involved in their school community.

Taking ownership of one article in a larger cohesive magazine develops teamwork and leadership skills as the project demands cooperation with others. For this project, students will work with the 9th grade history class; the history class with focus on the history of the activities at the school (how long programs have been in place, the best years of a program, how the program was started, etc). Students will work together on Peer Editing day and on the final days of composing the magazine. The magazine will be published at the school library where all students will have access to it.

Summary: Students will create a magazine about the extracurricular activities offered at school. They will pick a topic, divide into “teams” (with the history class) based on similarity of topic, research their topic, conduct interviews, draft an article, edit their article through editing workshops, fit their article together with the class in a cohesive magazine layout, and publish the final magazine in the school library.

Objectives:1. Students will improve communication & teamwork skills as they work together with

classmates to create a cohesive magazine.2. Students will improve technology skills by using computers for written work, photography,

page layout and design of their magazine article. 3. Students editing and revising skills will improve through editing and revising workshops of

their work and their classmate’s work. 4. Students will construct a well-written, edited and polished piece of writing to contribute to the

class magazine.

Length of Curriculum: 15 Class Periods (3 weeks and a day)Literacy Strategies: Resume Writing, Partner Grouping, PQP, Brainstorming, Conducting an Interview, Peer Editing, Drawing/Illustrating (Magazine Cover)

Resources: School: Access to computers, cameras to rent to students, Teacher: handouts, editing skill sheets, examples articles, resumes, magazines; Student: paper, pencils, pens.

Assessment: Summative: Active participation in class discussions, activities, editing workshops, & meeting all scheduled and graded checkpoints Formative: Final magazine article

Ms. WickerMagazine Unit 1

Lesson Plan 1: Day 1 of Unit: Resume Writing, Applying to Class

Grade/Subject: 9th Grade English, Composition Class

Topic: Resume Writing (Application to Class)

Summary: Students will write a resume to apply to the Ninth Grade English Class. By doing this the teacher will be able to see what are the strengths of each students, as well as get idea of what each student does in and outside of the school and what the students deem important/note-worthy to include one their resumes.

Objectives: 1. Students will complete a resume as if they were ‘applying’ to the 9th grade English class.2. Teacher will gain knowledge of students, their organization and writing skills as incoming freshman students.

Materials Needed: How to Write a Resume Worksheet, Examples of resumes, Computer Lab

Phase 1: Connect to Student’s Prior Knowledge/ Grab Attention • Show overhead of a resume. Ask students: what is this? (response – a resume)• Show different examples, all applying for different jobs and discuss with students• Point out that who will read a resume (audience) is important

Phase 2:1.Explain resume writing, for what they are used/ there purpose 2.Explain they are pretend ‘applying’ for the class3.Brainstorm with them what are good qualities to highlight on their resume: organization,

writing/reading skills, creativity, good a group work, etc.

Phase 3:• Students work in computer lab creating their resume

Formative Assessment: (Homework): Students finish/polish resume and bring to class tomorrow.

Ms. WickerMagazine Unit 1

Lesson Plan 2: Presentation Lesson Plan (Day 2 of Unit – after day where students apply to be a part of magazine through an in class

resume assignment)

Grade/Subject: 9th Grade English, Composition Class

Topic: Preliminary Questionnaire, Describe Magazine, and Brainstorm

Objectives:1. Using a brainstorming chart, students will understand the use and importance of

brainstorming, and brainstorm about their own topics for their magazine article2. Students will understand the magazine assignment and be ready to start the unit

Materials Needed: preliminary questionnaire (attached), brainstorming advanced organizer chart, examples of magazine articles

Literacy Strategy: Brainstorming Chart

Phase 1: Connect to Student’s Prior Knowledge/ Grab Attention • Students fill out preliminary questionnaire. (Questions that allow students to list their interests

& talents; helps teacher get to know them, and prepares them for choosing a topic about which they wish to write for the magazine)

• Review Magazine Assignment Handout and answer questions students have about the assignment

• First step of writing an article is to come up with a topic; so now, we brainstorm!Phase 2:• Present Brainstorming Chart to students

4.Explain how to brainstorm for a topic5.On the overhead, demonstrate brainstorming using topic: “Books Read in Middle School”

Phase 3:6.Students use their own blank brainstorming sheets to practice “brainstorming.” They

brainstorm ideas for their magazine article

Formative Assessment (Homework): Students choose what they want to write about for their magazine article and brainstorm about possible people to interview as a source for their article.

Ms. WickerMagazine Unit 1Preliminary Questionnaire

What do you enjoy doing after school, on the weekend, or outside of class?

What are your favorite types of books, movies, and TV shows?Books:

Movies:

TV Shows:

Do you have any pets?

Do you ever write outside of the classroom? In a journal or any other place?

Do you enjoy photography?

Do you play an instrument, sing, or act?

Do you play any sports?

When spending time on the internet, what are the top three websites you use most?

Ms. WickerMagazine Unit 1

Lesson Plan 3: Conducting a Good Interview (for a source)

Objective: As part of the magazine article unit, all students must interview someone and use that as a source for their article. This lesson will prepare students for conducting that interview. Through this lesson, students will understand the characteristics of a good interview, and feel confident in their interviewing skills after the practice set.

Materials Needed Note cards, Rubric on Good Interview Skills, device for recording interview (recorder, pencil/paper, and computer)

Strategy: Partner Groups

Procedures: Phase 1: • Students envision that they are being interviewed themselves, but in seventy years. Students

brainstorm questions they think they will be asked about their lives and create a chart of questions they believe are appropriate and not appropriate.

• Explain importance of being prepared for interviews with specific questions about the information they need to know for the article they are writing.

Phase 2:• Hand out Note Card to each student: Each student writes one general question they think they

will use in their interview•As a class, students choose what they think are the five best questions

Phase 3:Partner Pairs: Students prepare five of their own individual questions for their specific interview and conduct a mock interview with a partner in the class

Summative Assessment: • Each student will turn in a completed list of questions before the interview.• Students will conduct an interview, and should reference the “Rubric for a Good Interview” as

a guide to what is a good interview. The grade for class however will only come from the list of pre-interview questions.

Ms. WickerMagazine Unit 1

Lesson Plan 4: Cooperative Learning Lesson Plan: Editing

Objective: Students will break into groups and help one another edit and revise their magazine articles through a series of question-based editing techniques.

Materials Needed: Teacher: HandoutsStudents: Copy of their first draft of their article

Phase 1: Show overheads of the two editing techniques students will use on their peer’s papers 1. Asking Questions directly on paper 2. PQP Worksheet: Praise, Question, Polish Phase 2:

7.Hand out PQP, and examples of questions readers might want to ask writers about their work

Phase 3: • Organize Students into Teams (based on similarity of topics – groups of four students each)

Phase 4: 8.Each group member reads the other group member’s work. 10 minutes per paper = 40

minutes total (45 minute total class period accounts for transition time)9.Teacher walks around and helps students while they work

Phase 5: 10.Grades are given for active participation in class, (determined from walking around/

checking on students & their work) and from viewing student’s written editing comments on their peer’s papers

Phase 6: Provide Recognition11.Teacher will look over editing suggestions students made and return those with her

comments the following day so students can then take those suggestions and use them to improve their magazine articles.

12.The work students do during the revision process will be graded and acknowledged when they turn in their edited and polished final draft of their magazine article.

Ms.

Wicker

JOIN THE “ACTIVITIES UNPLUGGUED”

MAGAZINEA magazine created by the ninth grade composition class on the different extracurricular

activies offered at the High School!

Assignments & Point Value (Total Possible: 160) Due Dates

Topic Approval & Brainstorming Chart (10 points) Week 1: Tuesday

Interview Questions (10) Week 1: Thursday

Draft 1 of Article (20) Week 2: WednesdayFinal Article (100) Week 3: MondayPresentation (20) Week 3: Wed & Thurs.

• Over the next two weeks, YOU, the class, will become writers, editors, publishers, and artists as you work together to create a cohesive magazine on the extracurricular activities offered at school!

• After picking a topic you will research that topic. One source you will use for your article will be conducting an interview (can be on a teacher, coach, student, or faculty member involved in the activity you choose).

• You will be graded on your brainstorming chart, your interview questions, a first draft of your article, your final article, a short presentation, and on the level of active participation you display in class during disccusions, editing sessions, and other various activites associated with the magazine project.

Article requirements: (graded on a rubric: see handout)13.1-2 Pages14.Incorporation into your article of at least 2 quotes from interview

Presentation Requirements: (graded on a rubric: see handout)15.Can be about project as a whole, interview process, or a summary of your final

article16.Short 2-3 minute presentation to class with at least one visual aid (PowerPoint,

picture, etc.)

Ms. WickerMagazine Unit

Rubric for a Good Interview (accompanies Lesson plan 2 “Conducting a Good Interview”)

Note: I will not be grading your interview, but rather, I will be grading the questions you write out prior to conducting your interview. Use the rubric below as a guide for yourself in helping

you know what makes up a good interview.

CATEGORY 4 3 2 1

Setting Up the Interview

The student introduced himself, explained why he wanted to interview the person, and asked permission to set up a time for an interview.

The student introduced himself and asked permission to set up a time for the interview, but needed a reminder to explain why he wanted to do the interview.

The student asked permission to set up a time for the interview, but needed reminders to introduce him/herself and to tell why he wanted to interview the person.

The student needed assistance in all aspects of setting up the interview.

Preparation Before the interview, the student prepared several in-depth and factual questions to ask.

Before the interview, the student prepared a couple of in-depth questions and several factual questions to ask.

Before the interview, the student prepared several factual questions to ask.

The student did not prepare any questions before the interview.

Politeness Student never interrupted or hurried the person being interviewed and thanked him/her for being willing to be interviewed.

Student rarely interrupted or hurried the person being interviewed and thanked him/her for being willing to be interviewed.

Student rarely interrupted or hurried the person being interviewed, but forgot to thank the person.

Several times, the student interrupted or hurried the person being interviewed and forgot to thank the person.

Interview Used Properly in Article

The magazine article is well organized and contains accurate quotations and facts from the interview.

The article is well organized and contains accurate facts taken from the interview.

The article contains accurate quotations and facts taken from the interview.

The article lacks facts/quotations from the interview or they are not accurately reported.

Ms. WickerMagzine Unit

Rubric for “Activites Unplugged” Presentation

2 3 4 5 TotalOrganization Audience cannot

understand presentation because there is no sequence of information.

Audience has difficulty following presentation because student jumps around.

Student presents information in logical sequence which audience can follow.

Student presents information in logical, interesting sequence which audience can follow.

Visual Aids Student uses superfluous visual aids or no visual aids.

Student occasionally uses visual aids that rarely support the presentation.

Student’s visual aids relate to the presentation.

Student’s visual aids explain and reinforce the presentation.

Eye Contact Student makes no eye contact and only reads from notes.

Student occasionally uses eye contact, but still reads mostly from notes.

Student maintains eye contact most of the time but frequently returns to notes.

Student maintains eye contact with audience, seldom returning to notes.

Speech and Verbal Skills

Student mumbles, incorrectly pronounces terms, and speaks too quietly for audience in the back of class to hear.

Student’s voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Student’s voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.

Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.

Possible Points

20

Points Earned

Ms. WickerMagazine Unit

Rubric for “Activites Unplugged” Magazine Article

Criteria Points Possible

Points Earned

CONTENT Article has well developed content. Article is interesting and the author expresses the ideas clearly and accurately.

20

ORGANIZATION & STYLEThe article is organized and well structured. The article exhibits a clear strategy for development (chronological order, spatial order, comparison/contrast, etc.). Introductory paragraph is interesting and appropriate. Concluding paragraph is well done. Sentences are mature and parallel. Writer avoids modifier problems. Sentences show variety of pattern and are rhetorically effective.

20

USE OF QUOTESQuotes from interview are integrated properly and effectively into article. Quotes work to support the overall topic of the article and are interesting to the reader (2 or more quotes used)

20

STYLE & FORMATUse of picture in article is well chosen, appropriate, and is formatted properly within the article. The layout of the page is eye catching and well done.

20

GRAMMAR, SPELLING, MECHANICSSubtract points for errors in grammar (comma splices, fragments, fused sentences, agreement, etc.), spelling, and mechanics (margins, format, etc.).

20

Total Points 100

Ms. WickerMagazine Unit

Student Calendar for “Activites Unplugged” Magazine UnitMonday Tuesday Wednesday Thursday Friday

Day 1 In class Resume Assignment

No Homework

Week 2

Questionnaire & BrainstormingHW: Pick a topic & Brainstorm possibilities for who you want to interview

Due: Brainstorming Chart &Topic Selection Approve Topics & Look at Examples of Good Magazine ArticlesHW: find 3 magazine articles you think are examples of good articles

Due: Examples of Good ArticlesMock Interviews HW: Create Questions for Interview you will conduct

Due: Interview QuestionsTransition Sentences & Grammar GameHW: Set up interview time/place with who you will be interviewing - NOTE: conduct interview over weekend or Mon. during class!

How to Cite SourcesHW: Due Tuesday: 5 quotes from interview that you will possibly use in your articleNOTE: conduct interview over weekend or Mon. during class!

Week 3

Independent Work Day: Can conduct interview since interviews will be of a student, teacher or someone on campus, OR you can work on writing yourHW: Write 5 quotations might use from interview in article

Due: 5 quotations might use from interview Class Discussion on how Interviews went &Independent Work on ArticleHW: first draft of Article due tomorrow (pictures need not be included yet)

Due: First Draft of ArticlePeer Editing DayHW: Work on Revisions & look for pictures to add

Computer Lab Day: Work on Article DesignW: Work on Article, including design elements and incorporation of a picture

Student Work Day: Decide order articles will appear in magazineHW: Final Draft of Magazine Due Monday

Week 4

Due: Final Draft of ArticleClass in Computer Lab - putting magazine together in cohesive HW: Magazine Cover Design Ideas

Create Magazine CoverHW: Presentations Tomorrow

Presentations

Presentations

Unit Close, Reflections, Viewing of Magazine!

Ms. WickerMagazine Unit

Teacher Calendar for “Activites Unplugged” Magazine UnitMonday Tuesday Wednesday Thursday Friday

Day 1 In class Resume Assignment No HomeworkBRING: Resume handouts, examples

Week 1

Questionnaire & Brainstorming

HW: Pick a topic & Brainstorm possibilities for who you want to interview

BRING: Questionnaire and brainstorming charts

Due: Brainstorming Chart &Topic Selection

Approve Topics & Look at Examples of Good Magazine Articles

HW: find 3 magazine articles you think are examples of good articlesBRING: exit slips

Due: Examples of Good Articles

Mock Interviews

HW: Create Questions for Interview you will conduct

BRING: Examples

Due: Interview Questions

Transition Sentences & Grammar Game

HW: Set up interview time/place with who you will be interviewing -

BRING: Grammar Sheets and Overheads

How to Cite Sources

HW: Due Tuesday: 5 quotes from interview that you will possibly use in your article

BRING: Citing sources information

Week 2

Independent Work Day

HW: Write 5 quotations might use from interview in article

BRING: nothing, all already in classroom

Due: 5 quotations might use from interview Class Discussion on how Interviews went &Independent Work on ArticleHW: first draft of Article due tomorrow (pictures need not be included yet)BRING: guiding questions for discussion

Due: First Draft of Article

Peer Editing Day

HW: Work on Revisions & look for pictures to add

BRING: PQP sheets

Computer Lab Day: Work on Article Design

HW: Work on Article, including design elements and incorporation of a picture

BRING: Design sheets examples

Student Work Day: Decide order articles will appear in magazine

HW: Final Draft of Magazine Due Monday

BRING:

Week 3

Due: Final Draft of ArticleClass in Computer Lab - putting magazine together in cohesive HW: Magazine Cover Design IdeasBRING: Cover examples

Create Magazine Cover

HW: Presentations Tomorrow

BRING: Cover examples

Presentations

BRING: grading rubrics

Presentations

BRING: grading rubrics

Unit Close, Reflections, Viewing of Magazine!

BRING: reflection worksheets

List of Nothing in Particular EssayThings I Learned From Captaining My College Soccer TeamCarol WickerFinalFebruary 22, 2012

"Treat people as if they were what they ought to be and help them become what they are capable of becoming." -- Goethe

5. Someone is always watching you when you are the leader.

“Isn’t that Rachel?” I said to my fellow freshman soccer player one Friday night. She

looked up. There Rachel stood drinking a beer and dancing in the corner of the room. My

teammate and I left the room; we did not want Rachel to see us. Our soccer team had a forty-

eight hour rule, which meant forty-eight hours before a game, no one was to drink alcohol.

Rachel was our captain and yet she was breaking the rule. If the captain was breaking the rule,

did this mean the rest of us could break it too? Watching Rachel that night made me lose a lot of

respect for her. I never confronted her about the situation because I did not know what to say.

She did not get caught; however, just because someone is not reprimanded for their misbehaviors

does not mean what they did was not wrong. Later, when I served as captain, I consistently acted

the way I wanted the rest of the team to act, whether the girls were present or not. I had the

utmost respect for our program and the rules associated with it and I made sure my behavior

reflected this. As Rachel proved, someone is always watching you when you are a leader. More

importantly, I watched myself, constantly making sure I acted in a way that promoted the values

of our program. The leader needs to be the supreme role model for the rest of the group, which

requires acting in a manner that brings respect to the association.

3.Get to know those you are leading.

Motivation is interesting because what motivates one individual may not have the tinniest

affect on another. As captain, my job was to motivate twenty-four girls, ages eighteen to twenty-

two, with a variety of personalities, interests, and passions. One week before classes started the

sports teams arrived on campus for pre-season, which consisted of one week of practicing three

times each day. Our team also had five fitness tests to complete, outlined for us in our summer

workout packets. It was each girl’s responsibility to come into pre-season in optimum shape. To

be eligible for the first game, Coach required every girl to pass at least three of the five tests.

Some of my teammates had difficulty motivating themselves over the summer to get in shape.

My senior year I remember leaning over to my fellow senior before the timed two mile and

saying “come on, let’s show these new freshman what it means to be on this team.” The day

before, this particular senior told me she had timed herself in the two-mile fitness test a week

earlier and finished forty-five seconds over the requirement. I knew my statement would fuel a

fire in her. Over four years together I learned what statements, looks, and gestures motivated

her, and she was the type of player that would particularly dislike it if a new freshman thought

she was not physically fit. With a high-five as she crossed the fitness line, she whispered to me,

“that’ll show ‘em.” Other teammates might not have responded the way she had, but I knew

what would inspire her top performance.

Another player on the team required a different type of motivation. She played right

forward and was very shy. Our coach approached her in the same manner as the rest of the girls:

direct, to the point, and open. This solicited a negative response from her. After practice one day

I talked to her while walking back to the locker room; she told me that from a young age there

had been something in her that stops working when others yell at her. For me, a coach yelling at

me encourages me to prove them wrong; however, yelling caused her to shut down. By having a

conversation with her, I was able to help her the rest of the season. I informed the coach and

team to speak to her in a comforting manner, and when possible, to pull her aside rather than

give public criticism. These two examples are a few of many I encountered in leading a diverse

group of individuals. When motivating any group, it is important to know how each varying

personality responds.

1. Treat everyone you are leading the same: no special treatment for favorites.

In any group of people, certain individuals become closer and develop stronger

friendships. One time, a close friend of mine on the team told me she was going to sneak out of

our hotel to meet a friend the night before an away game. She figured I would not care that she

was breaking a rule since we were so close. However, when leading a group, everyone must be

treated the same. As she sifted through her suitcase looking for a top and jeans, I plopped down

on the bed next to her and let out a deep sigh; she could tell something was wrong. I told her if

she went out, I would have to tell Coach. After an insightful conversation, she understood where

I was coming from and made the decision to stay in. I feared my decision would negatively

affect our friendship; however, she respected my decision as captain of the program. As a senior,

the younger team members write letters on the day of our last game. In that girl’s letter to me,

she expressed how much she looked up to me, specifically mentioning the situation when I

guided her not to break team rules. Sometimes the influence we have on others is not recognized

until days, weeks or years later, but it does not mean we had no affect. In teaching, it is

important to realize we are constantly affecting those we teach, even if it is not acknowledged.

This is another reason to keep high moral standards, and always think of the greater good of the

program rather than individual wishes and demands.

4. Get to know those you are leading outside of the context in which you are leading.

“I’ll have the turkey burger, no mayo,” Amanda said to the waiter at lunch on Sunday.

Every Sunday four of the underclassman on the team and I went to church and out to lunch.

While I would only be on the team for one year with these girls, it was important for me to foster

a relationship with each one of them, especially since two played on the defensive line with me.

Since we were not in the same group of friends or sorority, going to church and out to lunch once

a week allowed me to get to know them outside our soccer world.

Similar to point number two about getting to know those who you are leading, it is also

important to get to know individuals outside the context in which you are leading them. Being

able to see someone in multiple surroundings allows a more comprehensive understanding of

that person. Going to coffee, lunch, or watch a movie can build team bonds. In the classroom,

teachers can meet with students between classes, or before or after school to have conversations.

Having students fill out questionnaires or assigning writing assignments in which students write

about personal topics is another way to become aware of student’s outside interests. As a teacher

I plan to be very involved in the athletic program at the school where I work, coaching various

teams. Additionally, I will make it a goal to attend at least one game, play, dance recital or band

concert of every student I teach. In high school, I had an English teacher who never coached, but

when any one of us had a big game, she always said good job to us before class started. She

knew about our extracurricular activities, and acknowledged the successes taking place outside

of the classroom. Her comments always made me feel cared about; this is a simple way a teacher

can show interest in his or her students.

5. Don’t fake it! People can tell when you are not passionate about something.

“So let’s go out there and beat them,” our captain said to us before the game. This was

my junior year. Our senior captain did not look us in the eye when she spoke. She also had no

vigor. She had no gusto. She said what she was supposed to say, but there was no passion behind

her words. This was how the pre-game pump-up speeches were delivered to our team by this

captain throughout the season. When the people voted into leadership do not convey dedication

to the group, it is very hard for those following to want to give their all. The captains my junior

year did not seem passionate about our team, which greatly hurt our team’s success. Our team

had great potential; however potential does not translate into success unless it is accompanied by

effort and care.

6. Practice what you preach

There is nothing worse than being told by a leader not to do something and then watch

them do that very thing the following day. “Tuck your shirt in.” This was a rule on the team that

many girls hated to follow. As an underclassman on the team, I tucked my shirt in because the

seniors always yelled at me and I was scared of them. As an upperclassman, I realized the

greater meaning in tucking in our shirts, which was good since I was captain and had to set the

example that this was a team where we respected and followed the rules set in place by Coach.

Tucking in our shirts was not something our coach had us do because he had an evil vendetta

against us and wanted us all to be uncomfortable. Soccer is a team sport: our team won as a

team and lost as a team. Coming to practice each day in our practice uniforms, all as one

cohesive unit was another way of instilling a team mentality. Tucking our shirts in made us look

crisp, ready to work hard, and unified us in a small, but important way. The small things matter.

My coach always said “if you can’t do the small things right, the big picture will never come

together.” So while to some tucking in a shirt might seem insignificant, in reality it is a small

piece that contributes to a greater team cohesion, respect, and uniformity.

7. Be the first one there and the last to leave.

People find comfort and stability through consistency. When leading a group, it creates a

sense of comfort for all those involved in the activity if you are already present when others

arrive and you do not leave until everyone else has departed. As captain, I made it my personal

initiative to be the first person to team events and the last to leave. By doing this, I was able to

greet everyone as they entered; no one had to be alone in the locker room, at the dinner table, or

on the bus as they waited for teammates to arrive. Putting in the time and effort is a simple way

to show a group you care.

Leading a team is similar to teaching students. People come from different backgrounds,

have different ways to be motivated, and have varying personalities. As a leader, it is important

to be able to bring a group of individuals together and have them reach a common goal. In the

classroom this goal will be to better the education of the students. The skills I acquired through

captaining will apply to the way I run my future classes, as I teach, motivate and inspire others to

grow as both learners, and members of the greater community.

"Your role as a leader is even more important than you might imagine. You have the power to help people become winners." -Ken Blanchard