Caring for the Educational Resources for Schools

Schools make a home for learners and educators.  It’s the physical channel for integrating interactive approaches, as well as an embodiment of dreams taking into shape with the knowledge, skill, and competency acquired.

Apart from the inclusion of educators and mobile facilities in the collective list of educational resources for schools, the edifice itself counts as another resource.  Its inclusion is an important fact and a common favourite in terms of reminders.

While some are content to spread the reminders with verbal conveyance, most opt to have it scribbled into signs and posted everywhere.  And to reinforce the power of signs, a form of punishments is established.  Hence, educational resources for schools are discouraged to be vandalised, improperly used, or wilfully be damaged.

Apart from proffering a set of identifiable reminders and negative reinforcements, every education stakeholder is cognisant of the multiple functions a school edifice is designed to meet.  For instance, at times of calamity, the edifice serves to provide a temporary shelter.  Its safety standards, which usually require for it to be located at the ‘safest’ zone, make it a good recourse for emergencies.

Overall, the relevance of all educational resources for schools, apart from the edifice, is beyond evident.  Consequently, the tireless effort done to take good care of it is necessary.  Deterioration is practically unavoidable, yet, slowing up its process is an effective means.  School administrators should never wear themselves out from all necessary inventories, and not wait to make any foreseen resource damage get any worse, or costlier.       

Importantly, every stakeholder should treat educational resources with care – as if it is their own.  If only such sense of possession guarantee the stakeholders’ full participation, then so be it.  Communication is also a key to tying every effort tight, and so should be shouldered by everyone.