Teaching Philosophy
Heather Yonker
Teaching Philosophy- Flow and Intention
In an attempt to condense, my life’s work, I begin with the end, the most recent distillation of my philosophy, “Flow and Intention.” This might set me apart from other teachers and coaches. Nevertheless, you may want to hear and know that indeed, I have been cultivating myself and my students as life-long learners, delighting in curiosity and nurturing the whole-being. As a teacher and person, I endeavor to live and to share a qualitative human experience. Through trial and error I have discovered principles of my own and proven the ideas and methods of a variety of educational philosophers. I employ numerous tried and true methods and I stay abreast of new ideas and research on the human brain, and current events, with hopes of generating 21st century learners as global citizens. Perhaps most importantly, I have learned to adapt on a moment’s notice in the realm of context and to remain open to the ever-evolving environment around diversity and personal identity.
So, while, “holistic”, could be the umbrella under which you would find my favored strategies, “flow and intention” are the ultimate outcome desired, no matter the subject. I say yes to active learning; intrinsic motivation; higher order thinking; connection; the neuroscience of creative thinking; decision making; problem solving; the perennial philosophy; qualitative questioning; mindfulness; neuroplasticity, loving kindness; breath. My most recent curriculum and assessment development incorporates all of these. The success or application of the content and skills training is dependent upon the capacity for flow and intention in the present moment.
As far back as my own adolescence, I became interested in educational methods when I did research on A.S. Neill and his “democratic” school, Summerhill. I began teaching with a wide-eyed commitment and zeal for generating a sense of freedom and creativity in the student. Today, I am perhaps even more adamant about young people becoming independent thinkers, and strive to teach them how to teach themselves. This means that I invite metacognition. Students think about thinking. I nurture self-actualization. Students make choices and take personal responsibility. I am a strong advocate for interdisciplinary, cross-discipline collaboration.
I practice good preparation, building background, providing input that is accessible and easy to understand, recommending strategies, interacting with students and providing them ample time to practice and apply their knowledge, review and assess it. I like using schema (sometimes referred to as spiraling or scaffolding), which is essentially linking new information to something the student already knows. Visualization, mind-body awareness, the benefits of breath and physical action, including rhythm are frequently woven into my approach.
A solid self-esteem, independence, genuine sense of belonging (true connection) and being able to contribute make for very fine outcomes for students and human beings as a whole.
*Steven Reiss Intrinsic motivation and the 16 basic desires theory
* Aldous Huxley called this perspective the “perennial philosophy”—the core of most of the world’s mystical and spiritual traditions. This conception of reality recognizes an “Absolute” or “source” that exists behind physical surface appearances. But this spiritual dimension is not remote, occult or otherworldly; rather, it is considered to be the ultimate context, the ultimate meaning, the deepest essence, of all created things.
*A.S. Neill – ¨The goal of Summerhill was to use childhood and adolescence to create emotional wholeness and personal strength
Heather Yonker Piano Studio. Madison, Wisconsin 