LŌKAHI AND ELIMINATING BULLYING

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Lōkahi, often translated as unity and expressed with a feeling of harmony, helps us understand that all of us are part of a life force that is unbroken, even when some of us feel separated from the group. With lōkahi, we support and accept each other in acknowledgement of this unbrokenness and work together in love.

Aloha At Home

ALOHA FOCUS FOR THE WEEK: LŌKAHI

Unusually large for a fifth grader, he was shaped like a bull mastiff. He stood a head shorter than me but his girth was twice as wide. His arms were thick, the size of my thighs and each of his fists could easily eclipse my face. He walked with his chest puffed out and head tilted back. Though new to our school, everyone knew and was afraid of Sam. He had few friends since most feared his taunts and threats. I too attempted to be where he was not. 

When I saw him picking on other kids, I walked in the other direction. Instead of letting our teacher know, I pretended not to see anything. Yet, there was a limit to how much I could go unnoticed. As the second tallest kid in my grade level, I was not inconspicuous. Additionally, there was a girl I demonstrably liked. Michelle liked me back and we spent much of our recesses, playing tag together.

One day, as the recess bell rang, signaling the time to return to class, I dillydallied, walking beside Michelle, attempting to prolong our minutes together. Then, suddenly, I felt a sharp blow between my shoulder blades as I tumbled to the ground. Sam stood above me, taunting me to get up and fight. Michelle yelled at him to stop and he replied with a forceful shove to her chest. As he towered over us, laughing at Michelle, I felt nothing but blind rage. Fueled by adrenaline, I quickly leapt to my feet, grabbed Sam’s shirt with both hands and lifted him into the air until we were eye-to-eye. He surprisingly cowered and promised never to bother us again. Hands still shaking with shock, I let him go. I stood there, hyperventilating, watching Sam run back to class. I didn’t realize it but blood poured down from my nose, probably from slamming into the ground. Michelle hurried me to the health room where I admitted to what I had done.

I share this story not to boast or to serve as a model for what our kids should do. To the contrary, I look back and feel ashamed for my many acts of cowardice that in the end caused me to thoughtlessly react with anger. Had I struck Sam and he fought back, or if Michelle further intervened, things could have easily escalated and resulted in much greater harm. As a bystander, I had many opportunities to stand up to Sam or ask an adult for their help. I choose to do nothing.

One of most common questions I get while providing school tours for parents and care givers of prospective kindergarteners is, “What is bullying like at your school and how do you handle it?” When I was a new principal, this question unnerved me. I wanted to be honest, but wondered how other principals answered this question. Did they downplay it, touting the kindness of their students? Did they avoid a direct answer by replying that they have a zero-tolerance policy for bullying? How did I instill confidence knowing that our efforts to extinguish bullying behaviors is a constant work-in-progress? 

I also thought about my own personal experiences with bullying, for myself as well as what happened with my daughter and son. As a father, what did I expect of my children’s school?

Today, I am forthright. I let families know that bullying exists at our school just as it exists at any school you go to. Despite persistent efforts to stamp it out and to exclaim having zero tolerance, bullying persists because it is most likely an evolutionary trait. Bullying offered an advantage to those seeking power, a greater share of food, and the ability to reproduce. Even today, kids who bully are rewarded with popularity, confidence, and ruling by fear.

Hence, to eliminate bullying, we cannot just not tolerate its existence. Instead, we must proactively strive to educate our students to act with Aloha by honoring our lōkahi, our universal desire for respect, agency and kindness. To do this, our efforts involve both the perpetrator and the victim.

In my experience as an educator, no perpetrator of bullying ever admits their actions are designed to inflict harm. Often they say they were playing, trying be funny, or just having fun. So it’s important they hear from the victim how their actions are actually being perceived. It’s vital they understand the harm they are causing. It’s also critical for   them to hear from the victim how the harm can be addressed and peace restored. Over time, the perpetrator should self-assess their behavior, as they set a goal to act with aloha and not harm others.

For the victim, a sense of empowerment must be instilled. Victims of bullying must feel like they can stand up to those who harm them without fear of reprisal. At first, this may  likely require the aide of an adult. But eventually, we want our children to act with independence. We do this by teaching them tools they can use to address bullying, like the Peace Path. 

Parents and care givers can also powerfully contribute to these efforts by modeling kindness and rewarding kids who show aloha with praise and attention. When we treat others (especially our children) with aloha, they follow in suit. When you express admiration for those who show akahai, they will endeavor to gain your praise by showing grace as well. 

Fifty million years ago, the ancestors of whales and dolphins walked the land on four legs. Then within 10 million years, a relative blink of an eye on an evolutionary scale, these animals returned to the water, lost their legs and became truly aquatic creatures. The abundance of food found in the water seemed to drive this change. Similarly, with the right conditions, the evolutionary drivers of bullying can be reversed. By teaching, modeling, and praising acts of aloha, we too can make changes on a monumental scale.

5 PURSUITS of LŌKAHI

Inspired by Gholdy Muhammad

Please watch this: Sakamoto’s Swim Club: How a Teacher Led an Unlikely Team to Victory written by Julie Abery, illustrated by Chris Sasaki and read by our very own Academic Coach, Ms. Miyuki Sekimitsu. Then with you child, answer the following:

  • IDENTITY: Ask your kupuna who was their favorite teacher growing up and why that person was their favorite.
  • SKILLS: Using a similar poetry structure used by the author (4 lines with 3 to 4 syllables per line), write a poem about your favorite sport or PE activity.
  • INTELLECT: What does “regime” mean?
  • CRITICALITY: How did Coach Sakamoto provide children of migrant sugarcane workers opportunities to learn teamwork and attain their Olympic dreams? 
  • JOY: With a kupuna, go swimming.

THE SCIENCE OF STUDENT MOTIVATION

What truly motivates students? According to psychologist David Yeager, students crave status and respect. When students feel respected for what they can contribute, when they feel they truly belong, students will work hard to meet high expectations. However, when they feel contempt or mistreated, they will not put in an effort. 

For example, Yeager cites a study that asked, “ʻWhat happens in the teenage brain when your mom is nagging you?ʻ

So they had moms pre-record themselves completing the sentence, “What bothers me about you is . . .” and then they brought the teenage daughters in and had them listen to their mom’s actual audio finishing that sentence. Approximately 0% of teenage girls said, “You know what, Mom, you have a point. I’m really glad we had this chat and I’m going to change everything. So, thanks for the laundry list of my flaws.” So that didn’t happen. 

Instead, what you saw was teenagers experiencing increases in blood flow signifying greater activation in regions of the brain related to anger and decreases in regions related to thinking and planning. So kids aren’t making a plan to change their behaviors, and they’re not spending any cognitive effort trying to understand what their mom really wants. 

That tends to suggest that the communication styles we resort to when we’re at our most exasperated are the very conversation styles that undercut their motivation.”

Read more about The Science of Student Motivation here.

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

See Uncle Pono Shim explain the Noʻahuna, the esoteric meaning, of Aloha as taught to him by Aunty Pilahi, the Keeper of Secrets.

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

Help us build unity and show our lōkahi by wearing a shirt that celebrates Kāneʻohe on Wednesdays. Wear any previous Fun Run or grade level shirt.

DAILY VIRTUAL PIKO

At the Daily Piko, we share thoughts on the Aloha value for the week which helps us become centered and ready to learn. We begin at 8 AM everyday except Wednesdays when we meet in-person. If you would like to share your reflections on the week’s Aloha value, please contact me.

UPCOMING EVENTS

Apr 10 – May 2State Testing
Apr 11Spring Fling Activity 5:30 – 7 PM Cafeteria
Apr 12Campus Beautification 8:30 – 11:30 AM
Apr 18Good Friday Holiday
May 8STEM Hōʻike 2:20 – 3:50 PM
May 9Waiver Day – No Students

AKAHAI IN CULTIVATING CURIOSITY

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Akahai: Leaving better than you found it –with white gloves…the practice is grace. White gloves give the image of leaving someone clean and not staining them or leaving a blemish or scar. To leave someone unblemished is to share akahai. It does not carry an expectation of an award or reward or reciprocity, it is to share our best fish and keep our less than best fish.

Pilahi Paki as shared by Pono Shim to The Mānoa Heritage Center.

ALOHA FOCUS FOR THE WEEK: AKAHAI

A brook runs along the back of my cousins’ house, not too far upstream of the verdant Moanalua Gardens. When my sister, cousins and I were in our elementary years, that brook was our Exploratorium. We spent nearly everyday of the summer playing in the cool, flowing waters, allowing our curiosity to bloom. We figured out how to fit together pōhaku to dam the water and build pools to float around in. We redesigned nets to catch guppies, dojo, and tadpoles that we could raise in gallon-sized glass mayonnaise jars. We experimented with different homemade sleds used to slide down the mossy ramp that connected the stream to a canal. Just as it fed the gardens downstream, the brook nurtured our love for science, nature, and problem-solving. 

While it may seem incomprehensible now, we spent much of that time unsupervised. My mom and aunt talked story in the house and only allowed us back in for meals (or to watch Kikaida). Not quite like that Japanese reality show Old Enough, we were left alone to play and create our own fun. Plus, we always knew help was one scream away. These experiences, this time alone, were critical to our successes as adults. It drew us closer, taught us to be independent, and to be fundamentally curious people.

“This matters. You can sometimes identify a bad leader by how few questions they ask; they think they already know everything they need to. In contrast, history’s great achievers tend to have an insatiable desire to learn. In his study of such accomplished creative figures, the psychologist Frank Barron found that abiding curiosity was essential to their success; their curiosity helped them stay flexible, innovative, and persistent.”

– David Brooks, “How Ivy League Admissions Broke America,” The Atlantic, December 2024

David Brooks further asserts that our current school “system encourages people to focus narrowly on cognitive tasks, but curiosity demands play and unstructured free time.” At peril is the ability of our children to be creative and imaginatively solve problems. One only need look at the rapid advances made with technology, social media, and AI to admit that many problems we encounter today could not have been conceived a few years ago. Yet, when we over-program our kids, drill them endlessly with worksheets hoping their scores will increase on a standardized test, we risk diminishing a part of their brain that will be critical to their successes later. As cited by Brooks, “In research for her book The Hungry Mind, the psychologist Susan Engel found that in kindergarten, students expressed curiosity only 2.4 times every two hours of class time. By fifth grade, that was down to 0.48 times.”

At times, focused, structured practice is necessary. For example, flashcards are one of the most effective way to build skills and strengthen active memory. However, even with flashcards, there is an optimum amount of time a child should spend studying them such as 5 – 10 minutes every couple of days. Dedicating too much time can build aversion to the task, decrease motivation, and reduce efficacy. Ultimately, overuse discourages curiosity.

Consequently, a balance must be struck. Along with short intervals of structured practice, children need ample time for free play, ideally in nature, to allow them room to imagine, problem-solve, and grow. Yet, this takes courage because it means we as parents and care-takers must let go of control. We must dampen our fears that scream “they are wasting time.” We must instead accept that even before a kupu emerges from the soil, a lot of development has been occurring below the surface, invisible to our eyes. And when we can control ourselves from dictating our children’s every move, we are engaging in an act of akahai that allows them to bloom.

5 PURSUITS of AKAHAI

Inspired by Gholdy Muhammad

Please watch this: Knowledge is Life Mary Kawena Pukui written by David Del Rocco, illustrated by Storm Kano, and read by our very own Kumu Kalei Tim Sing. Then with you child, answer the following:

  • IDENTITY: Mary Kawena Pukui collected ʻike Hawaiʻi and ʻōlelo noʻeau throughout her life. Ask your kupuna for a favorite saying or words of wisdom that has been passed down in your family.
  • SKILLS: Mary Kawena Pukui believed “knowledge is life.” Cite evidence from the text that shows that Mary Kawena Pukui lived by this belief.
  • INTELLECT: Mary Kawena Pukui was “born during a time of turmoil in the islands.” What does “turmoil” mean?
  • CRITICALITY: When Mary Kawena Pukui was a baby, the new government of Hawaiʻi outlawed the Hawaiian language. What impact did this have on the Hawaiian people? Why might Mary Kawena Pukui’s life work be considered brave and important?
  • JOY: With a kupuna, look up different ʻōlelo noʻeau recorded by Mary Kawena Pukui. Find one that you like or is meaningful to you. Draw a picture of that ʻōlelo noʻeau.

STEM NIGHT AT KES

Mahalo nui loa to the families that attended this year’s STEM Night held on Friday, March 28. Professional engineers from The Structural Engineers Association of Hawaii (SEAOH) presented our students and families with three different building challenges involving LEGO, cars and towers. There were so many innovative designs. Mahalo nui loa to the SEAOH engineers, STEM Resource Teacher Karen Kimura, and Parent Community Network Coordinator Dee Fujinaka for organizing this engaging event as well as members of our staff who assisted including VP Kalei Tim Sing, Kumu Māpuana, Ms. Ing, and Mrs. Nakamura.

FAREWELL MR. JARON

Please join me in wishing Mr. Jaron, our very own School Social Worker the best as he continues his professional pursuits at the University of Hawaiʻi School of Social Work. There he will have a broader reach, influencing future social workers. Under his leadership, our rate of chronic absenteeism dropped by 13% and we established a new behavior management system. Mr. Jaron also established strong relationships with students, staff and families. We will sorely miss him. His last day is this week Friday.

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

See Uncle Pono Shim explain the Noʻahuna, the esoteric meaning, of Aloha as taught to him by Aunty Pilahi, the Keeper of Secrets.

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

Help us build unity and show our lōkahi by wearing a shirt that celebrates Kāneʻohe on Wednesdays. Wear any previous Fun Run or grade level shirt.

DAILY VIRTUAL PIKO

At the Daily Piko, we share thoughts on the Aloha value for the week which helps us become centered and ready to learn. We begin at 8 AM everyday except Wednesdays when we meet in-person. If you would like to share your reflections on the week’s Aloha value, please contact me.

UPCOMING EVENTS

Apr 10 – May 2State Testing
Apr 18Good Friday Holiday
May 8STEM Hōʻike 2:20 – 3:50 PM
May 9Waiver Day – No Students

AHONUI AND MOʻOLELO AS MEDICINE

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Ahonui: ”Waiting for the moment” this is a time of what many refer to as mindful. To wait for the moment is to first notice that we have the awareness to recognize and control our responses. We can sift through moments to begin recognizing the timing of response or “waiting for the moment”.

Pilahi Paki as shared by Pono Shim

ALOHA FOCUS FOR THE WEEK: AHONUI

Two weeks ago, I attended a conference in Washington DC to gain an understanding of the education-related policy and funding changes looming at the national level and advocate on behalf of our schools and students. Fortified with a decent sleep on the long plane ride over, I arrived ready to learn.

Amidst the barrage of speculation, after the first day, I felt deflated. The speakers came from a range of non-partisan policy groups from those that support the national school lunch program to those that study education funding and student achievement. Many of the alterations they anticipate could drastically limit opportunities for our schools to fulfill their mission. Cuts to our budget would hobble our ability to provide a full and rich educational experience for all students, especially those that require special education services or are in need of financial assistance. 

As pessimistic as I felt, the second day reignited my hope. Each of the speakers spoke of the power of public education and the impact our educators have on students AND the impact we can have on policy-makers. No one exemplified this more than the first speaker, Carlos Ojeda Jr. otherwise known as Chu. Chu shared his moʻolelo about how one teacher in the middle of high school, indelibly changed the direction of his life. Through her tireless dedication, she steered Chu away from flunking out to a life of continued generational poverty and towards graduation, college and founding a successful youth engagement company.

Pono Shim often asserted that moʻolelo was medicine. When sitting with a group of people, Pono intuitively knew what people needed to hear. He selected a story from his past and vulnerably shared his experience. While intimately personal, the audience found connections to their own lives. Within a shared pain, they uncovered hope and healing.

During this time of division, so toxic like the Ala Wai, our moʻolelo are the genki balls that will slowly cure the wai. It will take time and repeated attempts, but we must practice ahonui and not give up. Or moʻolelo is significant and collectively will make a positive difference.

Want to share your moʻolelo and support our students? Contact our US Congress people who represent Kāneʻohe: Representative Jill Tokuda, Senator Mazie Hirono and Senator Brian Schatz

5 PURSUITS of AHONUI

Inspired by Gholdy Muhammad

Please watch this: Mamie Tape Fights to go to School written by Traci Huahn and illustrated by Michelle Jing Chan. Then with you child, answer the following:

  • IDENTITY: With a kupuna, talk about if someone in your family was told they couldn’t go somewhere, do something or belong to a place others were allowed to.
  • SKILLS: The author uses “a journey of a thousand miles beginning with a single step” as a metaphor for Mamie’s fight to attend school. Cite evidence from the text of the author’s use of this metaphor in various times of Mamie’s fight.
  • INTELLECT: Mamie’s family immigrated from China to the United States in the 1860s. What does immigrate mean? Have you or do you have ancestors that immigrated to Hawaiʻi? What was your/their experience?
  • CRITICALITY: Mamie’s family showed great ahonui in their fight for Mamie to go to school. How might you help people that are being excluded from belonging?
  • JOY: Ask you kūpuna to share their favorite stories about going to school when they were young.

MAHALO NUI LOA FUN RUN COMMITTEE & DONORS

Please join me in wishing a huge mahalo to our Fun Run Committee led by Tammy Shigezawa. The weather was perfect with many volunteers chipping in and ensuring all involved thoroughly enjoyed themselves. Mahalo nui loa also to everyone that generously donated to this effort. As in previous years, funds will be used to make further improvements on our campus.

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

See Uncle Pono Shim explain the Noʻahuna, the esoteric meaning, of Aloha as taught to him by Aunty Pilahi, the Keeper of Secrets.

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

Help us build unity and show our lōkahi by wearing a shirt that celebrates Kāneʻohe on Wednesdays. Wear any previous Fun Run or grade level shirt.

DAILY VIRTUAL PIKO

At the Daily Piko, we share thoughts on the Aloha value for the week which helps us become centered and ready to learn. We begin at 8 AM everyday except Wednesdays when we meet in-person. If you would like to share your reflections on the week’s Aloha value, please contact me.

UPCOMING EVENTS

Mar 25KES SCC Mtg – Online @Zoom
4:30 – 5:30 PM
Mar 25KES Ohana Hybrid Mtg – Online @Zoom
5:30 – 6:30 PM
Mar 26Prince Kuhio Holiday (learn about Prince Kuhio and his legacy here)
Mar 28STEM Family Night 
6:00 pm – 7:30 pm
KES School Cafeteria
Register here

BEING HAʻAHAʻA IN NEW SPACES

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low, lowly, minimum, humble, degraded, meek, unpretentious, modest, unassuming, unobtrusive; lowness, humility.

Pukui, Mary Kawena, Hawaiian Dictionary

ALOHA FOCUS FOR THE WEEK: HAʻAHAʻA

I can only imagine what it must be like to switch schools as a young kid, let alone switch every couple of years like our military families who serve our country in places across the world. Throughout my school years, I switched just once as I transitioned from 5th to 6th grade. Oblivious, I didn’t think moving was that big of a deal. I thought my new school would be just like my former elementary school and friendships would come easy. Immediately, I was disoriented and disillusioned.

Back at Alvah Scott Elementary, my homeroom teacher was a motherly woman who generously gave hugs to celebrate our accomplishments. At my new school, my homeroom teacher was a tall, lanky, deep-voiced, gray haired gentleman who had a penchant for tapping chalkboard erasers on the heads of his students when we acted out. More bewildering than looking like a chalky skunk, we had two additional teachers who taught us different subjects. 

Our English Teacher was truly ʻoluʻolu, gently prodding us to learn our grammar and read legitimate novels. Prior to 6th grade, I barely read books longer than a hundred pages and that was at 14 point font. Now our teacher expected us to read works of literature like The Lord of the Rings which spanned 1200 pages at 9 point font.

Our social studies teacher was a young male who seemed chill and looked like Steve Austin,The 6 Million Dollar Man. Popular amongst the students, he smoothly led discussions that captured our imagination about Mesopotamia and the civilizations of old. We only saw him lose his temper twice. Once he chastised the entire class for picking on a student, chanting that he smelled like urine. The other time, he broke up a fight, literally prying our linebacker sized classmate off of another kid and threw him across the classroom.

Certainly different in style, all of my teachers were supportive as I got used to the new learning environment. Strangely, as of this writing, I am for the first time realizing that at my old elementary school all of my teachers were Japanese American females. At my new school, the majority of my teachers were men and all of them were Caucasian. In the end, none of that mattered. All of my teachers were fun, kind, and caring and that’s what was most important.

It’s a good thing too. I tended to shy away and try to fly under the radar. In class, I’d put my head down as I attempted to keep up with the crowd. However, making new friends or at least going unnoticed proved insurmountable. Existing cliques seemed impenetrable and unfortunately I was a gigantic kid seated in the middle of the clique that would pick out your tiniest flaws, mix in criticisms about your masculinity and turn it into a catchy, jeering song. Months passed before I made one friend. 

I contrast my experiences with Merida, who transferred into Kāneʻohe Elementary a couple of years ago. Moving from the continent, where schools are built like Brutalist office buildings with little green space, she saw our school as an oasis.

Experiencing the “rainbow” of races in Hawaiʻi was less of an adjustment. Merida was already accustomed to being in the minority, as her former school was equally diverse. But here, sadly, she learned what is racism. One of her classmates mocked her repeatedly for being White. Fortunately, her teacher and counselor stepped in to resolve the issue. 

A pukani whom I see daily at piko, I never would have guessed that Merida was being bullied. From her first weeks, she’s been surrounded by friends and dove into all the experiences our school has to offer. From volunteering at ʻĀina Aloha o na Lima Hana to hungrily studying ʻŌlelo Hawaiʻi, Merida humbly accepts the kuleana of living in our ahupuaʻa. Her favorite Hawaiian phrase is “No Kāneʻohe mai au” – I am from Kāneʻohe., beaming as she recites it. Her haʻahaʻan approach to making friends, giving back to our community and being a curious learner has helped her to not just be accepting of others but to find forgiveness and resilience in herself. 

While I acknowledge that I am a product of all of my experiences and don’t wish to change any part of my past, I do strive to follow Merida’s example of being haʻahaʻa as I enter new spaces today. She is truly a role model and leader.

5 PURSUITS of HAʻAHAʻA

Inspired by Gholdy Muhammad

Please watch this: The Girl with Big, Big Questions written by Britney Winn Lee and illustrated by Jacob Souva. Then with you child, answer the following:

  • IDENTITY: With a kupuna, share the big, big questions you each have about who you are and where your kūpuna come from.
  • SKILLS: Citing evidence from the text, how did the main character’s thinking about asking questions change? Why did she change her mind?
  • INTELLECT: Similar to the main character, research the challenges our native birds face surviving in Kāneʻohe and Hawaiʻi.
  • CRITICALITY: How can asking questions help improve our community and reduce hate?
  • JOY: Make a question cube and play the Question Game with this book and other books you read throughout the next several nights.

SCHOOL QUALITY SURVEY

Every year, we ask our parents and guardians to assist in providing us feedback that reinforces the good work we’ve been doing and lets us know how we might improve. Please help us once again gather this feedback by taking this year’s School Quality Survey found at this link. The survey will remain open until March 12. We look forward to hearing from you.

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

See Uncle Pono Shim explain the Noʻahuna, the esoteric meaning, of Aloha as taught to him by Aunty Pilahi, the Keeper of Secrets.

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

Help us build unity and show our lōkahi by wearing a shirt that celebrates Kāneʻohe on Wednesdays. Wear any previous Fun Run or grade level shirt.

DAILY VIRTUAL PIKO

At the Daily Piko, we share thoughts on the Aloha value for the week which helps us become centered and ready to learn. We begin at 8 AM everyday except Wednesdays when we meet in-person. If you would like to share your reflections on the week’s Aloha value, please contact me.

UPCOMING EVENTS

Mar 122:05 PM School Ends (switch with Friday 3/14)
Mar 14KES Fun Run
1:15 PM School Ends (switch with Wednesday 3/12)
Mar 17 – 22Spring Break
Mar 26Prince Kuhio Holiday
Mar 28STEM Family Night 
6:00 pm – 7:30 pm
KES School Cafeteria
Register here

ʻOLUʻOLU AND BEING GRATEFUL

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E ʻoluʻolu i ka mea i loaʻa. #367

Be contented with what one has.

Pukui, Mary Kawena, (1983). ʻŌlelo Noʻeau

ALOHA FOCUS FOR THE WEEK: ʻOLUʻOLU

Last week, one of our teachers warmly shared with me a gratitude board her class created. Scanning over the heartfelt notes composed by her students, a couple themes stand out. First, like winning quarterbacks interviewed after a big win, moms received the majority of appreciation. Second, all of the people recognized were thanked for their acts of service.

Our students did not thank others for the material gifts they receive or anything of great monetary value. They did not thank parents for giving them a smart phone or video game. One did mention Minecraft and Roadblox, but it was to thank their dad for spending time playing with them. It could have easily been playing some other game or pastime. Students found value in feeling loved, valued and protected. 

Even our youngest students adeptly perceive when someone sincerely cares for them and they resultantly respond in kind. Students who feel cared for are more likely to try and meet expectations. Eventually, if caring prevails over judgement or disdain, they feel safe to try new things. For example, one student thanks their mom for nicely saying when something is dangerous. Another is grateful for their brother for correcting their homework and cheering them up. As both students progress with the loving support of their ʻohana, they will grow in independence and resilience.  

Further, science shows that as students continue to reflect on and show gratitude, they increase their ability “to persevere and remain open to finding new solutions, even when initial attempts fail.” This practice mushrooms in significance, as students enter puberty and the pressure to compare themselves with their peers sharpen. Caring conquers negative thought patterns that are apt to emerge while gratitude reduces stress and extinguishes harmful emotions.

“I am grateful for all the students in my class – they teach me to be a better teacher everyday ❤️ They are kind and patient with me.” Similar to our teacher, as we provide for our children, it’s important to remind ourselves of the riches they give us and show gratitude. Then we too can thrive in the benefits of being thankful.

5 PURSUITS of ʻOLUʻOLU

Inspired by Gholdy Muhammad

Please watch this: Up Periscope!: How Engineer Raye Montague Revolutionized Shipbuilding written by Jennifer Swanson and illustrated by Veronica Miller Jamison. Then with you child, answer the following:

  • IDENTITY: Have you ever been told that you couldn’t do something because of your gender, age, or size? Talk with a kupuna about how that felt and what you/they did about it?
  • SKILLS: Citing evidence from the text, create a Double Bubble Map that compares the unfair treatment Raye Montague faced to how women are treated now. 
  • INTELLECT: What is a periscope? Research how a periscope works and how it is used.
  • CRITICALITY: Raye Montague’s belief that she could learn anything, do anything, and be anything helped her remain ʻoluʻolu when faced with obstacles and injustice. How might you follow Raye Montague’s example to overcome unfair treatment? 
  • JOY: With a makua, construct your own periscope.

NATIONAL SCHOOL SOCIAL WORKER WEEK

A huge mahalo goes out to Jaron Yamauchi, Kāneʻohe Elementary’s own social worker. Since joining our ʻohana, Mr. Jaron has forged many positive relationships with our students and their families. He has helped to decrease negative behaviors and increase attendance through his many efforts and leadership within our administrative team. When you have a chance, please show Mr. Jaron your gratitude to all he gives to our school.

HOʻOMAIKAʻI KĀNEʻOHE ELEMENTARY CAFETERIA STAFF

Last week our wonderfully talented cafeteria staff were featured in various media outlets for their efforts to add local ingredients and serve delicious meals to our students. Please join me in applauding their accomplishments and service to Kāneʻohe Elementary.

MAHALO NUI LOA ROYAL HAWAIIAN BAND

This week, our school was once again treated to an amazing concert by the Royal Hawaiian Band. OG alumnus of Kāneʻohe Elementary (and grandparent of two Kāneʻohe students), Karen Keawehawaiʻi sung Yellow Ginger Lei and was accompanied by a few of our teachers dancing hula ʻauana. Throughout the show, students sang along to different tunes, were introduced to the gamut of musical instruments, and learned a bit of Hawaiian history in the process. One of our second graders, Alex Kimura, returned to skillfully conduct the band for one of their numbers. Mahalo nui loa goes to Alex’s mother So Jin Kimura, a musician with the Royal Hawaiian Band, who helped arrange this wonderful opportunity for our students to discover new passions.

SCHOOL QUALITY SURVERY – KOKUA NEEDED

Every year, we ask our parents and guardians to assist in providing us feedback that reinforces the good work we’ve been doing and lets us know how we might improve. Please help us once again gather this feedback by taking this year’s School Quality Survey found at this link. The survey will remain open until March 12. We look forward to hearing from you.

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

See Uncle Pono Shim explain the Noʻahuna, the esoteric meaning, of Aloha as taught to him by Aunty Pilahi, the Keeper of Secrets.

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

Help us build unity and show our lōkahi by wearing a shirt that celebrates Kāneʻohe on Wednesdays. Wear any previous Fun Run or grade level shirt.

DAILY VIRTUAL PIKO

At the Daily Piko, we share thoughts on the Aloha value for the week which helps us become centered and ready to learn. We begin at 8 AM everyday except Wednesdays when we meet in-person. If you would like to share your reflections on the week’s Aloha value, please contact me.

UPCOMING EVENTS

Mar 14KES Fun Run
Mar 17 – 22Spring Break
Mar 26Prince Kuhio Holiday

LŌKAHI OF SERVICE

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To be alike; to be agreed; to be of one mind; to be in union or unison 

Andrews, Hawaiian Dictionary, 1865

ALOHA FOCUS FOR THE WEEK: LŌKAHI

This weekend, my girlfriend and I were blessed to participate in a community work day at Pālehua. Though outside the ahupuaʻa in which we live and work, the day provided an opportunity to experience conservation efforts similar to what we are attempting in Kāneʻohe. While immersed in the hana of pulling out invasives and planting lonomea and ʻaʻaliʻi, we bathed in connecting with those that joined in the effort. 

Pālehua sits within the Honouliuli ahupuaʻa, and features a pā where people gathered to observe the rising and falling of the Makali’i or Pleiades constellation that marked the beginning and end of the Makahiki season. Aligned with the practices of Makahiki, Pālehua is tranquil and a place dedicated to agriculture. 

At 2,400 feet above sea level, Pālehua is 24 times higher than Kāneʻohe and thus far cooler. The air is also drier, feeding different types of vegetation such as eucalyptus, iron wood, and kiawe. It is the home of the Oʻahu ʻelepaio, a bird primarily found in this area and whom can be seen foraging in pairs from tree to tree. Here the endangered Achatinella mustelina, a species of kāhuli endemic to the Wai‘anae Mountains, resides in armored enclosures sheltering them from predators such as rats, Jackson Chameleons, and rosy wolfsnails. 

Despite distinct differences, there is much Pālehua and Kāneʻohe share.  Both hold spiritual significance and are protected by caretakers rich with ʻike Hawaiʻi. In both, people gather to plant, to share, to play, and to learn. In both, we struggle to preserve culture and ways of life that promote sustainability, peace, and care for one another. In both, by serving the ʻāina we honor indigenous practices and cultivate deeper connections to our shared kuleana.

At the start of the morning, before mud stained our knees and brows sparkled with sweat, we gathered in circle. Folks shared where they were from and what they hoped to learn from the experience. Most reside in the Honouliuli ahupuaʻa but others journeyed as far as Brooklyn, New York and one person originally came from France. Notwithstanding the miles each traveled to Pālehua, each endeavored to pay respect to the area through their service. And by the end, each gleaned wisdom from Alia, our guide for the day. From bits of laʻau lapaʻau applications of the plants we encountered to the moʻolelo of the area, we each grew in our appreciation for Pālehua and the need to continue its restoration. 

5 PURSUITS of LŌKAHI

Inspired by Gholdy Muhammad

Please watch this: When Harriet Met Sojourner written by Catherine Clinton and illustrated by Shane W. Evans. Then with you child, answer the following:

  • IDENTITY: The author imagines Harriet Tubman and Sojourner Truth’s meeting as one defined by “a kinship that went deeper than language; perhaps deeper than blood; a kinship of spirit” in other words, their lōkahi. Ask your kūpuna to share a story about a person with whom they might have a similar kinship.
  • SKILLS: Citing evidence from the text, in what ways were Harriet Tubman and Sojourner Truth’s lives similar.
  • INTELLECT: As the author states, Harriet Tubman was only one of the conductors of the Underground Railroad. Check out this site and learn about a few other people who were “upstanders”, bravely leading enslaved people to their freedom. 
  • CRITICALITY: How might we follow in Harriet Tubman and Sojourner Truth’s footsteps and standup against hate today? 
  • JOY: As Dr. Cruz (the narrator) suggests, write a love letter to yourself from a kupuna. Imagine what they would appreciate about you and advice they might have to offer.

UNLEASH THE DATA DETECTIVE IN YOUR CHILD

Could your child become a Data Scientist, one of the emerging, in-demand careers? You can help your keiki get headstart right now according to the National Association of Elementary School Principals. 

“The home is a treasure trove of opportunities for kids to explore the fascinating world of data. In this Report to Parents, find simple, home-based activities—divided out by age group—families can use to nurture this vital skill set in their children.”

IN THE NEWS

Check out this article in last week’s MidWeek about two of our alumni that are giving back to Kāneʻohe by returning to read and inspire our first graders.

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

See Uncle Pono Shim explain the Noʻahuna, the esoteric meaning, of Aloha as taught to him by Aunty Pilahi, the Keeper of Secrets.

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

Help us build unity and show our lōkahi by wearing a shirt that celebrates Kāneʻohe on Wednesdays. Wear any previous Fun Run or grade level shirt.

DAILY VIRTUAL PIKO

At the Daily Piko, we share thoughts on the Aloha value for the week which helps us become centered and ready to learn. We begin at 8 AM everyday except Wednesdays when we meet in-person. If you would like to share your reflections on the week’s Aloha value, please contact me.

UPCOMING EVENTS

Feb 26KES SCC Mtg – Online @Zoom4:30 – 5:30 PM
Mar 14KES Fun Run
Mar 17 – 22Spring Break

AKAHAI AND OUR GIFTS

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Akahai: Leaving better than you found it –with white gloves…the practice is grace. White gloves give the image of leaving someone clean and not staining them or leaving a blemish or scar. To leave someone unblemished is to share akahai. It does not carry an expectation of an award or reward or reciprocity, it is to share our best fish and keep our less than best fish.

Pilahi Paki as shared by Pono Shim to The Mānoa Heritage Center.

ALOHA FOCUS FOR THE WEEK: AKAHAI

Often, Aunty Puanani Burgess gathered her most insightful and inspirational moʻolelo from her daily interactions. Her son’s strolls with his grandmother, memories of taking castor oil to ward off disease, and even a Sylvester Stallone movie were sources of unlikely wisdom. Aunty Pua adeptly perceived the gems around her and skillfully translated them so all could gain wisdom from her observations.

Aunty Pua’s most renown moʻolelo involved her interaction with a student from Waianae High School. After prompting the student to think about his unique gift, she initially provoked anger and embarrassment. However, unbeknownst to her, she also aroused reflection. Away from school, the student realized his gift as a talented lawaiʻa. When he recounted this to Aunty Pua days after his outburst, she realized how unseen the boy was in school; how his talents, intelligence, and ʻike went unvalued. Her plea to schools then became to realize that everyone has gifts and we must teach to those gifts of our haumana.

Father Gregory Boyle, the founder of the largest gang-intervention and rehabilitation program, possesses a similar perspective. He touts that everyone, even those that commit the most heinous crimes, are fundamentally and unshakably good. He says, “You’re talking about people who are unshakably good and belong to us, but they’re not as healthy as people would hope one to be, and so how do we walk each other home to health?” (source) Beyond the tattoos, clothing, and intimidating looks, Father Boyle’s vision is filtered through an understanding that the gang members who come to him have suffered despair and trauma. They harm others, not because they are evil, but because they are hurt. Like Aunty Pua, he sees the gifts they possess and through teaching and healing, is able to help people bring these gifts forward. A masterful storyteller, Father Boyle shares an example where one gang member’s unshakable good shines brightly for all to see.

Aunty Pua noted that recognizing our own gift can be extremely difficult. She observed that seeing your gift is to “honor something inherent in you that often times is not seen by others.” So, if we sincerely believe that everyone possesses a gift, is unshakably good, then our act of akahai is to look for those gifts in others and in ourselves.

5 PURSUITS of AKAHAI

Inspired by Gholdy Muhammad

Please watch this: The Doctor with an Eye for Eyes: The Story of Dr. Patricia Bath written by Julia Finley Mosca and illustrated by Daniel Rieley. Then with you child, answer the following:

  • IDENTITY: As shared in the video, what are your gifts, talents, or somethings you are good at? Discuss with a kūpuna.
  • SKILLS: Citing evidence from the text, what were the different unfair conditions Dr. Bath encountered for herself and for her patients?
  • INTELLECT: Dr. Path was an ophthalmologist, a special type of eye doctor. Research what it takes to become an ophthalmologist and how it is different from an optometrist.
  • CRITICALITY: Similar to the question shared in the video, how can you be like Dr. Bath and use your gifts or talents to show akahai and make the world better?
  • JOY: With the help of a makua, make your own memory game. Memory games help improve your eyesight, focus, and attention to detail.

HOʻOMAIKAʻI – SCIENCE & ENGINEERING FAIR AWARDEES

Last week, we congratulated our junior engineers who represented Kāneʻohe Elementary at the Windward District Science and Engineering Fair. This week, we make special mention of: Kobe Bruhn, Abby Fong, and Kaili Laba. Their projects were amongst the top at the fair and will go on to represent Kāneʻohe Elementary AND the entire Windward District at the Hawaiʻi State Science and Engineering Fair. Further, Abby garnered a special award for the Thermo Fisher Junior Innovators Challenge and placed 3rd overall. We are very proud that these students’ hard work and application of knowledge were recognized by the judges and will continue to compete against public and private schools across the state.

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

See Uncle Pono Shim explain the Noʻahuna, the esoteric meaning, of Aloha as taught to him by Aunty Pilahi, the Keeper of Secrets.

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

Help us build unity and show our lōkahi by wearing a shirt that celebrates Kāneʻohe on Wednesdays. Wear any previous Fun Run or grade level shirt.

DAILY VIRTUAL PIKO

At the Daily Piko, we share thoughts on the Aloha value for the week which helps us become centered and ready to learn. We begin at 8 AM everyday except Wednesdays when we meet in-person. If you would like to share your reflections on the week’s Aloha value, please contact me.

UPCOMING EVENTS

Feb 19KES Ohana Mtg via Zoom and in-person @KES Library5:30 – 6:30 PM
Feb 26KES SCC Mtg – Online @Zoom4:30 – 5:30 PM
Mar 14KES Fun Run
Mar 17 – 22Spring Break

THE PERSEVERANCE AND RESISTANCE OF AHONUI

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E hoʻāhonui aʻe ā pau kēia pilikia

Be patient until this trouble is over.

Pukui, Mary Kawena, Elbert, Samuel H. (1965). Hawaiian Dictionary

ALOHA FOCUS FOR THE WEEK: AHONUI

5 AM. Too early to get up. I fumble with my AirPods and turn on a podcast. Closing my eyes, envisioning the setting and characters, I usually am able to drift off with a few minutes. Yet, lately I’ve been engrossed in the storytelling of a now defunct program entitled Resistance and it has been keeping me alert. 

This morning, I listened to the story of Isis Brantley. Channeling the teachings and practice of her ancestors, Ms. Brantley braided the hair of women in her community. Elevating natural hair styles through cultural knowledge that spanned generations, Ms. Brantley flourished…until 1997 when the state of Texas arrested her for operating a salon without a license. Jailed, humiliated, and demeaned for not adhering to Western standards, Ms. Brantley at first complied, paid a fine, and continued her practice out of her home.

Overpowered but not deterred, Ms. Brantley protested and fought the regulations that landed her in jail. Unmoved, for nearly 20 years, the state kept it’s discriminatory laws in place. Finally in 2015, after years of struggle and patience, Ms. Brantley succeeded. Her lawsuit against the state trumped in federal court. There the court found the state’s laws to be unconstitutional. Texas was compelled to change it’s laws and honor Ms. Brantley’s expression of cultural practices.

As I observe my 13th year here at Kāneʻohe Elementary…as a school leader, I am inspired by Ms. Brantley’s perseverance and ahonui. I wish I could say that I was as resilient, as ʻoluʻoluas she but I know that at times, I was too gentle, too patient.

When I first arrived, students in one grade level who performed lower in reading and math were pulled from their homerooms and relegated to a separate classroom. Proven ineffective and discriminatory, this type of tracking system caused students to feel unintelligent and devalued. On top of this, students receiving special education were never given a chance to receive their services in their homerooms with their non-disabled peers. As a a long time educator and new principal, I knew these practices were wrong and unfit but felt intimidated to address it. 

It took me a long, guilt-ridden year and a half to dissolve the tracking system. I wanted to act more swiftly but hesitated making drastic changes in my first year. Counter to my imagination, the affected teachers did not protest. In fact, a couple of them welcomed the change. Still, affecting only four teachers, I felt intrusive and uncomfortable and definitely not courageous.

It took another conscience-stricken year and a half to address the unfair practices in special education. Touching teachers across the school, contradicting long held beliefs, initiatives in this area met far greater opposition. I gritted my teeth and continued to gently press. Fortunately, two brave teachers agreed to pilot an inclusive classroom where a diversity of students could thrive. Eventually, as new teachers joined our faculty, more began to advocate for the inclusion of diverse learners and people began to accept the change. Training in this inclusive practices further solidified the effort.

Ten years later, I am proud of the changes our school championed. It certainly a result of kākou – a team effort and I believe our students are better off for it. Empowered by the teachings of Uncle Pono and inspired by leaders like Isis Brantley, I am also more resilient and able to navigate needed change. While I can exert more strength, I remain patient and strive to bolster this with gentleness. 

5 PURSUITS of AHONUI

Inspired by Gholdy Muhammad

Please watch this: Libba: The Magnificent Musical Life of Elizabeth Cotten written by Laura Veirs and illustrated by Tatyana Fazlalizadeh. Then with you child, answer the following:

HOʻOMAIKAʻI – JUNIOR ENGINEERS REPRESENT

Congratulations go out to our junior engineers who represented Kāneʻohe Elementary at the Windward District Science and Engineering Fair last week. They are: Sariah Ava, Kobe Bruhn, Kawika Chong, Isaac Esmond-Schadel, Abby Fong, Kaili Laba, Willa Maxilom-Stevens, Keʻea Namahoe, Adrian Rhodes, and Hennessey Wall-Tyquiengco. Competing against students from elementary and intermediate schools across the Windward District, they rigorously explained their projects to the district judges and demonstrated their learning. We are so proud of their work and accomplishments. Congratulations!

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

See Uncle Pono Shim explain the Noʻahuna, the esoteric meaning, of Aloha as taught to him by Aunty Pilahi, the Keeper of Secrets.

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

Help us build unity and show our lōkahi by wearing a shirt that celebrates Kāneʻohe on Wednesdays. Wear any previous Fun Run or grade level shirt.

DAILY VIRTUAL PIKO

At the Daily Piko, we share thoughts on the Aloha value for the week which helps us become centered and ready to learn. We begin at 8 AM everyday except Wednesdays when we meet in-person. If you would like to share your reflections on the week’s Aloha value, please contact me.

UPCOMING EVENTS

Feb 13Kindergarten Preview 5:30 – 6:30 PM
Feb 14Institute Day – no students
Feb 26KES SCC Mtg – Online @Zoom 4:30 – 5:30 PM

HAʻAHAʻA AND OLD DOGS CAN LEARN NEW TRICKS

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E hoʻohaʻahaʻa ʻia hoʻi ka manaʻo kiʻekiʻe o ke kanaka

The haughtiness of men shall be made low

Pukui, Mary Kawena, Elbert, Samuel H. (1965). Hawaiian Dictionary

ALOHA FOCUS FOR THE WEEK: HAʻAHAʻA

Gruff, taciturn, and intimidating, Roland Tamaru seemed like a no nonsense teacher no student dare cross. Compared to many of the other classrooms across Kailua High School, Tamaru’s class was eerily silent. Students diligently worked on their graphic art projects without looking up for the entire period. He sat at the front behind a sparse metal desk, keeping watch like a house cat guarding a mouse hole.

Once, in the fall of 1991, I visited Tamaru’s class, stayed for a period, and immediately judged him. All I could see was his stoic exterior and what I perceived to be a lack of classroom dynamics. I never visited again. At that time, I was part of the Masters of Education in Teaching cohort – an experimental approach to teacher preparation based on the inquiry style of learning used in medical schools. As such, Kailua High provided our cohort free reign to observe any classroom across the campus. My colleagues explored the school, even visiting classes outside of our specialty area. As an aspiring physics teacher, I frequented the science classes but also ventured into the leadership class, math and social studies. My classmates and I compared notes, all gravitating towards those charismatic teachers who seemed to captivate their students with stories and unique instructional approaches. None of us visited Tamaru beyond our first observation.

Eventually, I graduated and became a full time science teacher at Kailua High School. As a newbie, I continued close relationships with the many teachers I looked up to, striving to emulate their masterful skills. Still, I ignored Tamaru, who usually sat in the back row during faculty meetings, cloistered with the other shop teachers, walled behind the weekly Pennysaver.

Three years into my practice, I began teaching applied physics as part of the Building and Construction Academy. It was a natural fit given my background in civil engineering. I was fortunate to work closely with the math and English teachers I looked up to and became fast friends with the guidance counselor who directed the academy. Despite a challenging start and a chronic turnover of construction teachers, we made a solid team. In the years following, we helped our students – many of whom were giving up on school while the school seemed to be giving up on them – find greater relevance to attending and assisted the majority in matriculating to college. 

One late afternoon, during the fall of 1998, I hunched over my desk, prepping the labs students would perform the next day. My back to the door, I did not hear his stealthy footsteps until a sharp “Hey! Minakami” jolted me to attention. Tamaru stood in my doorway, looking serious. My mind raced. “What did I do to offend him? How do I make it up to him?”

“I got a favor to ask you.” Tamaru approached me and proceeded to change my worldview.  “So everyday, I pull a few students aside and ask them how they are doing. I ask what they plan to do after they graduate and check on their school work in other classes.” Earlier that day, he pulled aside Chance, a sophomore who was in my conceptual physics class the prior year. Chance revealed to Tamaru how he dreamed of becoming the first in his family to go to college. He was inspired by Tamaru’s mechanical drawing class and wanted to become an engineer. After encouraging Chance to go for it and make his dreams come true, Tamaru went to the registrar’s class to check on Chance’s grade. To his dismay, Chance was enrolled in basic math. As a sophomore, even if he went to summer school and aced all his classes, he would never make it to trigonometry before graduation. His chances of becoming an engineer was quite slim. Deflated, Tamaru knew something needed to change. He looked at me with tearful eyes exclaiming, “I’m letting my students down!” So at that point, he decided that he must increase the rigor of his classes and that required incorporating high levels of math, science and writing. Tamaru saw the success of the Building and Construction Academy and resolved to approach our team to join his mission.

Moved by his story, we all of course said yes and began a fruitful partnership that continued until Tamaru’s retirement which came to short for medical reasons. As much as the students benefited from our collaboration, I was transformed as a result of working with Roland Tamaru. He taught me to not judge. All along he was an amazing teacher who built relationships with his students, forging connections and investing in their future – something I could’ve done more of in my initial years. And though he had been teaching since the late 70s, he opened himself up to new learning, discarded his trove of lesson plans and changed his entire approach to teaching. Had I been more empty, more observant, perhaps I would’ve seen these qualities earlier on, spent more time in his class and learned from him when I had the freedom to do so. 

Last fall, a few of his former students and I gathered at Tamaru’s house enjoying a feast of Hawaiian food. Today, Tamaru is enjoying his retirement along with his many grandchildren. Though it has been twenty years since he was last at Kailua High School, he continues to serve as an inspiration to me and his former students. 

5 PURSUITS of HAʻAHAʻA

Inspired by Gholdy Muhammad

Please watch this: The Oldest Student: How Mary Walker Learned to Read  written by Rita L. Hubbard and illustrated by Oge Mora. Then with you child, answer the following:

  • IDENTITY: Discuss with your kupuna: What is something you enjoyed learning? Why do you enjoy it? What is the last thing you’ve learned? What was that experience like?
  • SKILLS: After attaining freedom, why do you think Mary Walker didn’t learn to read sooner? Cite specific information from the text to support your answer.
  • INTELLECT: Why do you think Mary Walker, as an enslaved person, was not allowed to learn to read? How did not being able to read impact her throughout her life? Review this resource that provides more information.
  • CRITICALITY: Similar to not allowing enslaved people to learn read, some communities ban books to keep them away from students. Last year, 2024 Banned Books Week Honorary Chair Ava DuVernay stated, “I believe that censorship is the enemy of freedom. By banning books, we deny ourselves the opportunity to learn from the past and to envision a braver future. Books have the power to open minds and build bridges.” Describe a book you’ve read that opened your mind and helped you to learn about other people’s experiences.
  • JOY: Like Mary Walker at the end of the story, read a book you enjoy to someone.

NATIONAL SCHOOL COUNSELING WEEK

Each year, American School Counselor Association celebrates National School Counseling Week. This year’s theme, School Counseling: Helping Students Thrive, is a great reminder how our counselors, Ms. Julie and Mr. Shane along with our Social Worker, Mr Jaron, and our School Behavior Health Specialist, Ms Riana, embody this theme. Everyday they tirelessly dedicate their efforts to ensure our students are thriving. From helping students to make better choices to praising students for their everyday victories; from lending an ear and providing sage advice to connecting students and facilitating friendships; our counseling team truly enriches our school. Please take time this week to express your appreciation for all that they do.

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

See Uncle Pono Shim explain the Noʻahuna, the esoteric meaning, of Aloha as taught to him by Aunty Pilahi, the Keeper of Secrets.

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

Help us build unity and show our lōkahi by wearing a shirt that celebrates Kāneʻohe on Wednesdays. Wear any previous Fun Run or grade level shirt.

DAILY VIRTUAL PIKO

At the Daily Piko, we share thoughts on the Aloha value for the week which helps us become centered and ready to learn. We begin at 8 AM everyday except Wednesdays when we meet in-person. If you would like to share your reflections on the week’s Aloha value, please contact me.

UPCOMING EVENTS

Feb 3 – 7National School Counseling Week Theme: Helping Students Thrive.  National School Counseling Week highlights the tremendous impact school counselors have in helping students achieve school success and plan for a career.
Feb 4Spring Picture Taking
Feb 8Windward District Science & Engineering Fair Awards Ceremony @ WCC
Feb 13Kindergarten Preview 5:30 – 6:30 PM
Feb 14Institute Day – no students
Feb 26KES SCC Mtg – Online @Zoom 4:30 – 5:30 PM

ʻOLUʻOLU AND RESTORATIVE PRACTICES

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E hōʻoluʻolu mai i kō ʻoukou mau naʻau

Comfort your hearts

Pukui, Mary Kawena, Elbert, Samuel H. (1965). Hawaiian Dictionary

ALOHA FOCUS FOR THE WEEK: ʻOLUʻOLU

When Carl first enrolled in Kāneʻohe Elementary, he attempted to keep to himself and not draw any attention. At his former school, classmates picked on him on a daily basis. Big in size and bright for his age yet very gentle hearted, Carl was an easy target. He did not feel safe in class as he was often mocked for his contributions.

At Kāneʻohe, the conditions seemed very quite the opposite. Students acted kind and did not jeer at his words. Slowly he lowered his guard. As he grew to trust his teacher and become comfortable with his homeroom, Carl found it easier to be himself. He began to become more lively, smiling more easily, allowing his quirky character to shine through.

Sometime after fall break, one of the other students in the class began to do things to irritate Carl, small actions that did not draw the teacher’s attention. He knocked Carl’s pencil on the ground, closed his notebook as he wrote a journal response, and tripping Carl as he walked across the room. Carl tried to ignore it and did not alert his teacher. 

However, these pranks bore into Carl’s sense of safety. Reminded of his former school, Carl began to shrink into himself. He stopped sharing in class and chose to keep to himself at recess. Concerned for his affect, Carl’s mother reached out to me and said that he was being bullied.

In the past, I would have swiftly punished the other student, issued a suspension, and directed him to write a letter of apology. Yet, too often the misbehaviors would repeat targeting a different student. The days of suspension would increase until the student found a target who wouldn’t complain or learned to more slyly get away with the misdeeds. Meanwhile, students who were victimized felt helpless when not under the watchful eyes of adults.

Presently and for the past eight years, we graduated to implementing Restorative Practices as a means of (1) teaching students to be accountable for their actions by repairing any harm they caused and (2) empowering students to be ʻoluʻolu by speaking up when someone has wronged them. Our goal is to provide students with tools to navigate conflict – which is unavoidable in school, work, family, and life. 

To address the ongoing misbehavior targeting Carl, the offending student first spent several days in the office, talking with our wonderful counselors who found out that the student’s parents were going through a divorce. He also spent time with me to go over Chapter 19 and how his behaviors was not only harming Carl but it was keeping him from his own learning goals. We then went over Restorative Practices and how he can restore the harm he caused.

We then started off trying the Peace Path with Carl. The two took turns sharing their perspective on what the student was doing to Carl. They listened and paraphrased, assuring the other that they understood what was said. They then took turns sharing how the relationship could be restored and what steps need to be taken so true forgiveness can occur.

The misbehaviors immediately disappeared following this session and Carl slowly began to feel safe once again. Unfortunately, this did not last. After winter break, the student began to pick on Carl once again. However, Carl spoke up and told the teacher. Carl, the student and I began to meet on a weekly basis to review the Peace Path and how the student was treating Carl. Eventually Carl was even able to praise the student for the days where he did something kind. Instead of shrinking into himself, Carl’s confidence grew as did his courage to address other wrongs he witnessed.

5 PURSUITS of ʻOLUʻOLU

Inspired by Gholdy Muhammad

Please watch this: The Honest-to-Goodness Truth written by Patricia McKissack and illustrated by Gisele Potter. Then with you child, answer the following:

  • IDENTITY: Talk with your kupuna – In your family, what is taught about telling the truth? Is everyone always expected to tell the truth? 
  • SKILLS: When Lily lied to her mother, she said that it slid easily out of her mouth like it was greased with warm butter. What other similes could you use about telling a lie?
  • INTELLECT: Where do you think this story takes place? What clues did you see and hear that gave you a hint of the setting for the story?
  • CRITICALITY: Lily’s mother told her, “The truth is often hard to chew.  But if it is sweetened with love, then it is a little easier to swallow.” Think of an example of where someone told you the truth “sweetened with love.”
  • JOY: Create a poem-like prose piece called. “Instead of ___, Say ___.” For example: Instead of, “That green dress makes you look like a cabbage,” say “I like the blue dress better; it brings out your eyes.” Source: http://teachwithpicturebooks.blogspot.com/2009/03/honest-to-goodness-truth.html 

MAIKAʻI – UKULELE PERFORMANCE!

This past weekend, at the Hawaiʻi Parents & Schools Expo, our team greeted parents and families exploring the myriad of educational choices across the island. Throughout the day, different schools showcased their choirs and halau hula. Standing out was our very own students performing on the ukulele led buy Kumu Jonah Cazimero. Mahalo to Kumu Jonah and his haumana for entertaining the crowd and showing everyone the talent at Kāneʻohe Elementary.

INVITATION TO SHARE

Every morning at piko, we invite students and staff to share their stories and reflection on the Aloha Focus of the Week. Starting this week, we invite ʻohana to join in the sharing. At minimum, we encourage you to talk with your children about the Aloha value and positively reinforce their practice. However, if you would like to share with our school community, please email or call me to schedule a time for your sharing – even if it’s to ask if I can share your message on your behalf. I look forward to hearing from you.

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

See Uncle Pono Shim explain the Noʻahuna, the esoteric meaning, of Aloha as taught to him by Aunty Pilahi, the Keeper of Secrets.

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

Help us build unity and show our lōkahi by wearing a shirt that celebrates Kāneʻohe on Wednesdays. Wear any previous Fun Run or grade level shirt.

DAILY VIRTUAL PIKO

At the Daily Piko, we share thoughts on the Aloha value for the week which helps us become centered and ready to learn. We begin at 8 AM everyday except Wednesdays.

UPCOMING EVENTS

Jan 29KES SCC Mtg – Online @Zoom4:30 – 5:30 PM
Feb 3 – 7National School Counseling WeekTheme: Helping Students Thrive. National School Counseling Week highlights the tremendous impact school counselors have in helping students achieve school success and plan for a career.
Feb 13Kindergarten Preview5:30 – 6:30 PM
Feb 14Institute Day – no students