When I recently asked my teen student Peter to share his thoughts on “getting out of the comfort zone”, he explained it’s a phrase his hockey coach and band director frequently use that means it’s time to try something new. Something that’s not just a copy of what we’ve always done. Something that pushes us in new directions. Sounds easy enough doesn’t it? But getting out of the music teacher comfort zone can really make music teachers uneasy.
Comfort Zones - What I appreciate about comfort zones is how they keep us safe. Comfort zones insulate us from discomfort. That’s for sure. But at the same time, the problem is that comfort zones can also turn into blind spots and barriers that keep us from seeing or doing things differently. We can get so comfortable in our comfort zone that we don’t pick up on the signs that we should probably be changing what we do. We play it safe with repertoire and teaching routines, and over time, we might find that our teaching lacks the energy and inspiration to keep going. We might even be avoiding the very experiences that could lead to renewed inspiration - for both teachers and students.
Fear - What keeps music teachers in the comfort zone? I’ll most certainly acknowledge the influence of fears on music teaching. Fears like - “If I change my approach, my students won’t play as well”. Or “If I try something new, my students will quit”. Or “If I don’t look like the standard music teacher, no one will sign up for lessons”. That’s why it’s important for music teachers to name our fears and test their reality. Try asking yourself what can you do now, in the present moment - to be the kind of teacher your students need? How can you avoid using outdated teaching goals to measure the current success of your teaching?
The reality is that we’re teaching in an amazing era of change. And comfort zones can block growth, curiosity, and discovery. When we stay too long in that zone, we become less able to face the challenges that inevitably come with real life music teaching. What can music teachers do to get out of our comfort zone?
Purpose - It’s all about the purpose behind our teaching. When we bring purpose to a musical future that matters to us, even discomfort becomes meaningful. That’s why I pay so much attention to helping students become lifelong, independent music makers. With that kind of forward-driving purpose, getting out of our comfort zone isn’t an option. It becomes the order of the day, the week, the month, the year, the decade. And there’s a reminder that what I accomplish in today’s studio may not look the same as what I achieved forty years ago. That's something I can handle.
When we connect with our purpose, stepping out of the comfort zone can start feeling like a natural part of our own professional and personal development. Each time we take that step—whether it’s trying a new approach, letting students lead more, or rethinking old habits—we expand the possibilities of what music teaching can accomplish. Getting out of the comfort zone isn’t about abandoning what we know; it’s about bringing curiosity, courage, and creativity to what comes next. And when we do, our students see what it truly means to be lifelong music makers who keep growing, exploring, and daring to make music matter.
How do you feel about getting out of the comfort zone?
What are you holding onto that might be limiting your students' musical journey?
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