When our teacher first announced we would be working on a community project at

Talamban Elementary School, I imagined we'd be doing something simple like tutoring students
or cleaning classrooms. But when we learned our actual task - to identify potential hazards
around the school and design safety signs - I realized this would be more challenging and
meaningful than I expected. Little did I know this experience would teach me so much about
responsibility, teamwork, and the importance of paying attention to details that most people
overlook.
Our project began with hazard mapping, which meant carefully examining every part of
the school grounds for potential dangers. At first glance, the school seemed perfectly safe - just
like any other elementary school with its colorful walls and noisy playgrounds. But as we walked
through the campus with our clipboards and checklists, I started noticing things I would have
never paid attention to before. There were uneven pavement tiles that could cause students to
trip, electrical outlets with loose covers, and stair railings that wobbled slightly when touched.
Near the cafeteria, we spotted a wet floor that didn't have any warning signs, and in one hallway,
fire extinguishers were partially blocked by stacked chairs.
What surprised me most was how these hazards blended into the background of daily
school life. The teachers and staff were so focused on their work that they hadn't noticed many of
these issues, and the students had simply gotten used to navigating around them. This realization
made me understand why our project was important - sometimes it takes fresh eyes to see
problems that have become invisible to those who see them every day. I remember one particular
moment when we noticed a set of stairs with chipped edges that could easily catch a student's
shoe. When we pointed it out to a teacher, she admitted she walked past those stairs multiple
times a day but had never noticed the damage. This moment really drove home how easily we
can become blind to our surroundings through routine.
After documenting all the potential hazards, we moved on to the design phase. Our group
was assigned to create signs for handwashing stations and fire exits. We thought this would be
the easy part, but it turned out to require much more thought than we anticipated. We debated
whether to use pictures or words, what colors would be most noticeable, and how to make the
signs understandable even for the youngest students. I suggested using simple icons with
minimal text after remembering how my little cousin responds better to images than words.
Another group member pointed out that the signs needed to be visible from a distance, so we
settled on bright red for fire exits and blue for handwashing reminders.
We spent hours researching international safety sign standards and looking at examples
from other schools. One interesting fact we learned was that color coding isn't just about
visibility - certain colors trigger instinctive responses. Red, for example, naturally draws
attention and signals urgency, which is why it's used for fire safety signs worldwide. For the
handwashing signs, we decided to include simple step-by-step illustrations showing proper
handwashing technique, realizing that many young students might not have been taught this
thoroughly at home.
The most challenging part was deciding where to place each sign for maximum
effectiveness. Through observation, we noticed that students tended to rush through hallways
during breaks, so exit signs needed to be at eye level where they couldn't be missed. Near
restrooms, we realized handwashing reminders should be placed right above the sinks where
students would naturally look. We even tested our designs by asking some teachers and younger
students if they could immediately understand what each sign meant, making adjustments based
on their feedback. One first grader helped us realize that our initial fire exit icon looked too much
like a running man to him, so we simplified the design to be more universally recognizable.
During this process, I learned valuable lessons about teamwork and compromise. Not
everyone in our group agreed on every design choice, and we had some heated discussions about
what would work best. There was one particularly long debate about whether to use cartoon-style
illustrations or more realistic images. Some members argued cartoons would appeal more to
children, while others worried they might make the signs seem less serious. Eventually, we found
a middle ground - simple but clear illustrations that were friendly without being childish. This
experience taught me that the best solutions often come from combining different perspectives
rather than insisting on one approach.

Although we didn't get to physically install the signs ourselves due to school policies,
presenting our completed designs to the teachers was incredibly rewarding. They were genuinely
impressed with how thorough our hazard assessment had been and how thoughtfully we had
designed the signs. The principal told us they would use our designs to order permanent signs
and promised to address all the safety issues we had identified. She explained that while they had
safety protocols in place, our fresh perspective had revealed gaps they hadn't noticed.
This experience taught me several valuable lessons that I'll carry with me long after the
project is over. First, I learned that safety isn't just about big, obvious dangers - it's often the
small, overlooked details that can make the biggest difference. Second, I discovered how much
careful observation and planning goes into creating effective safety systems. But most
importantly, I realized that even as students, we have the ability to contribute meaningful
improvements to our community when we approach problems with care and attention to detail.
The project also changed how I view my own surroundings. Now when I visit public
places, I find myself automatically scanning for potential hazards and noticing safety signs I
would have previously ignored. I've started paying more attention to emergency exits in movie
theaters and noticing when hand sanitizer stations are poorly placed in restaurants. This
heightened awareness is something I never expected to gain from a school project.
 Looking back, what started as a required school project became something much more
significant. It changed how I see public spaces - now I find myself automatically noticing
potential hazards in other schools, malls, and even my own neighborhood. The project at
Talamban Elementary School didn't just allow us to help make a school safer; it taught us skills
in observation, problem-solving, and teamwork that will serve us well in any future career.
As we submitted our final report with all our findings and sign designs, I felt proud of
what we had accomplished. While we may not have been the ones to physically put up the signs,
knowing that our work will help keep students safe for years to come makes all the effort
worthwhile. This project didn't just fulfill a school requirement - it gave me a new appreciation
for how small actions, when done thoughtfully, can create meaningful change in a community.
The experience also made me think about how many other public spaces could benefit
from similar safety reviews. I've since talked to my family about doing a hazard assessment of
our own home, something we'd never considered before. My little sister has even started pointing
out potential dangers she notices, showing how this mindset can spread and create a culture of
safety awareness.
Perhaps the most lasting impact of this project is the confidence it gave me in my ability
to make a difference. Before this experience, I might have assumed that important safety
measures were always handled by professionals. Now I understand that ordinary people - even
students - can contribute valuable insights that professionals might miss. This realization has
inspired me to look for other ways I can use my skills and fresh perspective to help my
community.