HAʻAHAʻA AND LISTENING TO YOURSELF

Posted on by 0

Kuʻia ka hele a ka naʻau haʻahaʻa #1870

Hesitant walks the humble hearted. [A humble person walks carefully he will not hurt those about him.]

Pukui, Mary Kawena, (1983). ʻŌlelo Noʻeau

ALOHA FOCUS FOR THE WEEK: HAʻAHAʻA 

“If I asked my father a question when he was quiet, he would say he was having a conversation with himself and that I shouldn’t interrupt.”

Ann Patchett, The Dutch House

When I taught at Kailua High School, my colleague, Mr. Unten made it his mission to teach his students how to have a conversation with themselves. He’d ask, before you got in trouble for fighting, before you even punched that guy, what did you tell yourself? Most students replied that they didn’t know what he was talking about. They did not have an internal dialogue, no Jiminy Cricketsitting on their shoulder telling them to choose right from wrong or to even weigh the consequences. They just acted, ignoring their under-developed pre-frontal cortex, the part of the brain behind decision-making and emotional regulation.

Consequently, these students kept on getting into trouble. Even at 9th grade, more than a few were arrested for stealing, fighting, and vandalism. One even punched a police officer. After spending a lengthy time in detention, the student told me that he wasn’t thinking. He was raised to fight back no matter the situation. And so, when the officer shoved him, he balled up his fists and automatically swung.

Mr. Unten, an English teacher, provided many models for students to learn how to listen to what their gut was telling them. He led his class in discussing novels, such as The Giver, examining what might be going on in the characters’ heads. He had students explore their own dilemmas and practice thinking through situations. He taught them that the answers to their problems lay within themselves. They just needed to listen.

The kūpuna advised listening to one’s ʻōpū or naʻau. They believed one’s disposition was guided by the small intestines. Whether one chose to commit moral or harmful acts was determined in one’s gut. To the kūpuna, the ʻōpū was synonymous with one’s heart. Modern science, to some extent agrees. Scientists have found that there is a nerve that directly connects the brain and the gut, creating a hotline between the two organs. Beyond signaling when the gut is hungry or full, this nerve (called the Vargas nerve) allows the gut to influence our moods, and when dysfunctional, can contribute to depression and anxiety. The gut also affects our memory and attention – that’s why kids who come to school hungry often have a difficult time focusing and learning.

If Mr. Unten were still teaching English or perhaps in his new role as the principal of Kapunahala, he might ensure students are first well fed. Then he might advise them to take some time to sit/stand/walk in quiet, be haʻahaʻa and listen to their naʻau. Maybe then, they can make better decisions, find solutions to their problems, and discover greater happiness…all within themselves.

5 PURSUITS of HAʻAHAʻA 

Inspired by Gholdy Muhammad

Please watch this: Listening to My Body written by Gabi Garcia and illustrated by Ying Hui Tan. Then with you child, answer the following:

  • IDENTITY: Different cultures have sayings or beliefs about listening to your body. Hawaiians talked about trusting your naʻau. Likewise the Japanese referred to their bellies as hara which also meant gut instinct. Talk to your kupuna about what your culture taught about gut instinct.
  • SKILLS: The author uses pounding a drum as a simile for a hearth beat. Come up with a different simile to describe a heart beat.
  • INTELLECT: What are sensations? Use examples from the text to come up with a definition.
  • CRITICALITY: How does listening to your body help you make better decisions, especially when you are frustrated or angry?
  • JOY: With your kupuna or makua, try the different suggestions for practicing listening to your body. 

Why it’s important to read aloud to your kids—even after they can read themselves

Do you read to your child? A recent study has found great benefit to continue reading aloud to your kids even as they get older and can independently read. It builds vocabulary, comprehension, and fluency, while also strengthening emotional bonds. The content can vary—books, poems, or news—and even short daily sessions can make a big impact on a child’s development. So as we get transition into summer, we encourage you to read aloud to your child or even take turns reading with them and even join the Hawaiʻi State Library’s Summer Reading Challenge: E Heluhelu Kākou: Let’s Read! – When you log reading in June and July, you’ll unlock more rewards and earn a shot at winning four round-trip tickets on Alaska Airlines!  

Ways to Connect Elementary Math to Everyday Life

Let’s not forget that we can also build students’ math skills during the summer break. It need not (and I would even say should not) be worksheets and drills. Instead, you can have your child practice their math by setting up playful activities built around creativity and real-world relevance that bring math to life in a whole new way. See these resources for great ideas to implement at home: Make Ooblek; Make and play with Baker’s Clay; and see these 11 Real World Math Activities.

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

May 28KES SCC Mtg – In-person @PCR
4:30 – 5:30 PM
May 296th Grade Promotion Ceremony @Cafe
6:00 – 7:00 PM
May 30End of Year Awards Ceremony @Cafe
8:30 – 9:30 AM
May 30Last student day
End of 4th Quarter/Spring Semester/SY 2024-25

ʻOLUʻOLU AND MOTIVATING CHILDREN

Posted on by 0

Good natured; not easily provoked; good humored as applied to a nature of ease and cheerfulness. 

Parker, A Dictionary of the Hawaiian Language, 1865

ALOHA FOCUS FOR THE WEEK: ʻOLUʻOLU

Yesterday, my aunty invited Gen, my mother, and I to have breakfast at her retirement community. She wanted to celebrate Gen’s graduation since she could not attend the ceremony in person. At breakfast, an elderly woman at an adjoining table, complimented Gen on his good looks. When I was his age, I would’ve been flushed with embarrassment and negated the compliment. By contrast, Gen simply smiled and thanked the woman.

As a kid, whenever an adult paid me a compliment, my cheeks reddened and for some odd reason, my nostrils flared. Looking so odd, my friends or cousins that were nearby would tease me to no end. It didn’t help that I had this same look when I was about to win a game which eliminated my chances if bluffing was part of the strategy. Consequently, I learned to downplay any compliments I received. This coupled with a cultural value that one should not be prideful, I did not feel confident about how I looked or anything I might have been good at.

As an educator and later as a parent, through research and a lot of trial and error, I learned to avoid having my children experience the same negative association with compliments. Selective in my praise, I always gave it in private. I wanted to let my kids know I recognized their gifts and that it need not be for anyone else to hear. 

I also learned to let them own their gifts and have the confidence to make the right decision for themselves. When my daughter Zoe, as a team captain, decided to quit the varsity soccer team in protest of how she and her teammates were being treated, my initial reaction was disappointment. I loved seeing her play and show no fear as a goalie. Yet, I recognized that quitting in protest was also an act of courage and an even greater one than could ever be expressed during any single game. I could not be prouder.

Today, Zoe lives across the country, pursuing a degree that derived from a compliment Grandma Sadie gave to her as a middle schooler. As my mother recovered from surgery, she noticed how her Occupational Therapist held similar qualities to Zoe – brave, a love for helping others, strong, athletic, patient, and kind. She shared this with Zoe and it stuck. She began to feel the confidence needed to pursue this career.

Author and educator Russell Shaw calls this: helping children find their “islands of competence.” In an article on motiving children, he asserts that if we want to build self-motivation in children, then we need to emphasize the good we see in them and cultivate their strengths. Too often, we focus on the lowest grade on their report card or see only the areas in which they are lacking. Research has shown this negatively affects confidence and leads to heightened stress and avoidance behaviors. Instead, Shaw recommends following these simple steps:

  1. Identify the island: All kids excel in various things; their “islands of confidence”. Sometimes they find it on their own and other times they might need to be introduced. Regardless, when children feel confident in one area, they are more likely to be resilient in other more challenging ones.
  2. Name it: At times, kids do not see the value in their own strengths, falsely assuming everyone is good at it or thinking that it’s nothing. However, when someone recognizes and names that strength, they see themselves differently and will strive to hone that strength.
  3. Build on it: In numerous instances, from athletes to musicians, we see innate talent is not enough. Hard work, dedication, and deliberate practice toward mastery is the key towards long-term confidence and perseverance. Shaw advises, “The important thing is to suggest an activity to kids and not force it on them, which could backfire and turn into resentment.”
  4. Use strengths to address weaknesses: Confidence stemming from a strength, can help kids overcome challenges in other areas. They might even leverage their strengths to contribute in ways yet unseen. For example, despite being an introvert, Gen’s love of music coupled with his experiences as a boy scout has helped him to excel as a section leader in band and create bonding experiences for his team. 
  5. Tell an optimistic story: The stories we hear are impactful and have lasting influence. At times I still struggle to accept the compliments I heard that were followed by derisions on my looks. Even in the classroom, we hear kids say, “I’m not  good at math” or even “I’m stupid” or “Iʻm bad.” These narratives have a way of becoming self-fulfilling prophecies. By contrast, when we celebrate strengths, children see themselves in the positive, develop greater confidence, and become more motivated to cultivate those strengths. 

From social media to negative stories in the press, we feel pressure to push our kids to achieve. Too often, it drives to focus on fear and correction. But as Pono Shim would advise, let’s focus on connection not correction. By cultivating “islands of competence” we better connect with our children and help them become more confident, resilient, and motivated.

Shaw, R. (2025, May 12). The wrong way to motivate your kid. The Atlantic. https://www.theatlantic.com/family/archive/2025/05/parenting-islands-of-competence-kids-motivation/682739/ 

5 PURSUITS of ʻOLUʻOLU

Inspired by Gholdy Muhammad

Please watch this: Hana Hashimoto: Sixth Violin written by Chieri Uegaki and illustrated by Qin Leng. Then with you child, answer the following:

  • IDENTITY: Like Hana’s ojichan skill with the violin, ask your kūpuna to share a talent they possess. What is a talent their kūpuna possessed?
  • SKILLS: “Hana swallowed her nerves like medicine.” What do you think the author means by using this simile?
  • INTELLECT: What is a symphony orchestra? Other than a violin, what other instruments perform in a symphony orchestra?
  • CRITICALITY: What can we learn from Hana’s decision to keep practicing and performing even when facing ridicule from her brothers? 
  • JOY: Try a new learning a new skill and perform for your ʻohana. Remember that it takes time, dedication, hard work, and practice to master a skill. But one’s confidence grows from performing, even when still learning.

MAHALO NUI LOA – STEM HŌʻIKE

Over the past 8 years, our STEM Hōʻike has grown to become an essential component of our school’s identity. By teaching the Engineering Design Process to address problems all around us, our teachers inspire students to explore engineering as a viable career option. Our teachers dedicated a lot of care into preparing their students and ensuring all who came to visit saw the value of their lessons. Visitors including Senator Keohokolole, Representative Kitagawa, and UH College of Engineering Dean Brennon Morioka were duly impressed with our students poise and the rigor of thinking. 

We thank our parents and members of our ʻohana who took time out of their busy days to visit our classrooms and see our students’ projects. Your support communicates how important learning and dedication is to you and your family. Mahalo for this critical message that relay to your keiki.

We also thank all of our staff from our cafeteria to our custodians to our office to our educational assistants to our admin staff who helped make the day run smooth. Also in the background, but critical to the hōʻike’s success, is STEM Resource Teacher, Karen Kimura. Thrice retired, Aunty Karen is at the heart of all of our STEM accomplishments: coaching teachers, guiding students, organizing the day, welcoming our VIPs. We are so fortunate to have her as a resource at our school.

CONGRATULATIONS CLASS OF 2025

On Saturday, Castle High School celebrated the graduating seniors of the class of 2025. We are especially proud of former Kāneʻohe Elementary Menehune who helped the class attain numerous honors and over 3 million dollars in scholarships. Notably, we congratulate valedictorians Emily Robins and Paige Namahoe-Maeda.

CYBER-BULLYING: PARENT’S GUIDE

On Tuesday, May 20, Tuesday, 12 noon – 1 PM, please see this Zoom presentation by Mental Health America-Hawaii. It is designed for parents, guardians and care givers to gain knowledge and skills to help stop and prevent cyber bullying. It will cover the impact of cyberbullying, signs  and recognition of its occurrence, how to help the target of cyberbullying, what to do if your child is cyberbullying, prevention methods, and helpful resources. To register, click here: Cyberbullying: Parents’ Guide

Registration closes on May 20, 2025 at 11:00 am.

If you have any questions, please contact Sam Waldrop at sam.waldrop@mentalhealthhawaii.org

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

May 21KES Ohana Mtg – in-person @KES Library 5:30 – 6:30 PM
May 28KES SCC Mtg – Online @Zoom 4:30 – 5:30 PM
May 296th Grade Promotion Ceremony
May 30End of Year Awards Ceremony
May 30Last student day End of 4th Quarter/Spring Semester/SY 2024-25

LŌKAHI OF DISCOVERING YOUR PASSION 

Posted on by 0

A desire for harmony from within and from that peaceful place looking for the “one story” or the “story from heaven’s perspective” where there are no sides (walls, prejudices, biases, silos, agendas).

Pono Shim

ALOHA FOCUS FOR THE WEEK: LŌKAHI

When asked to identify the one quality that all successful entrepreneurs share, world renowned chef Ferran Adrià at first replied, “That’s impossible to answer, there are so many paths to success.” But after taking a beat, he countered, “I take it back. There is one thing that all successful entrepreneurs have in common, and that’s passion.” (Source: Gallo, C. (2016). The storyteller’s secret : from TED speakers to business legends, why some ideas catch on and others don’t. St. Martin’s Press.)

My son Gen, my co-star in all of our Silver Linings Day videos, graduates from Roosevelt High School in a little more than a week. He is set to attend a piggy bank decimating college on the opposite end of the continent. Like many people his age entering college, Gen has a major in mind but no clue if it’s really for him. The career inventory he took last year suggested architecture or engineering, but he possesses little exposure to those fields. The bills have yet to mount, but I am already concerned that those careers might not be his passion.

I would be lying if I said I could not relate. I started my college career pursuing a degree in Civil Engineering. I then switched to pre-med but kept falling asleep in my classes and hated memorizing chemical formulas. I toyed with the idea of becoming a lawyer, but was overwhelmed by the amount of memorizing one had to do. Finally, nearly five years of college later and days before graduation, I realized my passion for teaching. Not just a passion, but what Apple founder Steve Jobs characterized as something that makes my heart sing. 

Similar to other teachers, I loved helping students find joy in what we were learning. Beyond seeing their eyes light up, I felt gratified when students expressed how much fun they had picking up material they at first found intimidating. Teaching freshmen physics, many students entered my class convinced science was boring and laborious. So my goal was to change their minds. I knew they needed to experience the concepts in order to truly understand, so we did many labs and competitions. We applied physics by punching through wooden boards, launching hot air balloons and using lasers to secretly listen in on conversations a building away. I strived to make science wondrous and spark curiosity. Years later when students returned to share what they remembered from my class or even tell me that they were inspired to pursue physics as a career, my heart sang.

I realize that finding what makes one’s heart sing AND being fortunate enough to earn a living from it is easier said than done. Still, like other parents, I want the best for my children and am loathe to see them suffer. While I prematurely worry for Gen, I remind myself that I held similar concerns for my daughter Zoe and today she is only a year away from earning her doctorate. Though they are very different children, they both possess a strong sense of themselves and are self-driven. I should not fret, and seeing them succeed in life mostly on their own definitely makes my heart sing. 

Congratulations to all who have children transitioning to their next phase of life. I wish them (and you) well with many reasons to make your hearts sing.

5 PURSUITS of LŌKAHI

Inspired by Gholdy Muhammad

Please watch this: Surf War!: A Folktale from the Marshall Islands written by Margaret Read MacDonald, and illustrated by Geraldo Valerio. Then with you child, answer the following:

  • IDENTITY: Talk with your kūpuna about your ʻohana’s relationship to the ocean. What ocean activities does your family enjoy and/or rely on?
  • SKILLS: Identify the author’s purpose. Use evidence from the text to support your answer.
  • INTELLECT: Where are the Marshall Islands relative to Hawaiʻi? Research their culture and relationship to Hawaiʻi.
  • CRITICALITY: Recently, the president signed an executive order allowing deep-sea mining off the shores of Hawaiʻi. How might this impact our waters, marine creatures, and cultural practices reliant on the ocean? 
  • JOY: With your ʻohana, participate in a beach clean-up. See 808cleanups, Sustainable Coastlines Hawaiʻi, The Surfrider Foundation or One Ocean for upcoming events.

Here’s another version with a fuller view of the pages or see a traditional telling of the tale here.

MAHALO PIHA – STAFF APPRECIATION WEEK

Dear KES Ohana – On behalf of the staff of Kāneʻohe Elementary, please accept our heartfelt gratitude for the generous gifts of appreciation, many kind words, and expressions of aloha you’ve provided over the past week. Our families are one of our greatest strengths and we feel are truly blessed to be teaching your children.

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

May 15STEM Hōʻike2:20 – 3:50 PM
May 21KES Ohana Mtg – in-person @KES Library5:30 – 6:30 PM
May 28KES SCC Mtg – Online @Zoom4:30 – 5:30 PM
May 296th Grade Promotion Ceremony
May 30End of Year Awards Ceremony
May 30Last student dayEnd of 4th Quarter/Spring Semester/SY 2024-25

AKAHAI AND YOUR LEGACY 

Posted on by 0

Aka, with care, and hai, to speak. To be tender of heart; meek

Andrews, Hawaiian Dictionary, 1865

ALOHA FOCUS FOR THE WEEK: AKAHAI

More than 400 people gathered to pay their respect, about a hundred more than there were seats available. As I approached the venue, bursts of laughter and smiles on the teenagers hanging around the perimeter of the pavilion gave me pause. Was I in the right place? Was this a graduation party? Then I saw the warm, sympathetic faces of my friends at the reception table.

Over the past two months, peculiarly I’ve been to five funerals, three of which memorialized someone who passed away way too young. This service stood out as it was for a boy just a year older than my son. Genuine, loving, good natured, this young man’s life was just opening up with promising opportunities. But life can be at times random and much too short.

Unlike the afternoon commute there, traffic flowed smoothly as I drove home from Mililani. I allowed my mind to wander, reflecting upon the service filled with funny, touching, thankful anecdotes from his friends, teachers, and sisters. Still, when in the reception line, my lack of words for his parents seemed to emptily echo. Instead tears filled the space between us as we embraced. If it were me, I am not sure what words would alleviate the heaviness crushing my heart.

Pulling off of the freeway, I decided to take a shortcut up a narrow lane that allowed only one car to drive in either direction at a time. Normally, at this time of night, the lane is clear with everyone tucked in at home. However, I saw several brake lights up ahead causing me to slow to a stop. I could not see what was holding up the traffic, but decided to ahonui. Minutes passed with no progress. Was it a DoorDash delivering a meal? Cars coming from both directions began to line up, multiple sets of headlights illuminating this short stretch of road. More time passed and one Tesla coming down the mountain tried to jump ahead but could not navigate around the car blocking us.

Then the driver ahead of me got out of his car. I assumed the worst and readied 911 on my phone. Cautiously scanning the situation to determine how I might best help, I saw the driver approach the car ahead. I could not hear what he was saying but his gestures did not immediately seem aggressive. Then he moved to the rear of the car and began motioning for the car to reverse along the sidewalk. He was helping the car squeeze into a tight parking spot. He then returned to his car and we were all on our way.

Pono Shim used to share a story about how once he was stuck at a busy downtown intersection during rush hour waiting for an elderly man to inch his way across. People began honking, speeding ahead only inches from the man once he cleared their lane. Pono then got out of his car and began stopping traffic to allow the man to pass without feeling stressed or that he was inconveniencing others.

Yes, life is short, sometimes much shorter than we’d hope. Yet, in the hearts of people with whom we share aloha, our acts of akahai can last far beyond our own limited heartbeats on this Earth. 

5 PURSUITS of AKAHAI

Inspired by Gholdy Muhammad

Please watch this: Last Stop on Market Street read and written by Matt de la Pena, and illustrated by Christian Robinson. Then with you child, answer the following:

  • IDENTITY: Talk with your kūpuna about the special people and places in your neighborhood.
  • SKILLS: On a Double Bubble Map, compare how Nana and CJ see the world. Use evidence from the text.
  • INTELLECT: What is a soup kitchen? Why do you think Nana takes CJ there?
  • CRITICALITY: Why is the line, “They sat right up front” so important to CJ’s Nana? 
  • JOY: Take a walk or a bus ride with your kūpuna or mākua through Kāneʻohe (or maybe take the rail) and talk about the beautiful things you see, hear, and even smell.

TEACHER APPRECIATION WEEK

This week we show appreciation to our hardworking, dedicated teachers and staff who put their all into inspiring students to learn and discover their passions (with aloha at their core). If you are thinking of giving your child’s teacher a gift or showing them your appreciation for all they do? Check out this article on the Creative Ideas to Show Teacher Appreciation.

WHAT PARENTS OF BOYS SHOULD KNOW

Across the nation and even reflected in our own data, boys tend to earn worse grades and get into more trouble when compared to girls. A recent article from The Atlantic explores the societal and parental treatment of boys, showing that they often receive less emotional nurturing than girls who tend to receive higher levels of affection and patience at home. Yet, researchers argue sons might actually need nurturing more than daughters. Too often, boys are told they need to be tough and violently move their problems. However, what they really need from their caregivers (parents and teachers included) is time, conversation, patience, and affection. Read more 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

May 9Waiver Day – No Students
May 15STEM Hōʻike2:20 – 3:50 PM
May 28KES SCC Mtg – Online @Zoom4:30 – 5:30 PM
May 296th Grade Promotion Ceremony
May 30End of Year Awards Ceremony
May 30Last student dayEnd of 4th Quarter/Spring Semester/SY 2024-25

AHONUI AND PERSEVERANCE

Posted on by 0

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

Back in high school, I loathed to read. As an educator, this brings me great shame to admit, however that was my reality. When my English teacher assigned a novel, I typically read the first and last chapters and nothing in between. Surprisingly, my grades were a bit better than you’d expect. I knew how to infer from the class discussions what was happening in the book and add to the conversations. In this sense, my ability to listen well rewarded my laziness. This laziness extended into my writing. I made minimal effort following cliches of writing I picked up in 6th grade. I became satisfied with Cs and Bs despite the protests of my parents.

Then in my junior year, I received my first F for an essay I submitted for history class. So many red marks covered the page that one might’ve thought I splattered ketchup all over my essay. At first, I felt hurt and angry. I blamed my teacher who must’ve been confused. I knew I wasn’t gifted, but clearly this was at least C work.

My teacher, Mr. Hackler, pulled me aside and asked me what was I thinking. As he went over each of the marks, it was if he saw through my laziness and made me feel embarrassment for submitting such sloppy work. But he also conveyed a confidence that I possessed abilities that I did not believe I had. He committed to helping me bring those talents out. Instead of expecting me to frustratingly figure it out on my own, Mr. Hackler treated me with dignity and knew I needed a spark of hope. He let me know that the “F” was just a starting point and as I improved, my grades would go up as well. 

In 2011, Camille Farrington, of the Consortium on Chicago School Research, studied the messages students receive when they experience failure. She predicted that these messages held greater significance when given at the time of failure. If damning, these messages propelled students to give up on themselves and withdraw from school. However, if the messages were hopeful, framing the failure as a temporary setback and an opportunity to learn, then students were likely to become more perseverant. 

Through her research, Farrington found, “While some students are more likely to persist in tasks or exhibit self-discipline than others, all students are more likely to demonstrate perseverance if the school or classroom context helps them develop

positive mindsets and effective learning strategies.” To get students to act in perseverant ways, She said students need to hear messages and learn in environments that help them believe in the following:

  1. I belong in this academic community;
  2. My ability and competence grow with my effort;
  3. I can succeed at this; and
  4. This work has value for me.

Source: Paul Tough, Helping children succeed – what works and why

With Mr. Hackler’s consistent, fair and supportive guidance, I came to believe in my ability to write well. I began to take pride in what I produced and accordingly put greater effort into my work. By the end of the year, I consistently wrote solid “B” papers and once an “A” piece of work. Through his grace I knew that Mr. Hackler saw me and this in turn motivated me to work hard so that I may be seen for what I had to offer. 

5 PURSUITS of AHONUI

Inspired by Gholdy Muhammad

Please watch this: Tofu Takes Time read and written by Helen H. Wu and illustrated by Julie Jarema. Then with you child, answer the following:

  • IDENTITY: Ask your kūpuna what is their favorite food that is from your ʻohana’s culture. What is your favorite?
  • SKILLS: The author uses many examples of onomatopoeia, such as “click clack whirrrr” to describe the blending of the soybeans. Compose a Dekaaz poem about patience that incorporates onomatopoeia.
  • INTELLECT: Soy provides a cheap and abundant source of protein for many people across the world. More than tofu, soy is in many foods that you would probably surprise you. See this list of foods that may contain soy.
  • CRITICALITY: Because soy provides many health benefits and is so cheap to produce, especially for feeding livestock, it is mass produced in South America and has led to the deforestation of the Amazon (otherwise known as the lungs of the Earth). With your kumu or mākua, see this article on the sustainability of soy and what you can do to reduce the deforestation of the Amazon.
  • JOY: Ask your kūpuna or mākua if they can teach you how to cook something you and your ʻohana enjoys.

COOKING WITH YOUR KEIKI

Growing up, my mom often referred to these spiral bound cookbooks she bought from the Honpa Hongwanji or other fundraisers when making tomato beef or pork tofu. These cookbooks contained a treasure trove of family recipes harkening back to the plantation days. Unfortunately, most of these cookbooks can only be found at rummage sales. Recently I stumbled across a wealth of these historic, out-of-print cookbooks from Hawaiʻi’s past. If you are looking for old-school recipes to cook with your keiki, check out the Kau Kau Chronicles.

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 30KES SCC Mtg – Online @Zoom4:30 – 5:30 PM
May 9Waiver Day – No Students
May 15STEM Hōʻike2:20 – 3:50 PM

HAʻAHAʻA AND UNDERSTANDING OTHER’S EXPERIENCES

Posted on by 0

To go empty, be empty…the practice is listening. A deep listening below the words in the conversation. Listen to the words and also listen for where the words are coming from. What is causing those words? From the cause, what is the intention of the person who is expressing the words? Where do the words go? Where do they not go? What are the responses to the words? What are the words that are not being heard or spoken?

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

ALOHA FOCUS FOR THE WEEK: HAʻAHAʻA

Have you ever seen a movie with a bunch of friends with everyone walking out of the theater with very different opinions? Have you shared a meal with your ʻohana and at the end each had disparate favorites? Given the lōkahi your friends and ʻohana share, shouldn’t everyone always agree and have the same way of thinking? No? Our personal histories teach us that this is far from the case. Yet, why do we still expect those around us to experience the world in the same way with the same patterns of thought? 

Pono taught us to “go empty” and let go of any assumptions that people think the same way as us. To truly “see” through the eyes of another, we need to ask questions and listen to their words. This becomes increasingly difficult when we’ve been through a similar experience. So we must temporarily set aside any impressions we previously held and experience it again through the words of the story-teller.

Recently, one of my friends recounted the anxiety she still feels when taking a class as an adult. She consistently requests to receive all reading materials in advance so that she can thoroughly take notes before the class begins. She deliberately comes early to grab a seat where she can clearly see the board and hear the instructor. I’ve known her for about ten years and yet never knew this about her. She holds National Board Certification, is an award-winning teacher and delivers effective professional development. Frequently approached for advice, my friend confidently responds to every request. Consequently, I wrongly assumed learning came easy for her or at least as easy as it comes for me. I am notoriously last minute and can quickly read material to get the gist without much lead time. (As of this writing, I am procrastinating on reading a 50 page report that’s due in two days.) 

So as I listened to her story, it became clear how mistaken I was about her. My friend methodically approaches her work with great intention. Her confidence stems from  many hours spent preparing herself. Had I spent the time to ask her questions and listen, I would’ve known this about her much sooner. And I would’ve more deeply appreciated her for the thought, effort and grace she puts into every task.

5 PURSUITS of HAʻAHAʻA

Inspired by Gholdy Muhammad

Please watch this: The End is Just the Beginning read and written by Mike Bender and illustrated by Diana Mayo. Then with you child, answer the following:

  • IDENTITY: Ask your makua to share how your ʻohana came to live where you currently reside or came to live in Hawaiʻi. What did your ʻohana leave behind?
  • SKILLS: Following the author’s examples, come up with your own situation where the end is just the beginning. 
  • INTELLECT: The author states that even a sign that literally says dead end isn’t an end at all.  What does “literally” mean?
  • CRITICALITY: The author states that the end of a disagreement is the beginning of making up. How might adopting this frame of mind help us find solutions to our conflicts?
  • JOY: The author states that the end of a mistake is the beginning of learning something new. With your kupuna, turn a mistake into a new lesson.

Bonus: Hear about the author’s inspiration for the book here.

SPRING CLEANING TIPS FOR KEIKI

From the National Association of Elementary School Principals: Having a clean living space can create a more positive home environment for kids and helps to prevent the spread of illness-causing germs at home and in the classroom. This Report to Parents features five ways families can make their homes sparkling clean this spring.

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
May 9Waiver Day – No Students
May 15STEM Hōʻike 2:20 – 3:50 PM

ʻOLUʻOLU AND THE TWO STORMS

Posted on by 0

Gentle like carrying a baby…the practice is gentle strength. To be ‘olu‘olu is to be gentle in your relationship and acknowledging (or finding/recognizing) it’s significance to you. ‘Olu‘olu has the strong side as well and it is the unseen kuleana of gentle, “strength”. Gentle enough to not bruise or hurt baby but strong enough to carry the baby without dropping baby.

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

ALOHA FOCUS FOR THE WEEK: ʻOLUʻOLU

When I turned 50, I experienced a professional resurgence, a renewed sense of purpose and confidence. Our school began to get a lot of attention for our Innovation Academy and efforts to improve students’ educational experiences by infusing ʻike Hawaiʻi. Though nascent in our endeavors, our approaches garnered curiosity and praise.

Meanwhile, personally I floundered. I needed to lose weight and get my blood pressure under control. Moreover, my marriage was beginning to end. Our petty differences turned to disdain. Ashamed, I attempted to hide this part of my life, even from myself. I tried to ignore the growing distance I felt even as I was called out for appearing not present. 

As close friends and students of Pono Shim, I believed he knew. Though we never disclosed the ruptured status of our marriage to anyone let alone him, Pono seemed to intuit our situation. During that time, he found many opportunities for us to meet and share the most relevant stories of aloha by which to reflect upon our relationship. Once on an impromptu visit to our house, he talked about how he met his wife, how he knew they were right for one another and the Mariana Trench like depths of love they still shared. On another occasion, as we watched Gen’s soccer practice, Pono excitedly shared that he’s writing a book about the two storms that exist in any conflict. We both previously heard his stories about the two stops but this time it really resonated. One storm, he explained, was the outward expressions of anger. Most people fixate on this storm and allow it to destroy their relationships. However, that storm is actually generated from another storm that is internal. This internal storm stems from threats to the ego, insecurity, and fear. Pono cautioned that we must address this internal storm in order to keep the outer storm from wrecking havoc. Juxtaposed, these two stories highlight the ʻoluʻolu nature of maintaining a loving relationship. One shows its preciousness, the other the strength required to rise above your own ego and work towards healing.

Pono’s stories showed us that we did not possess what he and his wife shared. However it did illustrate how we might extinguish the contempt we felt toward one another. While no longer together, my ex and I strive to sustain a relationship characterized by aloha. We still do not see eye-to-eye on many issues, but we remind ourselves that our kids are our lōkahi. So we seek consensus when making decisions that affect them. We also consult each other on professional matters and applaud the other’s accomplishments. After all, there is still a familial love and our success will provide a more viable future for our kids. 

5 PURSUITS of ʻOLUʻOLU

Inspired by Gholdy Muhammad

Please watch this: Ojiichan’s Gift written by Chieri Uegaki and illustrated by Genevieve Simms. Then with you child, answer the following:

  • IDENTITY: Like Mayumi’s grandfather, is there something you enjoy doing with your kūpuna? Ask your kupuna what they enjoyed doing with their grandparents.
  • SKILLS: Using clues from the story and illustrations, what are the changes that occur for Mayumi and her grandfather? Why are these changes happening?
  • INTELLECT: What does the author mean when she says that moss is “a gift of time”?
  • CRITICALITY: What lessons might we learn from Mayumi as she takes the anger and frustration she feels and makes them positive? 
  • JOY: With a kupuna,visit a Japanese rock garden like the ones at the Byodo-In at the Valley of the Temples, the East West Center, or 12th Avenue.

SPRING FLING

Mahalo nui loa to our kindergarten team and KES Ohana for putting on a very successful family engagement event this past Friday. Students along with their ʻohana got into the spring spirit by making crafts and hunting for eggs. Mahalo piha for all the staff who volunteered to ensure the event was enjoyed by all.

CAMPUS BEAUTIFICATION

Mahalo nui loa to all who generously gave of their time this past Saturday. Their efforts to mālama our campus included our students, their ʻohana, staff, and military partners. Mahalo Piha to Jolyn Kresge, Wali Camvel, Dee Fujinaka, Shelby Hastings, Destiny Kuhlman, Māpuana Leong, and Kalei Tim Sing for organizing this event, highlighting the lōkahi we share in our dedication to our school.

FAMILY PERSPECTIVE SURVEY

Our Complex Area Superintendent, Sam Izumi has requested that each school complete the following survey so that his staff can complete a Comprehensive Needs Assessment for the Castle-Kahuku Complex Area. His goal is to fine tune the support his team provides to schools and requires the information to understand what our school needs. As such, please help us out by completing this survey by Friday, April 18. Mahalo nui loa for your assistance with this.

CELL PHONE POLICY SURVEY

The Hawaii State Department of Education will be launching a survey from April 21 to May 5 to gather feedback on cell phone use in schools. We want to hear from students, families, and staff about how cell phones impact learning and well-being.  Your voice matters and will help shape future cell phone policies that support student success.  Please be on the lookout for an email later this month.

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 Hōʻike2:20 – 3:50 PM
May 9Waiver Day – No Students

LŌKAHI AND ELIMINATING BULLYING

Posted on by 0

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

Posted on by 0

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

Posted on by 0

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