Comfort Zones

The term "comfort zone" came about when the first heating and air conditioning systems began being installed in homes. Rather than have a thermostat that was fixed on one specific temperature, requiring the system to cut on and off regularly, a temperature range of about three degrees was programmed in. This range was called the "comfort zone." Today we use this term more often to describe what we are comfortable with in our lives. Daily transactions with our friends and family, good health and a little money in our bank accounts often leaves us right where we want to be. When something disrupts that we can be as uncomfortable as living in a home with no heat and air.

Our school and our classes all have comfort zones as well. We find patterns for what works and what doesn't and we get used to routine. We like teaching one way that works for us and for most students. Then comes that student or parent that disrupts that. (Ok, maybe that principal disrupts it too.) Sometimes this is good because it makes us think about what we do and why we do it. We learn to refine practice and adjust that comfort zone. Reflection is one of the most important things we can do as educators. We need to think about what we do and do not do and make decisions, often tough ones, about adapting our practice. This is what Standard 5 of the Teacher Evaluation Rubric is all about. Please take some time to reflect on your practice and your comfort zone and determine where you might need some adjusting to maximize your effectiveness. Your adjustment just might make everyone's comfort zone a little bit better.