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I would really like to teach and live in this kind of school. I think the first step should be done by teachers, but we need teachers that believe in this kind of project and vision. Thanks for suggestion!
https://youtu.be/1shMgb2mJ0s
https://youtu.be/eAzfC5Ov6SM
https://youtu.be/SpwVNH1K3gE
https://youtu.be/nZ29tXoRkB0

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2.5 Developing empathy & open-mindedness

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2.5 Developing empathy & open-mindedness

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http://enable.eun.org/news

https://youtu.be/hD5f8GuNuGQ
I think empathy is a form of intelligence. I wasn't sure to be empathic enough, expecially because I'm a quite undemonstrative person, but in these last weeks I'm receiving a positive feedback from my students so I suppose to be empathic. It's hard to explain this idea in a different language, but that's what I feel. I met a lot of empathic people in my life and I loved spending time with them. On the other hand, I met people who really wanted to be empathic but they were role playing and that's quite sad, expecially in adults. In my experience honest-to-goodness and unworldly people are more empathic than others.
Concerning to be open-minded, I think I am. Reading, travelling, meeting people from different countries helped me in becoming open-minded. Now, I believe that this one should be one of the most important goals of instruction and education.

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2.4 Creating a sense of belonging and identity in your class and school

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2.4 Creating a sense of belonging and identity in your class and school

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https://youtu.be/7B06rykeYc0

Celebrating students' cultural diversity

Fostering students' sense of belonging to the classroom

Dealing with conflicts in the school environment

I teach to adults and it seems to be difficult to create a sense of community and a collaborative climate in my school. Probably there are different causes for this situation. First of all, teachers aren't proud to work in such a school, so they don't foster students' sense of belonging to it. On the other hand, students don't spend a lot of time at school and sometimes their attendance is quite sporadic

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2.2 Supporting students with different first languages

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2.2 Supporting students with different first languages

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https://youtu.be/MFs-OPJAZAg

Find out which languages your students speak

Allow students to speak their native language at school

Support students to understand the language of instruction

Build your students' self - confidence

https://youtu.be/pgKmp_9sGBI

I really like these projects! Unfortunally, I must admit that activities in my school are a far cry from what they do and suggest. Anyway, my students usually work in small groups depending on their native language, if possible. In this way, students that better know or better understand italian language are used to translate my words and explain math to classmates who don't understand italian very well.

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2.1 Example activities to develop students' intercultural competence

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2.1 Example activities to develop students' intercultural competence

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https://youtu.be/JIl2HZw95U4
I agree with Erika and Alicia and I think their suggestions could be very useful and interesting. Anyway, being a Math teacher, it isn't easy for me to apply them. I'm just thinking about creating a class blog or preparing some activities on Edmodo in order to share knowledge, informations and so on, possibly about real life math problems.

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Module 2: Recognising cultural diversity for learning in everyday practice

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Module 2: Recognising cultural diversity for learning in everyday practice

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My students are from 16 to 60 years old and, as I told you in a previous post, just a few of them are italian. Indeed, they expecially are from East Europe, North Africa, South America. Some of them are adults, of course, moving here looking for a job and a better life. Others are teenagers with very different school experiences. Actually, some of them have recently arrived in Italy and they are learning the language and trying to obtain a diploma. Others, on the contrary, are so-called drop-out: they are students with many failures in italian school, unmotivated, sometimes with a bad familiar context.

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1. Develop methods how you can work with students who do not speak the language of instruction very well

2. Identify ways how to build a sense of belonging and identity in your class and your school

3. Reflect on how you develop empathy and open-mindedness

4. Prepare a lesson plan that incorporates activities, ideas, etc. of what you have learned on this course

5. Reflect about what makes a good lesson that develops intercultural competence of students by reviewing the work of three other course participants

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1.4 Developing intercultural competences of your students

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1.4 Developing intercultural competences of your students

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I sometimes like to mention the famous aphorism "I disapprove of what you say, but I will defend to the death your right to say it" (E.B. Hall). I think it's important to teach respect for other cultures, encourage students to accept differences and, in order to obtain it, my exemple is essential. However, can I teach empathy? How can I become more empathetic? I'm afraid but that's not easy. Moreover, I'd truly like to be empathetic, but I cannot make me sure of being it.

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Pro-active and engaged with everything students bring to the class

You are a reflective practitioner who pro-actively engages with your students and everything they bring to the class. Your engagement with parents and local community allow you to fully understand your students and make the learning experience relevant and effective for them. Your openness and curiosity allow you to integrate different cultural practices into your teaching and ensures that the diversity of every one of your classes is accounted for in the resources and teaching practices used in the classroom.

Take a look at this table with the different answer options to see other ways how cultural diversity can be addressed in the classroom.

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1.1 Why address cultural diversity in schools

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1.1 Why address cultural diversity in schools

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Alicia remembers us that students, just being humans, are different from each oter. Indeed, when meet a new class, it isn't important to me where they are from but who they are. It's true that the two aspects are very connected, but it's sad referring to a student with his provenience istead of his name. Nevertheless, as a teacher, I must always remember that personal stories influence learning ability as well as the cultural environment in wich a student grows up.

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1.2 Developing intercultural competence as a teacher

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1.2 Developing intercultural competence as a teacher

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Alicia, Erika and Tomislav gave us food for thought.
For exemple, I've never specifically reflected on my own cultural values, even if, obviously, for me it's important to live and work in a multicultural environment. I'm proud to be Italian but I'm not afraid to share my knoledge and my cultural background with my students. I'm a teacher, but I'm always a learner: this awareness should be essential for each teacher. Anyway, I think I need to work the most on language and pedagogy because these areas have to be considered very carefully. On the other hand, the biggest challenge for me is  increasing community relationships, but at the moment I could't say how to obtain it.

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Hi, everyone! My name is Stefania. I live in Chiavari, a small city near Genoa, north-west Italy. I teach Math and Science. I've been teaching for almost 10 years, but this is my first experience in CPIA, a school for adults (aged 16 - 60). As you see, it's never too late to be a student :) Our students are from Italy, of course, but also from East Europe, North Africa, South America as well. Sometimes it's pretty difficult to work in such multicultural classroom, but it could be very motivating. I like this kind of webinar: it seems to be a good opportunity for meeting interesting people, sharing ideas and trying to improve my English. Good luck with our work!