I read a post on Edudemic written by Patrick Larkin called “How Staying Uncomfortable is the Key to Success.” The post got me thinking about all the different ways we make learning comfortable or uncomfortable for ourselves and our students.
I don’t know who has a harder time dealing with discomfort: students or teachers. On the one hand, some of my students demand easy answers and rote assignments. They want to know precisely which details are worth memorizing or what one-right-answer can be found in the textbook. They like the comfort of worksheets with predefined limits. They demand “study guides” that are little more than veiled versions of the test. It takes us a while to move away from this mindset toward the open fields of intellectual risk, argument and counter argument, and original creations. More than once this year, a student has said to me, “Just tell me what to write. Just tell me how many sentences. Just tell me how many pages.” These students are stuck between anxiety and their own comfort zone.
On the other hand, teachers can be too quick to judge themselves and their practice, sticking to the safe paths already marked and traveled. It takes courage to experiment with new methods and when we fail to meet our own expectations, the sting can take a while to fade. When it comes to technology integration, it can feel like there is so much to know that even the smallest change feels like walking into a minefield. Doing things the way they have always been done feels safe and soothing. To upend our curriculum, examine our pedagogy, confront new research about how students learn best: all of these things can send a wave of panic in motion. No one who loves teaching wants to think of the work we do is less than our best, but often that’s what we are left to conclude. It’s even worse if we work in an environment that feels punitive or makes us question our own competence. Self preservation can make staying comfortable feel like our best option. It’s a fatalistic version of “if it ain’t broke, don’t fix it.”
Just as students need to know they are safe to step outside the boundaries of what they know and find familiar, teachers need that support from one another and from our leaders if we are ever going seek a little discomfort over staying comfortable. Any learning endeavor has a curve. Many times it starts with a goal that seems daunting or just too far away. It demands patience, practice, and persistence for us to achieve it.
As for me, when I first read the title of the article, it made me think of a rosebush. As the stem develops a bud, the flower develops inside a nice, safe, protected place, but it only fulfills it’s purpose once it splits open into a blossom. If we allow ourselves or our students to stay only where it feels safe and comfortable, we keep from blossoming to our full potential.