Our School Is Our Responsibility

Dogarah Boys School

The school is known to be the best place to develop students’ loyalty and patriotism. It is also known that the educational process doesn’t depend on the teachers and students only, it requires the parents and the community to be engaged as well. The role of parents and community members is one of the three pillars that took part in educating the students, managing their behaviors and reducing their violence that took place inside the school. Accordingly, it is essential for the parents and the community to engage in the educational process through building a participatory relationship between the school and the community members.

The Dogarah School for Boys, was one of the schools that participated in the “Preserving Our School Property” program. Throughout the implementation of the program it was evident that there were many challenges facing the school. These challenges were summed up to the weak participatory relationship between the school and the community, not allowing the students to manage their behaviors or engage them in activities that can reduce violence in school, in addition to not having any initiatives to develop students’ sense of responsibility towards their country, community and school.

Accordingly, the training workshops for the principal, teachers and the monitoring team were delivered to highlight the significance of including the students in the process of launching new school initiatives and their participation in school activities. Additionally, the workshops addressed the weak participatory relationship between the school and the community through demonstrating the importance of the parents’ role in preserving the schools while suggesting methods for engaging them more to become closer to their children’s school.

Therefore, teachers and students combined their efforts in order to make change happen and give the school a positive reputation by concentrating on the school inner and outer beauty.

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As a result, a number of initiatives were developed to translate the teachers’ and students’ shared vision of change. Ten training workshops were conducted for students since they are the main pillar in the in the change process. As part of the program, frequent field visits were conducted in order to follow up on the progress of the work as required. The onsite support allowed the school principal to touch on the activities and initiatives they work on, while concentrating on the importance of having a permanent team in the school to follow up on all the initiatives and activities after the program was over to insure sustainability beyond the life span of the program.

A number of initiatives were lunched in the school as a result of the program, such as: the initiative “Mark Your Fingerprint” aimed to rebuild the confidence between the school and the community‏. The team working on this initiative visited the town’s cemetery to clean it and to maintain the waterways in preparation for winter. This initiative was successfully deployed in cooperation with the Municipality.

Preserving the school textbook by developing students’ loyalty and sense of belonging towards their school physical property took a great part of the program. It was clearly noticed that some students were tearing up their textbooks as they didn’t realize the importance of the textbooks and the value of the information that it contains. Students were also unaware that destroying these textbooks will increase the financial burden on the school. Therefore, students had to be motivated in order to eliminate this sabotage action by increasing their sense of belonging towards their school’s textbooks. In an attempt of addressing this issue, the school conducted educational plays that focused on preserving the school’s physical property and textbooks and were part of a the huge initiative “My Textbook is My Companion”. In addition, a team, including the school principal serving as an educational leader, was formed to motivate students. The team prepared a schedule for students, to collect all textbooks that needed to be restored, and fix them in order to expand their validity period. A students committee was assembled to ensure the application of the positive attitudes while eliminating the student’s destructive behaviors.

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Preserving the school textbook by developing students’ loyalty and sense of belonging towards their school physical property took a great part of the program. It was clearly noticed that some students were tearing up their textbooks as they didn’t realize the importance of the textbooks and the value of the information that it contains. Students were also unaware that destroying these textbooks will increase the financial burden on the school. Therefore, students had to be motivated in order to eliminate this sabotage action by increasing their sense of belonging towards their school’s textbooks. In an attempt of addressing this issue, the school conducted educational plays that focused on preserving the school’s physical property and textbooks and were part of a the huge initiative “My Textbook is My Companion”. In addition, a team, including the school principal serving as an educational leader, was formed to motivate students. The team prepared a schedule for students, to collect all textbooks that needed to be restored, and fix them in order to expand their validity period. A students committee was assembled to ensure the application of the positive attitudes while eliminating the student’s destructive behaviors.

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By the end of the program students pledged to keep up the hard work and preserve their school’s physical property. They also volunteered to lead other students and develop their sense of belonging towards their schools property. The school’s principal, Adnan Alshelol, thanked the coaches for delivering the program’s workshops with an attractive approach by saying: “this program opened our eyes on topics we didn’t know how important they were in maintaining the school’s property, and I thank everyone that contributed in the program”.