BLOG: Fleet Feet Racing Team Athlete Rachel Werderits, Golden Apple Finalist

Fleet Feet Racing Team athlete Rachel Werderits is a finalist for the Golden Apple Award. Rachel is one of 30 finalists across the whole state to be given this honor, and we recently sat down with her to talk about how she’s found new meaning in running by integrating her hobby into the classroom.

Q: How long have you been running with the Fleet Feet Racing Team?

A: I’ve been part of the FFRT since 2021. 

Q: How long have you been a teacher?

A: I’ve been a teacher for 16 years.

Q: How have you incorporated your running journey into your teaching journey?

A: The students are huge cheerleaders! Last year, when I ran Boston for the first time, they made a huge poster with good luck wishes and asked me to bring it with me to Boston! This past year, I had students out on the course of the Chicago marathon cheering for me, and one student made a “recovery bag” for me filled with Gatorade, Advil, Peanut M&Ms and a foot mask. 

Just last week, when I ran Boston, they tracked the race and, according to my teaching partner, cheered every time I crossed a timing mat. After the race, I FaceTimed with some of the class just before getting into recovery boots and they were thrilled! I also received an email from a parent that night saying her son came home so excited because, “Mrs. Werderits finished the marathon and beat last year’s time!” I thought of their excitement and energy several times during the race and used it as motivation to try and run a race that would make them proud. 

Q: Tell us a little bit about how your school and students have supported you in your previous races.

A: I got back into racing in 2019 (had previously run the Chicago marathon twice in 2014 and 2016), but when I raced Soldier Field in 2019, it sparked more interest. At that point, I started racing more and talking about it with my students, too. In January 2020, I raced in the Bermuda Triangle Challenge (3 days, 3 races) and placed 3rd place in my age group. When I brought my trophy to school, the students were surprised and very excited. 

Shortly after, COVID hit and school shut down. That’s when I started running to my students’ houses to leave them chalk messages on the sidewalk.

At that time, I also started Strava Art as a hobby, so in our class virtual calls, I’d pull up my Strava map and show the students the words I’d been running that day or week. When school reopened, and we could resume team sports, the cross country runners would ask me to join their practices at Horner Park, and I did on the days I was available. I also tried to make it to their meets on the weekends. We’ve been able to bond over our shared love of the sport of running. 

And, running gives me a great way to create analogies in the classroom. For example, when the students are faced with a tough assignment, I compare it to running. I’ll ask, “Do you think I want to go to Racing Team each week and run really fast for hours with other fast runners? No, not always, but I keep going because I know it’ll make me stronger and faster. That’s just like this assignment for you. You might not want to do it now, but ultimately, it’s going to make you stronger and smarter.” When I create those analogies, I get more buy-in from them.