HOW DO YOU INDICATE
EACH STUDENT LEARNS IN AN ENVIRONMENT THAT IS PHYSICALLY AND EMOTIONALLY SAFE FOR STUDENTS AND ADULTS.
INDICATORS FOR A SAFE CHILD
These indicators may serve as a needs assessment, a set of strategic goals and outcomes, a framework for decision making, or the definition of what a whole child approach to education truly requires. However you choose to use them, please share them widely among your stakeholders and involve many voices in soliciting evidence related to their implementation.
1.) Our school building, grounds, playground equipment, and vehicles are secure and meet all established safety and environmental standards.
2.) Our school physical plant is attractive; is structurally sound; has good internal (hallways) and external (pedestrian, bicycle, and motor vehicle) traffic flow, including for those with special needs; and is free of defects.
3.) Our physical, emotional, academic, and social school climate is safe, friendly, and student-centered.
4.)Our students feel valued, respected, and cared for and are motivated to learn.
5.)Our school staff, students, and family members establish and maintain school and classroom behavioral expectations, rules, and routines that teach students how to manage their behavior and help students improve problem behavior.
6.) Our school provides our students, staff, and family members with regular opportunities for learning and support in teaching students how to manage their own behavior, and reinforcing expectations, rules, and routines.
7.) Our school teaches, models, and provides opportunities to practice social-emotional skills, including effective listening, conflict resolution, problem solving, personal reflection and responsibility, and ethical decision making.
8.) Our school upholds social justice and equity concepts and practices mutual respect for individual differences at all levels of school interactions—student-to-student, adult-to-student, and adult-to-adult.
9.) Our school climate, curriculum, and instruction reflect both high expectations and an understanding of child and adolescent growth and development.
10.) Our teachers and staff develop and implement academic and behavioral interventions based on an understanding of child and adolescent development and learning theories.
THE WHOLE CHILD APPROACH
The Whole Child Approach is an effort to shift the focus of education from mere academic achievements to each child’s long-term development and success through the involvement of everyone, from teachers, to schools, to parents, communities, and the learners themselves.
REX acknowledges that everything it does, from publishing superior learning materials, to providing ISO-certified printing services, to holding relevant professional development seminars for educators and school administrators, are ultimately for the child (“Para sa Bata”). But REX is not content with simply serving the child; it envisions a Whole Child: a child who’s safe, healthy, challenged, supported, and engaged.