SJK Tamil Nibong Tebal

PRELIMINARY EFFORTS TO INSTIL THE SPIRIT OF ENERGY CONSERVATION IN SCHOOL

Roopna Darshene Ramachandram elaborates on the school’s energy-saving practices.

Following an invitation from the Consumers’ Association of Penang (CAP) to participate in the Energy-Saving Programme, our school gladly accepted and appointed a teacher-in-charge to oversee the initiative. Together, we held a meeting to discuss the necessary steps to ensure the successful implementation of the programme.

The first step was to appoint Energy Monitors. For Year 1 and Year 2, two Energy Monitors were selected for each class, while from Year 3 to Year 6, three monitors were appointed per class.

Later, CAP officials visited the school to guide the students on how to read electricity bills, understand their structure and learn the concept of energy saving. Logbooks were issued to students for recording their activities and CAP supplemented these with informative booklets on energy conservation.

To help the Energy Monitors carry out their duties effectively, a duty roster was created and displayed on the school notice board. During school assemblies, the Headmaster regularly reminded students to switch off the lights and fans when leaving the classroom. This announcement during assemblies helped reinforce the message to all students efficiently.

The main responsibility of the Energy Monitors was to ensure that all students followed the school’s energy-saving rules. Initially, some students were indifferent and did not fully understand the importance of the instructions. However, with consistent reminders during assemblies, students gradually became more responsible.

Teachers also played an important role by ensuring that all electrical appliances, especially air conditioners which consume a large amount of electricity were switched off when not in use.

As a fully government-funded school, we initially faced difficulties in obtaining our monthly electricity bill because the total amount was recorded under a shared account for all government-funded schools. After submitting an official letter and explaining the importance of having a separate bill, the District Education Office (PPD) provided us with one. This allowed us to accurately track our school’s electricity usage and confirm that our efforts had successfully reduced energy consumption.

Before beginning the energy-saving drive, teachers introduced the concept of ‘saving’ to students through various activities. We believed it was essential for students to first understand the idea of saving before applying it to electricity usage. For example, students learned about reusing materials in daily life. They were shown how to use old paper to cover tables instead of buying new covers. Such hands-on activities helped them absorb the concept of saving.

We also carried out activities to cultivate care and respect for nature. Single-use plastics were reduced in school and students were encouraged to turn old T-shirts into reusable bags as part of their environmental commitment. CAP also taught students how to cultivate certain plants and the learning continued beyond the classroom. The students took the initiative to grow their own saplings and brought them to school, showing a genuine interest in the programme.

To further motivate students, we organised a ‘Go Green’ competition. Each class used available materials to create decorative and useful products made from recycled items. The school will announce the most beautiful class for that week, and a trophy will be awarded. The trophy will circulate to different classes based on the effort put in by the students and the results achieved. This activity encouraged creativity and environmental responsibility among students.

We firmly believed that these initial activities laid an essential foundation for promoting energy-saving habits. Gradually, students began taking responsibility for switching off lights and fans and even reminded their classmates to do the same. They ensured that lights in the library were turned off when no one was around. In the mornings, students were instructed not to switch on the fans for the first 10 minutes of class, and this period was extended during the rainy season.

In addition to promoting energy conservation, we introduced the ‘Drink Water Campaign’. Students were encouraged to drink water every one to one-and- a-half hours. Class monitors took charge of reminding their classmates, as teachers had noticed that some students did not drink water throughout the school day, which made their bodies heaty.

Teachers also shared tips on natural ways to cool the body, such as drinking coconut water and eating fruits. During the class, they explained which foods were suitable for hot days and which were better during the rainy season. Students were encouraged to practise these habits at home as well.

Teachers advised them to bathe earlier in the evening to avoid using water heaters, which would increase electricity bills. Some students reported that instead of bathing at 7.00 pm, they now bathe at 5.00 pm to avoid using the heater. These changes clearly showed that students had begun to understand and apply energy-saving principles.

The programme was not without challenges. It took nearly three months for the whole school to fully grasp the concept of saving energy. Initially, students associated it only with switching off lights and fans. However, through continuous guidance and activities conducted by teachers, they gradually understood the deeper connection between energy saving, tree planting and maintaining body coolness.

CAP also distributed soil and taught students how to plant and care for seedlings in the classroom, further strengthening this understanding.

As a result of these efforts, the phrase ‘save energy’ became a common expression among students and a part of their daily routine. The success of this programme was evident from the significant reduction in our school’s electricity bill. Teachers who participated felt deeply satisfied and motivated to continue the initiative in the future.

Our Headmaster repeatedly emphasised during assemblies that energy saving is a lifelong practice that benefits both ourselves and the earth. The success of this programme has also inspired teachers to explore ways to reduce water consumption.

Having learned about energy saving this year, our next focus will be on activities that promote natural body cooling.