Images of Old Hawaiʻi

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Walk Softly, and Carry a Big Pencil

I had the chance to fulfill a lifelong dream … teaching high school Math.

I am forever grateful to Ed Van Gorder, Parker School Headmaster, for taking a chance and giving me the opportunity; likewise, big thanks to Tana Hilliard for giving up her Pre-Algebra class, so I could teach it.

Parker School is a private school in Waimea on the Big Island – enrollment is small, as is each class size. Its home is the old Kahilu Theater – kind of like the little red schoolhouse.

(In my high school years, as a student at HPA, we would get bussed to the old theater on the weekends and watch travelogues.)

Then, a few decades later at Parker, each morning, I would arrive extra early, so I could greet each student as they came onto the school’s front porch, whether they were in my class or not.

I figured a special greeting with a smile and a few words of encouragement couldn’t hurt the start of a new day.

While most teachers used the board on the wall to write on, I preferred the overhead projector and screen. The students hated that, because they knew I was constantly facing them and they had to be on their toes at all times.

There is something special that happens when students “get it” in Math. When those light bulbs start shining, there is a happy glow throughout the classroom. I lived for those moments.

And, the way I am, when I get excited the volume of my voice increases.

I remember students asking “why am I yelling (at them)”?

It wasn’t because anything wrong was happening – actually, I was so excited that the group was “getting it” that my voice raised and the volume went up – some confused that with anger. Actually, some waaay cool stuff was happening in the classroom.

Being a Math teacher, I had my signature pencil with me at all times – a Ticonderoga #2 – but my pencil was 5-feet tall.

I also had a smaller, 2-foot, wooden pencil, with which I became pretty adept at slapping just the right way on the surface of the desk at just the right time to get the class’ attention (folks down the hall could also hear.)

I have to admit, those were some of the best of times. I miss the classroom.

I was working two fulltime jobs, at the same time. It was interesting to see how people knew me.

Some people knew I maintained my usual career in real estate as a full time real estate appraiser/consultant.

They thought that was all I did.

Other people knew me as a fulltime high school math teacher and soccer coach at Parker School.

They thought that was all I did.

And then there were others who knew I was a teacher/coach and a real estate appraiser/consultant.

It was interesting that some folks didn’t know of my “dual” life.

It wasn’t a secret; it just turned out some people didn’t know I had another life.

While not in the classroom, I am still enjoying life and having fun. My basic philosophy is that anything worth doing, is worth having fun doing it.

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© 2017 Hoʻokuleana LLC

Parker School-400
Parker School-400

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Math’s Life Lessons

I wanted to lighten up today and move a bit away from history – and remind us of some Life Lessons from my favorite subject … Math.

Some might suggest my passion is history (talk to any of my former history teachers and you’ll soon learn the truth – back then, history was not a subject that interested me.)

Actually, it’s Numbers that talk to me … they help me see and explain the world around me.

Many who know me think I am weird for my apparent insatiable passion for Math.

Math is not just the quest to solve for the unknown (… as if that is not enough;) Math also helps describe how we should live our lives.

Bear with me for a few moments, while I either turn you to the Math Side, or confirm what many people already think of me.  (I proudly live up to my reputation as the Duke of Dork.)

Here are some important Math Life Lessons.

Math’s equal sign gives us a lesson on EQUALITY.

From grade school through research involving the most complicated mathematical expressions, there is blind faith in Math’s equal sign.

Definitively different looking items on either side of this symbol are indisputably the same.  Without second thought, we defend and protect the equal sign and proclaim equality of two distinctive things.

In life, wouldn’t it be wonderful if we looked at each other … whomever we are, from wherever we come, however each of us looks or whatever each of us believes … and unquestionably see ourselves as equal?

This simple Math concept can save the world.

While we are on the subject of the equal sign, Math also teaches us the GOLDEN RULE.

You know, he who has the most gold, rules … no, wait, that’s a lesson in compounding and the relationship of addition, multiplication and exponents; that’s not what I am referring to.

I am talking about the ethic of reciprocity – doing unto others as you would have them do unto you.

We learn about this in Algebra – we call it balancing the equation, when we isolate a variable or solve an equation.  If you do one thing to one side of the equation, you must do the same thing to the other side.

In life, the same is true.  Treat people equally and treat them just as you wish to be treated.

Math teaches us the importance of WORKING TOGETHER.

This is illustrated in a tricky combination of geometry, trigonometry and physical science; so, bear with me, again.

Assume you need to get something from one point to another; say, up a hill.

In Math, we call it force to move a mass up a slope.  Use all your might and you can eventually get the object to the top.

However, if you and a friend push the same object, each of you uses less of your own muscle power (force) because you are working together.

In fact, you two working together, using each of your individual maximum force, can move twice the mass.

In Math, as in life … working together, you can accomplish more.

Here’s another Math Life Lesson – PROBLEM SOLVING.

In all Math problems, from the simplest to the most complex, the solution is simply the systematic addition, subtraction, multiplication or division of only 2 numbers at time.

So, in Math, when faced with an extensive, complicated problem, you solve it by planning and breaking it down into small component parts; the process is called evaluating and simplifying.

In life, our so-called ‘big’ problems can be solved the same way – slowly and systematically – by looking for and addressing the simple component solutions. (It’s kind of like ‘baby steps.’)

There is LOVE in Math.

OK, for many, not necessarily love *for* Math; but, really, love is found in Math.

It is best seen in 1 + 1 = 2.

First, look at the numbers.

1 … a simple vertical line.  By itself, it’s limited in character, scope and scale.  1 is the most basic, simplest and loneliest number.

But, put it with another lonely 1 and you get the most diverse, complicated integer of them all – 2 – a symbol made up of a curve, slope and straight line.

OK, now, we have a little audience participation.  Do this in your mind’s eye.

Just as who we are reflects on others … take that 2 and imagine its left side is reflected up against a mirror.  Can you see it?

That’s right.  When you take a lonely one and put it together with another lonely one … you have love with a solid foundation.

Makes your heart skip a little beat doesn’t it?

Welcome to the Math Side.

© 2015 Hoʻokuleana LLC

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Students Helping Students

When I was a student at Hawaii Preparatory Academy, we had a cooperative program with schools in the town where HPA students were regularly tutoring Waimea Elementary/ Intermediate School students in Math.
I participated in that program; I was helping an algebra student at Waimea Intermediate.
It dawned on me one day that we had students in need at HPA; why weren’t we also helping them?
I approached the administration about this and in their typical fashion they said, great idea, go implement it.
They weren’t being lazy in that response; it was typical, because they encouraged students to think of new ideas and then gave us the freedom to put those ideas to work.
My plan was to partner students successful in Math with students who were having problems, using grades as the basic guideline.
To keep the focus on education, the pairs would use empty classrooms for the tutoring (rather than in the dorm rooms.)
There were lots of volunteers (another lesson taught to us at HPA.)
The school trusted me enough to give me full access to all student records.
That, in itself, is amazing, when you think about it.
I think back on this often; it’s one of my proudest moments.
I am humbled by the extreme level of trust and confidence the school administration placed in me (a high school senior) in fulfilling my commitment to keep all records confidential – to this day, I have honored that responsibility.
Unfortunately, in today’s world of distrust and fear, I don’t see this kind of thing happening for anyone else.
I went through each student’s report card and interim grades and, based on their grades, identified the prospective tutors and tutees.  I also had the student and classroom use schedules.
I contacted each prospect (tutor and tutee) to check their willingness to participate (no one was forced into the program.)
Compatible student volunteers were then matched with students in need and the team was fit in an empty classroom when each had an open period in his schedule.  (Yes, there were also lots of logistical issues in setting this program up.)
I picked the student who was having the hardest time in Math.
The program worked – students were helping students, and those having challenges in Math had the added benefit of getting insights from his peer.