Teachers | Ethics

Teachers at Rushing Water Yoga

Instructors at Rushing Water Yoga Commit to:

• Providing you with a structured class that comes from our experience as practitioners and from our studies with Senior teachers
• Paying attention to your practice in the studio and to answer any questions you have about your home practice
• A daily practice, to always being a student ourselves, and to continue to take teacher trainings and workshops to keep our skills current

If you are a teacher looking for opportunities to teach please contact the studio.

paul cheek

paul has been studying and practicing Yoga since 1990 and teaching since 1999. His approach is welcoming to all levels of ability and all body types. His goal as a teacher is to help the student bring healing, health, and personal growth to their life through yoga. paul has completed a teacher-training course with Julie Lawrence, a two-year, 500 hour, teacher-training program at the Iyengar Yoga Institute of San Francisco and apprenticed with Julie Lawrence. paul is a certified Iyengar Yoga teacher and is currently training for higher levels of certification with Senior Iyengar Yoga teachers. paul is the owner and director of Rushing Water Yoga.

Sally Hoesing

Sally has been studying Iyengar yoga since 1999, and has completed Julie Lawrence's Teacher Training Program. Sally teaches in a peaceful manner and maintains awareness of each student's abilities and limitations. She is a Certified Athletic Trainer and Registered Nurse and incorporates her experience from these professions by teaching the importance of alignment and using her knowledge of anatomy in each pose that she teaches.

Elizabeth Loop

My work in the field of health and well-being began in 1990 when I started teaching aerobics here in Vancouver. In 1993 I taught dance classes in Spain while attending the University of Alicante. In 1995 I earned a degree in Communication from Marylhurst University, and began studying and practicing Yoga, first at the Yoga College of India in Portland, Oregon, then with Julie Gudmestad & Associates. In 1997 I graduated from East West College of the Healing Arts and began a career in Massage Therapy. In 2000 I merged my passions for massage and movement by teaching Nia after three years of studying with its creators, Debbie & Carlos Rosas. I moved back to Camas in 2003, got married, had a son, and began a mentorship with Paul Cheek at Rushing Water Yoga. Now I am happily in service in the place that I call home. Namaste!

Tiffany Wildharber

Tiffany found yoga in 1997. As a mom and child care provider yoga helped bring balance to her busy life by creating a practice of deep self-care and nourishment to her life. Teacher training at Mount Madonna in 2006 gave Tiffany the foundation of Ashtanga's eight limbs. Further training with Shiva Rea encouraged her to begin teaching. Tiffany brings great joy to the mat, with creative sequencing and a playful spirit.

Junko Ishikawa

Junko Ishikawa is a yoga student, a certified yoga teacher with the Yoga Alliance and the mother of two. She grew up in Japan and had an interest in gymnastics and the practice of Zen. It was natural for her to get interested in Yoga. She started to practice yoga on and off in the late 1990's in Japan and has practiced regularly since 2002 in California and the Pacific Northwest. Her experience includes classes in Hatha, Anusara inspired, Vinyasa flow and Bikram. Junko completed the Hatha yoga teachers training at the Movement Center in Portland in 2011. Yoga is a great tool to find the breath, body and your own heart.

Tiffany Lee

Born and raised in the lush Taiwan rainforest, Tiffany has been studying and practicing Yoga and Pilates since 2001. She is a certified Vinyasa Yoga Instructor by Yogafit, and has had Pilates training in Australia, Taiwan and the US. During Tiffany's early years, she studied as a ballet dancer and aerobics instructor. For a short time of her professional life, she endured severe injuries and found Yoga and Pilates to help her manage pain and stress as well as lead her through a miraculous recovery. Since her recovery, she has found teaching not only personally therapeutic, but also preventive of any future injuries. She believes maintaining practice can cultivate sincerity, forgiveness, acceptance, empathy and gratitude. Through the sequencing of breathing and asana, with greater awareness of alignment, we can explore our personal freedom and find greater connection to our selves.

Shelly Fayette

Shelly Fayette has been happily surrendering to the practice of yoga in body and soul since 2001. She has studied under Lisa Holtby, Jackie Prete, and Sarahjoy Marsh, and so her teaching is greatly influenced by the Anusara school of yoga. Shelly believes absolutely that yoga is for everyone. She teaches strong, centered classes where each person is invited to move mindfully, breathe fully, and enter deeply into their own clarity of intention.

Ethics
From the California Yoga Teachers Association
http://www.yogateachersassoc.org/ethics/

Statement of Purpose

The members of the California Yoga Teachers Association recognize the sensitive nature of the student-teacher relationship. We believe that it is the responsibility of the yoga teacher to ensure a safe and protected environment in which a student can grow physically, mentally, and spiritually.

Principles

In order to protect the student in this potentially vulnerable relationship, as well as to uphold the highest professional standards for yoga teachers, we agree to accept the following foundational principles:

• To avoid discriminating against or refusing professional help to anyone on the basis of race, gender, sexual orientation, religion, or national origin.
• To stay abreast of new developments in the field of yoga through educational activities and study.
• To seek out and engage in collegial relationships, recognizing that isolation can lead to a loss of perspective and judgment.
• To manage our personal lives in a healthful fashion and to seek appropriate assistance for our own personal problems or conflicts.
• To provide rehabilitative instruction only for those problems or issues that are within the reasonable boundaries of our competence.
• To establish and maintain appropriate professional relationship boundaries.
• To cultivate an attitude of humanity in our teaching, we dedicate our work to something greater than ourselves.

Professional Practices

In all professional matters, we maintain practices and teaching procedures that protect the public and advance the profession.

• We use our knowledge and professional associations for the benefit of the people we serve and not to secure unfair personal advantage.
• Fees and financial arrangements, as with all contractual matters, are always discussed without hesitation or equivocation at the onset and are established in a straightforward, professional manner.
• We may at times render service to individuals or groups in need without regard to financial remuneration.
• We neither receive nor pay a commission for referral of a student.
• We conduct our fiscal affairs with due regard to recognized business and accounting procedures.
• We are careful to represent facts truthfully to students, referral sources, and third party payers regarding credentials and services rendered. We will correct any misrepresentation of our professional qualifications.
• We do not malign colleagues or other professional.

Student Relationships

It is our responsibility to maintain relationships with students on a professional basis.

• We do not abandon or neglect students. If we are unable, or unwilling for appropriate reasons, to provide professional help or continue a professional relationship, every reasonable effort is made to arrange for continuation of instruction with another teacher.
• We make only realistic statements regarding the benefits of yoga.
• We show sensitive regard for the moral, social, and religious standards of students and groups. We avoid imposing our beliefs on others, although we may express them when appropriate in the yoga class.
• We recognize the trust placed in and unique power of the student-teacher relationship. While acknowledging the complexity of some yoga relationships, we avoid exploiting the trust and dependency of students. We avoid those dual relationships with students (e.g., business, close personal, or sexual relationships) that could impair our professional judgment, compromise the integrity of our instruction, and/or use the relationship for our own gain.
• We do not engage in harassment, abusive words or actions, or exploitative coercion of students or former students.
• All forms of sexual behavior or harassment with students are unethical, even when a student invites or consents to such behavior involvement. Sexual behavior is defined as, but not limited to, all forms of overt and covert seductive speech, gestures, and behavior as well as physical contact of a sexual nature; harassment is defined as, but not limited to, repeated comments, gestures, or physical contacts of a sexual nature.
• We recognize that the teacher-student relationship involves a power imbalance, the residual effects of which can remain after the student is no longer studying with the teacher. Therefore, we suggest extreme caution if you choose to enter into a personal relationship with a former student.

Assistants, Students and Employees

As yoga teachers, we have an ethical concern for the integrity and welfare of our assistants, students, and employees. These relationships are maintained on a professional and confidential basis. We recognize our influential position with regard to both current and former assistants, students, and employees, and avoid exploiting their trust and dependency. We make every effort to avoid dual relationships with such persons that could impair our judgment or increase the risk of personal and/or financial exploitation.

• We do not engage in sexual or other harassment of current assistants, students, employees, or colleagues.
• All forms of sexual behavior, as defined in Section 4.6, with our assistants, students, and employees are unethical.
• We advise our assistants, students, and employees against offering or engaging in, or holding themselves out as competent to engage in, professional services beyond their training, level of experience, and competence.
• We do not harass or dismiss an assistant or employee who has acted in a reasonable, responsible, and ethical manner to protect, or intervene on behalf of, a student or other member of the public or another employee.

Inter-Professional Relationships

As yoga teachers, we relate to and cooperate with other professional persons in our immediate community and beyond. We are part of a network of health care professionals and are expected to develop and maintain interdisciplinary and inter-professional relationships.

• Knowingly soliciting another teacher's students is unethical.
• Speaking of other teachers with disrespect is unethical.

Advertising

Any advertising, including announcements, public statements, and promotional activities, done by us or for us, is undertaken for the purpose of helping the public make informed judgments and choices.

Advertisements or announcements by us of workshops, clinics, seminars, growth groups, or similar services or endeavors are to give a clear statement of purpose and a clear description of the experiences to be provided. The education, training, and experience of the provider involved are to be appropriately specified.

• We do not misrepresent our professional qualifications, affiliations, and functions, or falsely imply sponsorship or certification by any organization.
• Announcements and brochures promoting our services describe them with accuracy and dignity. These promotional materials should be devoid of exaggerated claims about the effects of yoga. We may send them to professional persons, religious institutions, and other agencies, but to prospective individual students only in response to inquiries or as long as that promotional material is sent to a reasonable audience in a noninvasive way.
  

We do not make public statements, which contain any of the following:

• A false, fraudulent, misleading, deceptive or unfair statement.
• A misrepresentation of fact or a statement likely to mislead or deceive because in context it makes only a partial disclosure of relevant facts.
• A statement implying unusual, unique, or one-of-a-kind abilities, including misrepresentation through sensationalism, exaggeration, or superficiality.
• A statement intended or likely to exploit a student's fears, anxieties, or emotions.
• A statement concerning the comparative desirability of offered services.