By Alison Baclig and Amber Strong Makaiau
In 1945, the Star Advertiser published a story about Hanahau’oli School during the “War Years.” A quote from the article stated:
The present emergency has made certain changes necessary in every school, but the principles upon which Hanahau’oli was founded remain the same today–emotional stability as a fundamental need; learning by doing; intelligent appraisal of facts rather than blind acceptance; assuring responsibility for the individual’s share in the future. To help children think straight and meet the present threatening world with sanity are Hanahau‘oli’s great tasks today.
It is chilling to read this quote and recognize that our current world feels like a similar place, and at the same time reassuring to know that the progressive impulse, centered on providing children with the tools they need to make the world a better place, is as strong as ever.
To bolster the sentiments of this decades old newspaper clipping, the Progressive Education Network of today is helpful in reminding us that in order to achieve the mission of the movement–no matter what the circumstances of our world may be (e.g. war, pandemic, social uprising)--progressive schools must create opportunities for students of all ages to engage in the critical work and genuine service that is needed in their local communities and beyond. We must be steadfast in our commitment to “assuring responsibility for the individual’s share in the future,” which means ensuring that students are “active learners within a school community, and engaged citizens in the broader world” (Progressive Education Network, 2022). This was the spirit and motivation for carrying on with Kare Kids at Hanahau‘oli, despite the challenges of teaching and learning during this COVID-19 pandemic.
The Kare Kids has been Hanahauʻoli’s service club for almost 20 years, joined by enthusiastic students in Po’e Ka‘ahale (a multi-age fourth and fifth grade class) and Sixth Grade and facilitated by volunteer teachers and parents. The mission of the Kare Kids has always been to make the world a better place, for people, animals and the environment. With the protocols of the pandemic in the 2020-21 school year and strict requirements for keeping students and teachers from different groups separate, Kare Kids (an after-school club) was briefly put on hold. This decision weighed heavily on Alison Baclig, a Hanahau‘oli School Junior Kindergarten teacher who typically facilitated the group. So, at the start of the 2021-22 school year, she met with Kulāiwi (a second and third grade multi-age class) teacher Rebecca Eldredge and current parent Kanika Mak-Lavy to brainstorm how Kare Kids could relaunch in the Fall 2021 semester. As they reflected on Kare Kids experiences rich in empathy, collaboration, and compassion they knew that this important fabric of Hanahau‘oli School’s caring community must return.
As a part of the re-launch, they considered Covid constraints:
Students and teachers from different cohorts needed to adhere to physical distancing
Parents were not allowed on campus (at that point in time)
They also thought about the essential elements of Kare Kids:
Students research issues and groups that are of interest and meaning to them
Students share their work with the Hanahau‘oli community
Students collaborate in projects to serve or raise money for others
Working together, in person
They weren’t sure if they could do something in person, given the constraints and unknown path of the pandemic at that point in time, but they remained optimistic that an opportunity would emerge over the course of the semester.
As the Fall 2021 semester approached, with aspects of Kare Kids and the pandemic on the table, it was obvious that they would be meeting virtually, and they decided to give an early evening time (5:30 pm) a try. This would allow students in after school care or those commuting longer distances time to get home. Some students even joined us while on the way home, a benefit of virtual meetings! While they initially planned for three meetings, they scheduled another as it became clear that they all needed more contact with one another. An invitation flier was created and shared in classes, around campus and digitally. Thirty students responded. (Yes, that’s a record!)
Over the course of the nine weeks of Kare Kids, here’s what happened:
There were 4 online meetings, from 5:30-6:15 pm, on Webex.
Google classroom was used as the platform for communication with kids.
Students made holiday cards for residents at Hale Nani Rehab and Convalescent Center. Kare Kids traditionally visit Hale Nani each year to entertain and bring handmade gifts to the residents.
Students created posters and cards of appreciation for health care workers.
Students created Appeals, individually or with partners, which provided an opportunity to research something meaningful. These one-page Google slides are being shared with the school community through the weekly Parent Bulletin, intended to educate and suggest ways the community can answer needs and give back. The intent is to expand our reach beyond our school community in the new year. This QR code will connect you to the Resources SlideShow of the students’ appeals.
Representatives from the Queens Care Coalition spoke with the Kare Kids about houselessness in our community. The speakers shared stories, answered questions, and helped us all to build empathy and understanding for our houseless neighbors.
The club was able to have its on campus, safely distanced project on a Saturday afternoon when students worked together to build Hygiene Kits for the houseless patients of Queens Care Coalition. Families and community members donated items for the kits and 100 were made! Each kit contained a card of greeting and love created by the Kare Kids.
Students created short videos of holiday greetings for the residents of Hale Nani. Rebecca Eldredge put them all together in a joyful presentation of song, music, and greetings. This video was shared with Hale Nani, along with the cards created earlier in the semester, and may also be enjoyed via this QR code:
As facilitators, Alison, Rebecca, and Kanika rejoiced at how the semester unfolded for the Kare Kids, how many things were accomplished and how caring, concerned, and engaged the students were. Everything they had hoped for was achieved in terms of meaningful participation and collaboration. They were also grateful for the collaboration they experienced together as a team of facilitators. Together they were able to renew Kare Kids and draw on each other’s strengths and interests just as we asked the students to do. They learned alongside the students that Kare Kids can fully, energetically, and compassionately happen in a different format during these Covid times. It just took a little reimagining.
To give life to the incredible role that service of others can play during challenging times, here are some of the students’ final reflections from the experience:
“The thing that surprised me was how much work we were doing even though we had so few meetings.”
“I want to do more of those research projects where we did research and wrote on a slide. I want to help the environment more.”
“I want to do more of the packets because it seemed like we were having a lot of fun and at the same time we were helping the community.”
“It surprised me that we were able to do so much even with the restrictions like social distancing and having to meet virtually.”
“I really remember getting to make the hygiene kits. I was kind of surprised about how many people really cared about the homeless hygiene kits that we were making.”
“The thing I would like to do again is make the video for Hale Nani.”
“I want to help animals but especially native animals from becoming extinct and I want them to be more healthy.”
So, as we make our way through the next phase of this unfolding pandemic, let us be reminded of the importance of sticking to our progressive education principles and motives. This includes “amplifying students’ voice, agency, conscience, and intellect to create a more equitable, just, and sustainable world” (Progressive Education Network, 2022). If we do, we can be assured that children will be able to think straight and meet the present threatening world with sanity.
ABOUT THE AUTHORS:
Alison Baclig is one of Hanahauʻoli’s Junior Kindergarten teachers. At Hanahauʻoli since 1988, Alison has taught in the early childhood classes of J.K., Senior Kindergarten, and the multiage Kukunaokala class (5-7 year olds). Alison holds an MEd in Elementary Education: Language Arts from the University of Hawaiʻi at Mānoa, an MS in Teaching Young Children with Special Needs from Wheelock College, and a BA in Psychology from Stanford University. She has participated as a presenter in teacher education workshops on thematic teaching and progressive education through the PDC at Hanahauʻoli. Alison is passionate about building skills of inquiry, communication and collaboration with young children.
Dr. Amber Strong Makaiau is a Specialist at the University of Hawai‘i at Mānoa, Director of Curriculum and Research at the Uehiro Academy for Philosophy and Ethics in Education, Director of the Hanahau‘oli School Professional Development Center, and Co-Director of the Progressive Philosophy and Pedagogy MEd Interdisciplinary Education, Curriculum Studies program. A former Hawai‘i State Department of Education high school social studies teacher, her work in education is focused around promoting a more just and equitable democracy for today’s children. Dr. Makaiau lives in Honolulu where she enjoys spending time in the ocean with her husband and two children.
