Katie Yochheim's
Teaching Philosophy
Supportive Environments Allow Students to Blossom
I want to be my students' #1 supporter, advocate, and role model, not only in music but in their journey toward becoming strong, capable adults. I plan to constantly shape my teaching techniques and pedagogy to fit my students' needs. Because of my music therapy background and research, I avoid negative reinforcement, as it ultimately prohibits growth. I strongly believe that it is impossible for students to learn to their fullest capacity when they do not feel safe, loved, and supported.
I intend to create a classroom culture with a safe and inclusive environment where mistakes are encouraged and welcomed as an important step of growth. This does not mean my students will not be held to high standards, but rather, that they will develop an acceptance of their mistakes and learn the essential life skill of moving forward when things do not go as planned. Through use of research and theory-based teaching methods, my students will eventually develop the skill-set necessary to become their own teachers. However, my most important goal is teaching students independence, self-love, self-advocacy, and confidence-- skills that will guide them in their futures and in the real world.
Student-Centered Teaching
The first step towards fostering an environment of healthy student-to-teacher and student-to-student relationships is ensuring that my students feel like they are valued and respected as individuals. I will encourage students to come talk to me not only when they have concerns, but when they have positive comments to share as well. This will let them know that I value them for who they are, not only as a student in one of my music classes. Being there for my students and giving them the space to be themselves will contribute to letting them know that they are cared about and supported above all else. I will also strive to ensure my students feel that their identities are represented in my choices of repertoire, composers, recommended musicians, and even music performance videos shown in class. Music-making should be a time to look forward to, where students know that their voices are always heard.
I want my students to feel represented by my choices in repertoire and see themselves and their peers' perspectives and interests reflected in my musical programming choices. I believe it is essential to prove that my musicians and their abilities are beneficial to the local community, through participation in and creation of traditions, alumni events, community fundraisers, and more. I will use community involvement and peer-bonding activities to promote the development of essential social and leadership skills and help prepare students for the real world. I intend to advocate for my students and the importance of their program to our local community by sharing information about their growth as musicians. As a music educator, I have the opportunity to share the gift of music with my students, and I plan on doing my best to encourage their excitement for learning. Through the creation of a healthy, welcoming, and supportive environment, my classroom can become a home that fosters growth and success within our musically connected family.
Katie Yochheim, Music Educator