Rights Respecting Education – Putting Values First

It's good to DREAM

The compelling attraction of the Universal Declaration of Human Rights derives from its capacity to provide an alternative account of what binds human beings together…’ (Osler & Starkey, 2010)

In the classroom, with so many things to do, how can we put values first? How can we take something like the UNCRC and use it to make a difference to our children in an authentic way?

It may help to remember…DREAM


D – Dialogue: if our class landed on an island together, what articles would we design for our classroom? What would they have in common with articles of the UNCRC? (Article 42)

R – Relationships: how can my classroom be a ‘listening’ one? How can I value everyone’s contributions in a way that builds trust and enhances relationships? (Article 12)

E – Expectations: high expectations – behaviour, quality of outcomes, effort, relationships. (Article 29)

A – Achievement: recognise what each child can do, say and create. Celebrate with/through home and school. (Article 29)

M – Motivation: engaging lessons, real-life contexts, constructing a safe, creative and exciting learning environment. (Article 13)

The best teachers, in my view, are naturally ‘rights respecting’. They turn dreams into a reality and make a difference to every pupil they teach.


This ‘In Brief’ Article Originally appeared in the October 2015 Edition of UKEdMagazine, written by @cmac_uk Camberley, Surrey – Headteacher

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About UKEdChat Editorial 3180 Articles
The Editorial Account of UKEdChat, managed by editor-in-chief Colin Hill, with support from Martin Burrett from the UKEd Magazine. Pedagogy, Resources, Community.

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