The Difference a Teacher Makes

This past Friday was the 100th birthday of a special lady whom I had the privilege to meet last year at our family reunion in San Jose. Kathleen Lloyd is the mother of a cousin’s husband, and she and other family members who live in the area joined our Amemiya clan to share stories and make new memories. When I was introduced to Kathleen, she shared that she had been Facebook friends with our son Jarand who had recently passed away. I immediately invited Kathleen to be my friend on Facebook. She accepted. 😊

I was scrolling through my FB feed on Friday and saw this post from Carol Conway. It resonated with me; I wasn’t aware that Kathleen had been a teacher in her younger days. I read that post several times and knew that I wanted to share it. I messaged Carol, and she agreed to let me use her post in my blog. Thanks, Carol! 👍 Here it is:

Do you remember 5th grade?  For me, it was 1973-74, my father had died the year before and my mom, I'm sure, was struggling to keep us in our Mill Valley home.  (She succeeded - thanks Mom!)

My fifth grade teacher celebrated her 100th birthday today, (and she's on Facebook!) so I tried to pry a few memories from the dark recesses of my creaky brain.  

I remember the  garden that Mrs Lloyd started on our school grounds.  She taught us about growing food in unyielding soil.   I remember learning how to do batik and making a lovely Douglas Iris on a purple background, which I turned in to a pillow.  I remember going to Cronkhite beach to gather pebbles to make mosaics, and finding a single carnelian which I used to make the eye of the snail I created.

In 5th grade I remember competing with Geoff Barnard for the highest level in SRA - and winning.   Mrs. Lloyd,  I can picture the classroom, the tall windows facing south, and you sitting in front with an open book, looking out at us between paragraphs.  I loved being read to - I have no surviving memories of what you were reading, but it was a quiet time for me when my world was tumbly, and I enjoyed it.

Mrs. Lloyd, I hope that you had a birthday full of the things and the people that you love.  I hope that you know that your students felt loved and protected in your class, and that you made a difference.  And I know that I speak for my brothers as well - David before me, Jeff after - you mattered to us.

Happy Birthday!

As I read and re-read this tribute to a beautiful teacher, I had a few aha's. First, 1973-1974 was my first year of teaching. I was just getting started in my career while Mrs. Lloyd was making lasting memories with her students. The second thing I noticed was that Carol remembers things like gardening and art and field trips. There's nothing in there about test scores or academics. (Hmm. . . what will students remember about their teachers 45 years from now?) Carol mentions SRA levels, something I remember from my 7th grade Reading class where, like her, I quietly competed to get to the highest level before anyone else. (Someone beat me; I was second, but once I was done, I got to read whatever I wanted to in that class.) Lastly, Carol's recollection of being read to was so touching. Mrs. Lloyd was reading aloud to her students in the fifth grade, and Carol cherished and needed that quiet time when her world was "tumbly." (In today's classrooms, read-aloud time is often eliminated as teachers rush to "cover" the curriculum, but students may need that time to settle their "tumbly" world.)

This lovely post spoke volumes about the positive impact of a teacher on a student, one who was going through emotional challenges. 45 years later, this student shared these fond memories, and I am sure Mrs. Lloyd was touched. Henry Adams said it best: "A teacher affects eternity. He can never tell where his influence ends." 

Thank you, Carol, for sharing your memories of your fifth grade teacher on Facebook! What a gift to all of us!

This was a photo taken at our family reunion in 2018.

Mrs. Lloyd is somewhat hidden in this photo, but she is there in the second row from the back.

Good Job, Dr. Kishimoto!

I may be retired, but once an educator, always an educator.

It's that time of the year when Honolulu Magazine publishes their annual public school grades. I haven't seen this year's issue yet, but I did read an article by current Superintendent Christina Kishimoto, and I applaud her for sharing her thoughts in "Grade everybody or grade no one, but be fair to public schools." Finally, someone is speaking up about the injustice of grading public schools using test scores as the measure of success.

Four years ago, I wrote this blog titled, "Grading Our Public Schools." As the principal of our school, I was proud of our teachers and our students. I knew that everyone was invested in providing our students with an education that would help our students to navigate their world.

Our public schools are vastly different from private schools; I have worked in Title I schools, military-impacted schools, and an upper-middle income school. I also worked for several summers at a private school. We cannot compare the challenges that each public school faces. Using performance data only to grade schools is demeaning to all the staff at schools who are working so hard to show their students that they care and who encourage them to make the most of their opportunities. Dr. Kishimoto mentions a high school that is showing growth and despite their geographical isolation, has qualified for the FIRST Robotics world championship. Additionally, students at this school are taking dual college and high school credits in record numbers. Yet, they are graded an "F" in the ratings by Honolulu Magazine. I know that when schools are not recognized for their growth, their innovative ideas to engage students, or their positive school culture, it can be demoralizing.

Educators are optimists; we believe in our students. We want the best for them because we know that we are preparing them for their future. I suggest that Honolulu Magazine devote a section in each issue to focus on great things going on in our public schools. I also believe that if more people spent time volunteering in public schools, they would see how each school is different and how each one is addressing the needs of their students in creative, engaging, and empowering ways. We need the public to be more involved in our schools; maybe then, the perception will change.

Let’s Get Moving on Universal Preschool in Hawaii

I am frustrated. As an early childhood major and a Head Start teacher for 15 years before moving over to the Department of Education, I know there is a need for universal preschool. This morning, I read an article in the Star Advertiser titled, “Push & pull over preschool.” Clearly, we still have no real plan and a lack of funding to make universal preschool a reality for those students who need it most.

This is not a new issue. In 1989, the Berman Report recommended universal preschool in Hawaii. At the time, I wrote a letter to then-Lieutenant Governor Ben Cayetano who was the chairperson of the Child Care Task Force. I was so hopeful that all of our kids would benefit by having positive preschool experiences, and I wrote him to express some of my concerns regarding staffing, the cost of maintaining a quality learning environment, and the availability of suitable facilities. I realized that establishing universal preschool would require a transition, and that our State was not yet prepared..

Since then, very little has been done. Yes, there is an Executive Office on Early Learning and a few preschools have been established in public schools across the State. A few families applied for Preschool Open Doors and qualified to have part of their tuition paid using a sliding scale. But we went backwards when the State Legislature changed the age to begin kindergarten. Starting with the 2013-2014 school year, students needed to be five years old by the first day of school, so the cutoff date to begin kindergarten was changed from December 31 to July 31. This meant that if parents could not afford to send their child to a preschool program, that child who was born after the cut-off date would have to wait a whole year to begin kindergarten. That is one year of learning lost. In Stability and Change in Human Characteristics (1964), Benjamin Bloom stated that half of the growth in intelligence is made between birth and age four. Research shows that the early years are crucial to a child’s development, and a quality preschool program will provide students with opportunities to learn through exploration, problem-solving, collaboration, and discovery. Yet, here we are 30 years later, and we are still trying to figure out how to provide universal preschool for our youngsters in Hawaii..

Here are my ideas:

• I have seen the benefits of preschool opportunities for children from low-income families. Perhaps more Title I schools could agree to host a Head Start program on their campus if space is available. Some schools are partnering to provide inclusive classrooms where students with special needs are in classrooms with typically-developing Head Start students. The DOE preschool teacher and educational assistant partner with the Head Start teaching staff to provide a quality program for all of the students. This is a win-win for students from both programs. 
• If Head Start is not an option, the school can opt to have a similar program with the preschool special education staff and DOE-hired staff who are trained in early childhood education.  
• Title I schools are not the only ones who should qualify for preschools on public school campuses. Daniel K. Inouye Elementary was not a Title I school, but there was a definite need for a preschool program. According to data, less than half of our students had some preschool experience because of a lack of space at the center on-base. Additionally, when families transitioned into our area, the Child Care Center already had a lengthy waiting list.  
• If schools have the space and an identified need for a preschool, and if the State can provide funding for start-up costs as well as any capital improvements to ensure that the school meets the licensing requirements, perhaps the school could then use weighted student formula funding to purchase staff. The school would then determine details such as the number of students in the program, half-day or full-day program, and expectations for parents.
• Perhaps the EOEL could look for preschool sites that are not on DOE campuses to expand the program. For example, there is a Head Start classroom at Kahauiki Village, the homeless community in Honolulu. There is a definite need for preschools for those students; perhaps a nearby facility could be transformed for that purpose. 

I am positive that the Department of Education and the Executive Office on Early Learning can figure things out by discussing this issue. Right now, there is a learning gap and students who are able to attend preschool begin kindergarten with the readiness skills to be successful. Students with no preschool experience may likely start kindergarten at a disadvantage that may impact their learning.

All students deserve the same opportunities. Let's problem-solve to make universal preschool happen for all our keiki.

What is Happening?

One of my favorite quotes is a Native American proverb: “We don’t inherit this world from our ancestors. We borrow it from our children.”  As a parent, a grandparent, an educator, and someone who believes in leaving this world a better place for our children, I am concerned about the state of our nation and our world.

What happened to common decency, to treating others respectfully even if we don’t agree on an issue?  We teach our children about respecting other people’s opinions and how we sometimes need to listen to what they're saying and why they believe as they do. We tell them we can argue about an issue, but we still treat the other person respectfully. When there is disagreement, we can compromise and move ahead for the good of all. We don’t condone name calling, and we ask children to put themselves in the other person’s shoes, to be empathetic to someone else because we don’t know the  challenges they are facing on the path they are walking.

At our school, we focused on teaching students tolerance, inclusiveness, and aloha. We realized the great impact we can have on our students' lives by showing them that open discussions can lead to deeper acceptance of others' ideas. We worked to include and accept all students and to listen to their viewpoints when there was disagreement. We would quickly address any concerns before it became a problem, and we would never condone mob mentality where kids might get caught up in participating in actions they inherently knew were wrong. We used conflict resolution and delved deeper to find the root of the problem so the parties could move forward. We taught our students about the need to be careful that what we post on social media today is something we will not regret later.

As a nation, we can disagree on policies and politics, but we nevertheless should treat others with respect. We can argue our points vigorously, yet shake hands at the end of the day and seek to understand the other person’s viewpoint. A difference of opinion doesn't mean that one side is right and the other is wrong; it means there can be a better outcome as a result of listening to another viewpoint and working together to find a better solution. Social media is a great tool for sharing ideas and to virtually connect with a wider audience, but our posts need to be respectful. And name-calling by adults is totally unacceptable; in fact, it is childish. 

We have so many problems that impact our nation and our world including climate change, wars and conflict, poverty, racial divide, and economic challenges. We should be working together to make our world a better place, not causing a deeper divide between our people. We owe it to our children to leave them a better world than the one we inherited. Let's work together to make it happen.

"Edgier" Stories about Education?

Recently, I read a blog titled, "On Being Fired from My Job" by Lory Peroff, a National Board Certified Teacher and Hope Street Alumna. No, she wasn't fired from her teaching job; she was fired from a job she had writing for Civil Beat, a local publication.

I know Lory. I was the principal who hired her when she started teaching, 17 years ago. In fact, I nominated her as a Milken Teacher of Promise because as a new teacher, she was so innovative, caring, and created wonderful relationships with her students. Lory started doing project-based learning before it became a buzzword in education. Her students collected hygiene items for the homeless, and raised plants organically, sharing what they learned through a classroom blog, garden tours, and presentations to the school community as well as other principals. Because many of our students had parents who were deployed, Lory shared articles in the newspaper about current events, and student questions drove the discussions. As I’ve observed her continued growth after she left our school to teach abroad and now at Waikiki Elementary School, I cannot help but feel grateful to know her personally as well as professionally.

I was so proud when I opened up my Civil Beat app that morning and saw her first article. I was thrilled that she would be a regular contributor to their publication. Lory is an engaging writer, and I found myself looking forward to reading what she had to share. Therefore, I was a bit concerned when I realized that I was no longer seeing her articles. I wondered why. When I read her explanation, I couldn’t believe it. “Edgier?” They want articles that show the negative side of education? Maybe that’s the problem.

Lory shared a side of education that the general public might not have known about. She talked about the lack of funding for the arts and how their school sought out grants to have artists come to share their craft with students. She discussed the challenges of living in Hawaii on a teacher’s salary, and she shared deep concerns her students had about the state of our country and their discussions via “Philosophy for Children.”  Like most educators I worked with, however, Lory saw the glass as half-full rather than half-empty. She saw challenges within our system or within her school or classroom, but she chose to seek solutions rather than just complaining.

I know that teachers like Lory are making a difference for students; this is why I looked forward to reading her articles and why I follow her on Twitter. Recently, she reached out to Eran Ganot, the University of Hawaii basketball coach, about a student’s persuasive letter to spend time with a UH basketball player. What a thrill for that student to be invited to practice with the team, a possible life-changing event for him! These kinds of stories are so important in changing the perception of the public about our schools. It is a shame that so much of the news is negative and that the public impression of schools is often based on test scores.

I remember years ago when my husband explained about porcupine power; that explanation stuck with me (pun intended). It means that those who are loudest or abrasive or the most prickly often get what they want or their side of an issue is what is heard and shared. Porcupine power doesn’t work for teachers like Lory and the thousands of others like her in our Department; rather, these teachers work tirelessly to address challenges without complaining or asking for public sympathy.  We need to hear more of their stories and how they’ve overcome perceived challenges to engage and empower their students to be the best they can be.

I like reading Civil Beat; that is one of the first apps I check every morning when I wake up. This time, though, I think they got things wrong. Lory’s and other teachers’ stories need to be shared; we don’t need “edgier.” We need hope and positivity and stories of overcoming perceived challenges to help our students be the best they can be. Our schools, our teachers, and our kids deserve that.

Should Our Best and Brightest Become Teachers?

“How would you respond when someone you respect tells you your talents and abilities are being ‘wasted’ as a teacher?”

I saw this question posted on Twitter, and I’ve been thinking of an appropriate response. I know that the “best and brightest” are often encouraged to become attorneys or doctors or engineers and discouraged from going into teaching. How do we change the perception that teaching is not for our best and brightest?

Through my years as an educator, I worked with or connected with teachers who were in their second career. They worked in businesses or had jobs in the travel industry or were engineers out of college. Some of them took big pay cuts to become teachers, and when questioned, their responses were similar. They shared that they didn’t feel fulfilled in their previous profession and absolutely did not regret their decision to become a teacher.

What motivates us in our decision to pursue a career? Is it status? Economic stability? The ability to grow professionally? The opportunity to make a difference? Impacting our next generation? Something that stokes a passion? If we pursue a career for the "wrong" reasons, we may not feel fulfilled and may not give our best effort.

Not everyone can be a teacher. It takes a special kind of person to spend their whole day with kids and to commit to all the expectations of an educator. Teachers teach much more than academic skills. School is an opportunity for students to learn empathy, to work with others who have different strengths and challenges, to gain confidence through support from not just teachers but from classmates as well, to care about our world, to be exposed to new ideas, to have opportunities to pursue passions they didn’t know about before, and so much more! Teachers don’t just teach content. Teachers teach students, and therefore, teachers impact our future. These students will be our workforce, our leaders, our innovators to tackle the challenges in our community, our state, our country, and our world.

I can’t think of a more influential profession than teaching. After all, every other profession depends on teachers to do their job in educating our children. Journalist Charles Kuralt stated, “When we become a mature, grown-up, wise society, we will put teachers at the center of the community, where they belong. We don’t honor them enough; we don’t pay them enough.” Nelson Mandela shared, “Education is the most powerful weapon for changing the world.” 

I recently read this article by Valerie Strauss, a writer for the Washington Post: "What teaching is and isn't." I think she accurately and succinctly explains why others may think that the "best and brightest" should aspire to a different profession. As for me, I was thrilled to hire the "best and brightest" at our school. Giving them opportunities to grow professionally and to take on leadership roles made a difference for our school community.

From Cook to Chef

Our grandson, Jayden loves to cook! For his 9th birthday, we bought him a 6-month subscription to Raddish. Every month, he receives recipes that kids can cook with the help of an adult. We asked him to bring his recipe binder when he came to visit us in Hawaii so he could cook for us. We agreed on a menu and made out our shopping list. He and his brother, Jace, went with me to the market, and truthfully, we had to search for some of the items because I had never bought them before.

We spent more than three hours preparing dinner! Jayden selected the menu: Butternut Squash Mac & Cheese, Apple Turkey Meatballs (he also made Apple Beef Meatballs since Grandpa Randy doesn’t like ground turkey), and Hot Cocoa Cupcakes. It was such a learning experience, not just for Jayden, but for me as well. The recipes appear to be simple, but nothing is short-cutted. Jayden had to read the instructions carefully, and it’s great that there are step-by-step instructions with accompanying illustrations. Raddish also adds interesting information about the dish or the ingredients and even adds jokes, art projects, and a Featured Culinary Skill with each recipe. I was also thrilled that Jayden was practicing math skills in a very practical way.

We had great discussions as we worked. I had to help him with some of the tasks but for the most part, Jayden was the cook. We discussed that - was he a cook or a chef? - and we agreed that until he learns the basics and gets more experience, he is a cook. When he starts to change up recipes and become more innovative, then he can call himself a chef. This led to a great series of questions from Jayden:  Can a recipe be copyrighted? What happens if a chef has a signature dish, hires someone to prepare it, and that person leaves and takes the recipe with him? Isn’t that wrong? We ended up researching and having a discussion about the moral issue of "stealing" someone else's recipe. In the end, Jayden decided it would be wrong to "steal" someone's recipe; instead, he wants to make his own signature dishes.

What was most surprising to me was Jayden's perseverance; he was totally focused and never once complained that the job was too hard or boring. The meatballs weren't perfectly round, and some of the cupcakes caved in. However, they tasted great; in fact, Grandpa Randy ate three cupcakes! Jayden asked if we could extend his subscription for another six months, and I readily agreed. I loved seeing his focus and his obvious pride in preparing a full dinner for us, and hearing our compliments must have been so gratifying for him. I appreciate that his Dad enjoys experimenting in the kitchen and is passing on that love to Jayden.

Go for it, Jayden!