Here in Indiana, basketball is more than just a game; it’s woven into the fabric of who we are. Home to 14 of the 16 largest high school gyms in the country, we know what it feels like to gather by the thousands to watch our teams play their hearts out.
We live for the thrill of the close game, the energy of a packed gym and the excitement of a buzzer-beater. But we also know that basketball has its slower moments—times when teams in the lead choose to “run out the clock,” holding on to the ball as the remaining seconds tick away.
While it’s a strategic choice on the court, it’s a different story when it becomes a classroom tactic. When we “run out the clock” in education, it often means relying on busy work. Activities—such as worksheets, word scrambles and searches, and repetitive practice problems—keep students occupied but don’t challenge, inspire or motivate them.
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At Eastern Hancock Schools, we believe the best ideas for improvement often come directly from our students, which is why we meet regularly with a student advisory council to hear their perspectives. And one frustration rises to the top time and again: busy work.
For them, busy work is the equivalent of running out the clock—filling time without pushing forward. Our students want something more. They want their time in school to count, they want to engage in meaningful work, and they want to get ready for the real world. As educators, it’s our responsibility to revise the game plan.
Prioritizing student potential when there’s ‘nothing to do’
One of the biggest challenges educators face is ensuring that students have meaningful options if they find themselves with “nothing to do” when their coursework is done, their peers are being assisted during class time or their teachers are overwhelmed with administrative duties.
Rather than defaulting to filler assignments and mounds of homework, schools should offer choices that transform downtime into real learning experiences—work that’s valuable enough to go on a resume and elevates their skills for their future careers:
Peer tutoring: Students can help classmates struggling in a subject, reinforcing their own knowledge, building communication skills, and demonstrating teamwork and leadership—qualities that stand out on any resume.
Many Eastern Hancock students engage in peer tutoring, often during high school advisory periods or classes. As a small district, this also extends to middle and elementary schools, where students collaborate to support one another.
Community service projects: Students can organize or join school or service initiatives, like food drives or park cleanups, to foster responsibility and community engagement. In our district, students participate in annual service projects through athletics and other extracurricular activities, further strengthening their connection to the community.
Career exploration research: Free time is an opportune time for students to research potential careers in fields that interest them. At Eastern Hancock, many juniors and seniors enrolled in the work-based learning program dedicate part of their day to determining the qualifications and skills required for different industries.
With guidance from staff and local professionals, they create roadmaps that help them make better-informed decisions about their futures.
Digital portfolio building: Eastern Hancock is exploring ways to expand opportunities for students to document and share their achievements through digital portfolios, providing tangible records of their accomplishments.
We’re also working on strategies for students to showcase proficiencies in hard-to-measure skills like communication, collaboration and work ethic, ensuring a more comprehensive view of their capabilities.
Work-based learning connections: Students can schedule informational interviews and learning opportunities with local professionals to gain insight into possible career paths. Eastern Hancock has built a strong network of businesses and industry partners, allowing students to shadow experts in fields like engineering, healthcare and agriculture.
Passion projects: Instead of dedicating hours to busy work, students can focus on personal projects that align with their career aspirations. Our “Passion Project Week” allows students to explore interests like robots, cooking, or construction.
Resume and LinkedIn building: Crafting a resume or LinkedIn profile teaches students how to present their experiences and create a foundation for career readiness. Eastern Hancock students applying for work-based learning experiences participate in resume workshops where they receive feedback from local HR professionals.
Independent study or certification: Students should be encouraged to pursue independent study topics or get online certifications in relevant skills like coding or Microsoft Office, adding value to a resume and demonstrating self-motivation. Several of our students earn high school and college credits each semester through online courses.
By offering these options, we allow students to make every moment in school count. Instead of filling time with busy work, we help them gain critical skills, build a resume and work toward their career goals.
Channeling our Hoosier spirit
In Indiana, we know what it means to play with grit and heart. The movie “Hoosiers” taught the world that if you put your effort and concentration into playing to your potential, to be the best you can be, then “I don’t care what the scoreboard says at the end of the game, in my book, we’re gonna be winners.”
At Eastern Hancock Schools, we’re not here to run out the clock—we play to make a difference. Every second should feel like the fourth quarter of a close game, with each student feeling like the star player.
When teachers listen to students, we’re reminded that they want to take risks that fuel their energy, excitement and purpose. Let’s make education the place where students take their shot, they’re inspired to play their best and we’re all focused on moving forward, not just passing time.
