Mahalo for a Wonderful Morning!

Earlier this week, I was invited to a Kau Kea`au Pahoa Complex Principals Meeting to share about my book Leading with Aloha: From the Pineapple Fields to the Principal’s Office as well as my experiences as a principal. I wasn’t sure what to expect. During a phone conference with Complex Area Staff, I shared that I preferred that it be a conversation rather than a presentation. My husband Randy and I got up early for the plane ride and arrived at the meeting at about 8:30 a.m. We were greeted warmly with music, hugs, lei, and food. I immediately felt at-ease.

I shared a bit about why I wrote my book, and principals had an opportunity to ask questions or to participate in discussions about issues like Early Learning and Project-Based Learning. I have strong opinions about these issues, and I encouraged the principals to share their thoughts with others. After I had completed my book-signing and Randy and I were ready to leave, the KKP Complex Area Team stood and together, they sang an Oli Mahalo to us. It was so touching; I cannot adequately put into words how that made us feel. The KKP Complex Area went through a challenging time in recent years due to the lava flow which threatened homes and schools and forced students and staff to relocate. From our comfortable homes on Oahu, we read or heard about how the Complex and the Department came up with a plan that ensured the safety of the 1,700 students and 300 employees who were impacted by the lava flow as well as other health and safety issues. Everything is now back-to-normal, and students returned to their home schools. Perhaps, though, that coming together as a Complex Area will have a long-lasting impact that will benefit all of their students.

Thank you, KKP Complex Area principals and staff, for a wonderful day and for sharing your aloha with Randy and me! We are humbled.

Singing the Oli Mahalo to Randy and me

 The KKP Complex Area principals and staff

Such a cute bag of Big Island goodies

The Life of a Military Spouse

I saw this on Facebook this morning; it was a post on our school’s PTO page. I smiled at the reference to the song, "Call Me Maybe" by Carly Rae Jepsen, but then it hit me. This is real for our military families. Until I became the principal of a military-impacted school, I had no idea how much we take for granted in our stable lives in our stable communities. Think about it; a family moves in to our geographical area; they have children who need to be registered for school. What if they don't know anyone yet? Who do they put down as emergency contacts? 

Military families know that changing duty stations is part of their lifestyle, and although most have positive attitudes about moving every few years, it isn't easy for anyone. Just this week, two of our former DKIES teachers shared how challenging it is for them to start over in a new school in a new district in a new state and in a new grade level. They are considered probationary teachers again even though one of them is in her 16th year of teaching. They shared that they missed the aloha spirit they felt at our school as well as the grade level colleagues they taught with. My heart ached; I wished I could give them a big hug. So I did the next best thing. I messaged them and told them I knew they would be fine, that they would persevere, and that they would contribute positively to their new school. These teachers as well as many other military spouses who taught at our school were assets to our school community. I loved hiring these military spouse teachers! They knew what it was like to be the “new kid on the block” and they welcomed transitioning students with empathy and helped them to feel a part of their classroom `ohana. More than that, though, we had opportunities to share and learn from each other. I embraced this mutually beneficial relationship in my years as a principal.

One positive outcome for these military spouse/teachers is that they are able to work under different principals and with different colleagues. They learn to adapt and to make the best of a challenging situation, and in the process, they create their own set of core values about teaching and learning that become part of who they are as educators. I have suggested to several of them that when their husband retires from military service, they need to settle down and pursue their dreams. Hopefully, some of them will take my advice and go into administration. And hopefully, the experiences they gained while at our school will help them to lead with aloha.

Just as I believe that our students are ambassadors for our Hawaii schools, I also believe these teachers are ambassadors as well. That teacher with 16 years of experience? As a special education teacher, she had the opportunity to be trained in the use of a multi-sensory reading program while she was at our school. She shared that even though her first day was rough, she knows that she brings something to the school because her new school has adopted that program. The other teachers were so excited to have someone on staff with experience! When the other teachers looked at her gratefully and asked where she was trained, she proudly said, "Hawaii!" Yes! She is already making a positive impact!

#leadingwithaloha

Will Teachers Become Obsolete?

I happen to think that teaching is society’s most important profession. The future of our kids is in the hands of educators who care and who are continuously learning and trying new strategies to engage and empower their students to be their best. The caring relationships that teachers create with their students can have a long-lasting positive impact. Teaching is a hard job and requires stamina and the willingness to keep pushing forward even when things get challenging. It is not a job for the faint-hearted.

I also believe that our society has diminished the important role of teachers. We hear our leaders claim that education is a priority, but the reality is that it isn’t. Funding is inadequate to update facilities, and schools must sometimes choose between classroom teachers and a librarian or an art or music or physical education teacher because there is not enough to go around. Many teachers are forced to get second jobs in order to pay their bills, young people are discouraged from becoming educators, and the public is quick to criticize schools for new ways of teaching and learning that they don’t understand or that conflict with how they learned the same concept years ago when they were in school. It is no wonder that we have a teacher shortage; and it can only get worse.

As schools deal with a shortage of teachers and the availability of technology, what will they do? One option is to purchase a personalized learning program where students work at their level until they achieve mastery on the specific standard. Teachers review the data and then plan small group instruction for groups of students with similar areas of need. It sounds like a good plan, but does it work for every child? According to this report, the results are mixed. Some students would probably thrive in a system like that because they are capable and competitive, but I think lots of kids would have difficulty in this kind of system. They would find it boring and would not be motivated to do their best. I also am concerned about whether learning for mastery in a personalized learning program translates to application of skills in real-life situations. Yet, I can see schools spending their funds on these types of programs as a solution to shortage of teachers.

I am as guilty as the next person of using the self-checkout line at Wal-Mart or going to the ATM machine to deposit or withdraw money instead of going to a sales clerk or a teller. We hear about robots replacing maids at hotels and robots efficiently preparing items for packaging and mailing at Amazon. Will this happen in our schools as well? Will teachers become obsolete? I certainly hope not.

This morning, I read a blog by Principal Derek Minakami, and I knew the picture of a rock wall was the perfect analogy for me. His blog so poignantly shares why and how teachers fill the “little spaces of aloha” to make a big difference for our students. The Tripps of this world will always be there, and they will need the aloha from teachers to overcome the obstacles in their lives to become productive citizens.

And that is why teachers and students need to tell their stories because teachers truly make a difference for their students. Teachers need to share stories with their students about why they chose to become teachers. Students need to hear from teachers about how much they love their job and how the little successes are sometimes the most heartwarming. And we need students to share their stories as well about teachers who believed in them and helped them to overcome difficulties they were facing. Those “empty spaces of aloha” that Principal Minakami shares in his blog? Those are the memories our students will have when they have move on from our classroom. It is what sustains them during challenges in their lives: I know you can do it. I care about you. I love how you never give up. Talk to me. I believe in you. Tell me what matters to you.

As an educator for 45 years, I cannot think of a more honorable or fulfilling profession than teaching. Educators and students, let's share that message with the public!


#leading with aloha

A Serendipitous Meeting

This is Herbert Yanamura. Earlier this week, my sisters and I brought my Mom to visit Aunty Grace, my Dad’s sister, who is in a skilled nursing facility. Her daughter and son-in-law were visiting from California, her son was there, and we all had a nice visit. Herbert is also at this facility; he is a World War II hero, having served in the 442nd Battalion and as a linguist with the Military Intelligence Service. Herbert came out of his room to visit with us, and small world, he knew our Dad back in Honaunau on the Big Island. This was when my Grandpa decided to move his family to Kona to try his hand at coffee farming. Unfortunately, that didn’t work out, so the family moved back to Oahu. Herbert shared that he was a year older than my Dad, Keiji, so that would make Herbert 95 years old today. He told us that he and my Dad played together often and that my Dad had to walk very far just to get to school. He also said that they enjoyed playing baseball and that my Grandpa was such a baseball fan; he would watch games and cheer loudly, raising his hands in the air.  Herbert demonstrated, and we laughed, recalling that Grandpa enjoyed watching our brother Roy playing baseball.

We asked Herbert to share about his time in World War II. He was thoughtful and spoke quietly but with clarity to details. It is evident that he understood the importance of sharing his story with us as one of two hundred soldiers, recruited from the 442nd Regimental Combat Team, to serve as linguists with the Military Intelligence Service.

When I got home, I searched for more information about him. I found out that Herbert was a war hero, but like many of his generation, he was modest about his heroics. The Battle of Okinawa in April 1945 claimed the lives of 50,000 American soldiers, 100,000 Japanese soldiers, and over 140,000 Okinawa civilians. In June of that year, Herbert saved the lives of 1,500 villagers in Madeira, Okinawa through his repeated appeals over the loudspeaker to surrender to US troops. (Read the story of Herbert’s bravery here.) In 2013, Herbert attended a ceremony at the Okinawa Prefectural Peace Museum, and he met Hatsuko Tomori, who was a 10-year-old girl back then. It was Herbert’s appeals that led to her family coming out of hiding. (Read that story here.)

World War II was an opportunity for Americans of Japanese Ancestry to prove their loyalty to their country. They did so honorably, despite knowing that many of their family and friends were stripped of their rights and interned in concentration camps. We need to hear stories from people like Herbert; he is a true American hero. I am so glad we had the opportunity to talk story with him.

Girl Power!

When I was growing up, there were few opportunities for girls to participate in athletics. My first experience playing on a sports team was in my sophomore year in college when our dormitory decided to enter a team in flag football. Some guys agreed to coach a bunch of girls who never played football before, and I realized how fun it was to learn something new and to compete on a playing field. Later, I also played on intramural teams for basketball and softball. At that time, the University of Hawaii had put together a women’s volleyball team, and one of my best memories is taking second place in softball to that team; we were clearly overmatched by their pure athleticism, but it was pretty awesome to lose in the finals to them. When we got married, Randy and I lived in a condo with a tennis court, and I learned to play that sport-of-a-lifetime, and later I played old-ladies soccer and learned the game of golf. I love sports, and those experiences have taught me a lot about myself, about persevering even when it was difficult, and how difficult it can be to learn something new.

Title IX didn’t come about until 1972 when I was in college so as a young girl growing up in a plantation village community, we didn’t have opportunities to play on sports teams. It never occurred to me that it was “unfair” for my brothers to be able to play Little League while us sisters were relegated to watch and cheer for them. In high school, there were limited opportunities for girls  in sports, and I’d never played any of them competitively.

Today, I realize the many life lessons that participating in sports teaches us, and our girls are benefiting from having many choices and being exposed to inspiring role models. Our women’s national soccer team recently won the World Cup, going undefeated in the process. 15-year-old Coco Gauff beat several higher-ranked players including Venus Williams before falling to eventual champion and former #1, Simone Halep, at the recently-completed Wimbledon Tennis Tournament. And an Under 11 girls team from Hawaii were featured in Soccer Nation for their pure joy after winning the championship at a tournament in California. It was obviously a very exciting game, but I like what the coach shared: “Win or lose, we came to play soccer, continue to improve and spread our aloha spirit.”

It’s wonderful that young girls have role models as well as choices in what they want to play: team sports such as softball, soccer, basketball, volleyball, and hockey or individual sports like golf, ice skating, gymnastics, bowling, martial arts, and tennis. Participating in athletics teaches our girls so many life lessons such as teamwork, perseverance, and sportsmanship. I am thrilled that they are having opportunities that I never had when I was growing up.

Out of My Comfort Zone - Public Speaking

From the time I was a young girl in school, public speaking made me anxious. I was never comfortable speaking in front of groups, especially large ones. So I avoided those opportunities to speak in front of others. It’s true that as a principal, I was fine getting in front of the students and speaking with them; I could speak to parents comfortably, and I wrote and delivered speeches if I had a script in front of me.

Last night, I agreed to do a presentation for a Toastmasters Club to promote my book that has just been released. I wrote a speech, practiced in front of Randy, revised the speech based on his questions and feedback, and practiced some more. I silently recited the presentation in my head as I walked my dog. And then I got to the meeting. I was feeling okay, and my voice didn’t feel strained like it sometimes does when I’m nervous.

It helped that everyone was so nice and made me feel comfortable. And then I presented and included some Power Point slides. I thought the visuals could help me to remember that particular part of the presentation. I felt relieved when I was done, primarily because it was over. I knew I hadn’t hit a home run, but I thought I had made a positive connection with most of the members.

Toastmasters is an organization that helps its members to improve their communication skills in a no-pressure environment, and after the designated members presented their speeches, it was time for feedback.

Usually, one member is assigned to get up and share their observations and reactions to a speech. Because I was a guest who was practicing for future presentations, all members were given an opportunity to give me pointers. It was a powerful experience; I had never had that type of feedback before. Some of the members validated what I already knew. For example, I didn’t make connections by looking at people in the eye; I was looking at the tops of their heads and I never turned to look at the member who was my the left side. I should have been confident enough not to look at my notes because I was sharing my story. I could have had an attention-grabber at the beginning to draw the audience in. I didn’t need the Power Point; my story was effective without the slides. More important though, was the feeling I got after the members had an opportunity to share their suggestions with me. I felt empowered; I knew that I could improve, and they were giving me specific feedback that I could definitely work on for my next presentation.

As I reflect on my time as a principal, I realize that I stayed in my comfortable box where public speaking was concerned. My speeches were for a specific audience who knew me, and I had my notes as my security blanket; I wasn’t nervous because I was basically reading aloud.

I learned that now, as an author, when a book is completed and sent to press, the job is only 50% done. The other 50% is spent in promoting my book. In my mind, I am already preparing for the different groups I will be speaking with, keeping in mind the feedback I received. I know it will be a process to be able to speak with the confidence I observed from the Toastmasters, but I am determined to continue to progress. As a principal, one of my core values and beliefs was that I needed to continue to learn. Even in retirement, I continue to gain new skills.

Thank you to the Paradise Hawaii Toastmasters!

Thank you, Jicky Ferrer, for inviting me to speak at your Paradise Hawaii Toastmasters meeting!

Speaking and listening are essential skills. Thank you to the Toastmasters for your valuable feedback!

How Do We Teach History to Today’s Kids?

When I was in school, history was taught through books and lectures. I learned names, dates, places, and events, but now, many years later, those details escape me. As we were preparing for our recent travels with our grandsons, I realized how little I actually knew aside from the basic facts. I realized that visiting those places as part of our travels with our grandsons this summer would be as much a learning experience for me as it was for them. It was eye- and mind-opening to walk the Freedom Trail, to learn more about the Salem Witch Trials, to interact with content at the various museums, or to stand on the grounds of the Gettysburg battlefields. I hope that Jace and Jayden will remember their travels when they continue to learn in school about the history of our country.

Social studies, like science, math, and language arts, is essential in a school’s curriculum. (So are the arts and physical education.) Social studies standards for our youngest students focus on a sense of self, then on their family and their community and working outward to their state, nation, and then the world. Within social studies, though, the National Council for Social Studies framework organizes the standards into ten themes such as Culture, Global Connections, and Civic Ideals and Practices. It can be overwhelming to find the time to address these standards especially for an elementary teacher with many conflicting priorities during the day.

Oftentimes, as well, we view history through one set of lens. Teaching history is complicated. There is more than one perspective to issues, and we don’t know how the events impacted the people who were living during that period of time. Sharing this slide show (thanks, Esther!) and discussing each slide helped Jace and Jayden to realize that not all colonists wanted to fight the British. They also realized the sacrifices and impact of war on people, ordinary families whose lives were suddenly disrupted by events over which they had no control, people like the Shriver family who lived in Gettysburg or family members who fought on opposite sides during the Civil War.

We cannot change history; it is in the past. We can educate ourselves and learn what others went through at the time by visiting museums, reading books, or watching videos, but we cannot experience what the people involved went through. When we discuss history, we need to ask questions and research to find answers, and we need to discuss why the events unfolded as they did. We need to understand the impact of events on the people who were affected and discuss how those events impact us today.

And we must vow to learn from the mistakes of our past. Unfortunately, I am not confident that we have done so. There was a wall at Salem Witch Museum that stated “Fear + Trigger = Scapegoat.” How many examples can we think of from our country’s history that had its beginnings in fear? Is it still happening today? Why is it important to not repeat our mistakes from the past?

I know that our recent travel experiences to Boston, Philadelphia, and Washington D.C. have made me think much more deeply about our country’s history. I realize that if our forefathers had not had the courage to break away from Britain and fight to create a new nation, our own history would be much different than it is today. That’s what I want Jace and Jayden to realize.