“A positive caring, respectful climate is a prior condition to learning ... without student’s sense of safety to learn, and sense of respect and fairness that learning is going to take place, there is little chance that much positive is going to occur. An optimal classroom climate for learning is one that generates trust.”
“Compared with their peers, those in the RRR schools perceived a more respectful and fair and safe school climate, had more positive relationships at school, and participated more in learning and school committees and activities.
Covell and Howe, 2008
This aspect is not just about the content and context of learning about rights, but highlights the importance of school/classroom climate and pedagogy in making learning effective.
Because of the research findings of RRE and the more recent academic work on effective teaching and learning, such as that of John Hattie and the Sutton Trust, we can be very clear about what is effective learning and the role of RRE.
A school that places the UNCRC at the heart of what it is making a commitment to promote and uphold the rights of the child. This tends to imply a certain mind set among adults as people and professionals. One that is associated with openness, personal and collective responsibility, being there for all children, promoting participation, inclusion, advocacy, a belief in children capabilities/talents, with teachers seeing their role as one of an activator and even advocate. This leads to the significant use of participatory methods, involving inquiry and child led initiatives. The results of this are greater engagement in learning, higher levels of participation, with increased performance in tests and teachers who enjoy their job more. This is explored fully in the climate for learning document below, along with other materials.
You can find practical ideas for teaching here.
The documents below are numbered to give an indication of a development process which aids the successful implementation of RRE.