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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