EXPANDING A COMFORT ZONE: EMBRACING FEAR

Expanding a Comfort Zone:

Embracing Fear
MATC Synthesis Paper

In partial fulfillment of the requirements for the

Master of Arts Degree in Curriculum and Teaching
Department of Teacher Education, Michigan State University

Rachael E. Rassel
PID A 403 90120
July 15, 2016

Expanding a Comfort Zone: Embrace the Fear

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Hard work, focus, perseverance and education, these values were instilled in me
throughout my entire life and education and pushed me to pursue success in everything I do.
With these values and many years of education in hand, I looked ahead to an empty classroom
and felt, along with a sense of accomplishment, a sense of complete unpreparedness and
potential failure. Failure was not an option. People do not work as hard as I had just to be
unprepared and feel unsuccessful. This sensation of fear that consumed me as I approached
leaving Michigan State and actually becoming a teacher I now realize had a purpose, and no
amount of hard work, focus, perseverance or education could take it away. Fear is what was
going to challenge me to question the unknown and continuously grow as an educator, and for
that I am grateful. This fear pushed me off the safe platform on which I had built my life, goals
and perceptions of success and education. I know now that fear is what challenges me to move
forward and, in turn, create success and by embracing fear I will achieve much more. I entered
the MATC program to do just that. Embracing my fears of change, challenge, and new
experiences head on I entered a new educational journey. Fear has driven me to open my mind to
the world around me, explore new ways to accomplish tasks, eliminate challenges to create
opportunities, and continue to strive for success.

FEAR OF THE UNKNOWN AND EMBRACING DIFFERENCES

I took on fear headfirst against all of my instincts when I traveled halfway across the
world to Australia to study comparative education right after I graduated with my bachelors
degree from Michigan State University. Unlike many, I did not pursue my MATC education
because I wanted or felt the need to improve my education. I started my MATC journey because
I had the opportunity to study abroad in Australia and even though I was terrified to travel alone

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and leave everything I knew, I knew it was what I had to do. Having just graduated I had never
stepped out of my comfort zone and there didnt seem to be a better way than traveling halfway
around the world, without knowing anyone. I am not a person who likes change or embraces
adventure. In fact, I am continuously afraid things will go wrong, however if I could make a
change and conquer a large fear in my personal life, I knew I could conquer my fear of not being
a successful teacher as well.
A large majority of the fear that pushed me towards the MATC program was a fear of
the unknown. A fear of not knowing exactly what to do or a real measure of what success would
look like as I entered the real world. I did not realize it at the time, but the chance to study abroad
and face my fears of leaving my support system, being independent, and starting an advance
educational journey, had a larger impact than I could have imagined. I grew as an individual as I
proved to myself I was capable of anything. I could embrace my fear of heights and climb to the
top of a bridge and surpass the uncomfortable feeling of entering a stranger's home. These were
life-changing experiences that I would never have experienced if I had let my fear win. Pursuing
my personal fears and conquering them assured me that as a professional I could do the same. If
I do not approach my fear of failure in the classroom or in continuing my education, then would
not experience the amazing opportunities waiting for me.
As I took on each of these situations that addressed a fear, I developed an unknown
understanding of my future students. I understood that they too might be afraid of a task that to
others is a great adventure. This connection will help me relate and connect with my students to
help them learn and grow through these challenges.
Furthermore, while facing my fears in another country, I learned the importance of
critically observing differences. TE 815 (Comparative Analysis of Educational Practices)

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allowed me to view differences as a learning opportunity and reflect on the diverse practices I
observed in a comparative education reflection (Artifact 1). My only experience with educational
systems up until this point was in America. Being exposed to the Australian school system I
observed many differences including the curriculum, division of students, required ages for
school, schedule and more. At first I found myself being critical of the practices in these schools.
There were students who were put on career tracks at a young age and a much lower focus on
attending a university than I was used to. After taking the time to look at their methods and
ideology I realized that my negative view came from simply not understanding. The school
system they have established worked for their community and country and just because it isnt
what I would do or what I am used to does not make it any better or worse. People all over the
world, country, state and community approach situations differently, different does not mean
wrong. As an educator I will come across many students and colleagues who approach problems
and lessons differently. After my experience my first instinct will be to understand why they
have a different approach and see how I can learn from it instead of change it. The key to
differences is to embrace, study, adapt and learn from them both in and out of the classroom.
Valuing differences allows me to work with students at all ability levels by
understanding their strengths, and developing ways for all students to be successful in their own
way. I have a whole new perspective on differences. It is not necessary that every student
complete a task in a specific way, it is more important to teach students how to learn in a way
that is effective for them. Additionally embracing difference allows me to create a classroom
culture where students welcome diversity and the differences brought in by each student in the
classroom. My own experiences and the lessons I learned after taking time to really understand

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the differences serves as a great way to teach students to learn and understand differences before
quickly making judgments and assumptions.
RESEARCH & ANALYSIS TO ELIMINATE THE FEAR OF FAILURE
Opening my mind to differences challenged me to open my mind in my instruction and
educational theory. I also continued to open my mind to failure and the fear of failing. TE 807
(Professional Development and Inquiry) pushed me to identify weaknesses in my classroom with
the Classroom Inquiry Project (Artifact 2). By looking directly at what I viewed as shortcomings
in the classroom I continued my growth as an educator. I turned my disappointment that I had
challenges in my classroom into excitement that these issues created an opportunity for me to
investigate, learn from my students and try new things. Not only was I excited to explore new
methods, but also I was grateful for the reminder that if what I tried didnt work, that was
acceptable as long as I took the time to reflect and learn from the experience. In reality the
process of researching and working to solve issues in my practice was success all on its own. For
example, I was not willing to accept that discussions weren't working in my room because my
students didnt want to participate. Instead, I challenged my students to work with me until we
found a solution to their flat conversations and ways to utilize discussion for critical thinking and
deeper understanding of content. In turn, they challenged me to never become complacent in my
education and always strive to be better.
While working to improve my practice, I found myself reflecting on why it was that I
needed to make changes in my classroom. I had to determine the goals and expectations I had for
myself and classroom, to fully understand the changes that needed to be made. This reflection
led me to develop my stance on quality teaching (Artifact 3). The exploration in my classroom,
in addition to my research on effective practice had a large impact on my belief in what quality

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teaching means. Looking further into different research and perspective gave me deeper
understanding into all the variables in a classroom and the impact my own beliefs can have on
the actions I take to reach the ideals set forth by research and policy makers.
Quality teaching is not definitive, but I concluded that quality teaching exists when
teachers are persistent with their education and never accept that someone is incapable or
something is impossible. Quality teaching is curiosity, research, collaboration, and community.
As a teacher, first and foremost I must work to create a strong community in my room where
students want to grow and feel comfortable to learn. I use my curiosity to improve my practice,
and through research I understand my days of learning are never over. Finally, as a quality
teacher I understand that my colleagues and networks provide valuable insight and the
collaboration needed to truly embrace growth.

INCREASING INNOVATION TO IMPROVE MY PRACTICE

A large majority of the fear that pushed me towards the MATC program was a fear of the
unknown. A fear of not knowing exactly what to do or a real measure of what success would
look like as I entered the real world. As a young educator entering the profession, there were
many uncertainties. For one, technology took on a whole new meaning in school systems.
Twenty-first century skills, blended learning and one-to-one device programs rapidly became the
focus of many school initiatives. My time working towards my Educational Technology
Certification, to complete my program concentration, challenged me more than any other course
in this program. The challenge was not due to course expectations or requirements, but from the
personal challenges that came along with it and the idea that there was no right answer when it
comes to technology and innovation.

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CEP 811 (Adapting Innovative Technology to Education) introduced new technology and
ideas focusing on the Maker Movement and impact of innovation (Artifact 4). As a secondary
teacher I looked at the maker devices as something not relatable to my classroom. When I
created a mapping navigation tool out of plastic figurines and reflected on the challenges I
endured to make it function, I realized I learned more than I thought. Yes, I did learn how to use
an invention kit, the Makey Makey, but more importantly I learned how my students must feel
when they cannot figure out a concept in my class. During my experimentation with the device I
became frustrated, irritated and ready to quit several times. This feeling opened my eyes to a
different way to approach instruction. On the surface it may not have seemed to have a direct
correlation to what I thought I was supposed to be learning; however, I learned so much from the
process.
Additionally I understood the impact innovation, creativity and making can have on
student. Innovation in the classroom allows for critical thinking, exploration, and problem
solving. When there is no right answer students are free to make mistakes and develop with
endless possibilities and even if they experience frustration they will end up being successful.
This creates a new curiosity as an educator and a desire to discover new tools, programs and
activities I can use in my classroom that will help student explore content and develop skills
through the creation process.

ADDRESSING THE TURMOIL OF DIFFICULT PROBLEMS

Education is continually changing from curriculum to instructional methods to behavior
management. There always seems to be a better way to address issues found in education. New
instructional methods, assessments, and educational processes set by policy makers lead to new
problems of practice. Problems of practice are not new and they most likely will never go away.

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When approaching problems that seem unsolvable it can be easy to walk away. As someone who
has a fear of failing, I had no interest in trying to solve problems for which others have found no
solution until the MATC program didnt give me a choice. Taking on a Wicked Problem
(Artifact 5) forced me to think outside the box.
There was no easy solution as to how to solve the disconnect between the need for 21st
century tools and skills and the reality of standardized assessments. The multi-week journey of
collaborating with others digitally to derive a feasible solution did not teach me what one might
expect. I did not learn the true solution to the problem, what I did learn was it is ok to not have
an answer to every problem of practice I come across. I learned as a teacher in fact I wont
always have the answers, but I do have the tools, research and creativity to find solutions.
Moving forward as an educator there wont be simple answers to student questions,
changes in curriculum, or new technology. However gaining the confidence to face the
possibility of failing and exploring possibilities using what I know and the resources I have, I
acknowledge I can still grow and develop. Originally, I would have described my ability to use a
specific device or find the right answer as success. However, my experiences trying different
mediums, methods, practices and thinking outside of the traditional viewpoint, taught me success
is learning from my uncertainties, struggles and frustrations and using them to take on the next
advancement in education.

LEADING OTHERS THROUGH FEAR

New teachers are continuously told they will learn how to be a great teacher over time.
Somehow after working with more experienced teachers, novice teachers are expected to learn
the craft of the profession. I found starting a career and being a young professional intimidating.
Intimidation however does not lead to growth. My coursework during the MATC program gave

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me the confidence to use being a new, motivated teacher to not only better myself as an educator,
but also help other teachers do the same. Hosting a peer coaching session (Artifact 6) allowed me
to see the impact I can have leading my peers as well as the insight brought about by
collaboration. During TE 807 (Professional Development & Inquiry) I recognized I was not the
only teacher afraid to fail and decided to use the educational practices of research, analysis, and
critical inquiry to help lead others through their own struggles.
The peer coaching assignment was an opportunity to reflect on the struggles I have in my
own classroom, particularly a lack of homework submission, and was relieved to find other
colleagues who also were sharing these frustrations. By creating this learning community I
developed as an educator. We were able to look at our school community, analyze specific
student patterns, and develop several methods to help improve this problem. Collaboration
helped illuminate the isolation of teaching. It was intimidating to admit my fears at first, but
speaking up and making changes was more empowering than I could have imagined. Although
uncomfortable at first, the collaborative community urged me to step out of my classroom and
create a new professional network in my school.
I extended my role as a teacher through the Leadership Project (Artifact 7), during TE
872 (Teachers as Teacher Educators), where I emerged as a teacher leader embracing the impact
I can have on my school and other educators. The confidence I gained throughout the entirety of
the MATC program allowed me to address the school-wide problem of isolation. I took on an
initiative to increase collaboration and motivate teachers by working together to implement
cross-curricular instruction. I was able to utilize what I have learned about quality teaching,
effective professional development, and classroom inquiry to make this project as effective as
possible. For the first time I overcame my fear of being a new teacher and embraced my

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education and skill set to speak up to my principal and colleagues to share my knowledge and
work to find a solution to a viable issue. I incorporated engaging, active professional
development understanding that just like in the classroom, being flexible and knowing how to
adapt to learners has the largest impact on the effectiveness of leadership and the growth of
others.

EXPANDING MY NETWORK TO TACKLE FEAR

Teaching is a team profession. From the outside looking in it may look like teachers work
alone in their individual classrooms, but the greatest resource I came across during my time in
the MATC program was my network. Not only the teachers in my building, but fellow students,
organizations, and social networks helped me to conquer my fear of the unknown, explore new
ways for success, derive solutions for difficult problems and lead others to do the same. Moving
forward I understand the impact one's network can have and the importance of continuously
growing it to ensure the learning never ends. I have learned to embrace Twitter as a professional
tool and joined an educational technology cohort for my county, Capital Area Tech Education.
These networks allow me to be a leader and share my discoveries and successes as well as push
me out of my comfort zone. With my network behind me I realize there is not much to fear in my
profession, but a lot to learn.
Over the past few years having a network gave me great support, but was more limited
than I knew. The Internet and social media are extremely powerful tools, however like all things
it can be hard to recognize when missing out on new ideas or opportunities when one becomes
comfortable in thier surroundings. Without realizing it I had become comfortable with my
network. I surrounded myself with like-minded people and followed ideas on Twitter that were
suggested to me. When asked to examine my networks and sources of information I recognized

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that I did not have balanced networks. CEP 811 (Adapting Innovative Technology to Education)
put me on an info diet (Artifact 8) having me reflect on and eliminate the biases present in my
network. Looking at my own biases led me to reflect on my personal network as well. Being
aware of my limited network made me stronger. I now embrace varying views, as it is easier to
conquer the unknown and take on fear of failing when I have all the information. With
information and support I know that I can take on whatever comes my way, even if some see it
as impossible.
The outlook I have on my role as a teacher has changed as a result of the MATC
program. I recognize that failing and entering the unknown is nothing to fear, in fact I should be
afraid of not trying or avoiding new initiatives and ideas. I entered this program looking to step
outside of my comfort zone to grow both as a teacher and as a person and I leave having done
just that. I am more confident, not just as a teacher but as a leader. I am involved, not just in my
classroom but in the world of education. I am innovative, not just with technology but with
problems and I am aware, not just of my fears but of my abilities.