The document outlines the phases of conducting an earthquake drill in schools which includes:
1) An alarm signal to indicate the start of the drill.
2) Having students and teachers perform "duck, cover and hold" under furniture until shaking stops.
3) Evacuating the building in an orderly manner along predetermined routes once shaking stops.
4) Grouping students by class at the designated evacuation area and taking attendance.
5) Evaluating the drill to identify issues and ways to improve future drills.
The document outlines the phases of conducting an earthquake drill in schools which includes:
1) An alarm signal to indicate the start of the drill.
2) Having students and teachers perform "duck, cover and hold" under furniture until shaking stops.
3) Evacuating the building in an orderly manner along predetermined routes once shaking stops.
4) Grouping students by class at the designated evacuation area and taking attendance.
5) Evaluating the drill to identify issues and ways to improve future drills.
The document outlines the phases of conducting an earthquake drill in schools which includes:
1) An alarm signal to indicate the start of the drill.
2) Having students and teachers perform "duck, cover and hold" under furniture until shaking stops.
3) Evacuating the building in an orderly manner along predetermined routes once shaking stops.
4) Grouping students by class at the designated evacuation area and taking attendance.
5) Evaluating the drill to identify issues and ways to improve future drills.
The document outlines the phases of conducting an earthquake drill in schools which includes:
1) An alarm signal to indicate the start of the drill.
2) Having students and teachers perform "duck, cover and hold" under furniture until shaking stops.
3) Evacuating the building in an orderly manner along predetermined routes once shaking stops.
4) Grouping students by class at the designated evacuation area and taking attendance.
5) Evaluating the drill to identify issues and ways to improve future drills.
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PHASES OF AN EARTHQUAKE DRILL
Phase 1. Alarm A pre-arranged signal such as siren/bell should be known to all. During the drill, the siren/bell indicates earthquake/shaking. Students and teachers will be alerted by this signal. Phase 2. Response While the siren/bell is ongoing, everyone should move away from windows, glass or light fixtures. In this phase, everyone should perform duck, cover and hold under desks, tables or chairs. Remain in this position until the shaking stops. Phase 3. Evacuation Once the shaking stops, teachers and students should evacuate the school building and proceed using pre-determined routes to go to identified evacuation areas. Phase 4. Assembly At the designated evacuation area, students must be grouped together according to the class where they belong. Phase 5. Head count Teachers should check and make sure all students are accounted for. Phase 6. Evaluation An evaluation of the drill must be conducted to identify problems encountered during the drill and how this can be corrected in future earthquake drills.
From: PageWise, Inc.,
2002http://www.phivolcs.dost.gov. ph/
Actual Conduct of an Earthquake Drill
1. Prior to the scheduled drill, inform the neighborhood regarding the conduct of the drill. 2. Identify and assign observers for each exit points of the building and evacuation areas. They will give their comments and observations during the evaluation of the drill. 3. For the Actual Drill: Assumptions: 1-minute strong shaking signified by 1 minute siren/bell Person cannot stand Buildings may have been damaged but no collapse Possible falling objects including glass windows No immediate assistance will be available for at least several hours. Self-help and sustenance are required. Possible injuries, fear, panic among students and teachers Give instructions/ reiterate the what to dos: Once the siren is heard, do the proper and expected actions. Participants during this 1-minute siren should perform the duck, cover and hold After the 1-minute siren, students quietly go out of room and proceed to previously designated open space Teacher should make head count while in the ground 4. While the drill is ongoing, observers should take note of how teachers and students performed. 5. When all the students and teachers have converged at the designated evacuation area, the assigned observers will give
their comments (if drill was conducted properly, if the evacuation
proceeded smoothly, etc.) and suggestions on how to correct or improve these. 6. To be effective, earthquake drills must be done regularly
2002http://www.phivolcs.dost.gov.ph/
DO 23, s. 2015 Student-Led School Watching and Hazard Mapping Procedures A. Organizing and Preparing the School Watching Team
The school 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.
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 veiy 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.
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.
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 the route for the school watching, designate stops and provide a School Watching Checklist (Annex 1) to Team members for guidance in the observation of hazards.
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.
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.
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 hazard 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.
After walking around the school premises, the moderator will
facilitate the processing of the information noted by the SWT.
Then, materials such as cartolina, pens, crayons, coloured
papers or any drawing material 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)
C. Reporting, Submission and Information Dissemination
After preparing the hazard map, the moderator shall coordinate
the presentation and submission of this document to the SPT.
The SSG/SPG shall present the result of school watching and
hazard map to the SPT.
The hazard map should be reproduced and posted in different
areas of the school.
FIRE DRILL PROCEDURE
SIGNAL: 5 SHORT BELLS RUNG IN A CONTINOUS CYCLE PROCEDURE DURING CLASS TIME
1. Students exit classroom via both doors and WALK in orderly
lines. 2. Students evacuate the building by designated routs to the assembly area (see map). 3. NO TALKING IS PERMITTED!! 4. Teachers: a. Take your EMERGENCY FOLDER and attendance cards with you. b. Check that all students are out of the classroom. c. Check that all exits are clear. d. Close classroom door. DO NOT LOCK. (Later entry may be required.) 5. In assembly area, teacher takes roll and accounts for each child. 6. Students in classrooms other than their own are to remain with that class until given permission to rejoin their class by both teachers. 7. Students remain in orderly and silent lines until all clear signal is given (one long bell). PROCEDURE USED BEFORE SCHOOL. DURING LUNCH AND RECESS. 1. Students WALK to the assigned place on the yard where they meet their teacher before school. 2. Students wait in orderly and silent lines for their teacher, or other supervising adult, to conduct them to their proper assembly area. PROCEDURE DURING P.E. 1. Teacher, or supervising adult, stops play, organizes class(es) into silent and orderly lines and conducts class(es) to assembly area. PROCEDURE WHEN NOT IN YOUR OWN CLASSROOM 1. Teachers should be familiar with assembly area and evacuation route designated for that classroom or area. 2. The EMERGENCY FOLDER should accompany the class and be used by the teacher, or supervising adult, to account for all students. ALL SCHOOL PERSONNEL, CERTIFICATED IN ALL FIRE DRILLS
AND
CLASSIFIED
ARE TO PARTICIPATE
Parents, guests and community people on the grounds during a
drill must participate. Adults are reminded that no talking is allowed. Please be good role models for the children.
