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It's not so easy. There are assciations but schools can be such a good vehicle to make refugees children feel understoo

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Rosa, Italy    Certainly the presence of immigrants in the classes is the source of programming individualized jobs or specific activities. However, effective strategies and methodologies have to be obtained, such as using images, vocabularies at the Lim

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Rosa, Italy    Certainly the presence of immigrants in the classes is the source of programming individualized jobs or specific activities. However, effective strategies and methodologies have to be obtained, such as using images, vocabularies at the Lim

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2.2 Finding External Partners

In our schools there are migrant children who have different stories of migration to tell. These people receive assistance from various facilities including the school.

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It's not so easy. There are assciations but schools can be such a good vehicle to make refugees children feel understoo

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There are some important organizations that provide help to the refugees and migrants.

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We have many migrants in our school. We have contacts with the families first and we ask for hepl to cultural mediators. they can be a very good resource to work with children but also the families themselves. We have an african artist taking workshops with the classes.But not refugees.This would be very interesting

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We do not have migrants, but we implement a project on this topic, so we collaborate with schools that have. This is why I appreciated the idea of collaborating.

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Bringing refugees into your classroom in an excellent way to influence the students and make them understand better and also develop their empathy. It is not at all difficult, there are lots of organizations you can contact if you are interested in an activity like this.

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There are free associations in my region that give support to the new migrants. They help them to find structures where to stay and giving them the opportunity to work.

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If you have an external support is an excellent idea. In this way, students will have the opportunity to learn the stories of refugees and ask questions.

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I'm on my own, so i'll try with Welcome to Europe on Facebook...

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I usually get in contact with local associations that work with migrants to invite some of the to the classes.

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The only concern for me is the way that a newly arrived migrant comes into the classroom. Because, the kindergarten's classroom seems "open" but at the same time has the restrictions of the students' age. So, it must be well organised and the children could adress their questions directly to the newly arrived migrant.

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I never had refugees in my classes

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Here in Greece, it is quite difficult to bring anyone in the classroom, even a parent to talk to the students, because of the bureaucracy involved. However, I would try it as I believe it would be really useful and effective as long as the class is well prepared for it.

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Absolutely if you have external support is very important. I also liked Erika’s idea about communicating with other schools. Through collaboration many ideas can be creative and more easily realized.

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I believe that it would be as difficult as it is in Greece (in a Greek classroom) to bring a newly arrived immigrant in a Swiss classroom because of the bureaucracy and the teachers' , parents' and students' prejudice.
http://w2eu.info/switzerland.en/articles/switzerland-contacts.en.html

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The main principal to have both sides work together in peace and friendship is first to prepare our students to be hosts. If the feel as if they admit the guests at their homes , they will try todo everything to make newly arrived people feel at home. So as teachers, we should inflict in our students empathy, listening skill, curiosity, and we should always praise them for their help.

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What are your main questions and concerns about bringing newly arrived migrants into our classrooms?
I've never brought in my classes newly arrived migrants, but here I have found many useful informations.
First of all, as I have read in some of my colleagues' posts, we have to prepare our students working on empathy and getting them informed before the meeting. It's strongly important to ensure a positive acceptance from the pupils.
In Italy it is quite difficult to organize such lessons, because we must have the approval from school management and sometimes there are lots of papers to fill. But we can also organize a skype meeting, who does not need any permission.
In Italy probably if you live in small cities or towns if you want to get in touch with the migrants the easiest thing is to ask to a parish or to any charitative or church organization. This should be more simple then asking to great NGOs, whose offices are usually in big cities.

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FINDING EXTERNAL PARTNERS  have just invited newly arrived migrants in my school at Bassano Romano to take part to our Cultural Exchange we are sharing with a Dutch school about the phenomenon of migration. I could enter into contact with them thanks to the local organizations like Arci, for example, that work for their inclusion.

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I never had refugees in my classes but I would like to be able to do it, even tought school rules could make it difficult. I think it's very important for students of any age to understand other people's needs. I had newly arrived migrants and that was very helpful for me because I was able to understand how kids deal with migration.

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I never have had or invted migrats in my classroom. Sincerly I had never thought about it perhaps because my students are little, perhaps there has never ben a specific motive
to do it.
I imagine nevertheless that school rules can make difficult to do it because headmasters, collegues and parents must take their authorization.
This problem can be resolved with tecnological sistem like web, Skype and other instrument.

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I had classes with newly arrived migrants and they helped me to face topics about refugees. Two of them are still in Lamezia Terme, one is working in a restaurant, the other is studying in a high school and I sometimes ask them to come at school to tell their stories and it is always very involving for my students.

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I haven't yet invited a newlly arrived migrant  or a regugee into my classroom but I am really thinking about it. As I told you about, there is a young girl from Iracq who is attending another school here in Setúbal and I am thinking about inviting her to come and talk about her experience. I also have a friend who does volunteer work in a Refugee Camp from UNHCR GREECE, I think it will be interesting for my students to know that there are people who leave the conforto f their homes to help people in need. The Refugee Platform http://www.refugiados.pt/home-en/  can also be a good help if I would like to bring a newlly arrived migrant into my classroom .

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I do not have refugees in my classes. But we have already done some activities to understand what these people are going through in their lives.
In geography classes, we talk about the current state of the world. I have some immigrant students, which is a different statute, but we have debated much the phenomenon of loss of the culture of origin: the language and the traditions.

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It is difficult in my country to bring someone in school. It requires paperwork from the Resonsible Advisor, from the fellow teachers, from the Head of the School and from the Supervising Ministry Authorities.
Despite all that I called migrants from Skaramagas camp to come, but it was not easy and needed time. Instead a person from the Migrant School of Pireas, one of the founders of Skaramagas Hope School came and the result was magical. My students were paying so much attention to his words and they had so much interest for his communication with the young children in the camps. I was amazed and gladly would repeat such an attempt.

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HAVING MIGRANT STUDENTS IN SCHOOL IT'S A DIFFICULT WORK BUT WITH THE RIGHT COLLEAGUES AND THE RIGHT BEHAVIOR WE CAN MANAGE A LOT. IN GREECE WE DON'T HAVE A STATE THAT CAN INFORM AND GIVE GUIDANCE ABOUT THE ISSUES WE NEED BUT THERE ARE A LOT OF PEOPLE'S ACTIVITIES THAT HELPS. THAT'S THE MEAN OF HUMANISM. EVERYONE HERE IN MY COUNTRY TRIES TO HELP...

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As my colleagues from Greece claim, bringing a migrant into school is a difficult task. Headmaster and colleagues must agree, consultants of education have to give permission, but parents might oppose against it. So, we have to discuss with them a lot, and of course need support from state and NGOs to provide an interpreter for example.

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In my opinion, it is not so easy to bring an immigrant in a Greek classroom. Firstly, you have to ask your headteacher or even someone higher, to approve the invitation, in order to be legal. Then, you have to prepare your students and their families to accept the fact, against some prejudices.  Moreover, the teacher have to prepare the workshop, finding the NGO, which will arbitrate to contact with the immigrant, who will want to come to school, knowing the English language, or following by an interpreter. Finally, the teacher must prepare the frame of the workshop, in a way of an interview...

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Before inviting a newly arrived migrant in the classroom, I think it is important to develop the empathy of the students (in order to avoid negative reactions as much as possible) and to inform them with facts and testimonials about the situation of these migrants in Belgium.
It would be quite easy to organise as I used to work in a school in Brussels but getting the authorisation to invite someone who is not directly related to education in a school is always a bit tricky and I would have to bypass all the prejudices of kids, colleagues, school management and parents who might be worried about having someone who is not part of the staff inside the school.

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FINDING EXTERNAL PARTNERS
http://www.w2eu.info/
http://www.ecre.org/
I am definitely going to visit both websites, looking for information on how to find external partners. I think bringing a migrant into the classroom would have a strong and positive impact on the students and I think it would be great if this particular migrant were a teacher or someone trained to talk to people and raise awareness

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My concerns are:
1. My colleagues and the headteacher (because many of them are xenophobic). I need their approval for bringing a refugee into my classroom.
2. The parents (a large number of them have a negative stance towrads refugees and may claim that their child's educational needs should be prioritized differently).

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turkey
In Turkey, immigrant students may begin their education in suitable schools for the  after solving their language problems.

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TURKEY
In Turkey, immigrant students may begin their education in suitable schools for the  after solving their language problems.

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Our district - Setúbal, with several active communities of migrants, is the third one with more immigrants in the country. In our schools we have many classes with multicultural characteristics, but the necessary awareness and acceptance of the other, does not always occur.

Although, the municipality and some associations give them some support, especially in the integration of communities at professional and adult level, however, this important work does not always have results at school level.

It’s a fact that a visitor in the classroom, brings a great pedagogic value (It's a break from your teaching; Students have the opportunity to learn something new; With students; Parents love participating in their kid's class; there are important lessons to learn; it's just fun). In my school, we always try to promote these encounters. We also try to show that racial and socioeconomic diversity in the classroom can provide to the students a range of cognitive and social benefits and it’s possible to take full advantage of this potential.

It is difficult to find people dealing with the subject of refugees in the classroom, especially at the level of pedagogical field, but I think starting with a lived testimony, can trigger some classroom activities and that may be a good option.

A cultural meeting, with gastronomy, arts, etc., also seems to me a good activity!

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I am a mother tongue teacher so I speak with my pupils about the actual situation on their mother tongue so they understand better the facts about refugees. Otherwise, my pupils study in schools there the majority has migrant/refugee background. In this case, my pupils have daily contact with newly arrived children and the teachers working with newly arrived try to integrate these pupils in the classroom.

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Living and teaching in Rome I can find a lot of organizations available to bring newly arrived migrants in my classes (for example "Centro Astalli"). If it couldn’t be possible, I think that another way to develop empathy in our students is to propose them an interview of a migrant or to read some pages of an autobiographic book. For example, I read to my students with success the book “Io sono con te. Storia di Brigitte” by Melania Mazzucco.

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I didn't know this website. There are a lot of information in order to help migrants.

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I did not know the website Welcome to Europe. I have had a brief look at it and I got the impression it contains a lot of useful information for students to deeply understand immigration policies, journeys, etc. I have never brought a newly arrived immigrants in my class, or at least not a refugee, but I think that allowing students to better comprehend the history of single refugees is a good way to start. That is, students need to understand the reasons behind immigration, especially those leading people leave their country in search of asylum. To address this topic in schools is important also to avoid xenophobic feeling and reactions, which unfortunately are very frequent in Italy.

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In my school there are no refugees or migrants but there are students with particular and different family problems and situations. Anyway, it is important to inform them and give them the oppurtunity to reflect thanks to some real experiences. Oral discussion can be supported by a final written activity ( a power point, an essay, a quiz).

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We may not live a situation but have empathy and be critical of the recipient. Building an opinion helps to act in similar situations. . Comparing with migrant relatives helps to understand the importance of integrating everyone in society.
A good activity is write to a family member or make a videoconference with a familiar emigre and listen to how your entry into the foreign country was. Ask what went well and went wrong. Know how they wish it had happened ..

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I strongly agree that meeting the real people behind labels is the best way to destroy preassumptions. In Italy (as one could easily have guessed) there isn't a national teachers network on this matter, either... As far as getting to know newly arrived migrants is concerned, immigrant children are often put into our classes, so it's quite a natural process. Welcoming refugees is a bit harder (as I have already written , there are about twenty refugees, amongst other immigrants, living in the center of my town, so we daily see them) since they are all  young men, but there are a lot of organization (especially church ones, like caritas...) which can easily be of support. Of course, every activity must be carefully planned... And during workshops even immigrant students quite spontaneously bring up memories from their families (for instance, the father that, just arrived in Italy, in 2000, was used to look into bins to find food...). I wouldn't be worried about hostile reactions toward the guest, because it's really hard to attack somebody looking into his eyes, especially when your teacher is there... What happens outside the school or waht is said in their families is another matter...

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Bringing migrants is very useful idea. But how we find right migrant and how we  to get permission from official  outherities? On the other hand, we can'tBecause both immigrants and students get contact each other directly.main question is how we  know how the pupils behave the migrants? We should try to that experience in the classroom.

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In my class there are kids from different countries of the world with which we have often discussed the difficulties had to settle in a different culture. Unlike the case of refugees. It would be interesting to be able to welcome in the classroom of children who have lived this experience and tell their story, but I fear it is difficult for several reasons: first of all for the educational bureaucracy. The idale would present a project to the head teacher, but times are long.

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2.2 Finding External Partners

In our school we have boys and girls who are sons and daughters of economic migrants and they generally speak about their experience from the mother country to here without any particular problem. When asked about what they left behind them, they tell us about their friends and how it would be fine to meet them again in a short time. As regards refugees we still haven't met some of these people at school, because as I've already said it isn't easy to convince an unknown boy or girl to talk about his/her past experience. Anyway I'm thinking about this particular meeting with the class and I'll try to find out the right way to introduce someone who is witness of the wars going on now in the world.

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In our school we have economic migrants rather than refugees. I hope that our pupils & parents can challenge prejudices about the migrants when they hear people talking about the perceived negative impact such people have in our town. It is always useful to have an individual in mind rather than talk about 'migrants' as an entity.

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In our school we have economic migrants rather than refugees. I hope that our pupils & parents can challenge prejudices about the migrants when they hear people talking about the perceived negative impact such people have in our town. It is always useful to have an individual in mind rather than talk about 'migrants' as an entity.

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I did not know the website Welcome to Europe. I have had a brief look at it and I got the impression it contains a lot of useful information for students to deeply understand immigration policies, journeys, etc. I have never brought a newly arrived immigrants in my class, or at least not a refugee, but I think that allowing students to better comprehend the history of single refugees is a good way to start. That is, students need to understand the reasons behind immigration, especially those leading people leave their country in search of asylum. To address this topic in schools is important also to avoid xenophobic feeling and reactions, which unfortunately are very frequent in Italy.

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I'll try with Welcome to Europe on Facebook!

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Bringing an immigrated person in a class Can be a success and Can also help to reduce the prejudices the students have towards these people. Nevertheless it's important to agree about the questions so that both the immigrant and the children can feel comfortable

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In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting between a certain number of external stakeholders engaged in the field and our students. Although
no migrants talk abo

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In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting between a certain number of external stakeholders engaged in the field and our students. Although
no migrants talk a

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In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting between a certain number of external stakeholders engaged in the field and our students. Although
no migrants talk

# data[].attributes.body
In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting between a certain number of external stakeholders engaged in the field and our students. Although
no migrants talk

# data[].attributes.body
In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting between a certain number of external stakeholders engaged in the field and our students. Although
no migrants

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In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting between a certain number of external stakeholders engaged in the field and our students. Although
no mgrants

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In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting between a certain number of external stakeholders engaged in the field and our students. Although
no mgrant

# data[].attributes.body
In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting between a certain number of external stakeholders engaged in the field and our students. Although
no

# data[].attributes.body
In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting between a certain number of external stakeholders engaged in the field and our students. Although
n

# data[].attributes.body
In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting between a certain number of external stakeholders engaged in the field and our students. Although

# data[].attributes.body
In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting between a certain number of external stakeholders engaged in the field and our students. Although

# data[].attributes.body
In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting between a certain number of external stakeholders engaged in the field and our students.

# data[].attributes.body
In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting between a certain number of external stakeholders engaged in the field and our studnts

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In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting between a certain number of external stakeholders engaged in the field and

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In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting between a certain number of external stakeholders engaged in the field an

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In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting between a certain number of external stakeholders engaged in the field

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In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting between a certain number of external stakeholders engaged in the

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In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting between a certain number of external stakeholders engaged in

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In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting between a certain number of external stakeholders engaged

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In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting between a certa

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In my opinion, the school where I work provides an high level of information about refugees. Every year a team of colleagues of mine organizes a meeting betw

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To be honest I never thought of inviting a newly arrived migrant into my classroom because as I said in the previous task I was a little bit afraid of discussing such issues with my students either due to my lack of knowledge and other technical issues of my teaching lesson or due to the lack of interest of my students.
However, now, by studying intercultural education, participating in seminars like this and events organised by UNHCR, UNESCO or other communities, I think that I am in the position to engage with real refugees and invite them into my classroom with support, of course. Nevertheless it is not an easy way to familiarise students with refugees. Although with a good preparation (e.g. first learning about their origins, preparing a questionaire with suitable and informative questions etc.) would be the best way to raise childrens' awareness of any other way. In order to manage this, it is essential to have their parents' support, your colleagues' support and your external partners' support ( e.g. a non governmental organisation like METAdrasi I am already member). Especially nowadays in Greece, the climate about the educational participation of refugees in our schools is rather hostile. Parents due to their ignorance, they are afraid of refugee children (diseases, violence etc.). So if we want to make a step forward and our students become aware of refugees, we should first educate adults by bringing a newly arrived migrant into their houses in a metaphorical meaning, of course!

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I think that bringing newly arrived migrants into our classrooms is a great experience. I should integrate the student thanks to cooperative activities.

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in my school foreign students were born in Italy and they are now fully integrated. I think the issue is raised in the primary school: sooner or later we must think of a training plan for teachers, because I think it is very difficult to teach Italian in a mixed class.

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In Germany, there are numerous organisations and institutions which can assist teachers in inviting people with a migration background to their classes in order to talk about their experience, e.g. local refugee councils, alien offices, asylum seekers’ hostels, but also local intercultural clubs and initiatives. However, I have always refrained from inviting external partners for various reasons: I’m a little afraid of my students asking the people insensitive questions, I don’t want to be overtly manipulative yet I know that some of my students are not as open-minded – how will they react to the situation?, Activities like that are not funded – where does the money come from? I know these are silly questions but I sometimes feel that the (institutional) restrictions in German education can be rather harsh.

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I 've never brought a newly arrived migrant into my classrooms but my son ,as a student,did the experience to meet a young migrant boy in his classroom .It was a very good experience from all points of view.The boy told them about his family,his difficult journey to reach our country ,his living conditions before and after his journey.
My son  and his classmates were deeply touched by the boy's story
and they have undestood better such worldwide problem (the problem of current migration I mean)and how lucky he and his friends were to be born in a peaceful country.

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Rossana, Italy       I've never done something like that but I could give it a try. I read a lot of enthusiast comments from my colleagues that I think it's really worth trying.

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Rossana, Italy       I've never done something like that but I could give it a try. I read a lot of enthusiast comments from my colleagues that I think it's really worth trying.

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In my school in Rome there is a long experience of collaboration with migrant associations, ONG and institutional partners that support migrants and refugees. It' a positive experience and I would recommend to take contacts with local associations

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I haven't yet invite a newlly arrived migrant into my classroom but I remember some a couple of years ago the 2 girls from Avganistan who were attending lessons in another primary school and they were coming to us only to attend the gym rythm club. They were shy at the beginning and we, pupils and I tried to make them feel comfortable among us. We were asking them some questions about their personal story trying not to make them feel uncomfortable.
But If I would like to bring a newlly arrived migrant into my classroom I would ask for help the ARSIS, an NGO for young people located in my city to advice me.

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This is not of concern, but of legality: more and more often in our schools (I am referring more specifically to the Italian context) there is attention and alarmist exaggeration by families who contest initiatives that go beyond the entrenched habits. From there it triggers an action of pressure that comes from above, they are only intended for the countless inconveniences and dangers that introduce 'foreign' people at school context may result. The associations involved in helping migrants often work in 'shadow' or prefer to work parallellamente literacy of migrants, seeing the school status as a competitor. In fact, I think the role of such associations could first of all be to mediate the relationship with the school and the children that attend instead of just doing an action of public all'istitutzione replacement. On the other hand, however, it would take even more foresight and initiative on the part of school authorities, but this is another chapter of the matter ...

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As teacher and educator, we have to consider the person and not his/her state of refugee. Migrants are first of all PEOPLE as everyone else.