Tag Archives: ʻOLUʻOLU

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

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

ALOHA FOCUS FOR THE WEEK: ʻOLUʻOLU

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

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

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

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

5 PURSUITS of ʻOLUʻOLU

Inspired by Gholdy Muhammad

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

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

SPRING FLING

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

CAMPUS BEAUTIFICATION

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

FAMILY PERSPECTIVE SURVEY

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

CELL PHONE POLICY SURVEY

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

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

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

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

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

DAILY VIRTUAL PIKO

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

UPCOMING EVENTS

E ʻoluʻolu i ka mea i loaʻa. #367

Be contented with what one has.

Pukui, Mary Kawena, (1983). ʻŌlelo Noʻeau

ALOHA FOCUS FOR THE WEEK: ʻOLUʻOLU

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

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

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

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

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

5 PURSUITS of ʻOLUʻOLU

Inspired by Gholdy Muhammad

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

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

NATIONAL SCHOOL SOCIAL WORKER WEEK

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

HOʻOMAIKAʻI KĀNEʻOHE ELEMENTARY CAFETERIA STAFF

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

• Hawaii News Now
• KHON
• KITV
• Spectrum News
• Maui Now

MAHALO NUI LOA ROYAL HAWAIIAN BAND

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

SCHOOL QUALITY SURVERY – KOKUA NEEDED

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

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

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

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

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

DAILY VIRTUAL PIKO

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

UPCOMING EVENTS

E hōʻoluʻolu mai i kō ʻoukou mau naʻau

Comfort your hearts

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

ALOHA FOCUS FOR THE WEEK: ʻOLUʻOLU

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

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

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

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

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

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

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

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

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

5 PURSUITS of ʻOLUʻOLU

Inspired by Gholdy Muhammad

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

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

MAIKAʻI – UKULELE PERFORMANCE!

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

INVITATION TO SHARE

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

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

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

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

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

DAILY VIRTUAL PIKO

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

UPCOMING EVENTS

E hōʻoluʻolu mai i kō ʻoukou mau naʻau.
Comfort your hearts

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

ALOHA FOCUS FOR THE WEEK: ʻOLUʻOLU

Seven years separate my sister and me. As an older adult, a seven year age difference is nothing, but as a kid, seven years is a generation. Always in different developmental stages, we never attended the same school at the same time. While she tested my parents limits during her rebellious adolescence, I relished the attention my parents gave me while I frolicked in my cute stage. Consequently, that age difference kept us from getting close. I was an irritant when she just wanted to be left alone.

As the eldest child, she broke my parents in. She made all the mistakes, most typical for a teenager in the 70s and thus serving as the anti-example for me and my younger sister. This further widened the distance between us as I did not hold much respect for my sister and was thus insufferable to her.

Throughout my life, I made my fair share of mistakes. Hundreds, maybe thousands committed having very minor impact and ultimately fading from memory. Like my older sister, the type most people make as they are growing up and learning to navigate relationships. One, however sticks out in my memory as it forever reshaped my relationship with my sister and what it means to be an adult.

As our annual Christmas Eve party at my aunty and uncles house up in Hale Kou wrapped up, my sister, aunty and I were standing in the kitchen. My aunty stood before the sink washing dishes while we helped put away the food. My aunty turned to us and playfully warned us to make sure and help our mom with the dishes the following night when we have our Christmas Day dinner. Quick with the insults and slow to anticipate the consequences of my actions, I made a sarcastic remark about how lazy my sister was. It was not any more harsh than the usual insults I threw out, but for some reason it hit my sister hard. She broke down crying, made a swift kick to my rear, and ran off. Being that the rest of the family had been celebrating in the next room, the outburst left behind a terribly awkward silence.

Christmas passed with a suffocating tension lingering between my sister and me. I began to feel bad, a foreign feeling I hate to admit since I was already in my late teens. A few days before New Years, my father pulled me aside. He told me that I have to make things right before the new year begins. Naturally, I needed to apologize to my sister. However my dad said that I also needed to apologize to my brother-in-law. My father explained that not only did my words hurt my sister, it affected her husband. He was there to help her feel better and reassure her that my words meant nothing. By hurting my sister, I hurt him. The expectation to apologize to my brother-in-law shocked me. I did not consider how it might impact him or their home life. I did not intend to hurt my sister so much and I definitely did not intend to trouble him.

Given our tumultuous relationship and the words to apologize to my sister came easily. Unfortunately I upset her many times before followed by a trite “I’m sorry.” This time, however, impacting my brother-in-law added a different gravity. While the sincerity came easy, the words to express my earnestness escaped me.  

On New Year’s Eve back at my aunty’s house, with my sister’s apology accomplished, I found my brother-in-law sitting with all of the uncles outside. A decade my senior, I could not maintain eye contact as the apology tumbled from my tongue. At first he studied me as if to measure the conviction behind my words. He then noisily exhaled nonchalantly, gave my shoulder a friendly slap with his huge hands, and said, “nah no worry about it.”

I felt relieved and humbled. It was my first adult apology, carving a new neural pathway in my prefrontal cortex. While my mouth and immaturity continued to cause me to make mistakes well into my twenties, each subsequent time I experienced greater pause. Each time projecting my brother-in-law’s face scrutinizing me, reminding me to own the mistakes of my past and committing to learn from them.

5 PURSUITS of ʻOLUʻOLU

Inspired by Gholdy Muhammad

Please watch this: A Pair of Red Clogs written by Masako Matsuno and illustrated by Kazue Mizumura. Then with you child, answer the following:

• IDENTITY:  Ask your kupuna what it was like when they were your age. Was there anything they cherished, like Mako, the main character’s red clogs?
• SKILLS: In the story, Mako uses onomatopoeia to describe the sound her clogs make. Come up with a word that describes the sounds your shoes make when walking in different places and in different weather.
• INTELLECT: Research Japanese geta (wooden clogs) and how they influenced the types of slippers and sandals we wear today.
• CRITICALITY: Why does Mako decide to tell the truth and give up trying to trick her mother? Who helps you make honest decisions?
• JOY: Thinking about the love and respect shown within Mako’s family, talk with your kupuna how your family shows love and respect for each other.

A PARADE OF HOLIDAY SPIRIT

Saturday morning brought another Kāneʻohe Christmas Parade where our very own Kāneʻohe Alala and Pū kani (the students who lead our piko every morning) recited an ʻoli about Koʻolaupoko. Following them, members of our Lokahi dance program led by Ms. Nyonda danced their way across town. Bringing up the rear of our contingent, our student council passed out goodies to the kids lined up along the road. Mahalo nui loa to our VP Kalei Tim-Sing, Academic Coach Cherisse Yamada and Wali Camvel for organizing our entry into the Kāneʻohe Christmas Parade and for all of our students and parent volunteers who joined us. A special mahalo goes out to our staff members who brought their ʻohana and joined us including kindergarten teachers Mrs. Murakami and Mrs. Haines, 4th grade teacher Mrs. Keawe, 6th grade teachers Mrs. Ng and Ms. Ho, and Academic Coach Mrs. Sekimitsu.

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

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

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

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

DAILY VIRTUAL PIKO

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

UPCOMING EVENTS

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

Parker, A Dictionary of the Hawaiian Language, 1865

ALOHA FOCUS FOR THE WEEK: ʻOLUʻOLU

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

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

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

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

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

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

5 PURSUITS of ʻOLUʻOLU:

Inspired by Gholdy Muhammad

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

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

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

A Parent’s Guide to Surviving Middle School

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

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

Read the entire insightful list at the Atlantic.

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

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

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

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

DAILY VIRTUAL PIKO

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

UPCOMING EVENTS

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

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

ALOHA FOCUS FOR THE WEEK: ʻOLUʻOLU

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

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

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

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

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

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

5 PURSUITS of ʻOLUʻOLU:

Inspired by Gholdy Muhammad

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

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

FUN FAIR UPDATE

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

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

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

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

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

DAILY VIRTUAL PIKO

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

UPCOMING EVENTS

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

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

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

ALOHA FOCUS FOR THE WEEK: ʻOLUʻOLU

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

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

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

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

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

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

5 PURSUITS of ʻOLUʻOLU:

Inspired by Gholdy Muhammad

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

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

DROP-OFF ON MOKULELE

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

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

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

THE FUTURE OF GOOD JOBS

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

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

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

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

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

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

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

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

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

DAILY VIRTUAL PIKO

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

UPCOMING EVENTS

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

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

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

ALOHA FOCUS FOR THE WEEK: ʻOLUʻOLU

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

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

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

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

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

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

5 PURSUITS of LŌKAHI:

Inspired by Gholdy Muhammad

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

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

MAHALO PIHA MAY DAY COMMITTEE

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

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

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

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

WEAR PINK FOR MAUI WEDNESDAYS

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

DAILY VIRTUAL PIKO

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

UPCOMING EVENTS

E ʻoluʻolu i ka mea i loaʻa. #367

Be contented with what one has.

Pukui, Mary Kawena, (1983). ʻŌlelo Noʻeau

ALOHA FOCUS FOR THE WEEK: ʻOLUʻOLU

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

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

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

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

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

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

5 PURSUITS of ʻOLUʻOLU:

Inspired by Gholdy Muhammad

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

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

HEARING HEALTH – ACT NOW TO PREVENT PERMANENT DAMAGE

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

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

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

WEAR PINK FOR MAUI WEDNESDAYS

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

DAILY VIRTUAL PIKO

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

UPCOMING EVENTS

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

Mary Kawena Pukui

ALOHA FOCUS FOR THE WEEK: OLUʻOLU

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

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

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

5 PURSUITS of ʻOLUʻOLU

Inspired by Gholdy Muhammad

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

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

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

HOʻOMAIKAʻI SIGHT IS BEAUTIFUL CONTEST WINNERS

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

DRIVE WITH ALOHA

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

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

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

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

WEAR PINK FOR MAUI WEDNESDAYS

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

DAILY VIRTUAL PIKO

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

UPCOMING EVENTS