Category Archives: Lokahi

ALOHA FOCUS FOR THE WEEK: LŌKAHI

In a previous post, I featured Aunty Puanani Burgess’ moʻolelo about The Boy with a Gift. It would be a gross understatement to say that Aunty Pua was a major influence in my life and leadership. We began conversing back in 2019, although I had attended several of her workshops on Building the Beloved Community prior to that. I found that I needed to retake her classes repeatedly just to catch all of her wisdom drops, let alone fully comprehend and apply them to my self. Her most famous moʻolelo concerns finding your gift and sharing it with others. However, embracing your gift is a common theme through many of her stories.

For example, in 1996, Aunty Pua was invited to serve as the keynote speaker for significant national conference. Renown for her work as a community organizer and activist for Native Hawaiian sovereignty, Aunty Pua was the main draw for the conference, hopefully attracting over 400 attendees.  But as she stood on the main stage of the massive auditorium with a Ted Talk style live stream of her projected onto the screen behind, her shoulders drooped in dispiritedness. A much smaller audience  of 30 dispersed itself towards the rear of the theater. Despite pleading them to move forward and create a more intimate setting, they shied away. Aunty Pua left feeling deflated and ashamed, believing she disappointed the conference organizers.

Once home, her 8-year old son Mauna ʻAla could tell that Aunty Pua was sad and asked what was wrong. Aunty Pua shared her experience and how the discouraged she felt with the size of the crowd. Mauna then posed to her:

“So, Ma, what if I was the only one in the audience and you was only talking to me? Wouldn’t that have been enough?” I said, “Yeah Mauna, if I was only talking to you, that would have been enough.”

“But what if only had three people in the audience, Ma? And what if one of them was Gandhi, wouldn’t that have been enough?” (He had just watched the movie Gandhi the night before.) “Yeah, Mauna, if only had three people and one of them was Gandhi, that would have been plenty.”

He then asked, “Well, how you know that Gandhi wasn’t in the audience Ma?” I responded, “Hmm. I don’t know that Gandhi wasn’t in the audience, Mauna.” Mauna responded, “Well Ma, you gotta assume he was there.”

Mauna possessed the gift of being able to shift perspective. He didn’t attempt to soothe Aunty Pua’s ego. Instead he reframed her experience so that she could see how she still had a positive, impactful difference. 

Further, Mauna reinforced Aunty Pua’s view that everyone has a gift, regardless of age. “In that moment, I experienced the truth of what I was taught, that wisdom is not just the province of the old or of elders. This changed my understanding of who could be my teachers.

5 PURSUITS of LŌKAHI:

Inspired by Gholdy Muhammad

Please watch Vy’s Special Gift written by Ha-Giang Trinh and illustrated by Evi Shelvia. Then with you child, answer the following:

• IDENTITY: Talk to your kūpuna or makua about what they remember about what your ʻohana did while quarantined during the COVID pandemic. How did you spend the time? How did everyone feel? What was memorable?
• SKILLS: In the story, Vy waits in a long line to receive rice. List as many words as you can that ends with the -ice sound.
• INTELLECT: This story takes place in the author’s homeland of Vietnam. Check out this virtual tour of Vietnam or this website from National Geographic Kids. Do you see any things you have in common with the Vietnamese culture?
• CRITICALITY: In an interview, the author stated:

“I didn’t want to make Vy’s Special Gift a dark or feel-good story. I just wanted to be honest about what we’re all facing, especially about what the underprivileged children are facing. A survey in low-income communities by Room to Read shows one in every two girls is at risk of not returning to school. Their families’ livelihoods are suppressed and their future is compromised.

Then I saw a glint of hope in my homeland. Life in the pandemic was getting more difficult, but everyone was helping everyone else in whatever way they could. Neighbors were giving away food to each other. Companies were giving away free rice to whoever needed it. Tomorrow is still uncertain, but at least today’s hunger is lessened.”

• What was Vy’s special gift? Reflect upon how Vy makes connections with those standing in line with her and how she tried to help them. Ask your kūpuna/makua about what they remember about how people came together to help each other out during the pandemic.
• JOY: What might be your special gift? Reflect with your kūpuna/makua about what be each other’s special gifts.

MAY DAY MAHALO

Please join me in expressing gratitude to our May Day Committee and all of our staff for their loving dedication to our students and school which really shone as we quickly pivoted to move the performance from the field to the cafeteria.

Mahalo nui loa to Kumu Blaine who amazingly and generously choreographed the program, performed the music and taught our students the dances. Mahalo to Kumu Blaine’s ʻohana, Hālau Ka Waikahe Lani Mālie, and Mrs. Trisha Kodama who assisted Kumu Blaine in making the show a success. 

Mahalo piha especially to Cherisse Yamada, our May Day Chair, Kumu Kalei and the hardworking May Day Committee who each played important and significant roles in ensuring the day went the best it could. 

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. We are truly blessed for our Kāneʻohe Elementary School community.

Mahalo nui loa to KES parents Justin Akagi and Representative Lisa Kitagawa for filming the entire May Day program and sharing the videos with us. We appreciate their spending the time to record the event for ʻohana who were unable to make the performance. 

READ FOR THE GOLD – 2026 WINTER READING CHALLENGE

Hawaiʻi’s public libraries are teaming up with Olympic Gold medalist Kristi Yamaguchi’s Always Dream to celebrate the 2026 Winter Olympics with a special Read for the Gold | Winter Reading Challenge. Every 50 minutes you read earns you a chance to win:

• A limited edition READ poster autographed by Kristi Yamaguchi
• A special edition Kristi Yamaguchi Barbie Doll
• A special virtual meet and greet with Olympic Gold medalist Kristi Yamaguchi

To get started, sign up or login to the Beanstack website or via the Beanstack app, join the challenge and log your reading! 

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.

WEEKLY VIRTUAL PIKO

Our Weekly Piko, has changed to twice-a-week. In-person on the first day of the week and virtual on the last day. At 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.

If you’d like to celebrate the accomplishments of our students outside of the school day. Please use this link to share a brief shout-out for your child that we can share at piko.

UPCOMING EVENTS

ALOHA FOCUS FOR THE WEEK: LŌKAHI

I rubbed my fingers across the weathered grains of wood covering the picnic table as I listened to Kihei welcome guests to the narrow yard bordering Heʻeia Loko Iʻa. The setting sun darkened the pond while glistening against the ripples reflecting off of the kuapā. All of us gathered to celebrate how momona this pond once was and promises to be.

Fellow educators gathered with caretakers of the fishpond and farms of Ahupuaʻa Heʻeia that comprised Huliamahi. Kihei recounted how each organization once operated independently and at times in competition with each other for visitors, volunteers, and funding. Resources seemed scarce and survival meant the demise of others. Yet, 600 years ago when the ahupuaʻa system was thriving, farms and fishponds were interdependent. The loʻi, diverting the streams to submerge the maturing kalo, enriched the water with nutrients. These nutrients flowed to the sea and attracted fish to the estuary. Observing the abundance of marine life in this habitat, the kūpuna walled off the area and created a productive aquatic nursery. Modeling themselves after the ahupuaʻa system of interdependence, the organizations (Papahana Kuaola, Paepae o Heʻeia, and Kākoʻo ʻŌiwi) just as they share the same wai, decided to collaborate on writing grants, allocating resources, and bringing schools to all three sites to deepen students’ understanding of ʻike kūpuna. By working together, each organization found they could do so much more and reach many other people. Through site visits and volunteer opportunities, educators and their students developed a greater sense of kuleana to remaking their community be as self-sufficiently sustainable as it once was. 

The paina winding down and mahina rising above Kawaʻewaʻe, I thanked Kihei for inviting me to the celebration. After embracing, I shared with him what he helped me realize. Our students, like the wai truly is our lōkahi. They nourish each of our organizations and sustain our future. In this way, we are indelibly connected.

5 PURSUITS of LŌKAHI:

Inspired by Gholdy Muhammad

Please watch A Symphony of Whales written by Steve Schuch and illustrated by Peter Sylvada. Then with you child, answer the following:

• IDENTITY: How do you feel when you help someone? Talk to your kūpuna or makua about how your family works together to help others out.
• SKILLS: Whale ends with -ALE. List other words that end with -ALE.
• INTELLECT: The Chukchi people are amongst 30 distinct indigenous peoples from Siberia and live on the Chukchi Peninsula which is about 60 miles away from Alaska. What is a peninsula? Explore images of the peninsula here.
• CRITICALITY: The people of Glashka’s village rely on the Narna (Beluga Whale) for food, clothing, and oil. They could have gotten more than enough skin, meat, and blubber from the trapped whales once the water froze over. Yet, they chose to save them. Why do you think it was important to them to save the trapped pod of whales?
• JOY: Listen to the author’s Whale Trilogy piece for solo violin and was inspired by the  true story of the whale rescue. Why do you think the whales responded to the classical music?

KES WELLNESS PRESENTS: Book Talk with author Stephanie Malia Krauss

Overwhelmed and overworked—and caring for kids who feel the same? We weren’t made to live like this. It’s time to start “rehumaning” our lives.

Right now, kids and adults are trying to thrive amid the daily grind, addictive technology, crowded calendars, and rising uncertainty. It’s an impossible task—and it’s taking a toll. Bestselling author Stephanie Malia Krauss offers a lifeline.With her signature blend of relatable storytelling and deeply researched insights, How We Thrive explores 14 timeless human essentials that safeguard health and humanity—things like movement, creativity, belonging, and belief that have sustained humans for millennia.

Join us for a special in-person event with best-selling author Stephanie Malia Krauss to learn about her book, How We Thrive.

RSVP here: https://tinyurl.com/HWTbooktalk

• Kāneʻohe Elementary School Library
• Thursday, April 9 5:30 – 7 PM
• Dinner & Childcare (for students K – 6) Provided
• Each ʻohana attending will receive a copy of the book, How We Thrive

SPECIAL VISIT BY AUTHOR AND ILLUSTRATOR OF ALOHA EVERYTHING

Last week, after connecting through former Kāneʻohe Elementary teacher Jenelle Henderson, we were visited by Kaylin George and Mae Waite, the author and illustrator of Aloha Everything. Next year, we plan on forging a deeper partnership with the pair to inspire students to share their stories through writing and art.

READ FOR THE GOLD – 2026 WINTER READING CHALLENGE

Hawaiʻi’s public libraries are teaming up with Olympic Gold medalist Kristi Yamaguchi’s Always Dream to celebrate the 2026 Winter Olympics with a special Read for the Gold | Winter Reading Challenge. Every 50 minutes you read earns you a chance to win:

• A limited edition READ poster autographed by Kristi Yamaguchi
• A special edition Kristi Yamaguchi Barbie Doll
• A special virtual meet and greet with Olympic Gold medalist Kristi Yamaguchi

To get started, sign up or login to the Beanstack website or via the Beanstack app, join the challenge and log your reading! 

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.

WEEKLY VIRTUAL PIKO

Our Weekly Piko, has changed to twice-a-week. In-person on the first day of the week and virtual on the last day. At 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.

If you’d like to celebrate the accomplishments of our students outside of the school day. Please use this link to share a brief shout-out for your child that we can share at piko.

UPCOMING EVENTS

Connection is not just an emotional experience: it’s a biological one that is rooted in the neural networks of our brain.

Dr. Vivek Murthy

ALOHA FOCUS FOR THE WEEK: LŌKAHI

Lōkahi is one of the more familiar of the different facets of ALOHA, used ubiquitously as a term to describe unity, harmony or to make peace. Uncle Pono Shim illuminates that sometimes we mean to say hoʻolōkahi instead, as we are seeking to cause greater connectedness. By contrast, the deeper meaning of Lōkahi acknowledges the connection that already exist between us – from the time we are born into this world. Aunty Pilahi Paki and Uncle Pono Shim, teaches us that Lōkahi is not always obvious and must be uncovered.

For example, when I was a 6th grader, I transferred to a new school. Being one of just two new students to my homeroom, I tried my best to fly under the radar and get along. Unfortunately, that plan was short-lived and unsuccessful. I was ridiculed by my classmates and felt deeply awkward and self-conscious. I remember asking my mother to return to my old school, but she encouraged me to keep trying to make friends. Eventually, I made a friend by finding a common hobby which then grew to acceptance by the end of the first quarter.

Despite making friends, even with those who initially mocked me, the insecurities they prompted, stayed with me for many years. During high school and throughout college, I gained greater confidence as I assumed different leadership positions. Yet, the insecurities persisted, burrowing deeper into my consciousness. 

Much later, as I led cohorts of professionals learning the ALOHA Response, I was contacted by someone in our cohort wanting advice. From the outside, this person conveyed confidence and poise. She was someone others wanted to be around and sought after for her experience and insight. I imagined this person being one of the “popular” kids during high school, probably voted “Best All Around” or “Most Likely to Succeed” (which in retrospect are very odd and antiquated designations). And while all of these external perspectives may have been true, she pulled me aside admitting to struggle with deeply held insecurities. 

While the experiences which led us there were different, feeling insecure and holding onto that was our Lōkahi.

A few years ago, I attended a Social Emotional Learning conference in New Mexico. One of the speakers while presenting on Empathy, observed when asked “How are you?” we often feel reticent to share “negative” emotions. Yet, we all feel sad, mad, frustrated, anxious, and yes, insecure at times -so we shouldn’t have to explain or justify feeling that way. No matter how good our lives look on Instagram, we experience all the emotions. And through a range of supports that help us feel secure, including our strong and positive relationships, we are able to be resilient. This too is our Lōkahi.

5 PURSUITS of LŌKAHI:

Inspired by Gholdy Muhammad

Please watch My Brother Charlie written by Holly Robinson Peete & Ryan Elizabeth Peete, illustrated by Shane W. Evans.  Read by the author Holly Robinson Peete. Then with you child, answer the following:

• IDENTITY: Ask your kūpuna or makua to share how does our ʻohana share strengths with each other? How do we help each other out?
• SKILLS: Using evidence from the text, describe Callie and Charlie’s similarities and differences.
• INTELLECT: Learn about what is autism through the voices of children with autism.
• CRITICALITY: At the end of the video, the author explains that her daughter decided to write this book to advocate for her brother. “Children with autism are special, unique and amazing if you just give them a chance. If you accept who they are with love, patience and kindness.” How might you take the author’s advice in giving others a chance?
• JOY: With your ʻohana, share what you appreciate about each other and what you wish other people knew about them. 

BERNHARDT PARENT & CAREGIVER FEEDBACK QUESTIONNAIRE

Our Complex-Area Superintendent is asking for parents and caregivers to provide feedback about our school. Please visit this link and share what your think and feel about Kāneʻohe Elementary School. We study your responses every year and incorporate your feedback as we shape our Academic Plan. The survey will remain open until Match 6.

LĀ ʻOHANA KŪKANONO – FREE FAMILY DAY

In partnership with Kauluakalana, Compassionate Koʻolau invites you to Lā ʻOhana Kūkanono, a free family day on Friday, April 3, 2026 (Good Friday Holiday) from 8:30am-12:30pm. The event is open to all of our Windward District ʻohana. We will have ʻāina-based and Hawaiian cultural activities for keiki to kūpuna. Lunch for all participants is provided.

Link to Registration Form (Register by March 27, 2026)

READ FOR THE GOLD – 2026 WINTER READING CHALLENGE

Hawaiʻi’s public libraries are teaming up with Olympic Gold medalist Kristi Yamaguchi’s Always Dream to celebrate the 2026 Winter Olympics with a special Read for the Gold | Winter Reading Challenge. Every 50 minutes you read earns you a chance to win:

• A limited edition READ poster autographed by Kristi Yamaguchi
• A special edition Kristi Yamaguchi Barbie Doll
• A special virtual meet and greet with Olympic Gold medalist Kristi Yamaguchi

To get started, sign up or login to the Beanstack website or via the Beanstack app, join the challenge and log your reading! 

BLACK HISTORY MONTH

Celebrate Black History Month with a poignant poem by Langston Hughes. Playing off of Walt Whitman’s most famous poem “I Hear America Singing,” Hughes wrote “I, Too.” It served both as  a response to Whitman, whom Hughes was a fan, and protested the plight of Black Americans.

MAHINA ʻŌLELO HAWAIʻI

Along with Black History Month, February is Hawaiian Language Month. Celebrate ʻōlelo Hawaiʻi by learning the language and checking out the numerous activities planned for the month. See this website for a listing of 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.

WEEKLY VIRTUAL PIKO

Our Weekly Piko, has changed to twice-a-week. In-person on the first day of the week and virtual on the last day. At 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.

If you’d like to celebrate the accomplishments of our students outside of the school day. Please use this link to share a brief shout-out for your child that we can share at piko.

UPCOMING EVENTS

Belonging is when you are recognized, accepted, and even loved for who you are. Fitting in is when you are accepted only if you become who others want you to be.

Dr. Todd Rose

ALOHA FOCUS FOR THE WEEK: LŌKAHI

When I reflect upon my development as a science teacher, one of the ways I measure my growth is by listing what got broken or stolen during my first year of teaching.

•      14 gas spigots
•      1 Videocassette Recorder
•      Dozens of beakers, Erlenmeyer flasks, and test tubes
•      1 electrical outlet

Clearly, I struggled with classroom management. One of the school’s most revered substitute teachers decided to quit after subbing for my class – a travesty I take responsibility for since the classroom culture was akin to the Wild West. Well, I take a large part of the responsibility. I inherited my classroom from a longterm substitute who habitually fell asleep during class, especially on days following long weekends. It would be easy to blame him, the students and the few other teachers across the school who contributed to this dysfunctional culture with classrooms seemingly devoid of learning and rampant with misbehaviors. In fact, at the time, I soothed my ego by saying, “My class is feral but at least I’m doing better than…”

During my second year, tired of feeling downtrodden and overwhelmed, I came to a realization. My vice-principal arranged for me to observe some of our best teachers at our school. There I saw a completely different side of my same students. They were thoughtfully contributing to class discussions, working dedicatedly on problems, and productively collaborating with peers. I began to question my approach. Instead of comparing myself to the worst performing teachers, I really should be holding myself up to our school’s best. Teachers like Nona Oato who despite her shorter stature, masterfully captivated her students. Or Kathy Ellwin who quietly and lovingly created bonds with her students that got them to learn way more than they ever thought they could.

To this day, despite attaining National Board Certification, earning awards and building up my confidence as a teacher, I would never dare to equate my teaching abilities with theirs.They possessed a level of craft I could never attain. Maybe it’s like how when I see my former teachers, I could never call them by their first name despite their insistences. 

I am, however, comforted that I came far enough to receive their praise. And more than that, to have shared connections far deeper than teaching at the same school or sharing the same students. Our efforts combined to help those students grow, learn, and succeed. Together, we moved our school to have one of the most prestigious reputations at that time. And with Lōkahi, we fostered a culture of continuous learning, improvement, and efficacy.

Note: I started this entry reflecting on Dr. Martin Luther King Jr. in honor of the holiday dedicated to his memory. Earlier drafts, decried those who attempt to co-opt his accomplishments by comparing themselves to superficial components of Dr. King. But then, I decided it would be better to live his example and practice aloha by remembering the way I improved by comparing myself to others.

5 PURSUITS of LŌKAHI:

Inspired by Gholdy Muhammad

Please watch We Belong written by Laura Purdy Salas and illustrated by Carlos Velez Aguilera.  Then with you child, answer the following:

• IDENTITY: Share with your kūpuna or mākua ways in which you are different and way in which you are alike. 
• SKILLS: Use evidence from the text, to explain the author’s message and purpose.
• INTELLECT: In the book, the illustrator provides many examples of how people are all different. Point out as many as you can. 
• CRITICALITY: In the book, the author, like Queen Liliuokalani advises, takes a heavenly  perspective as she states, “When we learn from each other, we expand what we know. Our hearts crack open, like seeds, and they grow.” As your kūpuna or mākua to describe a lesson they learned from someone who is completely different from them.
• JOY: Use the poem template created by the author and write your own “We Belong” poem.

THIS SHOCKING TRUTH ABOUT OTHER PEOPLE WILL CHANGE YOUR LIFE

Motivational speaker, author and podcaster Mel Robbins had a conversation with Dr. Todd Rose (author of one of my favorite books, The End of Average) about his research into the lies we tell ourselves because we want to fit in. As depressing as it felt listening to how social media is set up to promote and proliferate unpopular fringe ideas, Dr. Rose reveals how we can all live and raise our children to live more authentic, meaningful lives. Listen to the podcast 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.

WEEKLY VIRTUAL PIKO

Our Weekly Piko, has changed to twice-a-week. In-person on the first day of the week and virtual on the last day. At 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.

If you’d like to celebrate the accomplishments of our students outside of the school day. Please use this link to share a brief shout-out for your child that we can share at piko.

UPCOMING EVENTS

To show Lōkahi, 

1. Be curious with haʻahaʻa (empty without judgement);
2. Thoughtfully ask questions to uncover connections;
3. Listen to understand;
4. Be vulnerable; and 
5. Share to solidify connections..

ALOHA FOCUS FOR THE WEEK: LŌKAHI

Recently someone told me that I am a good listener … for a man. We shared a laughed at the qualifier she used and I can totally understand why she included it. Men often get stereotyped for not being good listeners. However, I think there are ways we can all improve, especially in how we listen.

My reputation of being a good listener started when I was in college volunteering for the YMCA. But back then, I think I was just quiet and typically ceded attention to whomever was talking. People felt comfortable being vulnerable with me, because I stood by them and didn’t say judgmental things. I also didn’t turn the attention on my story no matter how it seemed to mimic what I experienced. It wasn’t until I started teaching and took several courses in Cognitive Coaching that I realized I was only partially proficient in listening.

One of the listening competencies I needed to master was how to paraphrase. Paraphrasing is how we demonstrate our efforts to understand what is being said and our valuing of the speaker. Paraphrasing is also how we uncover connections and empathize with the speaker.

As a novice, I would echo what the speaker stated. “So what you are saying is …” and I would nearly word-for-word repeat what I heard. This was not paraphrasing. Just as being able to pronounce a word is not the same as understanding its definition, I did not show I comprehended what was shared.

Eventually, I could summarize what was voiced. “Sounds like you felt…” This was better. I grasped the speaker’s emotional state and showed empathy. But I could do better.

Now I summarize what I hear and follow-up with a question that digs deeper while demonstrating my care for the person. “You must’ve felt…How did you respond?” My question is not meant to be intrusive. I phrase it so that speaker can go as deep or shallow as they wish, without judgement. It conveys that I care how and want to be there for them. Further, I do not turn the attention back to myself unless the speak wants to hear my thoughts. 

If asked, I am willing to share something that connects and is vulnerable. But even without sharing, I also believe that I show vulnerability by demonstrating a willingness to simply listen and emotionally be there for someone. After all the lōkahi we share is the value of being heard, understood, and cared for. 

5 PURSUITS of LŌKAHI:

Inspired by Gholdy Muhammad

Please watch More Than Peach written by Bellan Woodward and illustrated by Fanny Liem. Then with you child, answer the following:

• IDENTITY: Ask members of your ʻohana, “What crayon color would you use to match your skin color?” And “Have you ever been treated differently because of the color of your skin? How did that make you feel?”
• SKILLS: Citing evidence from the text, how did Bellan feel when asked to pass the skin colored crayon.
• INTELLECT: Watch how crayons are made. 
• CRITICALITY: Watch this video featuring the author, 10 year old Bellan Woodward and how she became a crayon activist. How did she show lōkahi and ʻoluʻolu in changing how people view skin color?
• JOY: Create a portrait that includes you, your friends and family. Use colors that captures your/their identity.

CONCRETE SUPPORTS PROGRAM

If your family has experienced a recent crisis and is in need of short-term financial assistance please know help is available. The Concrete Supports Program, can help families with non-recurring emergency needs such as:

• Sudden loss of income or employment
• Unexpected medical expenses
• Death or serious illness in the family
• Domestic violence or unsafe living situations
• Natural disasters or fire damage
• Urgent car repairs needed for work or school
• Temporary inability to work due to injury or caregiving responsibilities

Eligibility:

• TANF (Temporary Assistance for Needy Families) eligible (household income below 300% of the 2022 Federal Poverty Level)
• At least one dependent child (0–23 years old) living in the home
• Crisis occurred within the last 4 months

Call the Concrete Supports Program at 808-935-2188 for more information or to apply for assistance. They are open Monday-Friday, 8 – 4:30 PM

MAHALO CAMPUS BEAUTIFICATION VOLUNTEERS

A huge thank you goes out to Jolyn Kresge, Wali Camvel, Dee Fujinaka, Grace Tsubaki-Noguchi, Destiny Kuhlman, Māpuna Leong and Kalei Tim Sing for organizing our first Campus Beautification event for the year. We also owe many thanks to our families, students, Representative Scot Matayoshi, and our staff who put in a tremendous effort to show akahaito our campus. Their hana, beautified the rock garden, peace path, upper parking lot and agro-forest, making our campus to be a more inviting, positive place to learn.

THE KINDEST KID IN AMERICA LIVES IN KOʻOLAU

Check out this clip featuring Hauula student DJ Moses, deemed the Kindest Kid in America. DJ was recognized by his peers for the akahai he consistently shows everyday. From checking in with younger students to assisting his teachers to being there for his parents, DJ is an outstanding person and role model for us all.

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.

WEEKLY VIRTUAL PIKO

At the Weekly 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.

If you’d like to celebrate the accomplishments of our students outside of the school day. Please use this link to share a brief shout-out for your child that we can share at piko.

UPCOMING EVENTS

Unity [Lōkahi] is diversity in harmony 

Reverend Abraham Akaka as paraphrased by Daniel Kaniela Akaka Jr.

ALOHA FOCUS FOR THE WEEK: LŌKAHI

When my daughter and I embarked on a cross-country roadtrip, loved ones expressed measured excitement for our journey. Few of those around us had ever driven coast to coast, so many expressed fears about the potential hazards that lay before us. When I was a senior in high school, I got into a fender bender after falling asleep at the wheel. Despite having occurred nearly 40 years ago when I needed much more sleep as a hormonal teenager, that memory was recalled multiple times in the month prior to my trip. Honestly, it got into my head since the longest drive I’ve done prior was a little over 3 hours, so I stocked up on Yerba Mate, popcorn, and trail mix to ward off any drowsiness I might feel.

Other fears centerer around our country’s current political divisiveness and violence towards minorities featured in the media.  My daughter’s mother fed us media posts about attacks on Asians like the man and his 4 year old granddaughter who were killed in a Target parking lot in Austin, Texas. Despite it looking like a tragic robbery homicide  that was not racially motivated, my ex used it as cautionary tale of Asian Hate. In truth, social media and the news are rife with examples of hateful, violent acts towards others that are undisputedly motivated by the differences we hold – political, racial, religious, ethnic, sexual orientation, etc.. Political figures add fuel to fire by blusteringly demonizing the other side.

Yet, as we drove across the country, through some of the most beautiful, verdant rolling hills, and long stretches of high planes deserts with oases of green alfalfa, we were consistently treated with hospitality and friendliness. From the grizzled, gentleman with a limp who seemed to intuit that I needed to use the restroom and allowed me to go first at a rest stop in Iowa to the cheerful, waitress at the Epic Egg in Cheyenne who patiently answered my questions and allowed me to switch back and forth between my coffee orders, we encountered an America far different than what is portrayed on our phones. It’s very likely our views, which are informed by where we come from and who we give our attention to, are probably very different. Yet, in our day-to-day interactions as we share the road and the places to fulfill our needs, there is Lōkahi.

5 PURSUITS of LŌKAHI:

Inspired by Gholdy Muhammad

Please watch this: This is How We Do It: One Day in the Lives of Seven Kids from Around the World written and illustrated by Matt Lamothe. Then with you child, answer the following:

• IDENTITY: Thinking about the seven kids, who is the most similar to you? What do they have in common with you? How are they different? 
• SKILLS: In many of the kids’ statements, the author uses commas. What is a comma and how do you use it?
• INTELLECT: Use a map, globe, or an atlas to find the countries represented by each of the seven children (Japan, Iran, Russia, Peru, Uganda, Italy and India).
• CRITICALITY: Getting to know someone, seeing what we have in common and celebrating our differences, we can create lōkahi and reduce hate in the world. With the help of a kupuna or makua, get an international pen-pal. Here is a good article at kidworldcitizen.org about how best to go about getting a pen-pal in a safe way.
• JOY: Like the seven kids, complete the following sentence stems either by writing or drawing:
  • This is me
  • This is where I live
  • This is what I wear
  • This is what I eat for breakfast/
  • lunch/dinner
  • This is how I learn
  • This is how I play
  • This is what I do to help

THE BENEFITS OF FREE PLAY

When my daughter played club soccer as a middle schooler, she sustained a leg injury that necessitated her seeing a sports physical therapist. As I waited for her, I struck up a conversation with one of the doctors. He lamented how many younger kids he was seeing with injuries that would have lasting affects into their adulthood. The reason, he asserted was their focus on just one sport. Gone are the days where kids play multiple sports, playing one for just a season before going on to the next. Today, parents push their kids to specialize with the hopes of earning a scholarship one day. Further, they forbid their kids to engage in unsupervised free play, which has risks but also has many benefits. As reported in an article in the Atlantic, “Children who move have healthier bones, muscles, and joints, and lower their future risk of obesity and chronic disease. Research has found that active kids develop superior cognitive skills, get better grades, and are more likely to stay on task than kids who are less active. In a systematic review of studies, researchers found that active children are more likely to report feelings of well-being. And a study published in The Lancet that examined the prevalence of adolescent depression among English youth suggested that increased sedentary behavior in adolescence could affect a person’s mental health into adulthood.”

NAESP BEYOND THE BELL: BUILDING HEALTHY HABITS

School is a place for learning, but it’s also where children build friendships, share laughs, and create memories that last. When a child has to stay home due to illness, they might experience “SOMO” (Sick of Missing Out) on those special moments. Families and caregivers can take these steps to keep their child illness-free and in class for every important day. Access the resource 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.

If you’d like to celebrate the accomplishments of our students outside of the school day. Please use this link to share a brief shout-out for your child that we can share at piko.

UPCOMING EVENTS

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

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

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

Andrews, Hawaiian Dictionary, 1865

ALOHA FOCUS FOR THE WEEK: LŌKAHI

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

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

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

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

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

5 PURSUITS of LŌKAHI

Inspired by Gholdy Muhammad

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

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

UNLEASH THE DATA DETECTIVE IN YOUR CHILD

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

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

IN THE NEWS

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

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

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

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

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

DAILY VIRTUAL PIKO

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

UPCOMING EVENTS