Using martial arts and education I will,​​
"...help create strong people with sharp minds and soft hearts."
​​Conceptually, how do you plan to reorient and reshape youth?
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The below stages rests on the idea that "you are the one you've been waiting for (Richard Schwartz)."
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Through a safe space, guiding your self-awareness to explore parts of you that are hidden by deep daily habits
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Retuning your emotions and senses more objectively, grounded by sincerer self-love
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Envisioning 'the best version of you'
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Backwards mapping the process to achieving 'the best version of you' together
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Executing 'I do, we do, you do' (Gradual Release of Responsibility, Pearson and Gallagher)​​​
Prelims/HSC English is just a medium (like anything you commit to...) for you to get to know yourself better.
The more you get to know the parts of you that you avoid, the more whole you will be. This is the principle behind Yin and Yang. The question is, "what parts of you have you been avoiding, and why?" ​
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I like to think in the abstract and I love to question critically. Some quotes which capture my sentiments...
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"A problem well put, is a problem half solved (Kettering)."
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"Children need to be taught how to think, not what to think (Margaret Meed)."
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​​In NSW, public education discourse is all about being explicit. Explicitly and succinctly show me how an average session goes.
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Firstly, I note that there's an interesting irony in that kids like to be lead, but also wanting to limit test their boundaries. Much like Yin and Yang.
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These white board images visualise three mid-year Year 11 English students and I going on a journey together in one particular session. This three hour session introduced 'Contemporary possibilities' (Standard English) and 'Narratives that shape our world' (Advanced English).
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I roughly guided this session's focus in the following ratio:
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50% on the subject, in this case, the deepest possible personal relevance to each student, parental dissonance.
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30% on the tenor, the relationship created between their writing and a reader.
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20% on the mode, the way language construction affects meaning.​​​
​​​Yesterday, I was at my family friend’s house, a home almost like a third home. I sat on the same part of the split level garden, a comfortable, white, rendered brick retaining wall, the height of a small toddler. I found myself calmly pondering about life, thinking back to a time when I was a teen, the same person but different. Perhaps it was the mild autumn weather with clear blue skies…
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As a teen, I remembered this quote sticking with me. It went something like this.
If you are depressed and feeling like you want to end your life, get thrown into the ocean. You’ll find yourself automatically trying to survive with all your might.
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10 years on, I’m sitting in the same garden, living and breathing like the throb of a calm yet vast ocean. Rocking steadily and rhythmically predictable, like a boat in the same very ocean. I laughed a bit inside, as despite the countless experiences that I’ve gone through over the decade, my interpretations of the essence of this quote still lived rent free in the shallowest depth of my subconscious.
I look around the garden and meet eyes with a very familiar plant. It looked taller, and I noticed I had the same nonchalant indifference towards this plant. It was quite tall, about 6’1, but I never quite felt it was looking down on me. It was just there. Like a meek, lanky teenager. I eyed the plant from head to toe, to where I noticed it’s pot. The pot was tiny, like a tall teenager with undersized feet. 6’1 but size 6 shoes. I laughed quietly to myself, feeling amused. Looking back in hindsight, I likened my introspective state to maybe the weather, combined with the familiarity of the environment. But I realised something. This plant was just trying to survive. It was trying to make the most of its situation, like a depressed human trying to flail through the turbulence of the ocean, which we may call life. For all beings co-existing on earth (I think…), are just trying to carve itself into life.
- Harrison Saito​​​​​
Harrison, show me how you write.
Some more context: In the above example of the 3 hour session, all three students and myself wrote to a stimulus (a tall green plant in a small clay pot) with only 20 minutes.
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This is what I wrote in 20 minutes, unedited. 352 words. ​​​​​​
Q: Harrison, be real. What did you struggle with the most?
A: In a nutshell, ​​I struggled with disorganisation the most. And I paid for it countlessly.​
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My gradual solution: I prioritised practicing an open mind and heart, holding 'multiple truths' and embracing discomfort in my psyche.
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The outcome: Over time, I realised I was subconsciously suppressing my 'disorganisation'. This was a necessary yet difficult stage to face, but was a turning point to my long and still current path to mastery in 'attuning to disorganisation'. I believe this is an important meta in today's times, as there is no one guide or answer that we can all agree upon.​​​​
Below are what some past students have said about our journey together...
Lance P, Marist College North Shore '21
"When I was studying for my HSC, I was having a lot of trouble with English and was recommended by a friend to start tutoring with Harrison. As a naive 17 year old student, I was struggling with my own expectations with HSC and as a result became quite anxious about my academic performance as I believed it would determine my future in university. Upon reflection of myself during that time, I would often impose a great amount of pressure to perform well and achieve high marks that would eventually deteriorate my own self-esteem, confidence and ultimately my own health. ​ However, I noticed a positive change in myself with having lessons with Harrison, not only improvements in my writing capabilities but also in addressing these issues that I did not realise at that time. He was a positive influence in helping me realise the reality of the HSC and the examinations that it is only 'a test' and a 'pathway to university' which did not define myself as a human being. He raised an emphasis on focusing on the progression of my abilities and skills rather than results, through goals to have a sense of direction towards improvement. Overall with this perspective on the reality of HSC, and a focus on improving my skills, it has really made a productive impact on managing my expectations for the HSC and relieving myself from the burden to attain high marks. As a result, I actually experienced more academic success which has even persisted into my tertiary studies as I am in my second year of university studying a bachelor of nursing. I am very grateful for meeting a person like Harrison who has been a positive influence in my teenage years and his many lessons and teachings have become foundational to my holistic development as a young adult."
Shoaland G, St Pius X '22
"Hey Harrison, I cannot express how grateful I am for the invaluable life lessons and experiences that you have shared with me over the years. Your guidance and support has helped me through my teenage years and schooling, and I have grown because of your influence. You have always been there to listen to me when I needed to talk, to offer sage advice when I was uncertain, and to encourage me when I needed a boost. Your mentorship has helped me to navigate challenges, discover my strengths, and pursue my passions with confidence. Through your example, I have learned the importance of hard work, determination and, and resilience. You have taught me to set goals, to work towards them with discipline and focus, and to never give up. Your unwavering belief in me has been a constant source of inspiration, and I am forever grateful for your encouragement and support.More than anything, you have taught me to experience life fully and to appreciate all of its ups and downs. Your wisdom and perspective have helped me to see the world in a new light, and I can gladly say I am becoming a better person because of it. Thank you Harrison, for all that you have done for me. Your mentorship and brotherhood has made a profound difference on life and will always cherish the memories and lessons that we have shared together."
$100 per week
​- A no-nonsense 'big brother' to support you firmly, fairly and with sincerity through your adolescent years and beyond
- 'Reach out to me' anytime about anything
- 1-2 hours a week of formal class (online and face to face)
- Personalised reading materials, tasks and assessments
- Access to my own exemplar responses and my past student responses.
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Initial talks on problem solving and strategies are complimentary.
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