For the basic principles of a human rights culture to survive, people must continue to see a point in defending them: “I have a right to this. It is not just what I want, or need. It is my right. There is a responsibility to be met.” But rights stand only by the reasons given for them and the reasons must be good ones. Unless people have the chance to work out such reasons for themselves, they will not claim their rights when they are withheld or taken away, or feel responsibility to defend the rights of others. We have to see for ourselves why rights are so important, for this in turn fosters responsibility.

Creating group or classroom rules

The importance of climate and the need for participation and cooperation cannot be emphasized enough. Each member’s suggestions and opinions are also very helpful in creating the best group atmosphere. Be open to their help and provide necessary changes.
The next activity is very significant because it has a direct effect on group/classroom climate. It clearly demonstrates a leader’s or a teacher’s willingness to involve everybody in how the group/classroom is run and his or her own trust in its members. It also makes members think about what rules are desirable and possible in the group/class, how they might be observed and the leader’s or teacher’s own role in maintaining the group/class environment.

a) Group Needs

Group rules can be created in a number of ways: as a brainstorm (paring down the results in subsequent discussion); in small groups that then present their findings to a plenary session of the whole group; or as individual assignments that the leader/teacher collates for group consideration later.
A good way to begin is by asking people what they “want”.
Then ask them to choose from this list the items they think are really needed. They should end up with something shorter and much more essential. List these on a chart labelled “Our Collective Needs”.
Finally, ask them to choose from their “needs” what they think they have a “right” to expect as members of society. List these on a chart labelled “Our Collective Rights”. Ask why they have chosen as they have.

b) Group Responsibilities

Emphasize the essential connection between rights and responsibilities. After participants have created the list of rights, ask them to rephrase each right in terms of responsibilities and list these in a separate chart labelled “Our Collective Responsibilities” (e.g. “Everyone should feel safe in this club” might be revised as “Everyone has the responsibility not to insult anybody or hurt anyone’s feelings”).

c) Living with Rights and Responsibilities

Once the group has agreed on its lists of basic rights and responsibilities, display them so that they can be referred to or amended as necessary. Sometimes people may break the rules or situations may arise that the rules do not address. Sometimes conflicts may arise when club rules are not compatible with the rules of other groups, partners, other teachers, or the school administration. These situations call for discussion and careful consideration of why things are going wrong.
Order achieved by general consensus rather than simple control is always harder to get, and the process of reaching this consensus calls for compromise and careful negotiation. Such a process is itself a valuable learning experience.