Identifying Classroom
Hazards that can Lead to
Disasters
Objectives:
• describe the effects of
disasters on one’s life
• identify areas/locations
exposed to hazards that
may lead to disasters
STUDENT-LED SCHOOL WATCHING
& HAZARD MAPPING
(DO # 23 s. 2015)
Disaster Risk Reduction and Management
Division of Tacloban City
Student-Led School Watching and
Hazard Mapping
• aims to instruct all public elementary
and secondary schools in the
specific engagement of learners in
identifying and addressing hazards and
risks.
DEPARTMENT OF EDUCATION 4
The said Guidelines support DepEd Order
No. 50, s. 2011 entitled Creation of DRRM Of
fice and DepEd Order No. 55, s. 2007
entitled Prioritizing the Mainstreaming of
Disaster Risk Reduction and Management in the
School System and Implementation of
Programs and Projects Relative Therefore,
which seek to mainstream the implementation of
DRRM in the systems and processes of the
Department at all levels.
DEPARTMENT OF EDUCATION 5
GUIDELINES
Rationale:
Strengthening disaster prevention, mitigation
and preparedness is one of the key strategies
to address the vulnerabilities of children inside
and outside the school. With the increasing
effects of climate change, it is important to
raise the awareness and capacities of children
to prepare for and manage possible
disaster and/or emergencies. This is also
intended to influence family preparedness as
the learners could share and apply their lessons
at home.
DEPARTMENT OF EDUCATION 6
GUIDELINES
Children, who are commonly identified
as one of the vulnerable groups, should be
equipped with the capacity to know, understand
and apply safety and protection mechanism to
build the foundation of their resilience. To
initiate this strategy, it is imperative to increase
the awareness of learners on the hazards and
possible risk inside the school.
DEPARTMENT OF EDUCATION 7
GUIDELINES
The student-led school watching and hazard
mapping are initial steps in engaging learners
in disaster preparedness and management.
This activity will raise awareness and equip
learners with information and skills
necessary for addressing the impact of
hazards. Through this activity, the Department
of Education creates an opportunity for learners
to understand their role in disaster risk reduction
and management (DRRM).
DEPARTMENT OF EDUCATION 8
OBJECTIVES
• Improve students’ level of awareness
on the potential hazards and risk within
and around schools;
• Increase the participation of children in
addressing potential disaster by
reducing vulnerabilities; and
• Inculcate a culture of safety in the day-
to-
day experience of children in school
DEPARTMENT OF EDUCATION 9
SCOPE
This activity shall be conducted
by all public elementary and
secondary schools
DEPARTMENT OF EDUCATION 10
Key Concepts in DRRM
HAZARD EXPOSURE
A potentially damaging
physical event, People, property,
phenomenon or human systems, or other
activity, which may cause elements present in
the loss of life or injury, hazard zones that are
property damage, social thereby subject to
and economic disruption or potential losses. (UNISDR,
environmental degradation. 2009)
(UNISDR, 2004)
e.g. typhoon, flood,
earthquake, landslide
DEPARTMENT OF EDUCATION 11
Key Concepts in DRRM
CAPACITY VULNERABILITY
The combination of all A set of conditions and
the strengths, processes resulting from
attributes and physical, social, economic
resources available and environmental factors,
within a community, which increase the
society or organization susceptibility of a
that can be used to community to the impact
of hazards. (UNISDR, 2004)
achieve agreed
goals. (UNISDR, 2009)
DEPARTMENT OF EDUCATION 12
Key Concepts in DRRM
RISK DISASTER
A serious disruption of
The probability of the functioning of a
harmful consequences, community or society
or expected loss resulting causing widespread human,
from interaction between material, economic or
natural or human- environmental losses which
induced hazards and exceed the ability of the
vulnerable/capable affected community/
conditions (UNISDR, 2004) society to cope using its
own resources. (UNISDR,
2004)
DEPARTMENT OF EDUCATION 13
Key Concepts in DRRM
PREVENTION PREPAREDNESS
AND
The knowledge and
MITIGATION capacities developed by
The limitation of the governments, professional
adverse impacts of hazards response and recovery
and related disasters. organizations, communities
Mitigation measures and individuals to effectively
encompass eng’g anticipate, respond to, and
techniques & hazard- recover from, the Impacts of
resistant construction as well likely, imminent or current
as improved environmental hazard events or conditions.
policies and public (R.A. 10121)
awareness (R.A. 10121)
14
DEPARTMENT OF EDUCATION
Key Concepts in DRRM
RESPONSE RECOVERY &
The provision of REHABILITATION
emergency services and Measures that ensure the
public assistance ability of affected
during or immediately communities/areas to restore
after a disaster in order their normal level of
to save lives, reduce functioning by rebuilding
health impacts, ensure livelihood and damaged
public safety and meet the infrastructures and increasing
basic subsistence needs the communities'
organizational capacity. (R.A.
of the people affected. (R.A. 10121)
10121)
15
DEPARTMENT OF EDUCATION
Risk contributors
Risk Hazard Vulnerability
Capacity
DEPARTMENT OF EDUCATION 16
POLICY STATEMENT
This policy shall require all
public and secondary schools to
organize a student-led school
watching and hazard mapping
activity every first month of the
school year
DEPARTMENT OF EDUCATION 17
PROCEDURE
A. Organizing and Preparing the School Watching Team
• The schools head shall designate a moderator to
facilitate a student-led school watching and
hazard mapping activity. The moderator is
preferably a DRRM-trained school personnel who
is familiar with the hazards and risks in the
school or anyone who has previous/current
involvement in any DRRM activity.
DEPARTMENT OF EDUCATION 18
PROCEDURE
A. Organizing and Preparing the School Watching Team
• The School Watching Team (SWT)
should comprise of at least 10 members. For
medium and big schools, organizing
various students’ organizations and//or student
leaders for a school watching activity is
preferred to maximize engagement. For very
small schools (i.e. with less than five classes),
teachers could integrate school watching in their
respective lessons as an outdoor activity. For
very big schools, more than one team could be
organized to ensure that all grade levels, sections
and groups are represented
DEPARTMENT OF EDUCATION 19
PROCEDURE
A. Organizing and Preparing the School Watching Team
• The Supreme Student/Pupil Government
(SSG/SPG) shall aid in the identification of SWT
members. The team members could be
student leaders of youth clubs, academic
and/or non- academic clubs such as boy/girl
scouts, Red Cross, or representatives from various
grade levels and/or sections.
• The moderator is encouraged to redesign the
process, if necessary, to ensure appropriateness
to the composition of the SWT. Preferably
SSG/SPG shall also participate in this activity.
DEPARTMENT OF EDUCATION 20
PROCEDURE
A. Organizing and Preparing the School Watching Team
• It is important that the moderator presents
the guidelines in the language that the SWT is
most familiar and comfortable with.
• The moderator could prepare a timeline on
the conduct of this activity to ensure that this will
not disrupt regular school activities and/or
classes of SWT members.
• The moderator will prepare route for school
the
watching, designate stops and provide a School
Watching Checklist (D.O. 23s.2015) to Team
members
for guidance in the observation of hazards.
DEPARTMENT OF EDUCATION 21
PROCEDURE
A. Organizing and Preparing the School Watching Team
• Designate a start and end point for the
school watching activity.
• The moderator shall orient the SSG/SPG on school
watching and hazard mapping before convening
the SWT.
DEPARTMENT OF EDUCATION 22
PROCEDURE
B. School Watching and Hazard Mapping
• The moderator should ensure that all SWT
members have a pen and notebook for note taking
during the school watch.
• The moderator shall orient the SWT on
the background and purpose of this activity, and
level-off with the TEAM on the conduct of this
activity.
• Walk through each building, classroom,
office, laboratory, workshop, play area, garden
and any open area of the school.
DEPARTMENT OF EDUCATION 23
PROCEDURE
B. School Watching and Hazard Mapping
• At each point, give a 3-5 minute stop for the Team
to observe and take down notes in every
building, classroom, office, laboratory, workshop,
play area, garden and any open area.
• Use the School Watching Checklist as a basic
guide in identifying hazards factors and/or at risk
areas in the school. The team members are
encouraged to add other risk factors based on
their observation, experience and appreciation of
the condition of the school environment/facilities.
DEPARTMENT OF EDUCATION 24
PROCEDURE
B. School Watching and Hazard Mapping
• After walking around the premises, the
school
moderator will facilitate the processing of the
information noted by the SWT.
• Then, materials such as cartolina, pens, crayons,
coloured papers or any drawing materials will be
distributed to the SWT to map and plot the identified
hazards and/or at risk areas in the school.
• Allow the SWT to discuss the plotted hazard
areas
in the map to enhance the initially placed markings.
• Finalize the hazard map based on the SWT
discussion and prepare for a presentation to the
School Planning Team (SPT)
DEPARTMENT OF EDUCATION 25
SAMPLE OUTPUT - SCHOOL HAZARD MAP
Pinoma National High School, Division of Cauayan City, Region 02
DEPARTMENT OF EDUCATION
SCHOOL WATCHING CHECKLIST
Broken window
Slippery pathway
Blocked corridor
Heavy objects mounted on top of cabinets/shelves
Flooded area
Busted plugs / light bulbs/electrical wires
Exposed electrical wires
Protruding nails in chairs and tables
Broken door knobs
Warning sign: Slippery pathways/corridors
Plants mounted on the building railings
DEPARTMENT OF EDUCATION 27
SCHOOL WATCHING CHECKLIST
Exposed chemicals and liquids
Unlabeled chemicals
Lack/absence of storage for equipment
Dripping Ceiling
Unpruned trees/bushes/shrubs
Open pit
Open/Clogged canals
Stagnant water
No ramps for elevated school building or other facilities
Swing-in doors
DEPARTMENT OF EDUCATION 28
SCHOOL WATCHING CHECKLIST
Broken/dilapidated ceiling
Open/incomplete perimeter fence
Presence of stray animals inside the school campus
Presence of electrical post/transformer near or within the
school perimeter
No system of release to parents during emergencies
No posted emergency hotlines around the school
Garbage area (Segregation of Biodegradable and Non-
biodegradable)
Detached or peeled off GI sheet
Broken chairs/desk/tables
Broken toilet bowl and/or sinks
DEPARTMENT OF EDUCATION 29
SCHOOL WATCHING CHECKLIST
Blocked/no emergency exits
Unmounted cabinets/shelves
Medical kits in every classrooms
Bells alarms
Condemnable building (i.e. very old structure, collapsing
building and/or prominent cracks on classroom walls)
DEPARTMENT OF EDUCATION 30
MONITORING & EVALUATION
All Division DRRM Coordinators
shall conduct ocular visits to observe
and document the conduct of school
watching and hazard mapping.
Specifically, the Coordinator shall note
the implementation issues and submit
reports to the DRRMO. This well serve
as input to succeeding policy
development initiatives.
DEPARTMENT OF EDUCATION 31
Thank you!
Division of Tacloban City
During the Activity (40 mins)
1. Each group should have:
I. A sheet of manila paper or cartolina
II. Coloring materials
2. Learners are to create a “Classroom Hazard Map”
based on their discussion. The maps should be
easy to follow and understand and still roughly to
scale.
3. Potential hazards should be colored in red and
labeled properly. Possible impacts of these hazards
should be noted by the scribe and reporters.
4. Safe areas and paths should be colored blue.
Rubric
10 8 7 5
Arley was here
