My Clean School
My Clean School (MCS) creates opportunities for students to build on and expand beyond the solid academic foundation developed at school. It encourages young people to think creatively, take initiative and to inspire others which takes their skills to another more practical and community-minded level. It therefore helps makes them more employable and a greater asset in the adult world they are entering.
While cleanliness (of environment, self and mind) is an outcome, it is being in action (in the spirit of My Clean) which empowers the individual especially through interaction with members of the community.
So symbolically, while the school takes care of one side of the hand (scholastics), My Clean School takes care of the other (leadership in the community), and by that, strengthens the whole individual.
Who you are being.
Making a whole, empowered person.
The key features of My Clean School are:
The young people able to choose (with adult support and guidance) what action to take and then own the outcomes of their initiatives.
Practice Appreciative Inquiry: looking at what is working and then building on that. One could say, the spirit of My Clean discovers seeds and nurtures them. A key feature is therefore the acknowledgment of others, including businesses making a contribution to a cleaner environment.
Practice Progressive Inquiry: also looking at what is not working, what it could look like and what action steps would achieve that.
My Clean produces outcomes in shifting the collective consciousness with benefits such as:
High profile media coverage of sponsors.
Employers rewarded with more employable young people – confident, creative, self-starters.
The environment becoming cleaner in a sustainable way.
The building of community spirit.
See alsoResource for letters to schools
The essence of My Clean SchoolMy Clean School is premised on United Nations Agenda 21 Ch 25 promotes the youth’s active participation in the environment
Opportunity for students to participate in the community and to extend themselves (inc. Leadership). To apply their acquired academic skill and above all, to own the outcome.
An independent voice. The outcome of My Clean School endeavours, including the essay competition, can represent an opportunity for the citizens to hear what is working and opportunities for extending that (in other words, to stop pointing fingers at the problems and deficiencies for other to fix but instead to create a pathway for action by all).
The general banner is “Prosperity and Beauty through Community”
The bottom line is that the students are motivated, see something in it for themselves, are satisfied and ideally, see their visions being applied. It is time for the community to take charge of which the schools can be a driving force. Not to clean, not to finger point to problems, but to build on the good things as well.
PowerPoint presentations (BUT WITHOUT ANIMATIONS & VIDEOS)
Due to the significant reduction in school custodial and maintenance services as part of the 2010-11 budget cuts, the entire school community should be attentive to efforts they can make in keeping the facilities clean and safe. By doing so, the limited custodial and maintenance resources can be effectively utilized in conducting necessary work that cannot be accomplished by others.
The following efforts by other school stakeholders are suggested:
- Students should discard paper, wrappers, bottles, cans, etc., in designated trash cans in classrooms, hallways, other buildings, and around the grounds.
- Teachers can ensure that students pick up any trash in a classroom or other teaching station at the end of each classroom period, before recess, or at the end of the day. The students should be required to clean and put away supplies after a class activity.
- Teachers should keep their classroom materials, supplies, and equipment tidy.
- Administrators can initiate a .Keep our campus clean. effort with their student body. Students can serve as mentors to fellow students on a rotating basis to remind them to keep the facilities clean and to pick up discarded trash, not to apply graffiti, etc. Student poster contests regarding campus cleanliness should be encouraged. A box could be utilized for students to anonymously report students who are observed littering or vandalizing the campus.
- Administrators and school staff should provide as much student supervision as possible to prevent vandalism by students walking the hallways or wandering the grounds unsupervised.
- Administrators should limit the areas to which students may go during lunch time. Lunch areas can be monitored by assigned student groups including student body, student organizations, athletic teams, music group members, and other groups on a rotational basis.
- Students must discard their lunch trays, food, paper, bottles, and cans into designated trash cans during each meal period. This will significantly reduce the amount of custodial time required for clean-up and also minimize pest issues such as birds, cockroaches, rodents, bees, ants, etc.
- Administrators and teachers should discourage the use of gum and encourage its proper disposal when used.
- Administrators and teachers should not permit students to carry sharpies (permanent markers).
- Although students should not clean restrooms, they can assist with restroom cleanliness by placing paper towels and other trash in the trash cans, flushing toilets and urinals after use, refraining from (1) placing .paper wads. on ceilings, (2) stopping up the sinks, toilets, and urinals, and (3) placing graffiti in the restrooms.
- Administrators can assign reasonable and non-demeaning or non-dangerous campus pick-up and beautification activities as part of student discipline consequences.
- Administrators can provide effective key control to limit student or other unauthorized access to areas on the campus which could be vandalized in the absence of a responsible school staff member.
- When craftsmen put up a barricade, the school staff and students should stay out of the area.
- The school should designate one person to serve as the primary point of contact with the CPM, particularly regarding maintenance projects. This person would provide the project scope with the Principal.s approval.