Poverty and Education

I recently read Midnight Run: My Narrow Escape to a Better Future by Kevin Honeycutt and Terri Peckham. It’s Kevin’s story about his life growing up, the challenges of growing up in generational poverty, and how he applied the lessons he learned in his present life as an educator,  a motivational speaker, and guest presenter at schools and districts.  

“Midnight Run is the story of Kevin’s journey out of the darkness.”

I met Kevin during a few What Schools Could Be virtual sessions, and we follow each other on social media. I knew him as a creative, passionate educator-presenter. But there is so much more to him and what drives him to ignite learning in students and teachers. He is determined to change the lives of students by sharing his own story.

If we look at the pattern of generational poverty, defined as two or more generations living in poverty, it is remarkable that Kevin was able to overcome his challenging circumstances to become successful as a husband, father, teacher, writer, and speaker. How did he do it? In his book, he credits a teacher for seeing his potential and providing him with an opportunity to gain confidence and a passion for the arts which opened up new opportunities. Our kids who are experiencing poverty need those kinds of teachers as well as opportunities and resources in order to overcome the challenges that too-often hold them back.

Kevin’s book got me thinking about schools and how we often fail children in poverty. Title I funds from the federal government and free meals in school are,  unfortunately, not enough. We need an understanding of poverty - its causes, how it impacts families and individual students, and how we can address those needs. It may be difficult for students living in dire circumstances to be successful and engaged in middle-class schools while dealing with the challenges of living in poverty. 

All children from disadvantaged families need access to resources that would give them a head start and support to be successful in school. Educators who have not experienced poverty may not be aware that teaching these students may require different strategies and resources. This is especially critical in elementary schools when students acquire the skills to be independent and engaged learners so they can be successful from elementary to middle to high school and into adulthood. A child living in poverty faces many challenges including the most basic needs such as food, shelter, clean water, clothing, safety, and sleep. When a child is hungry, tired, or cold, or does not feel safe, success in school will be negatively impacted. 

As an early childhood educator who spent 15 years as a Head Start teacher, I believe strongly in improving educational opportunities and providing comprehensive support for all students but more importantly, for those who are impacted by poverty. This means engaging parents even before the child is born and connecting them with social services, health services, and child development. Children from disadvantaged families generally have exposure to far fewer experiences and have heard far fewer vocabulary words than those from middle or higher-economic backgrounds. Poor language and school readiness skills negatively impact students’ success when they enter kindergarten.  

Our state is finally making a huge investment in providing opportunities for students who would otherwise not be able to attend preschool. The Ready Keiki initiative is ambitious. I'm grateful that our State leaders realize that a quality hands-on, language-rich, preschool program can address some of the challenges and problems children from disadvantaged families often face when they enter kindergarten. We need to close that gap. Each student is an individual, and we need to recognize that there is no one-size-fits-all, no one program or way of teaching that will ensure success for every child. 

In this day and age, we should be looking at students through a wider lens. Test scores or goals such as "reading on grade level" should not be the only way we define them. Instead, kids need choices about what and how they learn. What are they passionate about? What do they want to learn? What are their strengths and their challenges? How do they learn best? How do they work with others? What interests do they have outside of school? How do they get their information? What are their goals? How can we making learning relevant for all students? When we ask these questions, we are personalizing learning for our students. 

Kevin Honeycutt's story was inspiring. Despite his years as a child living in very challenging conditions and moving around from school to school, a teacher turned things around for him and made him believe in himself. And that, more than anything else, is what will pull kids out of poverty and difficult situations - someone who believes in them and helps them to visualize possibilities to realize their full potential. 

Stop Focusing on Test Scores

Civil Beat shared an article recently: Data Shows a Dramatic Difference in Test Scores Between Hawaii Schools.  

Stop already! These headlines and articles about declining test scores, both locally and nationally, are not helping schools; in fact, they may be adding to the challenges and stressors our public schools are already facing with declining enrollment, disengaged students, exhausted teachers, and political discord. The problem is not the students or the teachers. The truth is that the old model of K-12 schools is no longer applicable or relevant for today’s students. In our rapidly-changing 21st century world, it is more important than ever for schools to prepare students for their futures instead of preparing students for high-stakes testing. 

Of course our kids need to learn to read, write, and learn history, science, and the arts. Of course they need to have math knowledge. But the way they learn essential skills and knowledge does not have to be through one-size-fits all (boring) textbooks and workbooks, with end-of-unit tests that often measure short-term recall rather than long-term application. It doesn’t mean students need to be in classrooms with grade level peers following grade level standards. Our classrooms should be exciting places of learning with students working in diverse groups to grapple with problems that impact us now and in the future. In the process, students read and research, discuss, listen, summarize, learn by doing, and make sense of what they learned. They ask questions which often leads to more questions and even deeper learning. Students come up with possible solutions and agree on how they will share what they learned with an authentic audience. When students work with others, they learn the value of teamwork and listening to other points of view. They learn to recognize and embrace their own strengths, interests, and challenges as well as those of their peers. The teacher is an active learner in that classroom as well, guiding students in their learning, asking probing questions, and providing specialized instruction and feedback when necessary. 

Realizing that the old model of school was not meeting the needs of today’s learners, schools across the nation and in our world have transitioned to make education more relevant for their students. Project-based or problem-based learning, language-immersion schools, international schools, learning academies, and work apprenticeships are a few examples of how education is evolving. In those settings, students are engaged, learning about and working on problems that impact them now and in the future: food sustainability, trash, homelessness, immigration challenges, climate change, transportation, cultural issues . . . the list is endless. With teacher guidance, students are delving deeper into the kinds of problems that adults and government leaders are grappling with. It is real-world, important work. There may not be a common test for students at the end, but there is accountability; students document their learning journey through reflective journals, videos, tools like Unrulr, or individual conferences with their teachers. Check out the What School Could Be on-line community; the movement to reimagine education is thriving throughout the world. And when students are engaged in these real-world projects, they truly become empathetic problem-seekers and problem-solvers. 

Imagine a world where students learn to work with others and to advocate for their ideas with their team members from the time they enter kindergarten and throughout their educational experience. They become better listeners, are able to communicate their thoughts and feelings, and learn to compromise. As students work with those who may come from different backgrounds or who have different experiences, they will hopefully develop empathy, the ability to see things from another person’s perspectives and to feel their emotions. I firmly believe that empathy is lacking in many adults today, and that is what has led to a deep divide in our communities and across the nation. 

And it starts with school. As long as we continue to focus on test scores and dividing students based on their academic ability, we will have failed a significant number of those who may not fit the model of a “good student” but who have important skills and ideas that will be valued in their adult life. We can and must do better. 

So let’s stop focusing on test scores and reimagine school instead. 

I Shed a Few Tears Last Night

 I had never cried over any election results before, even when my husband lost two elections in his political career. But I shed a few tears last night. 

The results of the election hit me hard. I was cautiously optimistic, certain that our citizens would elect the most qualified person who had viable plans for our country’s future. My heart was heavy as the results were revealed, and I hurt. I hurt for the suffragettes who came before us who fought for the right for women to vote. I hurt for those who hoped that maybe one day, their daughter or granddaughter might break the glass ceiling and become the first woman President. I hurt for women legislators who had to fight to provide equal opportunities for females through legislation such as Title IX. I hurt for parents and educators who encouraged young ladies to be their best, to study hard, and to not be afraid to enter fields that were previously male-dominated. The election of the first woman President in our country would validate for young girls that they, too, could aspire to the highest office in our country. 

It was not to be . .  . again. 

Earlier this summer, I reshared a blog I had written back in 2016 (“Why is It Taking So Long?). I also wrote a short blog (“Our Children are Watching”) because I was so concerned about all the name-calling and misinformation on mainstream and social media. I read tweets from both sides of the aisle; I watched the short snippets that were posted of the candidates speaking at rallies, on podcasts, or in interviews. I was constantly checking my phone for updates. It was exhausting, but I couldn’t or wouldn’t stop. 

I didn’t support Kamala because she is a woman; I loved her message of hope for all of us who call the United States of America our home. I loved her plans to take our country forward and to unite our nation of its divisiveness. I was (almost) convinced that America would make the right choice, and I was so, so hopeful. But I was wrong.

Today, Dan Rather shared a post on Steady, titled “Now What?” He writes, “Let yourself grieve, but don’t surrender to despair.” I am taking his words to heart. We don’t know what the future will hold for us, but as this Native American quote states: We don’t inherit this world from our ancestors. We borrow it from our children.” Let’s work together to make a difference for them. 

I don’t know how many more times I will have the opportunity to vote for our President of the United States. If I live to 100 (!), that’s 7 more chances. Maybe, just maybe, I will see our first woman President. 

Play Jazz, Not Classical (essay)

I remember my school leader training many years ago. The principal-presenter shared this message with us at the conclusion of his inspiring presentation. He said, “Play jazz, not classical.” Little did I know that those four words would guide me throughout my years as a principal.

What did play jazz mean? I believe it gave me permission to improvise, to be spontaneous, to take risks. As a school leader, I needed to build relationships, to value people for their strengths as well as their challenges, to greet each day as an opportunity to make a difference, and to continuously improve. It meant trusting our staff to be their best as they worked collaboratively to make our school work so our students could thrive. And just as jazz musicians have moments in a performance to solo, to improvise and create their own unique sounds and rhythms spontaneously, we needed to give our staff and students opportunities to shine, to share, and to be recognized for the work they do.

Classical music, on the other hand, is structured and follows a written score. Each member of the orchestra must know their part and how they fit into the whole performance; there is no deviation from the musical score. If I were to describe classical school leaders, I would say that they focus more on compliance and fidelity, on ensuring that every teacher is implementing the agreed-upon curriculum, and on enforcing guidelines for assignments and assessments. 

As I embarked on my school leader journey, I worried that there might be a disconnect between what I believed school could be and what was expected of me. I was aware that generally our school systems had changed very little since the Industrial Age, with neat rows of students and the teacher in front of the classroom. Teachers followed a curriculum based on grade level or course requirements, and students completed assignments and met expectations in order to move on to the next level. Most schools are structured like classical music. I wanted to play jazz. How could I best straddle the fine line between what school could be and what was expected of me as part of a statewide education system?

I searched for answers. I listened to other principals at meetings and training sessions. I read articles and books. I became more comfortable straddling the line between classical and jazz. A game-changer for me was when our school librarian showed me the power of on-line connections via Twitter. Reading other Tweets, joining on-line community discussions, and sharing my concerns and questions–and receiving suggestions from other school leaders–gave me confidence, knowing that I was not alone in my vision for our school. I joined a Google community for education leaders, began reading educator blogs, and I learned to walk a fine line between following required mandates while being flexible and honoring our school’s vision. Our teachers and students thrived in this joyful, collaborative environment focused on deeper learning. Students, teachers, and parents embraced project-based learning, and they were truly making a difference in their community. As a military-impacted school which served students from schools across the nation and the world, it was gratifying when parents shared how proud their children were to share their learning. “All schools should teach this way,” was a common theme in their parent surveys. 

And then I retired, and the world changed. It’s hard for me to fathom the changes that have taken place in our world. In those six short years, we experienced a worldwide pandemic, Zoom became a household word, natural disasters and climate change continued to cause havoc in our world, and artificial intelligence burst into our lives, enabling a computer or robot to perform tasks that, in the past, were reserved for humans.

Today, our world has become increasingly divisive, and schools are confronted with challenges such as the banning of books and curriculum content, an increase in school violence, and addressing gender equity issues. This has resulted in concerns about student and staff mental health and well-being. At the same time, schools are dealing with teacher burnout, teacher shortages and the lack of adequate compensation for the increased workload teachers are experiencing. Some of these issues were already brewing pre-pandemic, but they seem to have magnified in the last few years. 

I believe strongly that professional learning needs to be tailored to support teachers as they navigate these challenging times. We can introduce teachers to resources that are accessible, free, and available as professional learning tools. I read blogs and articles, listen to podcasts, and engage on social media. Perspectives from different educators have given me new insight into how schools or districts make learning meaningful for students. Additionally, as a host for “Elevating Teacher Voice” in the What School Could Be community, I have had the opportunity to invite guest bloggers to share their writing and to engage in discussions afterwards. Earlier this year, Jennifer D. Klein was a guest on our virtual event, and she shared her writing piece, Manifesto on a Life in Education: A Call to the Next Generation of Educators. Although I had already read this blog ahead of time, hearing Jennifer read it aloud was powerful and emotional. The conversation afterwards was rich, and I left the session grateful for the opportunity to be a part of the discussion with Jennifer. These “Elevating Teacher Voice” guest writers share powerful blogs and I gain new perspectives on education, whether I am actively engaged or quietly listening and reflecting. For the writers, it is an opportunity to receive feedback, to answer questions, to clarify their thinking, and to hear from others about the impact of their writing. For the listeners, it is an opportunity to reflect on what was heard, to ask questions, to add to the conversation, and to come away with new ideas. 

Back in 2018, just as I was getting ready to retire, I read Ted Dintersmith’s book, What School Could Be. His retelling of his journey across America to visit two hundred schools in all fifty states gave me hope that maybe, finally, we could reimagine education as one that engages students, encourages them to be problem-seekers and problem-solvers, and gives them the tools to be self-directed critical thinkers who can make a difference in this world. Ted visited our state last, and here’s what he wrote: “I visited one spectacular school after another all across Hawai`i. They were all types (public, private, and charter), with kids of all backgrounds, achieving impressive results in all sorts of ways.” He added, “These visits were like watching the finale of the Fourth of July fireworks celebration–one spectacular burst of innovation after another.” Reading this book made me realize that many schools across our nation are already playing jazz, not classical. We don’t often hear about those schools, but it gave me hope for the future of education for our children. 

Those of us who believe that education can be the key to creating a better world in the future will continue to do this work. Let’s invite and encourage more people to join the jazz band!

Play Jazz, Not Classical

 I was asked to write an essay for the Chronicle in tthe What School Could Be community. I struggled, and my original piece was not to my satisfaction. I wanted to write something that would resonate with educators.

I was reminded of how challenging writing can be.  I was reminded of the time I wrote my books; it took many drafts, many revisions, and lots of rewriting, based on comments from my editor. It’s true that a writer needs to have a thick skin. I needed to listen to others in order to improve what I had written. Writing this essay reminded me of how much I appreciate that process. 

My essay is available at this link. https://www.whatschoolcouldbe.org/blog/play-jazz-not-classical

I would love your feedback 😊

Our Children are Watching

 Our children are watching. 

Our children learn much more than academics when they are in school. Schools provide an opportunity for students to  grow as people, to learn how to get along with others, to show empathy for those who may be struggling, to make new friends, to be responsible for what they say and do, to persevere when things are challenging, to listen to other viewpoints, to learn to lead as well as to follow, and to find the joy in learning together with their classmates. Schools are also important venues for learning life skills such as responsibility, perseverance, communication, critical thinking, and problem-solving, skills that students carry with them throughout their lives. 

When I was a principal, our behavioral expectations were simple: Take care of yourself. Take care of others. Take care of our school.  Most schools have similar behavioral expectations. We know that academic success is emphasized in schools, but kids who care about the world they live in and who contribute positively to their community is just as important. 

Which leads me to this: Our children are watching. These are very contentious times. The race for our nation’s leadership is on very public display. What are our children seeing on social media and the news media? Are the discussions, interviews, and debates positive and respectful?  What are the candidates’ plans to make our country and the world a better place? Are the candidates debating the issues and sharing accurate data?  Do they seek to unite us as a nation or to divide us? 

As a society, I believe it is our responsibility to leave this world a better place for the next generation, and that was always my goal as an educator. I constantly remind myself of the Native American proverb: “We do not inherit this world from our ancestors. We borrow it from our children.” I hope you agree that striving for a better world for our children should be the goal of all of us, but most importantly, for the next leader of our country. 

When Will We Learn?

There was another school shooting last week. It was the 45th school shooting this year, and it happened at the start of a new school year. Two students and two teachers were killed at Apalachee High School in Georgia. According to this Washington Post article,  there have been 417 school shootings since 1999 when 15 students died at Columbine High School. I remember the shock and the outrage that such a thing could happen in one of the schools in our country. Today, a school shooting is often relegated to the back pages of the newspaper. 

Back in February 2018, I wrote a blog post after the shooting at Marjory Stoneman Douglas High School in Florida, killing 17 people and injuring another 17. In the aftermath, those high school students became activists, advocating for sensible changes to the gun laws. They were passionate and articulate and organized March for Our Lives to “demand a world free of gun violence.“ Today, that organization continues to push for sensible gun control laws: 

As a retired school principal, school shootings continue to affect me immensely. I know that all of the practice drills and professional development trainings might not adequately prepare and keep our students and staff safe during an actual school shooting. Parents send their kids to school and expect us to keep them safe. Schools take that responsibility seriously.

Back in 2012, I wrote a blog about a lockdown situation at our school. (A Safe School) The situation was under control, but we could not relax until we got the all-clear from the military. I remember overhearing a parent come in the next day to request a form to homeschool her children. I went over to chat with her about her decision. She shared that when she heard about the lockdown, she experienced a high level of anxiety and stress. It was nothing against the school; she just needed to know that her children were safe. 

Many schools and school districts already face budget deficits. This article by Pew Research shares how schools have adapted to this new normal: “U.S. school security procedures have become more widespread in recent years but are still unevenly adopted.” When funds need to be allocated to changing door locks or installing video cameras or hiring armed security guards, that could mean eliminating staff or having to choose between upgrading technology for student use or providing mental health services for students who are struggling. 

There is no easy solution. But if we can agree that schools should be safe places for our students and staff, perhaps the discussion will be more productive and will lead to sensible solutions. I hope our country can agree on that. 

So Many Memories

 Our Mom passed away peacefully at her home on May 14, 2024. She was 96 years old at the time, and my siblings and I have been navigating the cleaning up of her home while we ponder our next steps. We knew this day would come eventually, and it’s not been easy.

Mom was a private person. As I shared in this blog from October 2015, Mom was special; she helped to shape my siblings and me into the people we are today. When Mom and Dad became grandparents, their home became the place-to-be on special holidays, for celebrations,  or for “corn parties” when Dad’s crop was ready to be harvested. These get-togethers were filled with stories and laughter and catching-up. We saw the grandchildren - our kids - grow up together as lifelong friends as well as cousins. Then these kids grew up and had kids of their own. Our family home that Mom and Dad bought back in 1969 was filled with even more laughter. 

Dad passed away in 2013 (Aloha, Dad). Since then, Mom lived alone in that 5-bedroom home. As she grew older, my siblings and I took turns spending time with her; we needed to watch her more carefully as she became less independent. And now, as we go through her drawers and closets, we’re getting an even greater insight about what made our Mom tick.

Mom loved her family, and as I cleaned out her desk drawers, I came across so many greeting cards and thank-you cards.  I hope Mom occasionally took them out to re-read because they were filled with sweet thoughts of appreciation and love. Mom and Dad also read the newspaper from front to back every day, I was surprised that she had cut out and saved articles written about or by her children and grandchildren and kept them in binders or file folders. As my siblings and I go over to clean and purge, we sometimes get caught up, looking through Mom’s photo albums or going through her scrapbooks. 

I know that especially in the later years, it was difficult to think of what to get Mom for her birthday, Mothers’ Day, or Christmas. As we clean, we are finding unused gift cards, brand-new items that were unwrapped but never used, clothes with the price tags still intact, and other well-meaning gifts that Mom never had the opportunity to use or enjoy. We are donating many of these items to charity, and we hope they will be enjoyed by those who receive them. 

We are encouraging our children (Mom’s grandchildren) to go through Mom’s items and to take things that they want or that remind them of her.  Three items I took from Mom’s home are a bracelet that the ladies at Wahiawa General Hospital made for newborns; our last name is misspelled, but I love that Mom kept all five of our bracelets. I also took my baby book; Mom had taped a penny from the year I was born on the first page and recorded my milestones including my first photograph. And I took my Dad’s bento-pail, his lunchbox, the one he took to work in the pineapple fields when they first got married. It was tucked way in the back of the kitchen cabinet What a find!

Mom and Dad bought their home when I was a senior in high school so I didn’t spend too many years there before getting married and starting our own family in our own home. Now that Mom and Dad have both passed, I know another family will move in and make their own memories in that special place. It would be impossible for me to share everything about what Mom and Dad’s home has meant to our extended family, and time has a way of moving on whether we like it or not. But I am grateful for all of the wonderful memories of Mom and Dad’s home, and I am hopeful that the next family will feel the love that we all shared in that special place. 

The bracelet that the volunteers made for newborns at Wahiawa General Hospital. The name is misspelled - it should be AMEMIYA - but it is nevertheless, a very special keepsake.

I knew Mom had a book for each of us, so when I became a Mom, I kept one for each of our sons. 

Dad’s bento (lunch) pail that he took to work when he worked as a laborer in the pineapple fields. 

It is still in great condition! 

A Blog Post from 8 Years Ago is Still Applicable Today

As we navigate through all of the information and disinformation in this political year, I thought I’d re-post a blog I wrote back in 2016. My feelings haven’t changed in the nearly 8 years since I wrote this blog so I thought I’d repost it.

Why is it Taking So Long?

When I was in school, I never had a female administrator. My principals and vice principals from elementary school through high school were all male. They wore short-sleeved white shirts, dark pants, and dark ties and hardly ever smiled.  They were feared, and the threat of being sent to the principal's office kept everyone in-check. The rumor was that there was a paddle in the office; we never knew if it was true. We just knew that we didn't want to be the one to find out.

As a kindergarten student, I decided that I wanted to be a teacher, and throughout the rest of my school years, that was my goal. I loved teaching and when I became a mother, I had to find that balance between work and family. Honestly, becoming a mom made me a better teacher and a better time manager. I had to prioritize, and family came first..

I got into educational administration only after my own sons were older; two were in college and my youngest was in middle school. While they were in their formative years, I was the chauffeur, the coach, the one who went to meetings and performances. My husband came when he could, but his job often didn't allow him to attend. I didn't mind, and now when I look back, I have so many wonderful memories. I think that's how it is with many moms.

Times have changed for girls/women since I was growing up:

• Traditional families back when I was little were like the Cleavers or the Nelsons. Mom stayed home and took care of the house and the kids. Dad went to work and was the primary breadwinner. Today, Moms often have to work to supplement the family income or because they are single parents. 
• Title IX gives girls an equal opportunity to compete in sports. This has made a huge impact on our girls who now can receive full college scholarships for playing on an athletic team.
• Girls are encouraged to go to college and enter fields that were previously male-dominated although they are still underrepresented in fields like engineering and mathematics.
• Women can now do combat duty as members of the military.
• Since the first woman was elected to Congress in 1916 - exactly 100 years ago - 313 women have been elected.  In Hawaii, 3 out of our 4 Congressional delegation are women (wow!) and presently, about 20% of the members of Congress are women. We've made advances in this area, but the number is still far from proportional.

Yet despite the advances women have made in society, we are still unable to break the glass ceiling in the United States. Other countries have elected women leaders - Indira Gandhi was elected as Prime Minister of India 50 years ago; Israel's Golda Meir was elected in 1969; and Margaret Thatcher served as Prime Minister of the United Kingdom beginning in 1979. Why is it taking so long for those of us in the United States to elect a woman President?

From my perspective, women, despite their advances, must work extra hard to gain the respect from men and other women. If we cry, we are considered weak. If we don't show emotion, we are "cold." If we choose to get input before making a decision, people criticize us for being indecisive. If we swear, that is unladylike, and sometimes, a woman's opinions is drowned out simply because she is outnumbered. And her appearance? The public can be so critical and cruel.

I am quite certain that the first female principals had to prove themselves. They probably had to be extra tough to show that they could do the job. As time passed and more women were appointed to educational leadership positions, the principalship became less about being tough and more about being collaborative and working with school communities to ensure that children were learning in a safe, nurturing environment. Today, we probably have an equal number of male and female principals, and I am grateful for those first women principals for paving the way for others like me. 

One day soon, I hope our country will elect a woman President. When she proves that she can lead the country - her way - she will pave the way for others to follow and serve as a role model for girls and young women.

I hope to see that happen in my lifetime.

Feeling Optimistic

 It’s been a month since my last blog post. It’s not that I haven’t tried. I started several posts but deleted them. I couldn’t get past the first paragraph. I am determined to get this one done.

It’s been six years since I’ve retired. I wrote this blog, “So What’s Next?” on my last day of work back in 2018. Since then, much has happened in our world and in my life, and I continued to blog about my hopes, my thoughts, and my experiences. I still have strong ideas about our educational systems, but recently, I’ve been wondering if maybe I am too far-removed to share my opinions publicly. I had doubts.

But this past week, I had the opportunity to speak with several young teachers. We were sign-holding for a candidate in a local race, a candidate who received the endorsement of the teachers’ union. I started by asking questions to get to know them better  - where they teach, how long they’ve been teaching, how they navigate the challenges post-pandemic, and similar questions. 

As our conversation continued, I found myself feeling energized and excited. These teachers were looking forward to the new school year. They shared that they prioritized relationship-building with their students and colleagues. They also believed in  providing students with opportunities to maximize their strengths while providing intervention strategies when needed. They were open to trying ideas like team-teaching or project-based learning or learning centers. They shared positive opinions about their administrators whom they felt supported them and  helped them to grow as teachers and as people.

Three of the teachers I spoke with are in their second careers; they went back to college to get their education degree and definitely do not regret their decision. Two were working in schools while concurrently taking classes. It is evident that they love what they are doing and feel they are making a positive difference in their students’ lives. 

A few years ago, I wrote this blog post - “Should Our Best and Brightest Become Teachers?”  I think this is more applicable than ever today. We need an informed citizenry to tackle the problems in our community, in our state, in our country, and in the world. The teachers I spoke with recently are committed to educating our young people to be passionate, motivated, inspired learners who can make a difference. They are the kind of teachers we need for our students today. 

I am feeling optimistic!

An Inspirational Teacher

Back in April 2022, I wrote a blog post titled, “Bold and Visionary Leadership” after sitting in on a virtual session of “Investing in Human Capital.” One of those leaders I highlighted was Candy Suiso; this is what I shared.

Those of us in education know about Candy Suiso, a remarkable educator who started a creative media program at a high school in one of the poorest communities in our state and turned it into a thriving production company where students are creating amazing videos and other media projects. Former students are returning to the school to teach the next generation of creative media students. (Watch Candy's TED-X talk here.)  

Today, my husband and I joined other invited guests, former and present students, community and educational leaders in our State, and proud faculty members and parents to celebrate the 30th Anniversary Reunion and Celebration of Searider Productions. Candy has retired as a teacher but is now the Executive Director of Searider Productions Foundation. In her new role, she has increased the number of real-world commercial and professional projects and opportunities for students. 

We were able to talk with and question students about their projects, and I was impressed with their poise, their confidence, and the quality of the work they produced. Since its inception in 1993, the program has graduated 7,000 students pursuing a Career and Technology Education certification in the study of Arts and Communication. Many have graduated with an Associates Degree in addition to their high school diploma, and a number have returned to their community and their alma mater to work with the next generation of students. Check out their website for more information on the many possibilities for students to learn skills and to contribute to their school or community.

Candy shared that when she first proposed her idea, people were doubtful that she could/would be successful because of the many societal challenges of the Waianae community. But Candy persisted, and her students thrived when given the opportunity to learn through video production. And with funds generated through their commercial and professional products and projects, students are able to travel to gain new experiences, opportunities they may not have had if they were not part of Searider Productions. 

A teacher can make a difference. Candy Suiso graduated from Waianae High School, left to attend college, then returned to teach at her alma mater. One teacher’s dream blossomed into an award-winning program which brings hope and pride to the students, their families, and the community.  

Congratulations to Searider Productions on your 30th Anniversary!

My husband Randy and me with Candy Suiso

Some of the many, many local and national awards won by the students at Searider Productions

Can Our Students and Schools Be Advocates for Change?

 Back in 1993, I was hired to teach first grade at a new “high-tech” elementary school. I remember the trainings we received from Dr. David Perkins of Harvard’s Project Zero and feeling overwhelmed with the information. Then it all came together as our grade level teachers collaborated and created a unit based on the school’s theme of “change.” We titled our unit, “People Bring Change to the Environment.”

Our science resource teacher helped us to make sense of the grade level science standards and suggested that we address the issue of renewable and non-renewable resources.  I recall spending time together as a grade level, learning, discussing, planning, implementing, and reflecting afterwards. It wasn’t easy, but we were making learning rigorous and relevant for our first graders, and we learned about this important issue alongside our students. We started with brainstorming questions and documenting our learning, adding more questions and learnings in the process. We compared data about the amount of trash we were generating as a family, a classroom, a school, and society. We learned about the length of time it takes for different materials to decompose, about the 3 R’s and why it’s important to reduce, reuse, recycle, and so much more as we continued to delve deeper based on student questions. 

As a culminating activity, our students decided to take a walking trip in our community to pick up trash; we didn’t really know what the outcome would be, but the students were excited and determined to make a difference. Each classroom took a different route, and our area included the City Park-and-Ride lot; there was more trash than usual at that location. Some of our students observed that perhaps this was because there were no trash cans there. When we got back to school, we sorted and graphed the trash and the students made observations based on what they had learned. 

But they were most concerned that there were no trash cans at the Park-and-Ride. They wanted to do something about it and brainstormed ideas. Through their research, they found out that the head of the City was the Mayor, and they decided to write letters to him. They knew that the Mayor was  busy, so he might not reply, but they were undeterred.  They wrote in their best handwriting and shared their observation about the trash at the Park-and-Ride and the lack of trash cans. They drew pictures, added some information they learned about trash, and reminded the Mayor that their parents had voted for him. 😊

One morning a few weeks later, a student excitedly announced that they had gone past the Park-and-Ride, and there were trash cans! Our students had made a difference! I was so grateful to the City for listening to our students. I was hopeful that as these students continued in their life, they will remember that they have the capacity to make a difference, no matter how small it may seem to someone else.

This is a memory from 30 years ago, but it is still one of my favorites from my time as a teacher. Every one of my first graders was engaged in this unit of study, and parents shared that it made a difference in their shopping habits as well. I am hopeful that through this unit, students realized that every person can make a difference. Imagine if they had these kinds of experiences throughout their educational journey! School could change from being a place where teachers tell students what they need to learn (so they can do well on a test) to encouraging students’ questions and interests to create the kinds of experiences where students can drive their own learning. 

The students in that first grade classroom are now in their mid-thirties. They may even be parents now. I hope that when they recall their educational journey, they will remember that special time when they made a difference for their community. 

Note: Check out the What School Could Be virtual community to connect with educators who are committed to re-imagining learning for our students. 

Memories from the Past

Back in 2019, I self-published my first book, “Leading with Aloha: From the Pineapple Fields to the Principal’s Office.” (blog “I Did It!😊”) At the time, I encouraged my husband Randy to write his memoir; he has had a much more “colorful” life than me, and his varied professional experiences would surely be an interesting read. I even offered to help him write it, but he still refused. 

Yesterday, Randy posted a memory on Facebook, and that story has triggered forgotten-memories and led to positive comments from his friends. This is the kind of interaction that I enjoy about social media where a photo or post brings a smile to our faces. Randy’s post did that. 

I asked Randy if I could share his post in a blog, and, surprise! He agreed. So here is Randy’s memory. In case  you are wondering, Randy was hospitalized and diagnosed with a heart condition which made him extremely exhausted after walking short distances. Fortunately, he is fine now although he is allergic to penicillin after taking it daily for too long. And the radio no longer works, but it is a keepsake which brings back fond memories for Randy. 

Randy’s Facebook Post, May 31, 2024

Around 1959 (I was in the 7th grade) I had to go into the hospital for several days.  My mom and dad bought me this Zenith transistor radio to keep me company.  I was out of school for several months, and returned for half days only.  This radio was my companion and friend!

Whenever I see this radio today, memories of moments in time come flashing back.  K-POI radio with djs like Ron Jacobs, Tom Moffat, Tom Rounds, the Bearded Bob Lowrie, "Little" Stevie Nicolet, Don Robbs, Dave the Moose Donnelly.  ILH football.  Fabian (the singer???) landing in Hawaii and being helicoptered to KPOI (tried to look for it from my hospital bed  with no success).  The early flights of the Mecury space capsule e.g. Alan Shepard, Virgil "Gus" Grissom, John Glenn -- getting up on school days at 2 a.m. to listen to the launches.  Hearing the news flash that President Kennedy had died.  Listening to K-POI in the late evening while standing on Date Street to view the nuclear explosion over Johnston Island that turned night into day in Honolulu, and knock the K-POI transmission off the air.  Eagerly waiting for K-POI to play Rene Paulo's "Here is Happiness" and calling in often to request it. (my dad was a drummer in Rene's group).

During my stay in the hospital, I was completely bedridden.  So my Zenith and K-POI provided me my only escape day and night.  Songs from that time always take me back to my intermediate school years : e.g. "First Name Initial" by Annette, 'Put Your Head on My Shoulders" by Paul Anka, "West Texas Town of El Paso" by Marty Robbins, "Hush a Bye"; by the Mystics, "Misty" by Johnny Mathis, "Venus" by Frankie Avalon. The list is as long as K-POI's playlist!

These are but a few of the memories I had with my Zenith companion and at my age, there are many wonderful and sad memories that came through my Zenith.

“I Touch the Future. I Teach.”

Recently, I had the opportunity to speak with students at the University of Hawai`i. I started off with this quote by Christa McAuliffe: "I touch the future. I teach." These words have been my "why?' the reason I stayed in education for 45 years - to positively impact my students for their futures. None of the university students knew who Christa was so I shared that she was selected from over 11,000 applicants from around our nation to be the first "Teacher in Space" back in 1985. All of us who were teachers at that time were excited that one of our own would be on the Challenger space shuttle, sharing lessons from space. But 1 minute 13 seconds after blastoff, the Challenger exploded. Christa and the rest of the crew did not survive, but her words live on and are just as meaningful today as they were when she spoke them nearly 40 years ago. 

These students are taking a College of Education course, but they are unsure about whether they want to  teach. They had read my book, Leading with Aloha: From the Pineapple Fields to the Principal’s Office, and Professor Scott Robinson asked them to write questions they had for me on a Jamboard..

I was pleased to see two questions about teaching. How can future teachers become better prepared? and What advice would you give someone who is going into teaching with little experience leading an elementary classroom? In our conversation with students in the class, it was evident that they were considering going into teaching, but they also had other interests. Could I convince them to give teaching a try? 

I shared this Instagram post from a former Teach for America teacher at our school. (Read the blog here.) Unlike many other TFA teachers, Kat stayed for five years, and in that time, we learned as much from her as she learned from us. She moved on and as she shares, her teaching experience was invaluable in preparing her for her new career as an entrepreneur and business owner. 

There are many Kat's out there who started teaching and then pivoted to other careers. Recently, our College of Education Alumni Association honored Glenn Furuya as our 2024 Distinguished Alumnus. Glenn received his BEd and MEd from the University of Hawai`i and taught special education in Hilo. While teaching, he discovered a passion for developing leaders which led to the founding of Leadership Works. In that role, Glenn has impacted thousands of people, not just in Hawai`i, but in other countries as well. And he, like Kat and so many others, started as a teacher. 

I told these University of Hawai`i students that they would grow and gain invaluable skills if they chose to spend a few years teaching. In today's world, there are so many options for them, but teaching for a few years could give them the confidence and the leadership skills to venture into another professional opportunity if they choose to do so. 

I believe very strongly in developing teachers to be the best they can be for their students. We want teachers to be creative, to use their own strengths and interests to engage their students, to try new ideas in their classrooms, and to work together as a team to learn with and from each other. I believe that students should be active learners, to discover their strengths and their interests, to learn and to work with others as part of a team, and to create their own learning opportunities with guidance from a caring adult. 

Recently, the Hawai`i Department of Education shared this article about two of their youngest-ever teachers. I was excited when I read it because last year, Skye was one of the student teachers I supervised at the University of Hawai`i West O`ahu. (I had no idea back then that she was only 19 years old.) When I texted Skye after reading the article, she shared that it's been challenging but that it's a learning process and she loves her students. And I’m sure her students love her, too.

We need our young people to become teachers. Too often, we discourage them by telling them all the negatives - not enough pay, disengaged students, difficult parents, etc. - but there are so many positives, too many to share. These young people can be the best role models and coaches for our students; let's support and encourage them. Don't our kids deserve that? 

And if you or your child is considering going into teaching, remember Christa McAuliffe's words: I touch the future. I teach.

 

The World Was Passing Me By . . .

 . . . and I was okay with that. But I realize that I was missing out. 

July makes six years since I retired. I am still involved in education issues and will continue to do so. But I realized that I don't have to "keep up" with the new technologies like I tried to do when I was a principal. 

When Chat GPT came out, I was intrigued. There was chatter on social media, I read blogs and articles about it, and I heard from others that it could make work for teachers easier. Given guidance, ChatGTP could write lesson plans, emails, letters of recommendations, and so much more. It seemed that the possibilities were endless.

I also read comments from teachers who said that Chat GPT was banned  in their class or their school. "We don't want students cheating," was the common theme. And yet,  I thought, we have always had some form of "cheating." What about Cliff's Notes? Was that cheating? What about kids Googling to get answers to questions? Can we ban students from using the Internet to get answers to questions?

I know that AI and ChatGPT weren’t going away in education. But I wasn’t sure how to use it as a retiree. So I didn’t.

Recently, my husband and I were the opening speakers at the first National Kidney Foundation of Hawai`i summit. We shared our personal story about our son Jarand. This was my first experience listening to speakers and panelists discussing medical issues, and while much of the information was over my head, I realized that the medical field is no different from the educational system I was a part of for so many years. One of the panelists shared this challenge that they needed to work together on these health issues that impact our communities,  and then he added, “And AI is here to stay.” 

AI is here to stay. It got me thinking. Alexa is an AI tool, and we’ve grown to rely on her to let us know what the weather will be like the next day and whether we’ll be able to golf or not. If we have a question, we ask Alexa. We get our answer quicker than if we Googled it. She can tell jokes, play our favorite music, tell us when an Amazon package will arrive, and do a myriad of other tasks that we haven’t even explored yet. 

So this morning, I was determined to learn more about ChatGPT’s capabilities. I typed this question on the free website: How could a principal use ChatGPT?  In a few seconds, I got an answer: A principal could use ChatGPT for various tasks such as drafting announcements, creating educational materials, generating ideas for school events or initiatives, providing personalized feedback to students or staff, and even offering virtual tutoring or homework help. 

That was quick! I asked a follow-up: Show me examples of how ChatGPT can help me to generate ideas for a school event to showcase student use AI. (Note that I accidentally eliminated the word “of” between use and AI.) Here’s the response: Certainly! Here are a few ideas for school events to showcase students’ use of AI, and they shared 7 ideas ranging from a showcase to an art showcase to AI in sports. I continued to ask follow-up questions about helping teachers and other principals learn more about AI, and the answers came almost instantaneously with a variety of ideas. The whole process took less than 5 minutes; I was impressed! I was also hooked.

I started asking all kinds of questions just to see what kinds of responses I could get. The responses were so much faster than I get when I Google those kinds of questions. And with Google, I had to search  to see which ones were relevant. 

That got me thinking about the role of ChatGPT or AI in education. We want students to be complex thinkers, not just regurgitators of information. That means that teachers need to ask higher level thinking questions or do projects where students apply what they know to address current issues. I asked ChatGPT  questions about cheating, and here are the responses:

AI is here to stay so as educators, we need to figure out the best way to engage our students so they can use tools like ChatGPT to enhance their learning in order to complete their assignments. And as teachers, we can use these kinds of AI tools to help students engage more deeply with their assignments. 

 

Let’s Listen to Our Students

I was a compliant student  I listened to my teachers, did my work, studied hard, and got decent grades. When I went to the university, I learned about this yellow book with black letters called "Cliff's Notes"  that some students purchased. I was appalled! Instead of reading the assigned literature, they were reading summaries, a very shortened version of what was required for the course. I was too much of a rules-follower to ever consider purchasing one of those books. Instead, I labored and struggled to understand some of the readings we were assigned because I didn't want to "cheat."

I remember getting home from work about twenty years ago, and our son and some of his high school friends were huddled around our computer, reading something and then writing in their notebooks. "What are you doing?" I asked them. They were at a website for a book they were supposed to be reading for their high school English class. There was no way they were going to read the whole book - “it’s so long and boring!” - so they were reading the summary of the chapters and completing the questions. "Don't worry," one of them assured me. "We'll still get an 'A' in the class; the tests are easy." I was flabbergasted and also concerned that these kids, taking a college prep English class, were not being challenged with rich discussions or assignments. 

Today, kids are able to Google anything and with the emergence of AI,  times are certainly different. I read this op-ed by a high school junior Benjamin Weiss,  "Student Voice: Teachers Assign Us Work that Relies on Rote Memorization then Tell Us Not to Use Artificial Intelligence". What a thoughtful, honest, quality writing piece which may capture what many students are thinking. 

My opinions have evolved through my years in education, first as a teacher and later as a school principal. From my experiences, I realized that if learning is to "stick," what we assign to students has to be meaningful. For far too long, schools have focused on memorization and regurgitation of information rather than on deeper thinking. Getting a high score on a test did not necessarily mean that the student learned more. It could mean that they were good at memorizing. And the question to ask is, did students retain the information or was it forgotten as soon as the test was over? Often, it’s the latter.

I asked two male teens to read the op-ed by Benjamin Weiss. I asked if they agreed with the writer. One  teen said, “I agree cause teachers should be teaching kids in a way where you can’t cheat so easily. I think memorizing doesn’t help if you don’t understand the concept,” he added. The other teen shared, “I agree because I don’t think that teaching for a test is really teaching; at that point, it is basically giving the students a script to remember.” They agreed that assignments should be more thinking and discussing rather than just memorizing. And, I should add that these two teens, although they perform well in school, have shared on numerous occasions that they don’t really enjoy school.

Back in 2020 while schools were still closed due to the pandemic, I wrote a blog titled, “Time to Examine Our Beliefs about Education.” Amongst my thoughts were the following:

• Seat time and good grades are not necessarily an indication of learning. Too often, learning in school is merely memorizing and regurgitating information. Real learning means applying skills or facts to delve deeper, to make sense of information, and the application to new situations. It may mean that students get feedback then revise their work before submitting it for credit. How do we change our reporting system to tell the story of real learning that has lasting impact on a student?
• Too often, school is teacher-directed. It is the teacher in the classroom who determines what to teach, when to teach it, and what is the evidence of learning. Students are often passive learners as opposed to being passionate, self-directed learners whose curiosity about a subject drives their own learning. How can we ensure that our student learners have an opportunity to create their own learning that is meaningful and impactful to them?
• The public judges schools based on standardized test scores, and schools feel the pressure of ensuring that their students are prepared for this once-a-year high stakes testing. Teachers may be evaluated based on the scores of their students. While we understand that the public needs to know that our schools are educating our students to be contributing citizens of their community, is there a more reliable, less expensive, and less time-consuming way to rate our schools besides high-stakes testing?

Our world is changing, much more rapidly than when I was a child or even for much of my teaching career. Our schools, our educators, and our school leaders need to take a good look at what we are expecting from our students. AI is not the problem; unless we change the way we do schools, our students will continue to look for the easiest way to complete rote assignments. As Benjamin Weiss shares in his op-ed, “We are at a crossroads. Educators, policymakers and everyone with an interest in the future of work has a decision to make. They can either continue supporting an education system that teaches students to think in ways that AI can clearly do better, or they can decide to reform education to prepare students for the not-to-distant world of the future.”

Why Aren’t Kids Reading for Pleasure?

I loved reading when I was growing up. That was my go-to out-of-school activity. I didn’t play sports (no Title IX back then); our family didn’t have the means to send us to music or dance lessons; art was a stressful activity for me; and frankly, I enjoyed reading. But looking back, I realize that the books I was reading were nothing like my own life or experiences. I was an outsider, looking in on a life that was so different from mine as a fourth-generation Japanese-American girl growing up on a pineapple plantation village in Hawai`i.

Back in 2020, I wrote a blog about students being able to see themselves and to see others in the books we were reading. I wish I could tell my professor, Dr. Mary Reddin, that she made a huge difference in my life as an educator when we agreed that I would research and compile a list of multicultural books that I could read with my students. I think she already knew that very few were available for the preschoolers I taught but she wanted me to discover that for myself. That project made me much more aware, throughout my teaching career, of the need for students to see themselves and their classmates in our classroom library. 

But that wasn't enough. Books also need to be "Mirrors, Windows, and Sliding Doors" According to this article, "Books become sliding glass doors when readers feel transported into the world of the story and when they feel empathy for the characters." This is especially true for students in the middle grades where research shows a decline in teens who read for pleasure. (Article here.) There are other benefits as well; a recent study showed that kids who enjoy reading are better-adjusted and they tended to score higher on tests. 

So why aren't our students reading more? I believe that one barrier is that many schools have decided to eliminate the librarian position as part of a cost-cutting measure or to purchase other positions. I think this has led to a decline in students reading for enjoyment. I am especially concerned for our schools here in Hawai`i where the number of trained school librarians has shrunk from 250 back in 2004 to 84 when this article was written in 2022. (Article here.) 

A school librarian can be an essential resource at the school. Our librarian did so much for our school and our students and their families. (Article here) What I especially admired about her was her knowledge of the latest books that were published (I’m not sure when she found the time to read them all) as well as her awareness of what was going on in the lives of our students. She knew their interests and could recommend books she thought they might enjoy. We want students to read especially when there are many books available for them, books that can provide insight about others, books that are not just mirrors and windows, but sliding glass doors as well. 

Why aren’t kids reading for pleasure? Some will blame technology or their short attention spans. That may be true, but I think another reason is that in school, teachers are focusing on the standards and test scores, and reading to students is no longer a priority. I’ve heard teachers say that there’s no time to read aloud to their kids even if it’s something they and their students love. I say that teachers need to make time if it’s something they feel is important. Stories provide an opportunity for students to listen attentively, to discuss and ask questions, to learn new words and information, to make connections to their own lives, and to enjoy quiet time. And as the research shows, students who read more actually do better on those high-stakes tests. 

The books I read when I was in the middle grades are probably no longer on the book shelves in the library. But there are new books to read which tackle relevant issues and problems our kids are facing as they grow up in this ever-changing world. There are multicultural characters who tackle problems or who face discrimination which young readers may relate to. These books are written by authors who may have lived the experiences they are writing about. As readers, these books can be mirrors, windows, or sliding glass doors, all of which are perspectives which our young people can ponder and benefit from. Let's make reading for pleasure a priority in our schools!

Other blogs I've written about reading with students:

It's More than a Place to Borrow Books

A Plan Going Forward: Improving Literacy at Hale Kula

"Choose Kind"

It's More than a Place to Borrow Books 2017

Learning to Read or Loving to Read?

"Mirrors and Windows"

Fantastical Imaginarium Goodnight Moon Book Study

Teaching Reading is More than Teaching Skills

This and That

Random happenings and thoughts:

• Yesterday, I had the pleasure of viewing a wonderful film produced by PBS Hawaii back in 2011.  “Dream Big: Nanakuli at the Fringe” is a film that I wish every educator could view and discuss. I watched it at a  What School Could Be community virtual event and a discussion followed the viewing. It was amazing and heart-warming to see the transformation of the students through this creative arts program! The film begins with students sharing about how Nanakuli High and Intermediate is always at the bottom of all the schools based on test scores, but it is evident that they are proud of their program, their school, and their community. Check out the website for the Nanakuli Performing Arts Center; it is attractive, informative, and up-to-date. As a blogger, I was most excited when I read the students’ blogs about their experiences as part of the program; they are well-written. Teacher Robin Kitsu, a Milken Educator Award winner, is the inspiration behind this program. He’s been at the school for over 30 years; clearly he is committed to the Nanakuli community. Watching the film made me think of Candy Suiso, another extraordinary teacher on the Leeward Coast who created a venue for students to collaborate and create videos and other multi-media projects for the community via Searider Productions,  Like Robin, Candy is committed to the community. I know there are many other outstanding and creative educators like them in every school. If more of their stories were shared, the public might have a more positive view of our schools. 
• Today, I went to the Public Library for the first time in years. The library was one of my favorite places when I was growing up. I loved to read and still remember some of my favorites. When I began teaching, I borrowed books to read to my students, and when I became a Mom, our sons and I went to the library weekly, dragging a big bag filled with books. I have so many wonderful memories involving some of our favorite books and authors: Leo Lionni, Ezra Jack Keats, Tomie DePaola, Eric Carle, Arnold Lobel's Frog and Toad stories, Maurice Sendak's Where the Wild Things Are, and Judith Viorst's Alexander and the Terrible, Horrible, No-Good, Very Bad Day. I don't know when I stopped going to the public library; it was probably when our sons got older and could choose their own books or maybe it was when I became a principal and no longer read to students daily. Today, I decided it was time to go back. I browsed through the picture books, looking for our favorites; they were still on the shelves, but I wonder if children today enjoy them as much as we did back then. I decided to borrow a couple of books by authors I enjoy so I got a new library card, my first in more than 20 years. My husband and I have been buying books from Amazon; maybe it's time to borrow them instead. 
• This semester, I am supervising four student teachers from the University of Hawai`i, West O`ahu. I've done this in the past, and I enjoy seeing these young people grow in confidence from the beginning to the end of the semester. They all have amazing mentor teachers, and I know they will be successful and grow from their experience.  We need to encourage our young people to become teachers; what could be more important than preparing our young people for their future? 

That's it for now!