Thus, the RITB experience is woven throughout the school days and years.
This focus on awareness and reflection over care lies at the heart of the RITB practice.
Rather than telling students about caring actions and asking them to do them, RITB requires the students to reflect on which actions may be caring or how and why an action could be caring.
Here is one example of how RITB plays out without rules.
In the following example, RITB's lack of structured rules allowed the teachers and students to notice features of the students' actual friendships.
The open-ended nature of "also" allowed RITB to support inquiry into students' exchanges that unearthed cultural differences and acknowledged diverse understandings of care.
With RITB, cross-cultural norms could be discovered and appreciated.
The teachers also described how the open-ended nature of RITB could increase the responsibility to gain awareness of one's feelings, to reason, and to intentionally choose to act with care.
Oliver said the lack of specific rules and spontaneity in RITB leads him to recognize the consequences of his thoughts on his actions.
In RITB, student dialogue renders the students themselves the namers and models of caring.
RITB includes not only teachers' metacognition, as Kohn suggests, but also students' own backstage thinking, which may involve even more "debunking." For example, 5th-grader Sophie described to her peers her reasons for considering an act caring:
The dialogic dimension of RITB puts students at the center of their own moral learning.