When we are faced with challenges, our brains are activated to learn new things as long as there is a foundation of safety, belonging and trust. Challenges are how we grow our knowledge base, improve our skill base, build our sense of agency and our identity as a learner and as a competent person. Learning occurs at the edge of an individual’s comfort zone and is unique to all individuals. (Paragraph : Edutopia, 2020)
The sample guiding questions from this section may be used with students to start a conversation about challenges and exploring their comfort zones. Through these conversations students learn to identify and manage their emotions in situations that they perceive as unsafe, explore the benefits of stretching the limits of their comfort zones and consider how to help others feel safe when participating in new outdoor education experiences. Consider adapting the questions to meet the needs and language level of the learners.
Teacher Prompt: Participating in outdoor education activities challenges us to try new things and learn new skills to build our confidence. We all have different comfort zones where we feel safe and confident participating in an activity. The edge of our comfort zone is called the challenge zone or learning zone. When we are at the edge of our comfort zone, we might feel nervous, excited, a bit scared or hesitant. This edge between our comfort zone and challenge zone is different for each of us. What one person thinks is a challenge during an activity may not seem that way to another person. For example, walking in an area where there are different kinds of bugs, holding a slimy creature like a worm or a frog, or walking through the forest. Stretching the limits of our comfort zone helps us learn about our world, how our bodies work, or master a challenge, which is exciting and helps us feel successful. This also motivates us to continue to try new things to learn and grow.
- What does it look like, feel like, and sound like when you feel physically or emotionally safe while participating in an activity?
- What does it look like, feel like, and sound like when you don’t feel physically and emotionally safe while participating in an activity?
- What can we say and do to help everyone feel physically and emotionally safe as we participate in activities that might stretch the limits of our comfort zones?
- What is the benefit of participating in activities that require us to stretch the limits of our comfort zones? What might we learn about ourselves?
- How might others help you feel physically and emotionally safe while you explore the edges and possibly stretch the limits of your comfort zone?
- What types of positive support can you offer others to help them confront their personal challenges and expand their comfort zone?
Considerations for Activities Designed to Explore Comfort Zones
- Activity challenges are designed to be appropriate for the age, skill level and maturity level of all the participants. Precautionary measures such as the location of the activity, the skill instruction provided, equipment used, and adherence to safety rules and procedures appropriate for the age of participants are key to effective risk management.
- Participants have the choice of the level of challenge in which they engage and how much they want to challenge themselves relative to their comfort zone. This practice is called challenge by choice and it is a powerful concept that gives students the control over their level of engagement with a given outdoor education activity.
- When a student displays or vocalizes reluctance about participation, at any time, before or during any component of the activity, they must be provided with alternative ways to participate in the activity (for example, permit Students to select a role within the activity, remain at or return to a different component of the activity, break down new experiences/ components into smaller steps, be introduced to a new component with which they are comfortable).Keep the goal in mind throughout an activity. While completing the challenge is great, it is far more important for participants to experience the outdoors and learn at their own pace.
- Engaging a student’s comfort zone often occurs in three stages: Frontloading, Facing the Challenge, and Reflection and Celebration. The following prompts may be used by teachers during each of the three stages to engage students in identifying their emotions and ways they may be supported during the challenge.
- Frontloading:
- What are our fears grounded in?
- Do we call something a fear just because we are unfamiliar with it? Think of your favorite food, at one point in your life it was unknown to you, and you had to try it for the first time, and aren’t you happy you did?
- Try and describe the fear you think you have? What does it look like, how do you expect it will make you feel?
- Facing the Challenge:
- What is the worst possible thing that could happen to you if you follow through with facing your fear or challenge? How likely is this to actually happen?
- Would having someone else do it with you at the same time help support you towards facing your fear or challenge?
- What might someone say to talk you through facing your fear? What words and steps would they need to take to support you in helping you through your challenge?
- Reflection and Celebration:
- Now that you have faced your fear or challenge, what do you think the next challenge might be? How do you expand what is comfortable for you even further?
- How would you describe the way you felt right at the moment you pushed past your fear or challenge?
- How does celebrating the challenge make you feel right now?
- What is the role of our community in helping us through these challenges?
- Frontloading:
Reference
Edutopia. (2020). Moving From the Comfort Zone to the Challenge Zone.
