How is your chapter communicating?

Hola!  Gutag Tag! Hallo!  Konnichiwa!  Hej!  Teve!  Hei!  God dag!  Hello! 

No matter how you say it, greeting members is an important ritual in our chapters worldwide.  We all love to get together and share our great programs, projects and conduct the business of the Society.  The question is, how do you communicate with members prior to and after your face-to-face meetings?  How do you let members know that a meeting is coming up?  How do you follow up with details and highlights or celebrations from those meetings? 

Years ago, the common method of communicating was through mail sent via the postal service.  With the advance of technology, “regular” mail has been replaced. The use of the internet for sending and receiving emails to personal accounts has become the most popular way to communicate.  An email is received as soon as the send button is pushed.  A response to that email can be sent back just as quickly.  In addition, attachments or links can be included in emails which add to their usefulness.  Multiple members can be informed quickly and efficiently with one email and attachment or link. 

Some chapters have entered the realm of social media and use a variety of platforms to communicate with members.  Facebook is a popular social networking service that is used worldwide.  Other chapters have found the use of WhatsApp or Instagram to be helpful in communicating. 

The rise of online invitation services has made sending event and meeting information convenient and efficient. Each of these online invitation services has its own unique features.  Check out their pros and cons.  Consider whether there is free usage or a cost involved.  Our chapter used one of these services this past biennium.  It was easy to see who had replied and how many to plan on for meetings or a meal.  This also can serve to inform chapter officers of who might need a follow-up with an additional form of communication – an email, a text, a phone call. 

Cell phones and even smart watches immediately alert members to communications that come from chapter officers.  The use of text messages to tell members when a new email or online invitation has been sent can add another quick way to informing members. 

Our chapters include members across the generations, so it will be important to find out how members prefer to receive their communications.  Some members may be all in on using social media, while others are not familiar with those platforms.  Education and mentoring for members may be a chapter program so that all may be comfortable with receiving and sending emails, using social media, or online invitation services. 

What can be communicated?

Depends on the content and the situation, but here are some ideas:

-         Meeting information – date, time, location

-         Program information

-         Project information

-         Communication from chapter and state officers

-         Photos from meetings, programs, and projects

-         Messages of encouragement, especially for active educators

-         Holiday greetings

-         Notice of when publications from DKG debut (state organization and international)

-         Celebrations of members

Consider using a variety of communication tools to keep your chapter members informed.  Regular communication can help to form relationships and keep members engaged. 

Someone Believed in Your Potential

As you accepted an invitation to become a member of The Delta Kappa Gamma Society International, your chapter and its members became a valuable resource to you.  As time went by, you watched your chapter leaders.  You noticed their qualities – compassion, strength, listening, organization, passion for DKG.  You decided there is a path for you to follow too.  Leaders can do that for us.  They inspire us to want to be like them.  To emulate what we see, hear, and feel.

That is what happened to me.  I saw how our chapter leaders truly embraced Delta Kappa Gamma.  I wanted to know more, so I attended my first state organization meeting.  Wow!  There was a whole room of women who I wanted to be like.  First, I became a chapter leader.  After a while I was approached about becoming a state organization leader.  I put myself out there and was rewarded time after time with the honor of leading our state organization members in various roles.  Of course, as a state organization leader, I began attending international events.  A bigger wow was coming.  A huge room of women who I wanted to be like was all around me.  Several years later and with many international committee assignments under my belt, I can truly say the leadership journey has been fulfilling. 

So what is the message? I turn to the following statement from the Honor of Membership - Someone believed in your potential. 

If I had never been approached to become a member, I would not have the opportunities I not only sought for myself, but were suggested to me as well.    

In the coming weeks, if you have the good fortune of attending a state organization convention/meeting or even more fortunate to attend the International Convention, look around you and see how the women of DKG are living up to their potential.  When you are back in your chapter meetings, formulate a plan to attract educators who have the potential to add their expertise to your chapter and most importantly to our International Society.

International Educational Excellence Committee

Mentoring an In-coming Chapter President

It’s the time of year that chapters are selecting new leaders for the next biennium.  Unfortunately, this task is harder and harder.  Members are reluctant to step into the roles of chapter officers, especially that of president. 

What if the in-coming president is assured of assistance in the form of a mentor?  With a mentor to provide guidance, reluctance may take a back seat. 

The logical mentor may be the immediate past chapter president, but that does not always have to be the case.  Any of the past chapter presidents can fill that role.  Past chapter presidents have experience and insights necessary to share with the new president. 

With prior planning, the chapter can ensure that this transition is smooth and less stressful.  An arrangement can already be in place that guarantees mentorship of a new chapter president.  Many resources are available for chapter presidents, and those can be daunting at first glance.  A mentor can take the time to study those with an in-coming chapter president and offer advice.  Among those resources are the International Constitution and International Standing Rules, The Handbook of The DKG Society International, and a Leadership Calendar, all of which are found on the DKG website.  Additionally, chapter rules need to be examined. 

The relationship between the mentor and in-coming chapter president needs to be on-going and intentional.  For success to occur, time needs to be allocated and devoted to the needs identified through each meeting.  These meetings can occur in a variety of settings and manners.  Face-to-face, while often the most desired, can also occur via a virtual platform such as Zoom, Facetime or Google Meet.  Scheduled check-ins could include emails, texts, or phone calls.  The chapter president should also feel comfortable contacting her mentor at any time with questions. 

The importance of working as a team is fostered with the mentor and in-coming chapter president relationship.  The in-coming leadership team can also be included in some of the beginning meetings that set the stage for the new biennium.  

As a mentor, past chapter presidents provide the following skills to an in-coming chapter president and her leadership team. 

-          Exhibit characteristics of a positive role model.

-          Provide guidance as well as constructive feedback.

-          Build mutual respect and trust.

-          Share skills, knowledge, and expertise.

-          Demonstrate commitment.

In turn, the in-coming leadership team can develop and expand their leadership skills for their own benefit and that of their chapter. 

Now is the time to look at your chapter and what is in place to nurture and support your in-coming chapter leaders, and most especially your chapter president.  If you do not have a mentor program in place, consider developing a plan now.  This may be the answer to the reluctance of members to take on leadership roles. 

Soon we will be offering congratulations to our new chapter officers.  Success is only a plan away. 

Local Nonprofits and DKG

In whatever region of DKG you may live, your community relies on contributions for support of their local nonprofits. Our chapters are very generous in supporting those in need. This support can come in many forms – monetary, supplies, or time and volunteerism. 

Monetary gifts are always appreciated. These gifts can then be allocated to the areas of greatest need. Sometimes, these nonprofits specify what a certain amount can provide for the year. An example would be The Food Group in our community that states a gift of $500 feeds a child during the school year in their weekly individual food bags. Gift cards can also be very helpful. These allow the nonprofit to pass these cards along to the recipients of their non-profit. Two such groups are Big Brothers Big Sisters and Habitat for Humanity. Big Brothers and Big Sisters encourage gift cards to local establishments such as movie theaters, bowling alleys, and skating rinks. Habitat for Humanity families have great needs when they move into their new homes and gift cards for groceries or home supplies are very welcome. 

Shopping can be great fun when you have a list of specific items requested by your local nonprofit. DKG chapters often focus on assisting women and children in their areas. Groups like Foster Parent Exchanges, Advocacy and Resource Centers, and Child Development Centers develop wish lists of items they can most use with their clients. Some are seasonal like coats, mittens, and socks. Others include the on-going need for hygiene products, appropriate toys, books, or games. A local equine assisted therapy program listed the need for English and Western saddle covers as well as 6-foot cotton lead ropes. 

DKG members are regularly found donating their time, energy, and talent to local non-profits. Sometimes projects are a one-time event while others carry on for an indefinite time. Events can include annual fund-raising opportunities by the nonprofit. Volunteers would assist with planning, setup, and cleanup. Weekly or flexible time occasions could include dog and cat aides at shelters, trail maintenance at parks or refuges, docents at museums or galleries, or construction volunteers. 

What are you and your chapter members interested in? What is your favorite cause? Your local nonprofits are just waiting for your chapter to get going with your support. Monetary, supplies, or time – any of these or all three are much appreciated. 

Towards Excellence: Ethics, Values, & the Educator's Toolbox

As a member of Educational Excellence Committee, I had a workshop at the DKG International Convention, Tampere, Finland on 26-29.7.2023, the title of which was: What is Educational Excellence? I had decided to utilize my academic dissertation, called Exploring Ethics, A Philosophical Inquiry into the Education Sector of One Finnish City. Have you seen our committee’s red umbrella on the net as a mark of giving educational tips or the latest EEC news? In this blog I’ll present another umbrella: Ethics under which Values dwell!

And now: towards Excellence! We know about Tesla’s, Porsches, Champagne, and Michelin-stars – such excellent cars, wines, or restaurants! We need not go deeper into their qualities, but how about education? I’ll open my ethical umbrella referring to various researchers (Jyvaskyla studies in education, psychology, and social research 546). According to Hirsjarvi (1985,17) ethics belongs to practical philosophy that deals with theories of good life and correct human actions; it is about studying and clarifying issues of morals. Von Wright (2001, 23) posits that ethics is often called moral philosophy or the theory of morals. Moral questions are mostly questions of good, bad and duty; but not all good is morally relevant, and not every duty is a moral duty. According to Driver (2007, 3) ethical theory, besides guiding our actions, provides the criteria to evaluate actions – i.e., normative ethical theories give us some idea of how we ought to act. Mizzoni’s (2010, 5) formulation describes ethics as a field that looks at ethical and moral ideals that we should have and also examines people’s actual codes of conduct.

After this philosophical umbrella of Ethics, it is time to let Values step forward – not carrying too many theoretical burdens! According to Hurka (2006, 357) ’the theory of value or of the good is one of the two main branches of ethical theory, alongside the theory of the right. Whereas the theory of the right specifies which actions are right and which are wrong, the theory of value says which states of affairs are intrinsically good and which intrinsically evil.’ In exploring value, Robert Audi (2007, 36) refers to the valuable in the sense of what is good in itself – commonly called intrinsically good or intrinsically desirable. Audi goes on (p. 37): ’If something is good or desirable as a means or as an instrument to bring about something else, it is instrumentally good.’ Besides intrinsic and instrumental value, Audi (ibid pp. 37-39) brings forth another distinction: that of value and valuing. Value as a kind of worth, or what is intrinsically valuable, belongs to normative ethics and provides standards indicating what we should do. The notion of valuing is psychological, and rather describes than prescribes: ’If we value, for its own sake, what is not intrinsically good – money, domination, weapons – we are in error.’ If this paragraph sounds too normative, let’s introduce Ronnow-Rasmussen (2011, 1) who adds another value definition: personal value. When tidying his desk, he found a small poem written by his daughter years ago. He could not throw it away – it had some value for him. There is a distinction between value and value-for: a distinction between impersonal and personal value; (ibid pp. 55-56) there is an attitudinal rather than normative element when personal value is defined – a ’for-someone’s-sake’ (FSS) attitude is directed towards objects of personal value.

This blog has made an educator’s toolbox quite heavy with theories. Now it will even be strengthened by a practical input from Finnish schoolworld. The question: ’Ethics – what is it?’ was presented to 11 principals and 74 teachers.The overall atmosphere of their responses was practical: ’a need for ethics in everyday situations or for providing direction in today’s world’; ’how to meet and treat a student’; ’using correct language’; ’it clarifies values in collaboration’; ’it provides more education about human relationships’; ’worrying about ethics being forgotten among economic problems’. Moreover, what became of extreme importance was an interest in learning more about ethics and morals.

The Values data provided by the informants was derived from their answers to questions regarding their personal values. Depending on the questionnaire, the questions were posed using the following wording: 1. Values? 2. What are your values? 3. How would you describe your own values? 4. What values are important to you? The respondents included 2 superintendents, 10 principals, 75 teachers and 5 school secretaries. The following table presents the identified conceptions of values; together with it and my Ethical umbrella I hope I found a few elements for an EXCELLENT teacher’s toolbox.

 Respect for others 44

1. Fairness, justice 30
2. Work 29
3. Honesty 27
4. Home, religion, fatherland 15
5. Candour 12
6. Nature, environment 6
7. Trust 6
8. Self-esteem 6
9. Tolerance 6
10. Empathy 5
11. Goodness 5
12. Safety 4
13. Rules 4
14. Leisure, culture 4
15. Truth 3
16. Optimism 3
17. Responsibility 3
18. ‘An ordinary person’s good life’ 2
19. Mental development 2
20. Beauty 2
21. Courage 2
22. Resilience 2
23. Humour 2
24. Emotional intelligence 1
25. Creativeness 1
    

Total: 226 expressions

Leadership: Are you Striving, Thriving, or Reviving?

A life of leadership can be broken down into three phases:

“Striving”, “Thriving”, and “Reviving”. 

In the early stages of a person’s career or membership in an organization, she is gathering experience and making decisions about which leadership opportunities to pursue.  This is a time of exploration, learning under the mentorship of others, and utilizing talents and strengths to pursue advancement. This is the stage in which a person is “striving” to find a path to success and to influence others along the way.

The second stage of leadership is achieved when a person begins taking on offices or positions of responsibility, becoming secure in the knowledge that experience has wrought.  In this phase, a leader is confident in her abilities, but also aware of her weaknesses. She encourages team members to contribute their own complimentary strengths.  In this stage of leadership, the goals are for the sustainability and advancement of the organization.  The leader in this position cannot be self-serving, but should be focused on the mission of the organization and on growing new leaders.

The third stage of leadership includes those who have previously held offices and positions of responsibility but now are settling into other roles within the organization.  Individuals in this stage of leadership can be a vital force in mentoring, encouraging, and assisting others.  They can support the “thriving” leaders and mentor the “striving” members.  If current leadership seems to be drifting away from the mission, these experienced members can “revive” the vision and offer their wisdom and advice.  Their input and encouragement are invaluable to the success of the organization.

How can we as a Society nurture and support each phase of leadership?

For those “Striving” members:          

• Provide professional development and leadership development opportunities at the international, state, and chapter levels.
• Provide workshops at conventions and conferences that encourage leadership development and educate members about opportunities to serve. 
• Encourage participation in committees and society events, while being careful not to cause stress or contribute to burnout.
• Inform members of opportunities and benefits associated with DKG.
• Mentor and encourage members.
• Provide financial incentives for members to attend professional development opportunities and conventions.
• Acknowledge and award achievement.
  

For the “Thriving” members:

•         Provide training at the international, state, and chapter levels for officer and committee positions.
• Provide financial support for officers and other leaders to attend training and conventions/conferences.
• Support and encourage leaders by volunteering to help in areas of expertise.  Former leaders (“Reviving” members) can mentor and advise.
• Acknowledge and award achievement.  

 For the “Reviving” members:

• Make sure that all members feel valued and have a role in the organization.
• Plan programs and activities for members in all stages of leadership.
• Create opportunities for “reviving” members to mentor and serve.
• Offer to provide transportation for older members to meetings and events.
• Acknowledge and award achievement.

These are just a few ways that we can work to “revive” our society and “strive” to help our organization “thrive” and “survive”.

Guidance is Mentoring

While taking a class in counseling one of the hardest things I had to think about was to guide, not tell.  It is faster and easier to just tell someone how to do something, correct a wrong answer, or do it for them. But if you want them to feel good about what they do or grow personally or professionally, you need to guide them, not tell them.

When you can mentor a student, a peer, a new employee, or anyone else, you need to remember that guidance is more beneficial to the mentee than just telling them.  They will remember better, do it better and feel better.  When a student gives you the wrong answer to your question, ask him another question, give he/her a clue to help them to the right answer or model something by showing an example.  They feel great because they got the answer right, and they weren’t embarrassed because they were wrong the first time. They are more likely to try again.   Oh, I admit that sometimes those techniques don’t work, and you just have to say, “Great try.”

When you are mentoring a peer or a new employee, you use the same techniques.  Show them how to do something, then let them try it.  You may need to ask questions or give clues or even show them again, but they will feel better about the process.  I used to have bus drivers who didn’t know how to control the students on their bus so there were often discipline referrals from that driver.  I discussed having rules and following them, then I showed them a video of children being well behaved on a bus and a bus driver who addressed issues immediately.  I then asked them to try a few things then get back to me.  I didn’t tell them what to do.  I gave them the opportunity to try things on their own.  I mentored the driver and there was eventual success. The same would be true if you have a teacher who is having problems in the classroom.  You guide them, not tell them.  Guidance is mentoring. 

UNICEF FAQ | DKG MEMBERS MEETING AUG 2023

 

    Additional information on UNICEF funding allocations and girls education

HOW ARE FUNDING ALLOCATION DECISIONS MADE?

UNICEF thematic funding is divided into two categories – development and humanitarian1. UNICEF uses a different set of criteria for allocating global development and humanitarian thematic funding.

Development

An internal senior-level committee provides governance and oversight to allocate thematic funds contributed by partners at the global level. Within the specific funding window, funding is prioritized for countries that:

• Are furthest from achieving Strategic Plan targets, Sustainable Development Goals and other global goals.
• Are in fragile post-conflict situations with key priority areas remaining unfunded.
• Are heavily reliant on Core Resources for Results (RR) funding.
• Strengthen the Humanitarian-Development nexus approach.
• Demonstrate means and opportunities to leverage partners’ contributions and national budgets.
• Focus on equity and the most marginalized children everywhere.
• Respond to global and regional priorities.

Humanitarian

An internal senior-level committee governs allocation of global humanitarian thematic funding. Funds are allocated to countries that demonstrate the following criteria:

• Critical unmet needs for the most vulnerable children.
• Critical funding gaps based on available and projected contributions.
• Strong implementation capacity based on the delivery track records of regular country programs. 
•  Alignment with organization-wide initiatives to strengthen the efficiency and effectiveness of UNICEF humanitarian action. This can include gender-transformative programming; mechanisms for the prevention of sexual exploitation and abuse; accountability to affected populations; and strategies that emphasize anti-racism and anti-discrimination.

 Allocation of regional non-humanitarian thematic funding follows the same criteria outlined for global non-humanitarian thematic funding, while taking into account specific regional and country contexts. Regional humanitarian funding is allocated based on the specific regional Humanitarian Action for Children appeal.

WHICH COUNTRIES IN AFRICA ARE PRIORITY FOR GIRLS EDUCATION?

Below is a list of UNICEF’s prioritized program countries in Africa for girls education. In these countries, the risks to girls’ education are high and UNICEF is prepared to scale up solutions.

Ethiopia, Niger, Guinea, Nigeria, Tanzania, Benin, Northern Kenya, Togo, Burkina Faso, Liberia, Uganda, Burundi, Malawi, Senegal, Cameroon, Mali, Sierra Leone, Zambia, Chad, Mauritania, Somalia, Zimbabwe, Congo DR, Mozambique, South Sudan, Côte d'Ivoire, Namibia, Sudan

Here are some of the key barriers preventing girls from accessing an education:

• Poverty is a major barrier prohibiting many girls from attending school
• Traditional norms and increasingly conservative practices related to girls’ and women’s roles in society.
• A lack of menstrual products and safe, separate toilets at school.
• A lack of female teachers, especially in rural schools.
• Threats of violence and certain harmful practices, such as child marriage.
• A shortage of schools and insufficient transportation.
• Geographical barriers, including in remote, rural and mountainous areas.
• Low quality of education, especially in places where teachers have limited academic qualifications.

This video provides additional context on the barriers to girls education:

10 Things Keeping Girls Away from School.

1 the United Nations defines development as “a multidimensional undertaking to achieve a higher quality of life for all people. Economic development, social development and environmental protection are interdependent and mutually reinforcing components of sustainable development” [https://research.un.org/en/docs/dev] Humanitarian is defined as as “any circumstance where humanitarian needs are sufficiently large and complex to require significant external assistance and resources, and where a multi-sectoral response is needed, with the engagement of a wide range of international humanitarian actors.” [https://www.corecommitments.unicef.org/ccc-1-4]

Hopes and Dreams for Your Chapter

For many chapters, September signals a new year of meetings, programs, and projects.  Chapter schedules often reflect a yearly rotation of traditions long held by their members.  But is that the schedule that really needs to be followed?  Now is the time to ask yourself – What are my hopes and dreams for my chapter this year?  Now ask yourself – Why do I attend meetings?  What programs are of importance to me?  What projects attract my time and attention?  

As chapters begin their planning process, consider asking members the questions posed above.  Send out a survey asking members what their hopes and dreams are.  Schedule a planning meeting after you gather the responses from the survey and together with all members discuss what the year can offer.  When members feel like they have a say in chapter decisions, they form a personal connection to the chapter meetings, programs, and projects, thus increasing the chance for greater participation.  

During your planning discussion, your chapter can tap into the skills and expertise of your own members.  Members can step up to plan and present the desired programs.  In this way, the contributions of each member are valued and celebrated.  Members also have varied contacts with local community organizations that they can use to facilitate programs that highlight your own area. 

Have you ever teamed up with another organization to combine meetings?  An example would be The League of Women Voters where their program on legislative issues may be of interest to your DKG members.  Additionally, at the beginning of the school year, chapters often provide food and other information at orientation sessions for new teachers.  This collaboration offers visibility for DKG as well as offering assistance and support to other organizations. 

As important as traditions are in DKG, you and your chapter need to consider what members really want to do with those traditions.  If you have always gathered socks for Christmas gifts to the homeless, in what other ways can your chapter reach out to those in need?  As another example, what creative ways can your chapters highlight the Founders yet be current and relevant?  Chapter leaders need to be open to new and different ways of planning, conducting meetings, and participating with members. 

In a time when losing members is widespread, it is time to make sure  your DKG year is engaging, educational, and dare we say memorable.  What are your hopes and dreams for your chapter this year? 

“War on our Young? Who is Stepping up to Protect Them?”

Armed Conflicts, Environmental Disasters, Pandemics – these are just some of the global challenges facing all of us, but especially young people.

As a result of armed conflicts including the war in Ukraine there are currently twenty-seven international and in state armed conflicts around the world, disrupting livelihoods, and hampering or preventing children’s education, health, and security.

Environmental disasters threaten and take lives, resulting in displacement and contributing to the ongoing refugee crisis.

The COVID – 19 pandemic has set back economic and educational gains by years and has thrown many families into poverty. While its effect on children’s health has been relatively mild, it has severely hampered their education and aggravated economic hardships. Among the fallouts are increased child trafficking, child marriage, and diminished opportunities.

All these obstacles violate young people’s rights – as enshrined in the Universal Convention on Human Rights and in the Convention on the Rights of the Child.

Let’s listen to the voices of the children themselves and to the voices of their teachers. The United Nations and its NGO partners have a mission to make everyone – especially educators – aware of this problem and to show the programs the United Nations and its partners have in place to protect the youth of the world.

DKG/UN

 

 

Congratulations!

 

 

You open your email, and the subject line immediately catches your attention.  Congratulations!  As you read the email you see the following: You have been chosen to receive our grant-in-aid. You think, yea, today is a great day. 

Many DKG members worldwide are fortunate to experience this scenario due to the variety of grants-in-aid provided by state organizations and chapters.  Some also go by the name of enhancements, stipends, or visionary funds.  The source of these funds varies.  Some are endowments that have been made to the state organization, while some are funds designated as memorials or trusts.  Some are short term with funds gathered for a specific purpose. 

DKG members use these grants-in-aid for personal and professional growth in many ways.  Most are individual, but some are for chapter use.  These are just a few of the many uses:

• Attendance to DKG sponsored conferences or conventions   
  
• Classroom books/supplies
• Leadership grants for attendance at a conference outside of DKG
• Travel
• Projects for individual or chapters use

An application is completed according to the specifics outlined in that application.  A letter of recommendation may be necessary from a principal or a chapter president.  The application may ask how the funds will be used to benefit the applicant or the benefit to others.  Is the grant-in-aid creative, original, or unique? Some grants require a written report or evaluation.  Many grant awardees present a workshop on their use of the funds at a state organization convention.  Each state organization has their own method for applying, assessing, and reporting.  It is worth the time to check out what is available. 

Some state organizations offer a grant-in-aid to a member for first-time attendance to an international convention.  Those who have attended an international convention confirm the many positive benefits that result from participation at the international level – deeper knowledge of the Society, bonds formed with members from around the world, learning from excellent speakers and workshops.  Grants-in-aid provide access to a member who otherwise may never have this opportunity. 

Chapters and state organizations may also want to consider offering grants-in-aid to non DKG members to attract future members.  This is especially true of early-career educators.  New educators need an abundance of supplies and materials for their classrooms and funds from DKG may be the impetus needed to interest them in joining the Society.

The following comments were made by early career educators who received a $250 grant-in-aid for their classrooms. 

"I utilized that money to get my classroom a good set of beakers and graduated cylinders. This was so my students would have a visual and hands-on activity when comparing volumes and measurements. We also utilize them for measuring liquids in different science experiments like when we created volcanoes and studied erosion."

"My second-grade class and myself are so appreciative of the donation made. I used the donation to purchase high interest books for my classroom library. Students have the opportunity to use these books every day. They help foster the love of reading and satisfy their inquisitive minds. We are so thankful!"

Have a project in mind, or a conference that you have a desire to attend?  If so, check out what funding sources may be available in your chapter or state organization.  You may be next to open the email with Congratulations!  You have been chosen to receive our grant-in-aid! 

Transforming Lives Through Education

In 2000 nearly a third of primary age children in Africa were out of school due to challenges including lack of schools, poverty, remoteness, HIV/AIDS, armed conflict, disabilities, and gender discrimination.  These are things that children cannot fix.

The United Nations International Children’s Emergency Fund (UNICEF) with the help of DKG has been working to change that. As a supporter of UNICEF’s Schools for Africa program, DKG has worked to improve early childhood development, access and retention to quality primary and secondary education, HIV prevention in schools and to provide education in an emergency.  These efforts have contributed a major impact between 1999-2012 with the percentage of children enrolled in education programs nearly doubling as did primary school attendance.  In 2019, the percentage of out of school children in Africa at the primary school age was down to 17 percent.

We all know that for a child to be successful in school, that child has basic needs that need to be met. They need good nutrition, safe drinking water, medical care and immunizations, and safety.  Then they need a school building, caring and qualified teachers, and resources to learn.  UNICEF and DKG are committed to helping governments, communities, and community leaders to provide all of that for the children of Africa.

We are all teachers who know the value of an education.  For the children of Africa having an education means opportunity just as it does in the rest of the world.  Give a child an education and you transform him and the world he lives in. Your caring gifts to UNICEF can have a huge impact on the world.

The Importance of Arts Education in Society

 “The arts are not a frill. The arts are a response to our individuality and our nature and help to shape our identity. What is there that can transcend deep difference and stubborn divisions? The arts. They have wonderful universality. Art has the potential to unify. It can speak in many languages without a translator. The arts do not discriminate. The arts lift us up.” -Barbara Jordan (American lawyer, educator, and politician, 1936-1996)

The value of Arts Education is far-reaching.  For purposes of this blog, we will briefly examine four separate but interrelated fields.

1.       Arts Education for Arts’ Sake.  Since the beginning of time, humans of all cultures have expressed themselves through music, dance, and visual art. The arts are a vital part of any society.  The process of creating art, as well as the art itself, provides imaginative experiences for the artist and the audience.  A student who is introduced to an art form may discover his/her life’s work through its mastery.  Artistic expression is often the catalyst for innovation and social change and contributes to the advancement of society.
 
2.      Arts Education as Related to Academic Achievement.  Participation in the arts enhances neural development, problem-solving, language and vocabulary, fine motor skills, collaboration, and experimentation, among other abilities.  Multiple studies show that students who have regular opportunities to be involved in music and art exhibit greater academic achievement than those who are not afforded the benefits that arts education provides.  Integrating the arts into an academic curriculum reaches students who would not otherwise be engaged in classroom work, and provides challenges for those at all levels of learning. 

3.      Arts Education for Social and Emotional Learning.  Arts educators can play a significant role in fostering positive mental health among students, due to the fact that they are involved with most students for a number of years and are therefore able to build relationships and connections.  The arts are frequently a media for expressing one’s identity, lifestyle, emotions, and experiences, and can provide an outlet for dealing with trauma and feelings of low self-worth.  Performing and visual arts are widely acknowledged as contributing to a student’s self-esteem, empathy, and development of social skills.  The arts provide a different way of understanding.  Students become free to explore, experiment, and search for personal meaning.

4.      Arts Education for Community Building.  Arts education can promote community advancement by fostering a shared purpose and teamwork.  Performing with a music or dramatic ensemble, dance group, or painting a community mural can provide students with a framework to view society at large and their place in it.  Shared values of school and community are promoted, and arts endeavors can allow people of all races and cultures, ages, and abilities to experience shared activities.

In conclusion, arts education is vital to society for the sake of art itself, for its value when integrated into other disciplines, for social and emotional development, and for the broader sense of community and inclusiveness.

“Art teaches nothing, except the significance of life.”  Henry Miller

 

CHEERS FROM FINLAND

These cheers do not come to you from any football fields or some other sports events. They are simply greetings from my native country. Finland celebrated her 105th anniversary of independence on December 6th, 2022. That day was quite chilly and windy, not in the least enticing for me to take a walk outside. So, I turned to my old armchair and turned on the TV.

The ecumenical church service in Helsinki Cathedral had just started. Because of Independence Day, the atmosphere felt more solemn than in ordinary Sunday services. President Niinistö and his wife were sitting in the front row, with members of government behind them. The ’ordinary’ members of congregation were seated further away.

When watching this, I, as an ordinary member, felt at home. Listening to Bach’s Cantata, performed by a Boys’ Choir of Cantores Minores, and short speeches by representatives from Orthodox and Catholic churches; various religious institutes and the Lutheran Bishop’s sermon – sum and substance of all this just witnessed was CARE! And especially care for and take care of. Or whom should we give care to? Everyone in the cathedral knew who was meant - the Ukrainians.

I continued celebrating Finland’s birthday by changing the channel. Yes, there it was- a familiar scenery in my small hometown Hamina near our eastern borderline. Lots of people by the roadside waving small Finnish flags and a ceremonious procession moving slowly along. It was a National Military Parade arranged twice a year somewhere in Finland. Officers in front of their groups of thousands of trainees from all over the country, tanks, modern armament, and even members of a female civil defense organization.

Once again, I could not help thinking of the Ukraine, and of care. When
you give care, aren’t you collaborating? My home country has really collaborated by giving shelter to thousands of Ukrainians, mostly women and children. In Hamina, housing has been provided for about a hundred persons. Having a temporary permit of residence, adults could try to seek work. Finnish courses were launched, mostly for adults, but a permanent teacher was also found for elementary students in one small school. Several concerts have been given for refugees’ support. Voluntary work helped them receive clothes and household utensils. Here, you will meet my friend, a recently retired school counselor. Besides teaching Finnish (without any pay) at least twice a week for adult Ukrainians, she also took them to school kitchens familiarizing them with Finnish food and even preparing simple meals together. And what I really want to thank her for is that she asked almost all her Ukrainian students to come to her home to spend Christmas together with her family!

As a member of the International Committee of Educational Excellence I am interested in finding definitions for excellence. Summing up very practically - the above Finnish birthday party and Ukrainians’ needs helped me to fill any excellent teacher’s toolbox with care and collaboration.