My journey with Flow began long before I realized. As I began my career as an educator, I did what many new teachers do, think about their own experiences with school and try to mimic those that seemed memorable. At that point, I failed to make the connection that these were likely moments where I as a student had been in a state of Flow, energized, engaged and excited by the learning; however in 2009, after reading Finding Flow by Mihalyi Csikszentmihalyi, I began to understand what it is that makes different learning experiences more meaningful than others. This knowledge of Flow shifted my thinking about my role as a teacher. How could I include the experience of the learner at the heart of the design process to achieve specific curricular outcomes? How might helping learners find Flow throughout the process of learning give them a more positive attitude towards learning and greater personal growth? These questions have become central foci in my work as a class teacher, IB PYP Workshop Leader, presenter and educational consultant.
Having worked in different educational environments with different curricula over the past 16 years, I started to question the way in which the educational system is designed. My specific interest reconsiders what it is that we as a society expect from educational institutions and what we expect of students when they are finished with schooling. As societies and industries continue to evolve, education should be evolving similarly. By working with teachers, schools, and school systems, I want to help kick start the evolution of the educational system. Students should leave school knowing that their time was well spent and relevant to their ability to contribute to the global community. Teachers should be inspired and celebrated for their creativity. While in school, we should all be unleashing our own Flow potential, understanding why finding Flow matters for our overall sense of being and personal satisfaction.