Conducting the Classroom: Helping Students Feel Seen and Heard
Related: In Good Company: Lesley Johnson ’98 Ballew
Vera Kahiwa Jhung ’86 never imagined she’d return to Punahou as a teacher, but in 2020 she joined the eighth grade English team. Before coming to education, she earned two graduate degrees in music, worked as an orchestra conductor and even spent time in the corporate world. But through it all, one thing remained constant: every role she took on involved teaching. Now, as an English teacher in Case Middle School, she brings her passion for literature, storytelling and student growth into the classroom each day. When she isn’t in the classroom you can find her practicing taekwondo or dancing at her hālau.
How did you find your way to teaching, and what inspired you to pursue it?
My teaching journey wasn’t traditional because I didn’t always know I wanted to be a teacher. I actually started out as a music major and orchestra conductor. Conducting is like guiding one large, collective instrument, and I loved every minute of it. Later, I explored work in the corporate world, but a friend pointed out that every job I held had some element of teaching. That comment stayed with me. I eventually earned my teaching certification in Indiana and started teaching middle school there. Through a series of happy events, I returned home to Hawai‘i and joined Punahou as an eighth grade English assistant teacher. It felt like everything had come full circle by teaching in the middle school where my Punahou journey began.
What excites you most about teaching English?
English allows me to help students unlock their imaginations, sharpen their writing and build confidence in their voices. One of the things we work on is public speaking. I always tell my students, “No one loves standing up in front of their peers, but the more you practice, the easier it becomes.” I love giving them a safe space to try new things. Whether it’s a bold opinion in class discussion or a personal story in their writing, I want them to feel like there’s no such thing as a “stupid” question or idea. Watching them take those creative risks and grow through them gives me my spark in the classroom.
Why do you enjoy working with eighth graders in particular?
There’s something really special about eighth grade because it’s a time of self-discovery, curiosity and growing independence. Students are often unsure, but they’re willing to try if they feel supported. I love watching them realize they’re capable of more than they thought. I’ve had students who swore they’d never speak in front of the class grow into confident presenters by the end of the year. It’s amazing to witness that transformation. This age is all about branching out, experimenting and figuring out who you are, and I feel lucky to be part of that process.
How do your passions outside the classroom influence your teaching?
Two of my biggest passions are taekwondo and hula. I’ve studied taekwondo since I was 18 and recently earned my first-degree black belt again. I also dance hula with a local hālau. Both are practices I try to infuse into the classroom. For example, when we read Ola nā Iwi (The Bones Live), I talk to students about Liliha, whose lands were taken by Ka‘ahumanu, some of which later became Punahou’s campus. I am able to use my interest in all things Hawaiian to reveal these connections to students. It’s important to me that they make connections between literature and the place they live.
What is your teaching philosophy?
On my classroom door, I have a quote from Maya Angelou that guides everything I do: “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” I want students to feel seen, heard and safe because without that, they won’t take the risks they need to grow. Whether I’m helping a student revise an essay or encouraging them to share an idea, my goal is to create a space where they know their voice matters.
– Sophia Howell ’26
