Monitoring Your
Own Teaching Behaviors
to Improve the
Human Rights Environment of Your Classroom
Use the following questions to help you begin
the process of creating a classroom environment that supports human rights. Answer each question over the period of a
week or so while you observe and monitor your own teaching behaviors and
practices.
How successful am I
at treating each of my students as individuals?
|
Do I address each of
my students by their given name?
|
Am I careful to use
the proper pronunciation of children's names?
|
Have I bridged a
relationship with each of my student’s family members?
|
Do I have at least
some understanding of where each of my students fits into his or her family
structure?
|
Do I use eye contact
and touch to reassure my students of my attention and concern?
|
Do I physically move
to my student’s level when trying to communicate with him or her?
|
Do I apologize when I
make a mistake?
|
How often do I allow
students to make decisions in my classroom (perhaps about what to do next,
what books to read, etc)?
|
How do I encourage
good listening habits between my students?
|
How do I communicate
a need for silence in the classroom?
|
How often do I smile
in my classroom?
|
How do I communicate
to my students as a whole group when I am pleased with the levels of
cooperation I see happening in the classroom?
|
Do my students “line-up”
only when necessary? Or are students allowed to move in groups from space to
space when lining up is not necessary?
|
This
material was adapted from: Amnesty
International. (1996). First steps: a manual for starting human rights education.
Retrieved from
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