3 minute read
Stepping Outside of Your Comfort Zone
Middle school—often called the "in-between" phase of youth, is a time of transition and transformation for young adolescents. While it may seem like a period of hormonal chaos and uncertainty, it’s also a crucial time for personal growth.
Middle schoolers embark on a journey of self-discovery and exploration, and one significant aspect of this journey is learning to take risks—which plays a pivotal role in shaping a student’s character and development.
From Comfort to Confidence
“Learning only happens when you are outside of your comfort zone,” says Chris Weaver, director of curriculum & faculty development at The Peck School, a K-8 in Morristown, NJ.
Peck teachers create spaces for students to get comfortable taking academic or social risks: first in small, individual ways and progressing to more significant and public moments.
This might mean first presenting in front of your homeroom or grade before you speak in front of your division or the entire school.
At the root of developing this comfort level with taking risks is the development of trust with faculty. That trust is cultivated through a nurturing relationship with teachers who approach mistakes with kindness and warmth, supporting students to pick themselves up and try again.
As we build trust in kids that they can go out on a limb and we’re going to be there to support them, they can take bigger risks and build that trust within themselves.
Students get comfortable with taking risks in the Lower School, through everything from optional enrichment activities like Lower School Chorus and submitting jokes for assemblies to leading the lunch table and assisting younger “buddies” during cross-grade activities.
“How we talk about risk-taking here at Peck is really important,” explains Head of Lower School Ashley Tabor.
“We acknowledge positive risk-taking by talking about courage and awarding Job Well Done Tickets to students for going outside their comfort zone.”
Self-Awareness and Growth
Building the courage to take risks is more effective when coupled with student reflection.
“One of the things reflection does really well is it gives you a sense of what’s possible,” Weaver says.
“You look back on situations and think of different ways you could handle them. As your definition of what’s possible expands, you permit yourself to take risks.”
In the Upper School, Peck provides a multitude of safe spaces for students to push themselves. One of the many ways the school supports positive risk-taking is when students are empowered to “own” their choice by opting into an activity, project, sport, or performance.
None of this would be possible without the nurturing environment and supportive faculty at Peck who allow students to not only thrive in middle school but be ready to volunteer, engage in creative projects, and stand up for others once they reach secondary school.
“As we build trust in kids that they can go out on a limb and we’re going to be there to support them, they can take bigger risks and build that trust within themselves,” Weaver says.
“Then they can go out into the world and do interesting things that they are unfamiliar with, knowing they have the necessary foundation of character and courage.”
