Category Archives: ʻOLUʻOLU

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

Picture ʻohe flexibly swaying back-n-forth while withstanding a hurricane without breaking. Like the ʻohe, the true strength and resiliency of aloha is most evident in times of stress. It’s easy to show aloha when others are showing it as well. But in the hurricanes of our relationships, when challenges and conflict arise, being ʻoluʻolu is most needed.

A person who aptly represented ʻoluʻolu was Congresswoman Patsy Mink. A groundbreaker in many regards. In 1956, Congresswoman Mink was the first woman to serve in the Hawaiʻi legislature and in 1964, the first woman of color elected to Congress. To attain these positions of power, she had to persevered through all of the “no”s and doors shut in her face due to her gender and race. 

Congresswoman Mink initially aspired to be a physician but was denied entry to every medical school to which she applied. Disheartened but not defeated, she decided to go into law, graduating from the University of Chicago as only one of two women. After passing the bar, no firm would hire her, a mother and wife in an interracial marriage. So she decided to open her own practice taking on cases that focused on women’s issues, cases other law firms would turn away.

Congresswoman eventually sought public office where she made numerous contributions. She put forward the first childcare bill and legislation establishing bilingual education. She paved the way for students to obtain loans to go to college. She helped establish special education and the Head Start program. Most significantly, Congresswoman Mink was the primary author of Title IX which barred sexual discrimination in institutions receiving federal funds and opened opportunities for women in athletics. 

I was fortunate to have met Congresswoman Mink twice. Once, as a clueless child, I appeared in one of her campaign commercials. My neighbor was an influential advisor to Congresswoman Mink and she gathered a bunch of the kids on our street to listen to Congresswoman Mink tell us a story. Nearly 25 years later, I sat with Congresswoman Mink in her office at the US Capitol to share with her about National Board Certification for Teachers. In both cases, Congresswoman Mink’s kind heart shone through. She listened intently asked thoughtful questions. I left both instances feeling like I mattered to her. Especially on that second visit, I could feel her fierce, enduring spirit. Until her death, Congresswoman Mink was ʻoluʻolu in her values and beliefs, always fighting for those with less power and voice.

PS – Here’s a video which nicely captures Congresswoman Mink’s legacy from her Alma Mater, the University of Nebraska.

5 PURSUITS of ʻOLUʻOLU:

Inspired by Gholdy Muhammad

This week we are treated to a special read-aloud by Kāneʻohe Elementary School alumnus and former parent, Congresswoman Jill Tokuda. Patsy Mink served as an inspiration to Rep. Tokuda, motivating her to follow a passion for helping people through the political process. As a lifelong Menehune, Rep. Tokuda also strives to practice aloha and remain ʻoluʻolu through the challenges she faces…much the same as Patsy Mink. 

Please watch this: Fall Down 7 Times Get Up 8 Jen Bryant and Illustrated by Toshiki Nakamura. Then with you child, answer the following:

• IDENTITY: As a Japanese-American, “Fall Down 7 Times Get Up 8” what a cultural saying and value that greatly  influenced Patsy Mink. Discuss with a kupuna, what is one of the sayings that is important to your culture?
• SKILLS: How does the author use “Fall Down 7 Times Get Up 8” throughout the story?
• INTELLECT: Research a woman athlete that benefited from Title IX. 
• CRITICALITY: Patsy Mink used her position as congresswoman to diminish discrimination against women and people of color. How might you, as a student, work towards ending hate and discrimination?
• JOY: Just as Patsy Mink inspired Representative Tokuda, think about and discuss who inspires you to do better and be resilient?

A Parent’s Guide to Surviving Middle School

The Atlantic recently published “A Parent’s Guide to Surviving Middle School” with 10 tips from Russell Shaw, head of school at Georgetown Day School in Washington, D.C.. While focused on middle school students, the tips Shaw provides are definitely applicable for parents of students in upper elementary. Here are a few:

• There’s No Such Thing as Normal:  Shaw notes that how children develop is “neither linear nor predictable.” They grow at their own pace, often in spurts after following a period of little change. He warns that children often wonder if they are “normal.” He suggests, “avoid comparing your child’s growth with that of their peers or even their siblings. They’ll do this on their own. Instead, reassure them: ʻYou’re exactly as tall as you’re supposed to be right now.’”
• Don’t Get on the Roller Coaster: Children’s internal chemistry and physicality goes through immense change during this period. Their emotions and mental state can as if they are on a roller coaster. Shaw cautions that rather than reacting to their child’s volatile emotions, parents should remain grounded, providing stability and reliability – like a lighthouse.
• More Limits Online, More Freedom IRL: Shaw observes, “One of the great mysteries of modern parenting is why so many parents have radically restricted their children’s freedom in the physical world while giving them free rein in the virtual one.” As the latest research shows, being online tends to make children “less physically fit, more anxious, less focused, more isolated.” Meanwhile in the physical world, free play (not structured) has been shown to help to foster creativity, resilience and strengthen social interaction in children.
• Befriend Your School: Shaw asserts, “A teacher will never know a student in the same way as their parent, who has years of history with their child.” However because veteran educators have taught hundreds of children over the years, they have a strong understanding of what’s in the range of normal behavior. “If your child is struggling, reaching out to the school can help put these struggles in context. Ideally, home and school can collaborate on a path forward, one that draws on the unique insights that each party brings.” 
• We also know that in this stage of development, adolescents tend to be hyperbolic. They exaggerate and dramatically expound. Ever hear your child yell, “You’re so mean! You never let me do anything! I hate you!”? We realize that at times they paint the same picture about school – “We don’t do anything in that class!” “My teacher hates me.” And this might be right after they were uncontrollably laughing with their class engaging in a fun learning activity the teacher planned. Shaw says, “One of my favorite lines to share with parents is: ‘If you believe half of what they tell you about us, we’ll believe half of what they tell us about you.’” That said, we are in this together and your child will benefit much more when we act as partners.

Read the entire insightful list at the Atlantic.

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

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

As a 6th grader at Kawanakoa Middle School, my daughter Zoe struggled in her English class. Her teacher, a stern, stoic, retired veteran, held extremely high expectations for all of his students. From the start of the first quarter, Zoe incessantly complained about how strictly he managed the class and demanded a skyscraper of work. Worried about the mediocre marks she received on her papers, I started to intervene.

Back then, my parenting philosophy, was to overstep and attempt to manage aspects of her life that I thought were threatened by her supposed poor choices. Every wrong turn appeared to be apocalyptic with life altering consequences. While not so much of a helicopter, lawnmower or bulldozer parent, I did share qualities with those that tend to overprotect their children in the guise of being stern. My stated intentions were ultimately to help Zoe become an independent, confident adult. After all, as a toddler Zoe could independently tie back her hair, serve and feed herself, and pick out an outfit and dress herself. Admittedly, much of this is credited to her wonderful teachers at Castle Day Care Center where her independence was initially fostered. Yet my actions nullified this effort. 

So as she floundered with her English papers, instead of trusting her to figure things out, I told her what to do. I told her to let me read her papers, but instead of simply correcting her spelling and grammar, I changed her words and rewrote her sentences. I created logically organized paragraphs, beautifully constructed arguments, and deeply thoughtful reflections. When she submitted her improved paper, I was probably more excited than her to see what grade it would received. Consequently, when she got a “D-” a reduction in what she was typically getting, I was not just crestfallen, I was furious. 

“A fluke.” I thought, “Something must’ve gone wrong and her English teacher probably misunderstood the eloquence of the piece.” But Zoe continued to get “D”s on the next two papers I helped her with. Too embarrassed and self-aware to confront the teacher, I swallowed my pride and stopped “helping” Zoe. Instead, I decided to let her teacher be her teacher and let myself be a supporter and encourager.

By the end of the year, Zoe received solid “B”s on her papers – all without my intervention. It wasn’t the “A”s I hoped for…but then again I never got “A”s in English when I was her age. Most importantly, Zoe proudly raised her grade all on her own and I began to learn what was too much help.

PS – This article on Lighthouse Parents served as inspiration for this piece. It’s a must read if you too would like to raise independent, confident adults.

5 PURSUITS of ʻOLUʻOLU:

Inspired by Gholdy Muhammad

Please watch this: Carmela Full of Wishes written by Matt de la Peña and illustrated by Christian Robinson. Then with you child, answer the following:

• IDENTITY: Talk with your kupuna (especially if they have a brother or sister) about what it’s like having a sibling. How can you still love and look out for each other even when you don’t always get along?
• SKILLS: Referring to the text, why is Carmella full of wishes? What are some of her wishes?
• INTELLECT:  What is a wish? How is it different from a goal?
• CRITICALITY: Carmella’s father must live separately from her and her family because he is an undocumented worker. Watch the author and illustrator talk about their inspiration for writing the book and how children of undocumented workers are affected.
• JOY: What would you wish for? How could you use your wish to bring joy to yourself AND others?

FUN FAIR UPDATE

Our KES Fun Fair is here! This Friday marks the return of our Fun Fair after 5 years! Donations are still being gathered, including a silent auction and for the keiki swap meet. We still need folks to help fill all remaining volunteer spots. Please help us make this event a success by signing up for a shift 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.

UPCOMING EVENTS

ʻOluʻolu:  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. Restraint and unbreakable spirit/foundation. It is the response to do the right thing at the right time especially in the uncomfortable situations with the full intention of caring for someone or something in the larger context (heaven’s perspective).

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

ALOHA FOCUS FOR THE WEEK: ʻOLUʻOLU

My stomach twisted into a ball of nervousness as Kumu Bella and I made the hour long drive to Flamingo Restaurant in Waianae. Like the ʻalalā, this may have been the last Flamingo’s in the “wild,” now only existing in their famous pies available at Times Supermarket. A week earlier, I called the esteemed Aunty Puanani Burgess to see she could teach our Innovation Academy team about hoʻoponopono and in response she said,”we should talk story. Can you meet me at Flamingos?”

I first experienced Aunty Puanani’s wisdom at a workshop where she carefully wrapped life lessons within tightly woven lauhala-like poetic stories. Tightly constructed and deceivingly simple, Aunty Pua’s stories are relatable, memorable, and filled with aloha. Through these stories and pilina building rituals, she taught us how to create a “beloved community,” one that is filled with compassion and grace. So moved by her message, I wanted to share Aunty Pua’s ʻike with our staff.

As we entered into the brightly fluorescent lit diner, we saw Aunty Pua seated against the wall in the booth nearest the window. Awestruck, I trepidatiously bid her aloha and reintroduced myself and Kumu Bella as she waved us to sit. Before we could talk about our goal of teaching our staff, Aunty Pua said she wanted to know who we were, where we came from, and what gave us joy. I wasn’t sure if this was a test, some sort of interview before she would agree to work with us, but her comforting smile made me feel at ease. We talked for an hour, sharing stories before even talking about our workshop.

Back in the 1970s, Aunty Pua helped lead the effort to stop the US military from using Kahoʻolawe as a bombing target. It might be hard to conceptual now, nearly fifty years later, but imagine someone using your ancestors’ gravestones for rifle practice and that someone was the chief of police in your small town. Many rightly felt angry yet powerless to stop them. All they could do was protest and try to get the public on their side. However, the US Military leaders felt entitled to abuse the island as they wished. As fighting and protesting seemed futile, Aunty Pua along with the Protect Kaho’olawe ‘Ohana learned to “feed the dragon.” She studied the rules and bureaucracy of the US Military, the dragon, and eventually found ways to work around their system and make progress in stopping the bombing. At one of the most pivotal points in their negotiations, the ʻOhana used the military’s own rules to gain access to build a hālau on Kahoʻolawe. The hālau came to be a persistent reminder to the military of the sacredness of the island and that the ʻOhana was ever present.

As a student of Pilahi Paki, Aunty Pua understands the deeper meaning of language and how stories can contain multiple layers of understanding beyond the literal. Likewise, if one were to simply look at Aunty Pua and judge her only by her elderly appearance and bright, kind smile, they would not see the ʻoluʻolu that lies within – the patient and fierce dragon feeder; the community activist who navigates the rules of the bureaucracy to cultivate aloha fueled social change.

Learn more about Aunty Puanani Burgess here at Long Story Short with Leslie Wilcox. 

5 PURSUITS of ʻOLUʻOLU:

Inspired by Gholdy Muhammad

Please watch Building a Beloved Community: Boy with a Gift  as told by Aunty Puanani Burgess and animated by Michelle Zheng. Then with you child, answer the following:

• IDENTITY: Talk with your ʻohana and kupuna about the stories of your names and the story of your community.
• SKILLS: What is the genre of this story? Cite evidence from the text to support your answer.
• INTELLECT: What is the dictionary definition of “beloved?” How does that definition fit how it is used in this story?
• CRITICALITY: As Aunty Pua asks herself at the end of the video, what might you add or change what we do at our school to make room for the gifts of all our children?
• JOY: Talk with your ʻohana and kupuna about each other’s gifts.

DROP-OFF ON MOKULELE

Mahalo to our volunteers along with our families that are helping to make the traffic conditions on Mokulele safer for those crossing the street to come to school. We have been working with traffic safety division of the Honolulu Police Department, the Department of Transportation Services, Council member Kiaʻāina, and Representative Matayoshi to guide our efforts and advocate for installing safety implements.

Unfortunately, there was nearly an accident on Thursday with someone pulling up too fast to drop off their child. While the morning commute can be stressful, please drive with aloha and abide by these reminders:

• Wait with your children until 7:40 AM when they are allowed onto campus. If you need to leave earlier, please consider having them eat breakfast in the cafeteria (starting at 7:20 AM) or signing up for Kamaaina Kids morning care (contact Jen Heya via voice or text at 808-445-1654);
• Pull up to the curb and do not block on-coming traffic;
• Avoid blocking our neighbors’ driveways;
• Obey all traffic laws including parking only where it is allowed; and
• Remind your children to use the crosswalk when crossing the street.

THE FUTURE OF GOOD JOBS

The Georgetown University Center on Education and the Workforce released a report projecting the prospects of the “good jobs” in the US seven years into the future. Here are the key findings:

• The bachelor’s degree pathway will offer the largest number of good jobs (58.2 million) by 2031 and has 10 promising occupations. 
• Managerial and professional office occupations will be the largest source of good jobs in 2031—accounting for nearly one-third of all good jobs—and 84 percent of good managerial and professional office jobs will be on the bachelor’s degree pathway. 
• The middle-skills pathway will have 16.4 million good jobs by 2031, and it offers five promising occupations: construction and extraction; healthcare professional and technical; protective services; installation, maintenance, and repair; and production.
• By 2031, the high school pathway will offer 13.2 million good jobs to workers with a high school diploma or less, and it has only one promising occupation: installation, maintenance, and repair. 

As we reflect upon the future of Hawaiʻi and more specifically Kāneʻohe where might the good job be? What is needed for the future sustainability of our community? And how can we best prepare our students to be leaders in the Kāneʻohe of the future?

This is why one of our areas of focus is engineering. While not all students will choose to become engineers, the Engineering Design Process provides a problem-solving template for them to use now and well into the future. It teaches them to work collaboratively, play the role of leader, be resourceful, and be resilient and accepting of failure. With Artificial Intelligence and other advances in technology, many of the good jobs of the future have yet to be defined. However, to excel in those jobs, our students will still need to possess thinking, communication, collaborating and leadership skills.

See the full report at https://bit.ly/3YeUD4U

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

ʻOluʻolu:  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. Restraint and unbreakable spirit/foundation. It is the response to do the right thing at the right time especially in the uncomfortable situations with the full intention of caring for someone or something in the larger context (heaven’s perspective).

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

ALOHA FOCUS FOR THE WEEK: ʻOLUʻOLU

Twenty-three years ago, when my daughter Zoe was born, I had a very different idea of what it takes to raise a child. I made conscious effort not to use physical discipline, such as how I was raised. I still remember thick wooden ruler that left a lasting welt on my lemu (behind) but not so lasting that it deterred me from misbehaving and tormenting my sister. Despite my intentions, I unconsciously employed the same, punishment-based philosophy my parents held. Instead of the wooden ruler, I used time-outs and correcting her in front of the entire family. However, rebelliousness must be genetic as Zoe, like myself, resisted responding to the punishments. Instead, she got more stealth, more deceptive. 

By the time Zoe was in the eight grade, I learned about Growth Mindsets, Restorative Practices (similar to hoʻoponopono), and the Collaborative Problem-Solving process. These sources jolted me into rethinking how I disciplined both at school and at home. At the same time, I read The Gardener and the Carpenter by Alison Gopnik, a UC Berkeley psychology and philosophy professor, who studied how we raise children. Like my own upbringing, I had been acting like a carpenter. As Gopnik noted, I thought, “if you just do the right things, get the right skills, read the right books, you’re going to be able to shape your child into a particular kind of adult.” I felt like I had a blueprint for my daughter’s success and if I controlled everything, I could build a successful adult. Part of that blueprint included directing her through her childhood through a series of rewards and punishments. 

Arrogantly, I thought I could control Zoe. Yet, this was in direct contrast to the type of adult I hoped she would be: a fiercely independent thinker, unswayed by peer pressure, who would forge her own path to success. So how was I teaching her to be independent if I wasn’t allowing her to think for herself? I did not provide her the chance to correct her own wrongs and learn from her own failures.  

Gopnik argues we should instead strive to be gardeners where it is ”much more about providing a protected space in which unexpected things can happen than it is like shaping a child into a particular kind of desirable adult.” Like a gardener, you still need to be dedicated and work hard, conditioning the soil by providing positive learning experiences and weeding out potential harm. Yet, like a gardener facing the weather, I had to accept that much of what happens in a child’s life is out of my control. Gopnik adds, “one thing about being a gardener is you never know what’s going to happen in the garden. The things that you plan, fail but then wonderful things happen that you haven’t actually planned. And there’s actually a deeper reason for that. And the reason is that what being a gardener is all about is creating a rich, nurturant but also variable, diverse, dynamic ecosystem in which many, many different things can happen and a system that can respond to the environment in unpredictable kinds of ways.”

So around that time, I tried to reverse course and adopt a new tact with Zoe. Unfortunately, some of her habits of thinking were already formed and it took a while to correct the mistakes I made as a younger parent, such as ingraining some fixed mindset thinking. Happily, her rebelliousness ended up working in her favor. She independently choose to cancel her social media accounts when the false projection of people’s lives started to affect her self-worth. She is also now very honest (sometimes too honest, as she’ll often start her sentence with “No offense but” and then finish with something very honest but somewhat offensive).

Truthfully, I am still figuring things out as a parent. Now in a different phase, I must remind myself to not be so controlling, especially as she undergoes major life decisions. Instead, I must be ʻoluʻolu, listen with a balance of guidance and acceptance, and continue to provide a “protected space” where unexpected, wonderful things can continue to blossom.

5 PURSUITS of LŌKAHI:

Inspired by Gholdy Muhammad

Please watch Many Shapes of Clay: A Story of Healing   written and illustrated by Kenesha Sneed. Then with you child, answer the following:

• IDENTITY: Talk with your kupuna about someone that passed away and they miss. What are favorite or cherished memories they have about them?
• SKILLS: The story describes Eisha’s feeling as too heavy to lift. Based on the artwork and text, what kind of feeling do you think that is? Have you ever felt this way?
• INTELLECT: Art can be a powerful way of healing those who are suffering with the loss of a loved one or those who experienced trauma. Similar to what occurs in this story, read about how these Bangladeshi children used art to strengthen their mental health.
• CRITICALITY: Think of ways art can be a loving expression of ʻoluʻolu when facing a challenging situation. 
• JOY: With your ʻohana, make clay and create an art piece inspired by a loved one you’ve lost.

MAHALO PIHA MAY DAY COMMITTEE

It bears repeating how much gratitude I have for our May Day Committee and all of our staff for their grit, flexibility, and loving dedication to our students in making our first (since 2018) large scale, in-person May Day celebration happen. Despite the incessant downpour, our team grit their teeth – especially our teachers and their choreographers –  and converted their whole field choreography to one that could fit in a third of the space.

Mahalo piha especially to Michelle Bogus and Yihwa Hema for coordinating the May Day court and to Cherisse Yamada, our May Day Chair and her hardworking team (Kalei Tim Sing, Māpuana Leong, Wali Camvel, Dee Fujinaka, Ernel Levine, Lauren Collier, Melissa Lee, Dominique Ho, Miyuki Sekimitsu, Connie Chinen, Michelle Nagaishi, Jacque Yoshizumi, Pearla Tsukayama, Madi Mizuno, Kēhau Elliston, ‘Ānela Wells, Bree Perreira, Ellen Sakurai, Chatri Lau, Stuart Yano, Headstart Preschool, our custodial staff, office staff, and cafeteria staff) who each played important and significant roles in ensuring the day went without a hitch. I am also grateful for the members of Na Wai Ho`olu`u O Ke `Anuenue comprised of our beloved former teacher, Kumu Bella, 6th grade parent Luisa Pelletier, Lina Girl Langi, and Delia Parker-Ulima along with 5th grade parent Kekoa Kaluhiwa who blessed our event with beautifully melodic live music. Mahalo also to former parent, Lono of Lono’s Soundman who provided the professional grade sound system that allowed our students to shine. Mahalo nui loa to our May Day court parents as well as those of our KES ʻohana that volunteered to come extra early to decorate and stay after the show to clean-up. I also want to mahalo all who attended the event, braving the rain and mud and in the end, provided such generous praise. We are truly blessed for our Kāneʻohe Elementary School community.

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 PINK FOR MAUI WEDNESDAYS

Join us in letting “that light, that divine inspiration that Aunty Pilahi Paki says is given to you at your very beginning, come through and let your ALOHA join with the ALOHA of the collective to bring about healing.” 

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

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

When we decided to have Aloha serve as the foundation of our school wide behavior expectations, one of the criticisms I heard was, “Aloha doesn’t solve all our problems. It won’t stop kids from bullying.” It was as they were implying that practicing Aloha was seen as a sign of weakness; a feeble shield against a slew of arrows…or perhaps a soggy apology compared to a merciless, belittling tongue lashing.

Yet, as an educator of 31 years and a father of young adults, I have seen the longterm after effects of discipline without Aloha. I have also witnessed the transformative power of aloha in both adults and students. But, Aloha is a discipline. It takes practice and intention. And when applied correctly, it empowers the victim while educating the offender. 

Several years ago, two students approached me, complaining that their classmate was bullying them. While their teacher was working with other students, the classmate would surreptitiously kick them and say things to intimidate them. At first I attempted to use traditional forms of discipline: detention, scolding, suspension. However, none of these practices seemed to have an effect as the incidences continued after temporarily pausing following each punishment. Finally, I decided to attempt a different approach.

I gathered the three students and had a conversation. The two who felt bullied shared how they were made to feel. The classmate then shared that he didn’t know why he picked on others and seemed to imply that he couldn’t control his impulses. When asked what the classmate could do to make things right, they both said they wanted an apology and a promise never to do it again which the classmate readily did. However, I suspected he could not keep that promise. So I asked all parties if we could do something to assist the classmate in keeping his promise. They agreed and we came up with a system where we would meet every week and rate the classmate’s demonstration of his promise. After meeting weekly for the remainder of the year, the classmate stopped picking on the two students, or any other students for that matter.

Nothing punitive was needed to change behavior. But the two students needed to feel like they had control over what was happening. By having voice and providing feedback, they were no longer victims. By receiving feedback and seeing the two students as empowered individuals, the classmate was able to control his impulses to pick on others. All experienced ʻoluʻolu the gentle, yet strong backbone of Aloha. The two students stood up for themselves and were honest in their weekly ratings. The classmate was not belittled or shamed. Instead, he was given the information he needed to improve, for which he became proud to do by the end.

Uncle Pono Shim once told me that Aloha is not a weapon to wield against others. It is kind, compassionate, and patient – but it is certainly not weak. Anything unbreakable such as Aloha can never be weak.

5 PURSUITS of ʻOLUʻOLU:

Inspired by Gholdy Muhammad

In honor of this week’s STEM Hōʻike, please watch The Most Magnificent Idea written and illustrated by Ashley Spires. Then with you child, answer the following:

• IDENTITY: Share with you ʻohana about your STEM Hōʻike project and how you needed to persevere through failures and mistakes as you attempted to come up with a solution.
• SKILLS: Provide examples from the story that demonstrates the girl’s perseverance.
• INTELLECT: Research inventors who are from Hawaiʻi and how they changed the world.
• CRITICALITY: Think of a ʻMagnificent Idea’ that can improve our community and help others be safe and thrive.
• JOY:  As an ohana visit a Makerspace for keiki either at the Liliha Public Library or at Vivstop Honolulu (offers free membership).

HEARING HEALTH – ACT NOW TO PREVENT PERMANENT DAMAGE

Did you know that 1 in every 8 kids between the ages of 6 and 19 already have hearing damage from loud noises? Especially while your children are young, you can prevent Noise-Induced Hearing Loss (NIHL) and avoid permanent damage to their hearing.

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 PINK FOR MAUI WEDNESDAYS

Join us in letting “that light, that divine inspiration that Aunty Pilahi Paki says is given to you at your very beginning, come through and let your ALOHA join with the ALOHA of the collective to bring about healing.” 

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

`O ka `olu`olu e hau`oli ia. Kindness brings happiness.

Mary Kawena Pukui

ALOHA FOCUS FOR THE WEEK: OLUʻOLU

Have you ever seen your child ever done something that got you so mad that you just wanted to scream? Maybe it was in a public space and you didn’t want to draw attention yet you needed to stop your child from behaving badly. Did you impulsively yell at them? Did you try to ignore the situation?

According to Uncle Pono Shim, when someone is ʻoluʻolu they are gentle in their relationships and acknowledge its significance. The gentleness of ʻoluʻolu is balanced with strength – an unbreakable spirit or foundation. Aunty Pilahi Paki said that ʻoluʻolu is like carrying a baby. You need to be gentle yet strong. Being ʻoluʻolu requires you to do the right thing at the right time, especially in uncomfortable situations, with the full intention of caring for someone.

My mother’s favorite picture to show my dates used to be one where I was sprawled out on the pavement in the middle of a parking lot of Times Supermarket, throwing a tantrum. I probably was 2 or 3 and according to my parents and older sister, I frequently threw myself onto the ground when I couldn’t get my way. My mom said she was so fearful that I would hit my head. Some parents might have handled the situation differently but my parents chose to wait me out.  They made sure I was safe and let me get all the emotions out. After a few minutes (but probably felt like hours) still hyperventilating and sobbing, I was able to get on with the day. It must’ve taken great restraint for them not to grab and shake me while yelling at me to stop – to withstand the judging stares of others or ignore the stinging critiques to “control your child.” Yet, it was the right thing to do, despite the uncomfortableness of the situation. It was ‘oluʻolu. I eventually grew out of that stage and if it weren’t documented or ridiculed for it, I wouldn’t have any recollection. Advised by my pediatrician, Dr. Sia, they knew I was going through a temporary phase, one many other toddlers experience – so much so it has a name, “Terrible Twos” – they knew to be lovingly patient and that all they could do in the moment was to keep me safe.

5 PURSUITS of ʻOLUʻOLU

Inspired by Gholdy Muhammad

In honor of Women’s History Month, I will be featuring stories written by and featuring prominent women of history. 

Please watch Nina: A Story of Nina Simone written Traci N. Todd and illustrated by Christian Robinson. Then with you child, answer the following:

• IDENTITY: Talk with your kupuna about songs and music that have been meaningful to them while growing up and why.
• SKILLS: Throughout the story, the author uses metaphors that compare Nina’s feelings and experiences to thunder. Find as many examples as you can.
• INTELLECT: Nina Simone and many of her friends protested against “Jim Crow” laws. Research what were “Jim Crow” laws and why were they called that. 
• CRITICALITY: In this story, Nina Simone uses her music to speak out about injustice and hate. If you could write a song about something you’d like to change in the world, what would you like it to be about?
• JOY:  Together, listen to a popular song by Nina Simone, Feeling Good,which according to the video’s description, “depicts generations of Black joy and boundless self-expression.” Share songs you spoke about previously in the IDENTITY pursuit.

HOʻOMAIKAʻI SIGHT IS BEAUTIFUL CONTEST WINNERS

Mahalo to all students who entered their works of art to the Kāneʻohe Lion’s Club annual Sight is Beautiful contest. This year, we congratulate 2nd grader Pearl Le who won 2nd place in her division along with Lucia Fraiola and Anela Duldulao who both earned Honorable Mentions. Please see their artwork at the Windward Mall until March 10. Mahalo and congratulations also goes out to teachers Mrs. Moriwake and Mrs. House who inspired their students to enter this contest and showcase their vision for what Sight is Beautiful means to them – awesome job!

DRIVE WITH ALOHA

Mahalo nui loa to many of our ʻohana that drive on and near our campus with aloha. Traffic, especially during the morning rush hour can be frustrating and so we are greatly appreciative of those who are considerate, patient and consistently safe. 

As a reminder to those that are persistently driving unsafe, ie speeding on Mokulele, dropping of children in the middle of the street, or cutting in line at the pick-up/drop-off, we ask that you immediately stop these actions. We are concerned for your safety as well as that of your passengers and everyone around. We also strive to promote being a safe and positive role model for our students and ask that you join us in this effort.

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 PINK FOR MAUI WEDNESDAYS

Join us in letting “that light, that divine inspiration that Aunty Pilahi Paki says is given to you at your very beginning, come through and let your ALOHA join with the ALOHA of the collective to bring about healing.” 

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