Professional Documents
Culture Documents
Safe Learning Environments
Safe Learning Environments
What, therefore, can each group of stakeholders do to create the safe learning
environment that is necessary if children’s ultimate learning experiences must be
maximized?
First, the Conference Education Departments should realize that the onus is upon them to
ensure that school buildings are environmentally safe. Schools should be located in areas
that are free from chemical contaminants, pesticides, poisonous gases etc.; they should
not be constructed near areas that are designated for the dumping of refuse/garbage;
building materials should be properly tested and pass safety standards e.g., avoid using
materials that are allergens; cleaning solutions used in the schools should be carefully
selected so avoid causing allergic reactions.
Second, the principal should build a good rapport with the community; solicit their help
in keeping the school environment safe by setting up a “neighborhood watch” program;
schedule meetings where community members (other than parents) can give suggestions,
provide funding etc. towards a safe environment; keep the community informed about
the school’s programs.
Third, the teacher should ensure a classroom environment that is comfortable and
welcoming--it should be best suited to the needs of the children; be sensitive to the
personal, developmental, academic, social and emotional needs of the children. The
expectation that the teacher be nurturing and encouraging, providing positive
reinforcement rather than negative reinforcement, is a key ingredient in creating a safe
environment. (Dr. William Perkey, psychologist, suggests that teachers provide at least
10 positive reinforcements to every one negative reinforcement statement—notice the
ratio of positive to negative). The statement: “People do not care how much you know
but they want to know how much you care” is a powerful one with serious implications,
especially for the Christian teacher or education administrator.
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In my own experience and from my research, I have discovered that many students prefer
to attend a school where there is nurture and in which they feel a sense of connectedness,
rather than a school which contains more resources, “bells and whistles,” but is
significantly deficient in nurture. Repeatedly, I have seen parents make that choice
because they believe that if they perceive their children to be in a safe learning
environment, their children will eventually acquire the necessary academic skills which
they so much need to survive in this sometimes hostile world environment.
The teacher should also help children to feel accepted—feel free to be themselves and to
express themselves without the fear or threat of rejection, ridicule or ostracism; also be
understanding of their learning styles, abilities and skills—some students perform better
when they work individually, others need group support. Some are auditory, others are
visual, kinesthetic, or tactile learners. (It could be a tall order to meet the diverse learning
needs of the students in the class). A cooperative rather than a competitive classroom
(although some healthy competition is good) contributes towards a safe learning
environment.
*A note about young children and their readiness for school: Young children who are
sent to school before they are ready can feel unsafe in their new environment. Readiness
is determined by three important factors: chronological age, mental age and experience.
Fourth, it is necessary to include in the school personnel: the non-teaching /support staff
as well as the sanitary engineers (the cleaners), guards etc. These persons who are not
actively involved in formal teaching in the classroom often exert their influence on the
children as they move around and interact with them. Very often, cleaners who seem to
be uninvolved, unconnected or unconcerned about what happens at the school know a
whole lot about what is taking place in the school than the administrators and teachers.
Often the children will share information with them because they perceive them as a non-
threatening group and not part of the administrative network, so there is nothing to lose
by sharing with them. These persons can be, in a sense, watchdogs for safety in the
schools. It is important therefore, that we treat them with respect and let them know how
they can assist in creating a safe learning environment at the school.
Fifth, the School Board should develop policies for the construction and maintaining of
safe and secure schools so that students as well as administrators, teachers and non-
teaching staff feel safe. They should also be supportive of the school administration in its
bid to create a safe learning environment for all.
The guiding policy as stated in the SDACC Education Code over the years has been the
following: “Each school should establish a Health and Safety Committee. The committee
should meet regularly to review and implement school safety procedures” (3024:01-2).
Sixth, parents should build a good rapport with the school (assist whenever possible with
field trips, activities, supervision etc.) where there is a large number of children in the
classroom; be supportive of the school’s policies; give creative and helpful suggestions
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for keeping the school safe through the Parent/Teacher Association (PTA); teach their
children to be respectful of their teachers and to express themselves appropriately.
Seventh, the Community which includes church organizations should share concerns
about the safety of the environment; make helpful suggestions for improvement of safety
measures; assist in “watchdogging” the school’s neighborhood; support the school’s
efforts at creating a safe learning environment; encourage members of the community
through town meetings to be positive role models for children; offer seminars and
workshops in family life topics for parents and school personnel e.g., parenting,
discipline, literacy and other topics; pray for the safety of the school.
When everyone in the school feels safe, then perhaps effective teaching and learning can
take place without fear; there will be less discipline problems, and educators can be
engaged in the business of creating better quality schools in this country, preparing
products that are second to none.
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