The Student Effect

January 7, 2014

The key to assuring an activity is educational is to consider the effect on the student of every decision made. For example, what is the effect on a student who ...

  • gets cut from the team?
  • never gets in a game?
  • never experiences a win, or never a loss?
  • frequently hears vulgarity or profanity?
  • is taught how not to get caught breaking a rule?

If one student’s participation is at the expense of another student’s self-esteem, whether opponent or teammate, we can’t justify the program. It’s not consistent with the educational mission of schools.

If we ridicule those who fail, or if we lavish too much praise on those who achieve, we can’t justify the program. It’s not educational athletics.

If we direct or pressure students to specialize in only athletics or non-athletic activities, or in just one sport or activity, we can’t justify the program. It’s not educational.

If we miss or misuse the teachable moments of school sports – split seconds of time and circumstance in which to teach values like commitment, discipline, integrity, hard work and teamwork, we can’t justify the program. It’s not educational.

We assure the program is educational when we consider the effect on the student and when we seize the positive purposes of teachable moments that permeate the program.

None of this means we can’t have rules that, when violated, remove the privilege of participation. And none of this means we cannot have teams with both starters and substitutes, and contests that determine wins and losses. It means that there are objectives that go much deeper and outcomes that go much further.

Making a Statement

June 17, 2015

Amid the horrific destruction of Baghdad, the conductor of the Iraqi National Symphony Orchestra, Karim Wasfi, is making a statement. Mr. Wasfi has been carrying a chair and his beloved cello to the exact locations where violence occurs, very shortly after it occurs, and he plays.

With the roar of car bombs still ringing in ears and rubble still smoking, Wasfi plays. He told National Public Radio: “The other side chose to turn every element, every aspect of life in Iraq into a battle zone. I chose to turn every corner of Iraq into a spot for civility, beauty and compassion.”

The response of this single citizen to the catastrophic chaos in his city and country is especially powerful because of the beauty of his music amidst the brutality of civil war; but neither his gift nor the jolting juxtaposition should cause us to miss the message that our response to overwhelming problems could be and should be like his, even if less newsworthy from the perspective of a national radio broadcast. For example ...

  • We can wring our hands in despair that the Earth’s increasingly polluted air, land and waters are so far gone and the problem is of such great scale that nothing we could ever do will change things; or, we can choose to turn every corner of our little slice of the physical world into a less polluted place. We can make a statement.

  • We can weep over the slaughter of elephants, the leveling of mountains or the razing of forests or jungles by crooks or corporations that cannot see the consequences of their reckless avarice; or, we can choose to make our neighborhoods spots of beauty, conservation and sustainability. A statement.

  • We can cry ourselves to sleep over humanity’s inhumanity to those who look, dress or worship differently; or, we can choose to make our little community a welcoming place for refugees where long-suffering and persecuted people can feel safe and hopeful. A statement.

  • And we can become frustrated that the values of school sports are so regularly undermined by the excesses of youth, college, professional and international sports that it feels hopeless to hang onto what we believe; or, we can choose to devote ourselves to maintaining our little niche of the sports world as a more principled place ... where scholarship, sportsmanship, safety and a sensible scope are recognizable and reliable core values. A statement.

The great conductor carrying his chair and cello to the rubble is real. It’s also a metaphor which reminds the rest of us of other daunting problems and the opportunity each individual person has to make a meaningful response – a clear statement – where we live, work and play.