Beginning with GSD, I was tasked with spearheading multiple passion projects that required me to identify a problem, analyze the root cause of the problem, and find a solution. This can be seen through my podcast and how I targeted the resistance to alternative learning from parents, teachers, and administrators by demystifying new pedagogies and including more stakeholders in the conversation. This can also be seen through my outreach plan, which consisted of merging my love of public speaking with my work in education, as well as my ability to mediate conflicts through dialogue. 

I also connected my love of history and curriculum building to the Gilder Lehrman Institute of American History where I advised the President of GLI on how to diversify the narratives that are represented in K-12 education. In order to construct a more accurate curriculum for American history, I recognized that including stories from different cultures involved in the founding of the U.S and its growth was a vital part of the curriculum. This is relevant to my learning because I want to study international relations in college and how countries and people interact with each other. Constructing an inclusive curriculum that is representative of the current population also encourages learning, which is one of my goals in my educational journey. 

Empathy is a vital part of living with Lilia, and I learned its importance through connecting and learning with her. I recognized that she was having trouble learning, as well as connecting with her teachers at school, and wanted to advocate for learning environments that would help her community, as well as other students who have difficulty learning in a traditional classroom environment. My ability to empathize with her helped me throughout my educational journey and still informs my approach to learning today. I am a lot more patient and collaborative with people who learn differently than me, which helps me work with a diverse group of students at school.  

Furthermore, I had to empathize with those who did not agree with me. While impassioned to defeat my opposition, I also remembered being in their position once. Change disturbs our way of life, and what we don’t understand scares us. To confront this problem, I created a podcast called Falling Sideways and interviewed educators from around the world to help concerned parents understand that these pedagogies are not new, and are increasing in popularity. Although the results weren’t immediate, I learned that success is not the end goal–it’s the growth that happens in the process. This understanding drives me to apply what GSD taught me to do: empathize, identify the problem, then create a solution.

A. Students can enact open-minded listening and thinking skills to engage empathetically with people and with different points of view.

             1. I demonstrate a willingness to have my mind changed by others.

2. I ask questions to understand the points of view of those I work with.

3. I encourage groups to incorporate a diversity of thought in our work.

I first collaborated with my GSD teachers and Dr. Emily McCarren to understand what it means to see these pedagogies implemented in a school. I then collaborated with the educators I interviewed, such as Ted Dintersmith and Emi Takemura Miller, to come up with a topic that should be discussed on my podcast. Their input was important to my project because they understand what parents are afraid of, and know how to discuss it in a way that is approachable. While there were people who disagreed with advocacy, I also realized that it is crucial that I collaborate with them as well. A part of having an open conversation is allowing those who oppose you to discuss their concerns. I participated in PFA meetings to listen and comprehend their reservations, and collaborated with them to decide on future episodes. 

I also collaborated with members of HABA to understand why public schools do not have the capabilities to create environments that are well suited for students with disabilities. After meeting and interviewing them, I learned that the root of the problem is the material that is required to pass through the College of Education, and the lack of autism training. 

My first challenge was learning how to use the technology needed to start my podcast. This included creating the platform for the podcast, figuring out where to do the interviews, and editing it on software that I have never used before. I am not fluent in technology or computer software, so the creation process and finding platforms that would verify my podcast was challenging. I also conducted two hour interviews and spent approximately five hours cutting down the interview to thirty minute segments on iMovie. Then, I learned how to connect my YouTube account to multiple different platforms and decimate them in a way that reaches a large audience. 

My second challenge was cooperating with those who disagreed with my teaching pedagogies. Throughout my time in GSD and creating my podcast, I received comments from people in the Punahou community that were discouraging and hurtful at times. However, the resistance that I faced compelled me to create my podcast, write articles, speak on panels, and start open conversations about education.

My third challenge was working with educators at UH Manoa and members of the DOE on my autism curriculum. It has been a struggle trying to find times to meet and work on the curriculum, and many of them have not responded to my emails in weeks. Coordinating with these administrators and educators has been frustrating because I need their input to construct the curriculum. Without them, I lack the expertise to create the lesson plans myself. This is still an on-going problem, and one that I hope to continue resolving in the summer.