Teachers and Trainers: Tackling a Twofold Task

Coaching provides educators with the opportunity to get to know Hopkins students on a broader level while also fostering deeper connections. For French teacher, Junior School Field Hockey Coach, and Swimming and Diving Coach, Dr. Sarah du Plessis, this position lets her engage with a larger group of students: “Since I teach French, I really only get to know a limited number of students. Coaching changes that for me and lets me interact with students that I otherwise might never have met.” Having the same student in class and as a player allows for more personal connections. As Addison recounted, “You get to see a more multifaceted sense of who people are. And I think that's our job as educators, is to try to have a whole sense of each student in the classroom, and not just a one-dimensional take.” Williams shared a similar sentiment, saying, “When they're on the sports field, you see a completely different side of the child, and it's just really fun to see them pursuing something that they enjoy and love.”

Students recognized the significance and impact that these stronger bonds have on their experience both inside the classroom and on their sports teams. A student and soccer player of Addison’s, Brennan Catino ’26 said that he is “more eager to share my thoughts and engage [in class] because of the respect I have for my teacher off the field.” Building on the theme of better learning, field hockey player Josie Sirowich ’26 reported that “having [Bennitt] as a teacher made me appreciate the language more because at practice we would talk in Spanish.” For tennis player Roselyn Shen ’27, having Bennitt as a teacher and coach gave her new insights: “She sees her goals really clearly, and it helps us as athletes and students know ourselves better.” Michael Illuzi ’26 also mentioned that he shared a close bond with Addison in the classroom and on the field: “He would sometimes ask us about the lesson he taught and what we thought was good or bad about it.” Additionally, Illuzi noted that having Addison as an English teacher and a soccer coach made him “work harder in class because there was almost a thought of ‘I need to do well in this class because he’s my coach.’” 

Taking on the role of coach has taught teachers valuable lessons that they incorporate into their classrooms to enhance the student experience. Du Plessis mentioned that she has learned many Hopkins students love contests, adding that she likes “fostering a bit of competition between my own academic teams in the classroom when we play our infamous review games before a test or quiz.” Alternatively, Bennitt brought the teamwork students need when playing sports into her learning environment. She stated, “Good chemistry and encouraging effective teamwork among students makes for so much more fun.” Addison related his soccer practices to time in the classroom, stating, “It's a chance to make mistakes, even if you do it in games, right? This is not competing at a level where millions of dollars were on the line. You can make a mistake.” Williams used a similar principle, fusing the classroom and the athletic field: “Homework is similar to practice. I don't grade you on homework, just like in practice, you don't get graded on your performance.”