Not taking risks can be as risky as taking it.
What happens when we actually think a little differently, take another’s perspective, step out of our skin and make that jump?
Security, safety, familiarity, comfort are all notable and worthy situations to nurture and be nurtured. So at what point to these factors slide us into states of routine, autopilot, boredom and lethargy?
How do we take what we see as thinking to the next stage of reflection so that we act rather than just do?
Coaching and risks
Through structured dialogue, coaching provides valuable tools in the search for an answer to this question. Not taking risks keeps you in the same place. Stuck. Trapped. It feels safe, but it is actually suffocating skills and abilities such as creativity. The risks of staying in this position too long are many, and sometimes, bigger than the ones involved in actually doing something new. However, risks should not be taken just because. It is extremally important to think, reflect and only then act, since taking unnecessary risks just for the sake of it can bring not so great results.
The ability to think, reflect and act with an intention is fundamental to educational professionals. Nevertheless, for that to happen, it is important that these professionals have appropriate support (and time) to evaluate which risks are worth taking and how to use those to improve their practice. Taking the risk of thinking, reflecting and then taking action can always bring anxiety and uncertainty feelings. However, staying in the comfort zone and not taking the risk of rethinking things is as risky as actually doing something.
So, where is your ‘riskometer’ today? Indicating low numbers, trapped in a false secure zone or in heights, thinking, reflecting, and then taking action to change things for better?