I KNOW my name, address, telephone number, and my parents' names.
I always CHECK FIRST with my parents or the person in charge. I tell them before I go anywhere or get into a car, even with someone I know.
I always CHECK FIRST with my parents or a trusted adult before I accept anything from anyone, even from someone I know.
I always TAKE A FRIEND with me when I go places or play outside.
I SAY NO if someone tries to touch me or treat me in a way that makes me feel scared, uncomfortable, or confused.
It's OK to SAY NO, and I KNOW that there will always be someone who can help me.
I KNOW that I can TELL my parents or a trusted adult if I feel scared, uncomfortable, or confused.
I am STRONG, SMART, and have the right to be SAFE.

Understand children’s rights as human rights and create such awareness in the community as well.
Make children feel it is worthwhile attending your class.
Be open to learning.
Be a Friend, Philosopher and Guide to the child.
Make the classes interesting and informative. Avoid one-way communication and give opportunities to children to come up with their doubts and queries.
Learn to recognise and identify abuse, neglect, learning disorders and other not so visible disabilities.
Create a relationship where children can express their views, concerns, anguish, fear etc. Try to engage with children in informal discussions.
Be a good listener. Share and discuss various issues and problems which children are facing either in school or at home.
Encourage children’s participation in matters that affect their lives.
Build children’s capacities to participate effectively.
Organise meetings of children with school authorities.
Discuss child rights issues with the parents in the PTA meetings.
Say NO to corporal punishment. Use positive reinforcement techniques like dialogue and counselling to discipline children.
Say NO to discrimination. Take active steps to reach out to children from minority and other discriminated groups.
Stop negative stereotyping and discrimination against working children, street children, child victims of sexual abuse, trafficking, domestic violence or drug abuse and children in conflict with law, to name a few categories of those who need protection.
Stop use of child labour in your home and workplace.
Be democratic but not unstructured.
Ensure children are protected within the school as well as in the community, even if it requires calling the police and taking/facilitating legal action.
Encourage them to put forward their views before the adults and the community.
Involve children in organising events. Give them responsibilities and at the same time give them the required guidance.
Take children to nearby places for picnics and pleasure trips.
Engage children in discussions/debates/quiz and other recreational activities.
Encourage education and participation of girls through creative measures within the classroom.
Follow-up on girls who drop out or attend irregularly to ensure it does not continue.
All teachers can help in creating and strengthening a protective environment around children.
Your observations are important, as they alone will help you to assess the growth and progress of a child in your class. If you see a problem, your next step should be to explore what could be the possible reason.
Next question to yourself should be whether the child is under any pressures from family, relatives or friends.
Spend some time with the child privately, without being imposing, humiliating and creating an embarrassing situation for the child.
Help the child express her/his problem either through drawing and painting or by writing a story or simply talking to you or the school counsellor/social worker or to a friend in the class.