Mentors guide students, on the field and in the classroom

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The coach appro
Mentors guide students, on the field and in the
Earthwind Moreland
Jeff Cramer
Paul N
Football
Cross Country
Skills
By Grace Hawkins and Isabel Olson
“When you say ‘coach,’ that’s a short word, but it’s a broad word in the sense of
the many things that you have to do,” Earthwind Moreland, Grady’s head football
coach, said. “You’re not necessarily just a coach. You have to sometimes be a father figure. You become a counselor, a parent; you become a lot of things to your
student athletes.”
Grady students see a coach as much more than a figure frantically blowing a
whistle, taking breaths only to yell as athletes run endless sprints. A coach is a
source of strength, a motivator, an adviser and someone who will push students
to reach their full capabilities. The role of a coach encompasses a broad spectrum,
but the many coaches, mentors and advisers here at Grady cover the bases. Grady
coaches serve their students: on the field, in the classroom with academic clubs
and even in the College and Career Connections Center with aspiring students.
Coaches and students work together to accomplish a common goal, whether it be
winning the Championship, the Quiz Bowl or a scholarship to their dream college. When leading a sport, a club, or an individual student, a coach’s purpose is
always to support and guide.
“I think the role of a coach is as a mentor,” said Andrew Nichols, G3 Robotics
coach. “To have someone who has more knowledge, more experience in a particular
subject and whose goal is to help the younger individual grow into a greater role, a
greater responsibility.”
Through the many activities offered here at Grady, coaches and mentors guide
students from an age of adolescence into young adulthood during one of the most
influential times of their lives. Focusing on each student individually is an essential
part of effective coaching.
“You develop the team by developing the individual, and helping students reach
their potential,” Kevin Hill, chorus and music teacher, said.
When coaching a team of individuals, a good coach recognizes that all parts make
up the whole. In order for a team to succeed, all of its players must develop and im-
prove. However, finding the right way to bring each student to their utmost capabilities can be a challenging task.
“I think that a coach should encourage people’s strengths,” Tanisha Peterson, college adviser, said. Peterson works individually with Grady students who are the first
in their family to receive a secondary education.
“Each student has their strengths,” Peterson said, “but [coaches should] allow them
to see how that strength can be used towards their goals and opportunities.”
Once students learn to promote their own strengths, the coach has succeeded in his
or her essential task, says cross-county coach Jeff Cramer.
“You’re motivating athletes to want to do it for themselves,” Cramer said.
When students come to love an extracurricular, they will work on their own time to
grow and excel in their field. In order to instill this self-motivation in their students,
coaches must first inspire, motivate and command respect.
“Lead by example,” Moreland said. “It’s hard to follow or listen to someone if
they’re not doing the things they’re asking you to do.”
His players confirm that Moreland practices what he preaches.
“He’s always out on the field with us,” junior Ahmad Herron, a football player, said.
Through leadership, encouragement and hard work, a coach works toward the goal
of fostering independence in their students and team. Once that independence is created, a coach should step back and let the students shine by their own means.
“A coach guides us, gives us advice [and] lets us figure out what we have to do ourselves,” said Jefferson Martin, G3 Robotics senior.
Nichols, Martin’s robotics coach, uses this approach with his team. Having
the students work by themselves to accomplish their goals is a key element to his
coaching technique.
“It’s about a release of control,” Nichols said. “Then the students have increasing
control and leadership opportunities.”
While this transition to independence and leadership can be drastic and challenging for teenagers, the practice of leadership and responsibility puts forth numerous
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who has developed leadership skills can go out and lead anything they’re
ut,” Nichols said.
he robotics shop, athletic and academic coaches also advocate for giving
pportunity to lead, grow and perform on their own.
students] are taking the action, then it’s their journey,” said Dawn Kilvolunteer. “A coach does not go on the field and play for the player. A
inspire, motivate and educate from the sidelines.”
ssroom to the field, and even to the center of the spotlight, extracurriculars
reat opportunities to shine. Though a coach may bring a student to their
he coach cannot take full credit for the students’ talents and performance.
how is done, there is no evidence of the director being there,” drama
Dreiling said. “A coach is very similar.”
hing from the sidelines, audience or conductor’s stand, every coach
udents to succeed in and out of their extracurricular activity.
m to be more than just basketball players,” Brian Weeden, head boys’
I want them to excel academically, to be responsible and a role model
share Weeden’s dream: that their students will grow to achieve their
the rewards of their efforts.
m to be successful,” Paul Nicolson, Skills USA coach, said. “When
at, I have to clarify, because some of them don’t understand what I
n that they’re happy, they can do things that they want to do and do
sfully.”
student relationship is a unique bond. Initially, coaches will lead their
the end of the day they are on the sidelines as the students take to the
petition, and the big game. Though the techniques and goals of each
fer, Grady’s coaches have the same motivation for what they do: the
seeing their students succeed. p