Patience; patient, enduring, long suffering; to tolerate. Lit., great breath 

(Pukui-Elbert)

ALOHA FOCUS FOR THE WEEK: AHONUI

One of my favorite temptations is chips and other salty snacks. When placed in front of me, I have a difficult time resisting trying a few. This weekend I attended a workshop and walked by the platter full of pastries without a second look. However, when the bags of chips were brought out, all of sudden my stomach started to rumble. I immediately grabbed a bag of Fritos and clumsily stuffed my face. Had I been one of the kids in the famous Stanford Marshmallow Experiment, I would’ve been an outlier. Place a marshmallow in front of me and I can wait for days without wanting to eat it. But replace it with a plate of fries and I’d be labeled an impulsive toddler. 

The Stanford Marshmallow Experiment, tested how age correlated with the ability to self-regulate and control one’s impulses. Children were given the choice to eat a marshmallow immediately or be rewarded with more if they waited. Researchers found that at around the age of 4, children are much better at showing patience when given this choice. Somehow, at this age, their brains mature to such a point that they could decide to wait rather than give in to temptation. Of course, some 4 year olds were better at waiting and could do it for much much longer – like 20 minutes compared to about a minute. Why the variation? Are some kids just born more able to control themselves? Science has shown otherwise.

Self-regulation/controlling one’s impulses/patience/ahonui is a skill and, like any skill, can be learned. (Even Cookie Monster can learn to be patient.) The Marshmallow Experiment showed that children who waited the longest, used strategies to be patient. They sang, turned away from the marshmallows, or did another activity. 

Of course some temptations are harder to resist. Like fries or chips for me, some children are especially impulsive when something/someone angers them. Even in these situations, they can learn to better control their emotions. Breathing, counting, singing, and walking away helps to diffuse their anger so they may better address the harm and hurt they experienced. As they learn to master the skill of showing ahonui, children will better foster positive relationships, enriching both their personal and professional lives into the future.

To show AHONUI, 

• Take a deep and cleansing breath – aho;
• Picture a cool and gentle wave washing over you, rinsing away temptations, anger or stress; and
• Relax your muscles 

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5 PURSUITS of AHONUI:

Inspired by Gholdy Muhammad

Please watch this: Adventures of Beekle: The Unimaginary Friend written, illustrated and read by Dan Santat.Then with you child, answer the following:

IDENTITY: Describe a time when you had to be patient and preserve through a scary or uncomfortable experience. 

SKILLS: What strategies does Beekle use to remain patient and persevere through his challenges? Provide examples from the book.

INTELLECT: Albert Einstein once said, “Imagination is more important than knowledge.” Watch this video by Sir Ken Robinson and the Power of Imagination (or for those with less patience, this shorter version)

CRITICALITY: When children move from one school to the next, it can be very trying to make new friends. How might we show aloha to help someone through that experience? Interview someone who has had to move to a new school -or- Share your story of moving to a new school.

JOY: In the story, Beekle wears a crown, symbolic of his courage, patience and perseverance. Using recycled materials, make a crown to remind you of the courage, patience and perseverance you possess.

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STEM HŌʻIKE

One of the key initiatives unique to Kāneʻohe Elementary is our participation in the Engineering Pipeline, partnering with the UH College of Engineering and various engineering firms.  At the elementary level, we introduce students to engineering as a problem-solving process and career option. Every student, from pre-school to grade 6 then uses the Engineering Design Process throughout the year to solve problems, apply core academic areas to real life scenarios, and cultivate a Growth Mindset. On Friday, April 28, 2 – 3:50 PM we invite you to visit your child’s homeroom and have them share the problem they attempted address, how they used the Engineering Design Process, and what they learned.

HOʻOMAIKAʻI: Castle-Kahuku Complex-Area Speech Festival 2023 Champions

And their coaches: Mrs. Almedia, Mrs. Kodama, and Ms. Hastings

Mahalo also goes out to Miyuki Sekimitsu for coordinating our participation in this event and her team including: Jacque Yoshizumi, Dee Fujinaka, Julie Isa, and Jessica Matute

SBA TESTING

We begin our Smarter Balanced Assessment (SBA) testing on Tuesday, April 25, 2023, through May 19, 2023.  Please ensure your child 

• has a good nightʻs rest; 
• eats a healthy breakfast;
• bring their headphones to school; and 
• is on time for school.

Tardy students cannot take the SBA on the day they are tardy.  

During this time period, we will also cancel our daily piko on testing days.

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UPCOMING EVENTS

Mon, Apr 24, 2023	Innovation Academy Information Session 6:30 – 7:15 PM
Wed, Apr 26, 2023	School ends at 2 PM – switch with Friday, Apr 28 for STEM Hōʻike
Wed, Apr 26, 2023	School Community Council Mtg 4:30 – 5:30 PM
Fri, Apr 28, 2023	STEM Hōʻike  2 – 3:50 PM – NOTE: School ends at 1:35 PM on this date
Mon, May 1, 2023	Waiver Day – No Students
Sat, May 13, 2023	Campus Beautification #2
Apr 25 – May 19, 2023	Smarter Balance Testing at Kāneʻohe Elementary

ALOHA FOCUS FOR THE WEEK: HAʻAHAʻA

Redup. of haʻa; low, lowly, minimum, humble, degraded, meek, unpretentious, modest, unassuming, unobtrusive; lowness, humility.  (Pukui-Elbert)

Early in my career as a high school teacher, I chastised students who used profanity, asking if they would use language like that around their parents or grandparents. Most would avoid my gaze, sheepishly mumble, “no,” and then apologize. However, there were more than a few who defiantly confirmed that’s how they speak at home. Back then, I dismissed those responses as an oppositional fabrication and reprimanded the student further. I could not imagine anyone swearing at home. It certainly was not how I brought up and not how my friends were either (at least I assumed). Consequently, I surmised my personal experiences were universal for all of my students.

Then a few years later, I was sincerely blessed to be welcomed into the homes of my students. I served as their class advisor and spent many late nights constructing floats for the homecoming parades and chaperoning dance rehearsals for assemblies. There, I saw how different their lives were compared to mine. Some were raised by an older sibling. Others served as the caregivers for their elderly grandparents who were also their guardians. All were loved and provided for. Some lived in strictly religious, austere households. Others seemed to have no rules and were often unsupervised for most of the night. All were extremely generous and welcoming.

Getting a glimpse into their lives taught me that I knew so little. I made broad assumptions that could not be further from the truth. Everyone has different life experiences and everyone experiences life differently. And while it is still improper and unacceptable to swear at school, I never again asked students if that’s what they do at home. Instead, I let them know what is the expected behavior in this context and how others might perceive that as disrespectful. After all everyone has different life experiences and everyone experiences life differently.

Aunty Pilahi Paki taught Pono to “go empty” when striving to be haʻahaʻa. In other words to be open-minded and not cast judgements on others. She said that you must empty yourself of your ego so that you can listen to and understand others.

To become more HAʻAHAʻA,

• Empty yourself of ego and judgements
• Listen and observe with an open mind and heart
• Consider there are many ways to be and do what’s right

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5 PURSUITS of HAʻAHAʻA:

Inspired by Gholdy Muhammad

Please watch this: Milo Imagines the World  by Matt de la Peña and illustrated by Christian Robinson. (Note – the reading of the story begins at 2:25 and goes to 11:26. The full video is just under a half-hour and is totally worth watching it in its entirety. The author and illustrator share their process and the backstory of the book.)Then with you child, answer the following:

IDENTITY: Does anyone you know like to draw? What makes drawing pleasurable for that person (ask them and listen to what they say)?

SKILLS: What might be the main message of this book? What makes you think this?

INTELLECT: As you listen to the story, the author uses alliteration and onomatopoeia. Research what these literary tools are, point our where they are used in the story and then come up with examples of your own.

CRITICALITY: Have you ever wrongly judged someone – making an assumption about what they might be feeling or thinking? Share about this time and how, in the future, you can avoid judging others.

JOY: Draw a picture of your loved ones sharing a happy moment in the future.

If your child asks what happened to Milo’s mom and why she is in a correctional facility, the author suggests the following:

We know that when we do not obey a rule in school or at home, we have a consequence. Adults also have consequences when they do not obey rules. Milo’s mom might have not obeyed a law and the consequence for the specific law she broke was spending a certain amount of time in a correctional facility. 

After listening to students share their ideas, follow up with questions that will humanize Milo’s mother further, and create a baseline, a starting point students have created themselves, to refer to when they think and refer to a person that is or has been incarcerated. You could ask:

Using your background knowledge and the clues the author and the illustrator give us as readers, brainstorm with a partner(s) how you can tell that Milo’s mom is a good mother.

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HOʻOMAIKAʻI: PUEO Scholars 

UPCOMING EVENTS

Tue, Apr 18, 2023	6th grade promotion picture taking
Sat, Apr 22, 2023	Rainbow Keiki Run
Fri, Apr 28, 2023	STEM Hōʻike (details TBA)
Sat, May 13, 2023	Campus Beautification #2

ALOHA FOCUS FOR THE WEEK: ʻOLUʻOLU

Redup. of ʻolu; pleasant, nice, amiable, satisfied, contented, happy, affable, agreeable, congenial, cordial, gracious; please.  (Pukui-Elbert)

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

Since 2003, public middle school students (grades 6 – 8) across Hawaiʻi respond to a biennial survey tracks “health-risk behaviors that contribute to the leading causes of death and disability among youth and young adults.” The survey covers topics ranging from smoking to drug use; mental health to sexual behaviors; as well as protective factors that promote healthy choices.

Compared to 2019, the latest survey results recorded in 2021 features several bright spots. For one, cigarette smoking continues to be on a downward trend, dropping from 10.5% to 7.1%. Further, there was a sharp decrease in vaping as well, from 30.6% to 12.8%. 

Interestingly, students reporting that they “Did not go to school because they were sick in the past 30 days” significantly decreased from 53.1% in the pre-COVID year of 2019 to 37.4%.

Sadly, the amount of students that reported feeling despair so deep it kept them from participating in regular activities has risen, increasing from 30.5% to 34.4%. Further, more than half of them, 53.6%, never or rarely got the kind of help they needed. Unfortunately, this is part of an alarming trend for the nation’s youth that has been on an incline for the past 10 years. Keeping kids from attending school in-person and other traumatic affects of the pandemic only exacerbated this situation. While schools were able to keep students learning from a distance, many students suffered from being physically disconnected from their peers and teachers. Studies emerging from this period indicate increased depression and anxiety stemming from distance learning.

For Kāneʻohe Elementary, we monitor our students’ social-emotional wellbeing through the Panorama SEL survey which is conducted three-times-a-year. Based on the results of this survey, I am happy to announce that our students are making good progress. For example, during the Fall of 2020, as we transitioned from distance learning to being partially on-campus, 47% of our 3rd-5th graders and 45% of our 6th graders reported being able to regulate their emotions, which includes controlling their emotions when needed, remaining calm when things are going wrong and staying relaxed while everyone around is angry – in other words, being ʻoluʻolu. At that time, our students reflected the overall mood of the nation. 

This past winter, when asked the same set of questions, 58% of our 3rd-5th graders and 52% of our 6th graders reported positively, respectively placing them at the 99th and 80th percentile across the nation. While we strive to have 100% of students showing ʻoluʻolu, I believe we are making good progress.

In large part this is due to promoting “protective factors” here on campus, especially in building connections –lokahi– to caring adults and teaching students to build positive relationships. One the key areas we look at to measure this is students’ sense of belonging which asks about whether they feel understood, respected and supported. From a low of 73% for 3rd-5th graders and 55% for 6th graders in the Fall of 2020, 80% of our 3rd-5th graders and 62% for 6th graders now report feeling like they belong.

Credit for this improvement can be attributed to a broad range of efforts from our teachers, support staff, parents, families, community partners, kupuna in our neighborhood, and our students themselves. All have focused on improving learning outcomes and fostering a culture of aloha. 

Pono Shim frequently paraphrased Aunty Pilahi Paki’s prophecy regarding Hawaiʻi’s future stating:

“In the 21st century, the world will search for peace and they’ll look to Hawaiʻi because Hawaiʻi has the key and that key is ALOHA.”

To become more ʻOLUʻOLU, 

• Develop positive connections;
• Practice empathy;
• Help others;
• Embrace your choices (mistakes, failures and successes) as lessons;
• Make self-care (eating healthy foods, exercising, get a good night’s sleep) a daily habit; and 
• Maintain a hopeful outlook.

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5 PURSUITS of ʻOLUʻOLU:

Inspired by Gholdy Muhammad

Please watch this: The Hugging Tree by Jill Neimark and illustrated by Nicole Wong. Then with you child, answer the following:

IDENTITY: Interview a family member about a challenge your kupuna faced. Who and what helped them to be resilient?

SKILLS: What is the main problem the tree faces in the story and who does the tree turn to for help?

INTELLECT: Learn about the ʻōlulu, an endemic plant in Hawaiʻi once found on the cliffs of Kauaʻi, but now is presumed to be extinct in the wild. It survives due to help received from humans.

CRITICALITY: When times are hard and we face challenges, we need to be strong. Can we be strong alone, or do we need help from others? How do we seek help from others, and why do they help us? (source)

JOY: Write and draw a thank you card to someone who helped you through a difficult challenge.

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HOʻOMAIKAʻI: Hawaiʻi State Science and Engineering Fair Winners

Congratulations to our students for placing 1st and 3rd in their respective categories, beating out 7th and 8th graders from public and private schools across the state! For Engineering Technology, Mia Stringfield and Miya Karikomi took the top prize. Eleu Ceria, Logan Belluomini, and Violet Koida followed strong bringing home the bronze. Mahalo nui loa to their teachers (Mrs. Almeida, Ms. Bruecher, Mrs. Morton, and Kumu Sarah) who prepared and encouraged these students for this major competition.

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UPCOMING EVENTS

Tue, Apr 11, 2023, 6 – 7 PM	KES Ohana Mtg – in-person at the KES Library or via Zoom
Sat, Apr 22, 2023	Rainbow Keiki Run
Sat, May 13, 2023	Campus Beautification #2
Apr 25 – May 19, 2023	Smarter Balance Testing at Kāneʻohe Elementary

ALOHA FOCUS FOR THE WEEK: LŌKAHI

Agreement in mind; unanimity of sentiment; union of feeling; oneness; similarity. (Parker)

A common greeting when two people from Hawaiʻi first meet is to ask, “Where you grad from?” (Translation: From which high school did you graduate?) This is followed by, “What year?” And while we might poke fun of each other’s alma mater or age, these questions are not intended to judge each other. Instead, these questions are aimed at finding a connection; finding the lōkahi. For through this initial inquiry, we often discover the friends we have in common or distant relations. Which then leads us to share the stories which show the humor and values we share, thereby further deepening our bonds.

Last Saturday, I had the honor of connecting with Dr. Jim Scott, former head of Punahou. We sat on a panel, speaking to aspiring school leaders. While I met Dr. Scott before, our interactions were limited and only in formal settings. Often it occurred in a receiving line as I thanked him profusely for co-founding the PUEO (Partnerships in Unlimited Educational Opportunities) Program. Being only one of two elementary schools on the Windward side that nominate students to participate in this illustrious scholarship program, I am eternally indebted to Dr. Scott for his visionary compassion. Also given his accomplishments and accolades, I did not feel like I was at his level where we could just “talk story.” 

Now, three years since his retirement and 11 years into my tenure as principal, in this somewhat casual setting, we were able to talk casually and get to know each other on a personal level. He of course asked me where I graduated from and what year (I already knew he was an alumnus of Punahou but also asked for his year of graduation.) We shared an obvious personal connection through the former head of the PUEO program, Dr. Ackerman who once taught at Iolani, my alma mater. He then mentioned that his partner also taught science at Iolani and might have been there when I was going to school. I did not recognize her last name, but immediately wondered if it might be my biology teacher who had the same first name. I had not thought of her for years. Yet, pondering the possibility, I recalled how she challenged us with interesting, relevant lessons such as determining the possibility our children would end up with our looks. I remembered how she would show kindness and a real interest into how we were doing. 

A few days after the event, Dr. Scott emailed me to share what his partner’s last name was back when I was in school. He also said that she remembered me. While it had been 40 years since I was her student, knowing that she was also a part of Dr. Scott’s life somehow strengthens our connection. And yet, this connection existed well before last Saturday. Regardless of the positions we held or the circumstances of our meeting, without our knowing, we were already connected. This is lōkahii.

To uncover LŌKAHI, 

• Ask about someone’s background – where they grew up, where their family is from
• Listen without judgement
• Ask follow-up questions, seeking to find different ways you are connected
• Share stories of those connections

5 PURSUITS of AKAHAI:

Inspired by Gholdy Muhammad

Please watch this: The Tree in Me by Corinna Luyken. Then with you child, answer the following:

IDENTITY: What parts of the story describing the tree in the main character describes the tree in you? 

SKILLS: The author uses the metaphor of a tree to represent how we are all connected. Think of another metaphor to show how we are all connected.

INTELLECT: The author mentions not using any green in illustrating her trees. On the continent and sometimes here in colder areas, there are trees that change the color of their leaves in the fall. They are called deciduous. Research this term and learn why the leaves of deciduous trees change color.

CRITICALITY: How might seeing how we are all connected possibly reduce hate in our society?

JOY: Draw the tree in you. What colors would you use to represent your leaves?

Mahalo Nui Loa: Campus Beautification

A huge thank you goes out to Jolyn Kresge, Wali Camvel, Dee Fujinaka, and Cherisse Yamada for organizing our first Campus Beautification event in many years. We also owe many thanks to our alumni, the Castle High Key Club, Uncle Estria of Mele Murals, Representative Scot Matayoshi, our Navy Partners, members of our staff and the many families and students who put in a tremendous effort to show akahai to our campus. Stemming from a shared love for Kāneʻohe Elementary, their hana, certainly helps our campus to be a more inviting, positive place to learn.

UPCOMING EVENTS

Sat, Apr 22, 2023	Rainbow Keiki Run (details forthcoming)
Apr 25 – May 19, 2023	Smarter Balance Testing at Kāneʻohe Elementary

ALOHA FOCUS FOR THE WEEK: AKAHAI

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

Did you know that up until 1986, a mere 37 years ago, it was illegal to speak or teach ʻōlelo Hawaiʻi in school? In 1896, three years after the overthrow of the Kingdom of Hawaiʻi, the new government decreed that all of Hawaiʻi’s public schools were to be English-only. This ban nearly caused the Hawaiian language to become extinct. Fortunately, there were a few who bravely resisted and did all that they could to preserve Hawaiian culture. One of these heroes is being celebrated today with the release of a US quarter with her image. 

Edith Kanakaʻole was born during a time when practicing Hawaiian traditions and culture were oppressed. Many Native Hawaiians felt stigmatized by the pressure to become “Americanized,” so they chose not to pass on the ʻike of their kupuna to their keiki. However, Kanakaʻole was not deterred. She continued to study ʻōlelo Hawaiʻi, hula, oli, and mele. In 1953, carrying forth the teachings of her kupuna, Kanakaʻole opened a hālau hula. Rather than teach hapa haole styles or just how to dance, her hālau stood out by teaching both dance and oli, requiring dancers to learn the language. 

As her prominence bloomed, Kanakaʻole played even greater roles in promoting the preservation of the Hawaiian culture. During the 1970s, she was instrumental in establishing a Hawaiian Language program at Keaukaha Elementary School as well as implementing the Hawaiian Studies Kupuna Program (for which Kumu Hanohano is our Hawaiian Studies Kupuna). Kanakaʻole also taught at Hawaiʻi Community College and the University of Hawaiʻi at Hilo where she created courses in ethnobotany, Hawaiian chants and myths, genealogy, Polynesian history, and land ownership.

By the time of her passing in 1979, Kanakaʻole performed a key role in ushering in the Hawaiian Renaissance. Her efforts ensured the Hawaiian culture would continue to thrive well into the future. She resisted oppression and discrimination, but not by shedding blood or taking up arms. Edith Kanakaʻole resisted by spreading grace; by teaching others, sharing her ʻike, showing kindness, and inspiring others to act. She resisted by being akahai.

To be AKAHAI, 

• Make someone or someplace better by
  • Showing kindness – even when frustrated or upset;
  • Teaching someone a skill or piece of knowledge; or
  • Making someplace more beautiful.

5 PURSUITS of AKAHAI:

Inspired by Gholdy Muhammad

Please watch this: Edith Kanakaʻole kumu aʻo “Ohana & Laulima”  by Kokua Films Hawaiʻi where she shares the moʻolelo of ʻohana. Then with you child, answer the following:

IDENTITY: As Edith Kanakaʻole explains the importance of kalo to the Hawaiian people, she identifies other foods important to people of different cultures. What food item is important to your ʻohana?

SKILLS: What do you think was Kanakaʻole’s purpose in telling the story behind the word ʻohana?

INTELLECT: Kanakaʻole shares the moʻolelo of Hāloa and calls him the “progenitor” of the Hawaiian people. What does “progenitor” mean?

CRITICALITY: One of the ways Kanakaʻole resisted the oppression of Hawaiian culture was to share moʻolelo like in this video. Your challenge for this week is to be like Edith Kanakaʻole and share a story with someone that creates more love and less hate.

JOY: How does Kanakaʻole share the joy of laulima in her story?

UPCOMING EVENTS

Wed, Mar 29, 2023	4:30 PM School Community Council Meeting
Sat, Apr 1, 2023	Campus Beautification – Sign up to help by Wednesday, 12:00pm.
Sat, Apr 22, 2023	Rainbow Keiki Run (details forthcoming)

SOURCES

https://www.womenshistory.org/education-resources/biographies/edith-kanakaole

https://womenshistory.si.edu/stories/2023/03/composer-and-educator-edith-kanakaole-protected-native-hawaiian-worldview

https://gmdmedia.net/courier-wedge/donna-saiki

Also – a very moving and beautiful video about the power of hula by Kaumakaiwa Kanakaʻole, great granddaughter of Edith Kanakaʻole

ALOHA FOCUS FOR THE WEEK: AHONUI

Patience; patient, enduring, long suffering; to tolerate. Lit., great breath.  (Pukui-Elbert)

To be patient, gentle, kind; forbearance (Andrews)

If I were to ask you to picture in your mind the first woman to become a self-made millionaire, what would she look like? Would you picture a woman from the early 1900s? Would you picture a woman of African heritage born to former slaves? Madam C. J. Walker became a millionaire through a combination of intelligence, perseverance, inventiveness, and ahonui.

Born into poverty, losing her mother at 7, married at 14, and widowed as a single-mother at 16, it would have been easy to underestimate Madam C. J. Walker. However, Walker worked diligently and attended night school, patiently contributing to her eventual success. After developing a scalp disorder that caused her to lose much of her hair, Madam Walker experimented with different home remedies and store-bought hair care treatments. She persevered and eventually invented her own hair care product which she marketed to African American women. Through enduring patience, Madam Walker’s company grew and employed hundreds, uplifting the black community. She became a philanthropist, funding scholarships, charities for the elderly, and contributing to the establishment of the National Association for the Advancement of Colored People (NAACP). 

It must be remembered that Madam Walker achieved all of her wealth when very few women owned businesses and independently held power, let alone anyone who was non-white. Madam Walker even encountered resistance from within the black community. While attending the National Negro Business League, an event orchestrated by Booker T. Washington, Walker was shunned from speaking despite other male cosmetics entrepreneurs being given the stage. Through their lauding, Walker showed great forbearance. Recognizing her moment to act, on the last day of the conference, Walker, addressed Washington. She said, “Surely, you are not going to shut the door in my face. I feel that I am in business that is a credit to the womanhood of our race.” The following year, Washington featured Walker as a conference speaker.

Given her humble beginnings, some might attribute Madam Walker’s success to luck. Yet, that diminishes her dedication to educating herself, the hard work she put in, her entrepreneurial skills, her inventiveness, and strength of character. Madam Walker recognized the opportunities that laid before her, even if the rewards would not be immediately reaped. She showed more than patience. She showed forbearance. This is, as Aunty Pilahi Paki taught Pono Shim, is to be ahonui.

To show AHONUI, 

• Take a deep and cleansing breath – aho;
• Observe what’s around you and ask yourself:
  • Is this the right time to act? Or would it be better to wait?

5 PURSUITS of AHONUI:

Inspired by Gholdy Muhammad

Please watch this: HEADSTRONG: Madam C.J. Walker by PBS. Then with you child, answer the following:

IDENTITY: If you could start a business, what would it sell or provide to the public?

SKILLS: How might have Madam Walker used the engineering design process to become a successful business owner? 

INTELLECT: What is an entrepreneur? How does one pursue this career?

CRITICALITY: Madam Walker was a philanthropist using her wealth and power to fight against discrimination while helping others become educated and lift themselves out of poverty. Who in our community does similar philanthropic work?

JOY: Your challenge for this week is to bring joy to yourself by showing ahonui and accomplishing something using patience and perseverance.

MAHALO NUI LOA: Color Run

A huge thank you goes out to Tammy Shigezawa, Misty Taniguchi, Dee Fujinaka and all of our Color Fun Run organizing committee along with our volunteers and to all those who contributed to it’s success. The students thoroughly enjoyed the experience, bouncing through the inflatables, squirting water at our administrators, dodging obstacles, and running through a cloud of colors launched by our volunteers. Further, with your support, we raised over $40,000 to upgrade our cafeteria stage and sound system. Mahalo nui loa to all that generously support our school. 

UPCOMING EVENTS

Wed, Mar 29, 2023	4:30 PM School Community Council Meeting
Sat, Apr 1, 2023	8:30am – 11:30am Campus Beautification

SOURCES

https://www.smithsonianmag.com/smithsonian-institution/how-business-executive-madam-c-j-walker-became-powerful-influencer-early-20th-century-180971628/

https://www.pbs.org/wnet/african-americans-many-rivers-to-cross/history/100-amazing-facts/madam-walker-the-first-black-american-woman-to-be-a-self-made-millionaire/

ALOHA FOCUS FOR THE WEEK: HAʻAHAʻA

Redup. of haʻa; low, lowly, minimum, humble, degraded, meek, unpretentious, modest, unassuming, unobtrusive; lowness, humility.  (Pukui-Elbert)

Christian pastor Rick Warren once wrote, “Humility is not thinking less of yourself; It’s thinking of yourself less.” Unknowingly, Pastor Warren described what Aunty Pilahi Paki described as behaving haʻahaʻa. Uncle Pono Shim said that to be haʻahaʻa, we are so humble that we empty ourselves of our ego. In that way, we can truly listen without judgement and be there for others. 

Diminishing our ego, even for short periods of time, can be a very difficult practice. Yet, when we think in terms of how we are connected with others and how these connections contribute to who we are, it’s easier to be humble. Dr. Mae Jamison, the subject of this week’s read aloud, was once asked how she became so confident and intrinsically driven as a child. She decisively attributed her strength of character to her parents. “I think it comes from choosing your parents well! I think parents have an incredible impact on their kids.” As a pioneering astronaut, medical doctor, engineer, and dancer, Dr. Jemison shared how her parents encouraged her to talk about controversial topics including those about women, let alone those of color, breaking into the fields of engineering and astrophysics. “They didn’t always agree with me,” she says. “The difference was I was allowed to have those conversations. I was allowed to argue my case.” In other words, her parents practiced being haʻahaʻa. They listened to Dr. Jemison and did not dismiss her thoughts. Instead, they encouraged her to act upon her dreams.

Throughout her career, Dr. Jemison overcame obstacles of racial discrimination and hate to achieve numerous accomplishments including becoming the first woman of color to travel in space. While talented and smart, Dr. Jemison attributes success to thinking big and putting in the hard work, values taught by her parents through their humble support.

“Never be limited by other people’s imagination; never limit others because of your own limited imagination.”

Dr. Mae Jemison

To be HAʻAHAʻA, 

• Take a deep and cleansing breath;
• As you exhale, imagine emptying yourself of your ego;
• Listen without thinking about yourself;
• Share something back encouraging that shows you heard what was shared with you.

5 PURSUITS of HAʻAHAʻA:

Inspired by Gholdy Muhammad

Please watch this: Mae Among the Stars by Roda Ahmed, illustrations by Stasia Burrington. Then with you child, answer the following:

IDENTITY: In this story, both of Mae’s parents are haʻahaʻa as they listened fully and then encouraged Mae in pursuing her dreams. Share a story of how someone you looked up to were haʻahaʻa with you.

SKILLS: This story is based on a true story. What genre of literature would this fall into? What details from the story might support your claim?

INTELLECT: In 1992, the Mae in the story grew up to become Dr. Mae Jamison and became the first African American woman to travel in space. Research some of the women who paved the way for Dr. Jamison including those who worked at NASA and served as astronauts.

CRITICALITY: The discrimination Mae faced in becoming an astronaut was hinted at in the story. In real life, as one of the few African American students in her engineering classes, Dr. Jemison faced racial discrimination by her professors. Yet, she persevered in part driven by her parents being haʻahaʻa and unflaggingly supporting her dreams. How might you be haʻahaʻa and support someone to overcome great obstacles?

JOY: Your challenge for this week is to spread joy by being haʻahaʻa, listening to someone and encouraging them like Mae’s parents.

UPCOMING EVENTS

March is Women’s History Month

Fri, Mar 10, 2023	Color Run!
Fri, Mar 10, 2023	School Quality Survey deadline
Sat, Apr 1, 2023	Campus Beautification (Details Forthcoming)

Sources

Three Lessons to “Jemison” your Life!

https://www.womenshistory.org/education-resources/biographies/mae-jemison

ALOHA FOCUS FOR THE WEEK: ʻOLUʻOLU

Redup. of ʻolu; pleasant, nice, amiable, satisfied, contented, happy, affable, agreeable, congenial, cordial, gracious; please.  (Pukui-Elbert)

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

What does it mean to be gracious and yet not easily provoked? 

On any given day, across the world, there’s a conflict in the classroom or on the playground. Someone is not sharing, playing too rough, or being disrespectful. Most kids naturally get angry, but some channel that anger into violence. Others swallow it and silently endure. Neither action results in a positive outcome. Violence can escalate and lead to real physical harm. Silently enduring this type of treatment over time fosters resentment and can lead to psychological harm. So if neither reaction is good, what else could be done – especially if you faced even greater provocation?

Instead of playground disputes, imagine enduring disrespect and harassment of a far greater magnitude. Imagine you were banned from privileges others enjoyed such as swimming in a public pool, drinking from a water fountain, eating in restaurants, and voting for candidates that promised to fight for your freedom. Imagine you and your loved ones were enslaved, forced to work without compensation or any hope of living your own lives. Imagine being jailed and beaten for speaking out, your property burned and lives threatened. Imagine suffering this just because of the color of your skin. How might you react?

Thankfully history provides many examples of individuals who, with resiliency, remained gracious and not easily provoked – and in doing so, prevailed. They practiced ʻoluʻolu. They stood up for themselves, called out unacceptable behaviors, enlisted the help of others, practiced non-violent protest, used their intellect instead of their fists and did not back down.

Thurgood Marshall strongly exemplifies this quality. Growing up in highly segregated Baltimore during the early 1900s, Marshall experienced racial discrimination first hand. Initially he was denied acceptance to the University of Maryland Law School because he was black. Later, after earning a law degree from Howard University, he successfully sued the University of Maryland for discrimination. As a NAACP staff lawyer, Marshall triumphed in 29 out of 32 cases he made before the U.S. Supreme Court, calling out racism and helping to address the inequalities faced by blacks and other minorities. Still, as accomplished as he was, Marshall was not immune from racist attacks. Once in Columbia, Tennessee, Marshall was nearly lynched for successfully defending African-American men accused of rioting and attempted murder But Marshall did not back down. Eight years after that incident, Marshall victoriously fought for the desegregation of schools in Brown v. Board of Education before the U.S. Supreme Court.  Eventually he became the first black justice on the US Supreme Court where he continued to champion equal justice for all. He used his intellect and words instead of resorting to violence. He stood strong, remained gracious, and did not back down –  a true example of ʻoluʻolu.

To be ʻoluʻolu, 

• Adopt a person mission guided by your values.
• Use a kind, calm, strong and steady voice.
• Call out the behavior and not the person
• Be supportive even when correcting or disagreeing

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5 PURSUITS of ʻOLUʻOLU:

Inspired by Gholdy Muhammad

Please watch this: We March by Shane W Evans and read by Marley Dias. Then with you child, answer the following:

IDENTITY: Describe a time when you and/or your family took action. What are the issues you take action on?

SKILLS: What are the different definitions for the word “March”? Which definition applies to what the characters are doing in this book?

INTELLECT: On August 28, 1963, a quarter of a million people participated in the March on Washington for Jobs and Freedom. Many recognize Martin Luther King Jr. as one the leaders of the march. Yet, Bayard Rustin was the main organizer of the march. Research Bayard Rustin and his contributions to civil rights.

CRITICALITY: Answer the question posed at the end of the video, “why do you think people march or protest?”

JOY: Your challenge for this week is to take action and stand up for a cause.

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HOʻOMAIKAʻI

Congratulations to our Kāneʻohe Elementary students who performed in CPAC’s Bugsy Malone last week. They did an awesome job entertaining our community and making us proud: Ariana Tanouye, Grezyn Nagao, Makalehua Pelletier, Mia Stringfeld, and Sophia Reimers

MAHALO NUI LOA

Mahalo to our STEM Resource Teacher, Karen Kimura for organizing last week’s Engineering Field Day. Karen worked with the Chamber of Commerce and the engineering sector partners which included several engineering firms and the Army Corp of Engineers. Students excitedly participated in engineering challenges that tapped their critical thinking and expanded their knowledge of what an engineer does. It was a fun day filled with learning

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UPCOMING EVENTS

Mon, Feb 27, 2023	KES Ohana Mtg – 6 PM
Wed, Mar 1, 2023	Initial deadline to submit Kindergarten GEs
Fri, Mar 10, 2023	Color Run! Please help us raise funds to improve our cafeteria
Fri, Mar 10, 2023	School Quality Survey deadline to submit

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Sources: 

https://www.oyez.org/justices/thurgood_marshall

https://www.nationalgeographic.com/history/article/2020-not-1968

https://naacp.org/find-resources/history-explained/civil-rights-leaders/thurgood-marshall

https://www.baltimoremagazine.com/section/historypolitics/justice-for-all-50-years-after-thurgood-marshall-supreme-court-confirmation/

Modest, gentle, unassuming, unpretentious, unobtrusive, docile, decorous, meek, suave; meekness, modesty (Pukui-Elbert)

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

Imagine facing great adversity such as being the subject of hate, discrimination and oppression, yet continuing to show compassion. Imagine showing such great compassion that through your gentle kindness, the interactions you have with others leaves them better for it. Aunty Pilahi Paki and Uncle Pono Shim said that this is how to be AKAHAI. 

In 1954, the US Supreme Court unanimously declared separating students by race was unconstitutional. Despite this ruling, many southern states resisted the order to desegregate schools, barring black students from enrolling in all white schools. In 1960,  through court order, New Orleans enrolled it’s first black students which included a first grader named Ruby Bridges.

Ruby attended an all-white elementary school a few blocks from their home. Leading up to her first day, white parents withdrew their students from the school and many teachers refused to teach a black child. On her first day and throughout the rest of the school year, many lined up the front of the school, angrily protesting and threatening young Ruby and her mother. Federal marshals escorted Ruby and her mother to keep them safe from harm. Despite this animosity, Ruby remained brave and even prayed to God that the protestors be forgiven. In the end, Ruby’s resilience and AKAHAI won out. The protests thinned and Ruby was able to complete not just the first grade but graduate from a desegregated high school. Her courage and compassion became examples for other children wanting to join in the desegregation of schools and accelerate efforts for equality. And ultimately, Ruby Bridgesʻ actions left us all better as a result – truly an example of what it means to be AKAHAI

To be Akahai, remember that

• Everyone experiences the world differently;
• Even when we exist in the same context, everyone has their own interpretations; and
• Still everyone deserves to be loved and treated kindly.

5 PURSUITS of AKAHAI:

Inspired by Gholdy Muhammad

Please watch this: I Am Enough read by the author Grace Byers, illustrated by Keturah A. Bobo. Then with you child, answer the following:

IDENTITY: What is something you love to do?

SKILLS: The author uses similes to describe the main character’s different qualities. Try using a simile to describe one of your qualities. Like the ___________ I am ___________

INTELLECT: Like you, the author mentioned growing up on an island. Compare and contrast growing up on an island versus growing up on the continent.

CRITICALITY: The author reminds that reader that you can always rise above things that seem hard, difficult and unfair. What is something that you found unfair and how did/can you overcome it?

JOY:The author asked, “Can you think of something that you like about someone who is different than you?” Your challenge for this week is the share that “something” with that person by saying, “I celebrate you because…”

UPCOMING EVENTS

Thur, Feb 16	STEM Parent/Child Activity Night 6 PM
Fri, Feb 17	Teachers Institute Day, no students
Thur, Feb 23	Kindergarten Preview Night for Incoming/Prospective Kindergartners in SY 2023-24
Wed, Mar 1	Initial deadline to submit Kindergarten GEs
Fri, Mar 10	Color Run!
Fri, Mar 10	School Quality Survey deadline