The system brings together a unique blend of components in four distinct areas to create an efficient and smart learning environment. RAVE® stands for; (1) Relationship, (2) Attitude, (3) Vision and (4) Environment.
As one of the most influential components in the RAVE® system, significant effort is put into building and maintaining an uncommonly strong bond with the target language. This bond consists of three components;
- Autonomy of the children is respected in several ways; children have the option to define the curriculum of the course. They can opt out of any activity, they can try different groups until they find an acceptable balance of social comfort and stimulating ideas. In no way are the children persuaded to think in a way that conflicts with their personal perspective.
- The Language Acquisition Device (LAD) is a branch of Noam Chomsky’s acquisition hypothesis. LAD is a system of principles innate to children that assists them to learn language and explains the order in which children learn linguistic structures. Children can revive their natural capacity for language acquisition once they are in a suitable environment, as this is how they already learned their first language. The system also emulates Krashen and Terrell’s ‘Natural Approach’ and is influenced by training received from Yaacov Hecht, an international visionary in democratic education.
- In the RAVE® environment, ideas are the currency of the classroom. As part of class structure, children are brought through processes aimed at helping them discover, develop and share their ideas. These ideas often evolve into engaging projects and or new games that become the basis of the curriculum. It is important to note that much in the way that great brainstorming meeting occur in business, all ideas are valid until they are evaluated objectively. In respect of this, classes are allowed to flow in exchange for serendipitous outcomes.
RAVE® second language acquisition system is a distinct series of remarkable reversals, wherein language becomes the result of experience, not the goal. Discipline is discovered, not imposed. Parents and teachers are tough on the system, not on children. Children are important collaborators, not just spectators. Children get results from intrinsic motivation, not from a sense of obligation.
Children are expert learners and very eager to learn once they are given freedom to explore and develop their ideas. Unfortunately, tradition often gets in the way of this kind of thinking. Nevertheless, we as teachers and parents must learn to trust them in the decisions they make and permit them to define their curriculum and the speed at which they learn.
Rationally, it’s worth realising that the time spent in the classroom is better focused on the most valuable skills required for the future marketplace. Surprisingly, these are the same skills that children develop when given autonomy in the classroom.
When we permit children the freedom to define their own language learning experience, it becomes their adventure and they return to a playful and optimum state of learning. You see, education is essentially and best perceived as playful because education is a dance, not a destination.
Not all children can be treated the same. The age of self directed and creativity driven education is advancing. The world, technology and the marketplace are changing and will continue to change in an unprecedented and extraordinary way. In the near future, a focus on proficiency in reading, writing and arithmetic will not be enough. They will become byproducts of a new focus on creativity, critical thinking, problem solving and collaborative skills.
RAVE®’s real advantage is in how it engages children as powerful, independent and valuable contributors to the classroom experience. This means diversity, this means experimentation, this means play, this means design, this means failures that lead to successes. This means working on your own and in a group. This means listening but also directing.
This autonomy and free flow of ideas produces an authentic environment, one where confidence is built, discipline is discovered and adventure is embraced.
Children spend a lot of time in the classroom. This is the place where they will learn new skills, develop perspectives of the world around them and what they have to offer it. It’s where they develop ideas about their future.
It’s a space of vital importance and we’re keen to make sure that it matches a world view, one that’s thriving, rich in possibilities and most importantly, one that they can affect. We encourage children to offer ideas for the development of their physical space and to become accustomed to the joy of those ideas leading to a positive impact for everyone. We believe that the classroom is an unparalleled, limitless and supportive place to innovate. Accordingly, the RAVE® classroom environment is a reflection of that view and a product of our combined suggestions. It’s creative, multi functional, physical, technological, challenging, changing and playful.
From designing electrical circuits to escaping crocodiles below the climbing wall, the classroom environment evolves to meet the children’s interests and fuel their imagination.