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I think is very important to create new opportunity, the class needs learning with small group.

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In my opinion, every person is important, so it is a citizen duty to respect each culture.

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It is very important that students feel they are part of learning. Considerin this we must do so as to create common elements to all students in a class.

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Bafra Samsun urrkey

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I think we need a team based on trust, respect and willingness to do everything very well with existing resources.

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Iuliana, Romania I think that is more important to create an atmosphere of mutual respect of own identities and experiences.

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Iuliana, Romania I think that is more important to create an atmosphere of mutual respect of own identities and experiences.

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Establishing, creating a friendly atmosphere in which everyone feel accepted and welcome is of fundamental importance. The role of the teacher is important, his/her ideas can be felt by students, if the teacher is open-minded and tolerant towards other cultures and backgrounds the classroom will receive and accept a fundamental message of  acceptance and respect towards foreign students.

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In adult education, building the team is task no 1! If there's no team, there aren't so many chances to end up to the desired learning outcomes..! So, role-playing is a technique I tend to use in order to bond the members of the class and make them feel part of a common ground. Communication-collaboration-creativity do come up and a reflective discussion at the end also empowers critical thinking!

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I think it is important, even more than just the transmission of knowledge, create inside of my class a sense of belonging. I like to think of  the classroom as a place where there are no differences and where each student contributes to the construction of personal identity of' other through the display of their tradizionie and costumes, but especially where there aren't the Rom, the Polish or Moroccan but the citizen of the world.

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I usually create a member card for students in my class. It presents all students' countries'-flags, student's name in Greek,in English, in student's mother language and in a peer's mother language.Some days students have to exchange members cards and collect specific information.Our class identity is this little card ...We are members of all these nations and cultures.We belong in others life as they do.The most important thing in our classes is all the members feel safe, important and respectful.

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I think every class needs a class-identity. I try to createa positive learning environment with groups works.

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I think create a sense of belonging to a context is critical to creating unity in diversi

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Maria Filippa - Italy
Every class needs a class identity, with a strong feeling of belonging to a small community. I always try to create a positive and cooperative social climate in which everyone can express his/her personalities and competences.

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I've been teaching in different schools so i can say that a sense of belonging is a target specially of small schools. I found it in that kind one. Anyway

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Every year I try to create a sense of belonging and identity in my class because I see school not only as a building where children learn different things, but also as a place where they develop their personality, as a sanctuary. Therefore, I try to help my students interact better with the society, with their colleagues through extracurricular activities such as short trips in the city or different games in which they can get to know each other better. But I always decide what activity to do after I discuss with my students or with their parents.

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I believe it is important to foster a sense of belonging, team, beyond the differences.
shared goals and strategies where they have to find a place mutual help and the willingness to put yourself in someone else's shoes

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I think that is more important to create an atmosphere of mutual respect of own identities and experiences.

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In the classroom, even the seat plan have a big role to create a cooperative atmosphere. By motivating "the other" he/she have the sense of belonging. And this also affects the majority in a good way. If the teacher sees the minority as the same as the majority, each pupil gets the message and respect each other.

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They are loved but noisy. they play with phones and only like eTwinning projects. Traditional teaching hate.I should be more prepared when you go into class. Teachers who use the old methods have problems with the management of the learning process.

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I think it is very important to create an environment conducive to learning by developing their sense of belonging to a group. It requires the cooperation of colleagues, which is not always ... but to establish common objectives and goals is a priority to build the identity of a school.

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I believe that a shared goal like an eTwinning project or a theatrical play can help create the feeling of belonging and thus, create a school or class identity.  This will also help pupils become more responsible and protective towards the school property and their classmates.

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My experience shows that the most important think to  develop an educational success is to create a good atmosphere. It makes teachers do their job with responsibility and love. In that case, students look at the school in which they study in a different way: full of colors, with colored classroom, friendly objects, to live the school relaxed and in harmony. For this reason it’s necessary the cooperation of a headmaster to create a pleasant atmosphere for productive pedagogical work and develop a sense of belonging to the school community. ogle.c�N| 6g

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We have an African child who does not speak Italian. The pupils have made it clear that they can learn from him French and he can learn Italian from them: mutual learning

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I think the lost important thing in a classroom is to respect each other.

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I'm only one day a week at my internship and I always started a few weeks after school starts. So I'm not involved in the process.

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I try to create a sense of security, respect and acceptance for all of my pupils regardless their cultural or social background. We use to work is small groups where all have equall rights and responsibilites, help and support each other for a common goal. We also take part in etwinning projects with members for all over Europe and this is a great opportunity for children to meet with other cultures, to learn how to understand and respect different ways of living and thinking.

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For creating a sense of belonging and identity in my classroom I try to teach mutual respect especially through group work and dialogue.

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the sense of belonging can be created, I think, through the sharing of universal values ​​such as environmental protection that also passes through the knowledge of the area from a naturalistic point of view, but also artistic and landscape, food and wine, besides environmental sciences

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In my opinion I think that the most important thing is to be able to create an atmosphere that allows the students to feel good and in doing that you also create the right conditions in which pupils learn without any stress or constrain.

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usually, before building my classroom identity I fix a simple "rule": respect. some examples and manual activities (group activities) help me to reach this goal and build a great team to cooperate with.

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I have students of year 2. Last year I started to build a class identity, with very simple and practical strategies, for example, we are the class of the red pencils: everyday children followed the track of many red pencils on the walls to find our classroom. They have red pencils with their name on them over their hangers. We made a poster of a big, red pencilcase, with 23 coloured pencils inside: each child chose his/her favourite colour, to symbolize they are different, but at the same time they are part of a group.

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My classes and my school have something like a class or school identity, a feeling of belonging to a small community. Setting common goals for the whole class or school to achieve or trying to solve problems arising in the school everyday life are ways in which is deing formed a class or a school identity. I have collegues who are more sceptical about such activities when it comes to cultural diversity but they are minority. It is really difficult to cooperate with...

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First od all, make an atmosphere of security and respect for all the students:
- meet different cultural backgrounds
-to know where all the classmates come from
- identify and show the places of their students' origin in the map
- learn and respect the humans' rights
Then deepen in their lifes:
-to share stories, food and happenings from different cultures
Accept them (attitude):
-to include people from different cultural backgrounds in school's society
- enjoy this project experience
I'd also agreed with some colleagues who believe that they have to find ways dealing with conflicts and avoid racistic behaviour.

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elebrate students' cultural diversity (Headmaster plays an important role to show the diversity of the school)

Foster students' sense of belonging to the classroom(ask students their opinion and let them express themselves)

Deal with conflicts in the school environment(language mediator to solve conflicts)

Teachers must deal with racism between them by adopting different ways in approaching students and their families

Students must work in small groups where they will have the chance to learn from each other and make a focus on each other's traditions, customs, stories. They must talk if there are conflicts and try and solve their problems with conversation and make their own arrangement of the way classroom will work in

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Erika talked about the atmosphere created by the teachers and the headmaster. Their attitude to diversity will define the whole school and how much kids like being there. So much responsibility in our hand to make them feel good here and to believing in them. As Alicia said, they spent a lot of time in the school, we should create an atmosphere where they love to be in. All these ideas to choose common color for the class, have a website, avatars, making learning circles, study buddies, WhatsApp groups, etc. are just amazing. Can't wait to try some with my students! I have this idea to use some applications with the teenagers to create challenges they can fulfill and share with others.

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I try to create in the classroom a sense of belonging to the small community class through my subject, the music. I experienced the invention of a short slogan sung with words chosen by the pupils that they can reflect their identity as a class. The pupils also invent the rhythm and melody of choosing among the various proposals slogans together. At the end of the class has its original slogan that serves to present to other classes or to raise awareness and group self-esteem class.

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In my kindergarten we don’t have many children of different backgrounds. I think it is a little difficult to create a kindergarten identity as a multilingual kindergarten if there are only a few students of different nationality.

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technology is really challenging to support integration oriented projects

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In my kindergarten we don't have a great diversity of nationalities so we don't really have specific activities to celebrate it. We talk about it usually for Europe's Day or when we have projects.

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I teach in two classes: the older one has a good sense of identity,  I've worked for two years to create and improve it; the younger one, instead, don't feel like a group: they are very individualistic pupils and it's difficult collaborate between them.
My school is composed of two primary high schools, and I notice that there isn't a sense of identity between them; my colleagues very often create a sort of competition between ourselves that isn't useful to give a sense of unity.

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roup works,  projects involving small groups of students are the most common activities to foster cohesion in multicultural class.

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The school where I work is a secondary school, and our geographic area is a high-density immigration area especially regarding Chinese people. In this town we have several shops and post offices with Chinese speaking employees. The first step we have to do is a good communication, respecting the native culture and promoting the Italian one. So we have to help this people building a new culture, trying to preserve the native one. For instance, sharing typical recipes or food sometimes could be a first step in this direction.

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In our school we try to build a school identity through projects such as Cross-ship and Unplugged. Last year our students took part in a multicultural project followed by the University of Macerata. Moreover we have the "Intercultural party" every year in which students sing, dance and read poems in their own languages (with translation).
What is still difficult is to build a class identity. Our students find very difficult to work together in the afternoon on school projects for example ( often their families don't like that). We don't have extra-curricular activities in the afternoon. Lessons end at 13:15.

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I think that in my school we all try and build a senso of belonging. Actually our school works as a small community and, like all communities, we are trying to build our own identity.
The activities that are more effective in this sense are the so-called extra-curricular activities, usually held in the afternoon (when lessons are over). School identity and community feeling are something that we have to build up day by day. It is something that starts from the inside of us, teachers. Working in team, planning activities in a cross-curricular framework, defining projects that involve the whole school community... these are some of the basic ingredients for the perfect recipe.

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In my school we play team games , have parties , plays etc. and every body feels that he is a part of a small community.We often involve parents in our activities and there aren't any colleagues sceptical about cultural diversity.

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The parts involved in the process of "belonging" must work for the common objective: the sense of wellness the students feel when they are in class. I sometimes feel that this is not possible because the collegues have prejudices. It's true that the everything start with the Headteacher that "MUST CELEBRATE THE DIVERSITY".

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In our school we start the sense of belonging and identity from choosing the name of the class and the symbol. In the class they have a special corner where they present themselves and on the class door we post our class key-words, values and our motto. Being a small school, we can easily cooperate between classes, so we chosed our school values and each class works together and show the other classes how they defend them.

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I think my classes and my school, fortunately have developed a very strong sense of belonging. This objective was achieved with the cooperation of all parties: students, teachers, families. This collaboration every year allows to organize many extra curricular activities such as trips, sports competitions, musical groups, theater groups, and also cultural exchanges with students and teachers from other countries and also other continents. Students are very proud to be part of the school community.
One aspect that is lacking, and that in my opinion would be very important, is the presence of a cultural mediator who can help in case of problems and dealing with students and their families.

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In my school we always work in groups so pupils feel that they belong to a small comunity.They help each other .We also cooperate with other schools from other countries through etwinning projects and this way children have learned accepting the differences between people.

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I teach in a small village in the center of Portugal, near Coimbra. It is a rural community so there is a strong feeling of belonging. Although it is in the countryside, many foreign people are more and more interested to move into the beautiful mountain scenery, so people from other countries are really welcome.

Besides the City Hall promotes this sense of belonging with activities like The “Feira de Oportunidades e Empreendorismo, in which students are engaged in the community.

As far as our school is concerned, there are a lot of partnerships with local authorities (City Hall, Fire Department, Swimming pool, Nurseries, etc) so we are quite active, and we even have a huge party (arrayal) at the end of the school year.

We, the teachers are open minded and welcome all our students no matter their nationality. We are involved in some Erasmus+ projects and the English teachers celebrate a lot of festivities from other nationalities: Halloween, St. Valentine’s, April Fools Day, and The European Day of Languages…. ,

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In my school we try to help students to communicate throught roleplays, dramas, cooperative Group activities.

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We don't really have activities ar anything that make the students feel they belong to a community.

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In my school everything is left on teacher's goodwill... There's no interest (for most of us, not for all, fortunately!) in intercultural competences and I often listen to colleagues who don't think intercultural education is necessary because there is no foreign pupils in their class...

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We try to have a kind of school-identity. Every students gets at the beginning of the school a folder and a scribbling blöock with the logo of the school. The professional sportsstudent get training clothes, T-Shirts, winter-jackets with the school logo and school colours. So they can identify with school in wearing this clothes. (no matter where they come from). On the other hand we have the "sport"communieties: the alpine skiers, boarders,.. who have a stronger camaraderie.

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A few simple things make a lot of difference to students:

Connect with each student daily.

Turn mistakes into learning opportunities.

Monitor and support student engagement every day (not restricted to a specific month or holiday), include diverse music, art, games, stories, and activities that reflect the backgrounds of each student.

Create norms for the classroom that address not only behavior, but also respect and empathy.

Help create a sense of belonging inside and outside the classroom.

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It is goog to develope a sense of belonging and identity but they must be opened to the changes to new.  It is good to cooperate.

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The sense of belonging in class and in school could be built with the synergy work among teachers themselves and between teachers and family. Some informal moments likes school trips, small birthday parties in class, shared games during breaks can help.
Personally I try to increase the class identity building with my students shared rules, planning informal opportunities for exchange of personal experiences, structuring group activities and involving them in the use of some multimedia platforms, such as Edmodo, in order to increase the sense of belonging to the group.

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In my school to grow the sense of belonging and identity there are a lot of activities: educational tours to know the place to live, role play to know new friends, team working and peer to peer education to learn together, theatre, athletic teams, musical performances...

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Teachers can really influence the atmosphere in the class and are able to build a culture diversity community as well. Using the technology resources, for example, is useful to create a class where students can communicate, following of course some basic rules shared with a teacher, a coordinator teacher.
It is also important the cultural mediator who can speek in Arabic or Turkish language to create a link, a sort of a bridge, between, the family and school talking about a general situation happened in class or with a specific student.

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Working in a language school is quite a different situation, because there are already many activities planned in order to favour team building and create a sense of belonging to the classroom community. One of the most successful ways, for example, is the outdoors activity where students go in groups on the street to ask people about language facts and stories... at the end of this games, students usually tend to bond their group relationships and start very nice friendships and collaborations.

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Surely I can say that our school has a sense of belonging and identity in a classroom. And this is due to the work of all teachers. But often I wonder if we really are able to respond to individual needs and the needs of children of different cultural backgrounds or insert them within the educational system?!

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I think it's not always easy to create a class/school identity, especially if students come from different areas and have different backgrounds. Crosscurricular projects involving many classes and teachers can help though, and that's our experience. We get students work in groups and cross-classes towards a common goal and this hepls creating the sense that we are a small community.

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In my school there are a lot of extracurricular projects that creates a sense of belonging such as theather, athletic team competitions, musical performances, Christmas shows. Personally, I promote working in group to achieve common goals; students usually are competitive but also love cooperating and helping mates.

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I think that identity is very important to create a profil of your yourself ,, and to feel belonger

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There is a feeling of community but not through celebrating cultural diversity. Rather that assimilating cullturaly diverse students I'm afraid.

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The normality of teaching at my school to create a sense of belonging is not a priority for teachers. When I begin to work in a classroom I propose jobs to variables groups to try to amalgamate the class, but I have no time to dwell too much on test results: If there are good, otherwise I have to continue to fulfill syllabus. In fact, I realized that is not always enough the Cooperative Learning to amalgamate a group class, because I'm the only teacher to make some effort in this direction.
Fortunately, I never had cases of serious conflicts among students.

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When students feel at home in a school and have strong relationships with peers and teachers, they feel more confident and positive about their own individual success. Creating small identity groups is one way to cultivate togetherness. Forming small groups of students that engage in friendly competition and providing opportunities for students to work together with peers can create school spirit.

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This is always the ideal situation, isn’t it? Ideal for the students and for the teachers as well. There are common rules and class rules which sometimes, no matter what, are broken and then problems arise, especially with students in their teens who tend to be rebellious.

Projects are great to create this sense of belonging and identity once they have to collaborate. Whenever my classes are involved in projects, namely eTwinning projects, this becomes clear as they help themselves in class and out of the class, and share materials and the joy of working together, of achieving goals together.

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I try to work on this feeling of school as a small community of people working together for a goal. It's not easy because I change school every year and I can't work continuously in the same environment. Anyway, building up open communities, respectful of all the wonderful diversity they contain, it's a big goal for schools.

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We do try to have a class identity at school having our own poster where sentences,  words, images, artifacts,  which have turned out to be relevant to us are shown.

At a school level we also try to do this, but my school has got about 1.400 pupils and it is divided in 3 sites and I can notice that even kids at their monthly assembly have difficulties at building up a sense of togetherness

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This should always be the main goal of our activity as teachers, even if it is perhaps the most difficult one to reach. In my experience, I tend to get my students to work together and cooperate in school activities, so that they can really share tasks and goals, getting to build a “big and beautiful family”.

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I think that the first step in 'Creating a sense of belonging and identity in our class and school' is establishing rules at the beginning of the school year and after that trying to involve all the students in the whole studying process.

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On a schoolwide level, our students have a PE tracksuit with the school logo for winter and summer, and just recently we created a Facebook page which shows the various activities that go on throughout the year. I personally have been responsible for a Christmas chorus that involves the entire primary school (about 240 students) who sing Christmas songs and Gospel music, all the parents and relatives are invited to attend (there is a great turnout!) and then we have a little Christmas party with cakes and beverages.
Other than that…. Each teacher tends to go in his/her classroom and close the door. I have not seen many initiatives that create a sense of belonging to that particular class. Each class does their own Christmas show but only the parents attend it, the other classes to do not see it. Children who do not speak Italian are generally accepted although the teachers tend to see them as obstacles to the proper running of their curriculum. I haven’t seen a lot of curiosity about their mother tongue languages or any celebration of them. A lot more can be done, but, as I said earlier, we haven’t been faced with this issue until very recently.
In terms of community building, as a professional counselor, I also offered parenting workshops which were divided into groups based on the ages of the children. These workshops were focused on providing support to parents in their concerns, fears, questions about parenting and their own anxieties. They proved very effective in creating a group, I saw how parents from all different classes got very close to each other, felt a strong connection. Now that I have left the school, I realize that I left a bit of an empty space that I hope my colleagues can fill with their own ideas and initiatives.

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My school has been operating for the last two years, so it is a quite small one. We have 70 students, so they have developed the sence of belonging. They feel very "at home". Besides that, I think activities and project in which school, parents and local community have to cooperate can help community building.

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The first think is respecting their persons and peculiarity and then let them feeling like we are all at the same level and that our diversity is our wealth.
So we can organize activities on their common theme like music, art, TV, VIP…

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To be part of a cimmunity You have to get your kids involved in all kids of activities that happen in the school. Make them say what they think and let them organize.

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As far as I experienced, cultural diversity is seen as a negative part of schools which have to be hidden instead of becoming part of the school identity. In addition, I think we should work more on building a sense of class and school belonging and identity, for exemple designing and implementing activities which foster social and intercultural competences, especially at high schools where I work. Our school sistem is still too much based on content.

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My school has a great tradition in educational reforms and has its own identity. Diversity is considered as an advantage.

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In my teaching experience, team building , class building has always been a priority with new classes. As I work in a low secondary school, most of the responsability  for class building often falls on teachers of Italian, who spend more time  with the students, or on the teachers who are charged with the role of 'class coordinators'. And I know they all try hard to get positive results, and the other members of the teacher staff do the best they can to collaborate. Yet, especially in the latest years, it seems more and more difficult to get positive results. The problem - or the challenge, if we want to see it from another point of view - are the students. And not because of their cultural diversity.  Most of them seem to be, or show out as being very individualist, egocentric, focused on themselves, their own needs, wishes, ambitions - they often lack any kind of empathy towards their schoolmates, or any other human being, they just follow their own way, regardless of the consequences their actions might cause. And that exactly why working on team building, classroom culture has become more and more important, nowadays.

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The class coherence depends a lot on class teacher There is a lot of methods in drama pedagogy to work on group cohesion and in my school I lead workshops for teachers to teach them how to achieve better group cohesion. we use group cohesion exercises, debates, drama improvisations, group activities that help students bond better.

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It's very important to create a sense of belonging and identity in a classroom and it's a challenge we as teachers face every year when we stand in front of a new class, regardless of any cultural diversity. Often we begin this challenge with little knowledge about our students, group dynamics, and time to dedicate to this important task. Building community and identity requires a good understanding of our students and it takes time. But when we have managed to forge a class community to which all students feel they belong and even have a sense of loyalty to, it can be a very powerful thing and hugely rewarding experience for our work as teachers. That happens if we have a class with native students but also in a class where foreign students belong to.

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In my classes the students are classmate to primary or to kindergarten in most cases: this is a advantage because I teach Music in junior high school two hours a week only. Choir or play together help to further develop a sense of belonging and identity in my classes.

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Simona, Romania
Beyond the variances between members classroom, I always thought we act as a team. My symbol class is the  duckling.We are ducks and we swim in the waters of knowledge.

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Each year, I try to create a class identity and a class culture. Although there aren't students from different countries, there are children from different backrounds. Some of our activities are:

1. ​Learning that for every problem, there is certainly at least one solution.

2. All students belong to a group and they have to contribute in it their best.

3. We all help the others do their best.

4. We share things and use "thank you", "you are welcome" and "I apologize", when necessary.

5. We learn that each one of us is very special and has got special gifts that make him unique.

6. We know that each day we learn from one another, so we all have to listen carefully of what someone says and share with us.

7. We are all different, but we are all equal and we deserve respect.

8. Collaborative activities make us bond, share and learn each day.

9. At the beginning of the year we all decide what rules we want for our classroom and which are the consequences when we break the rules we have created all together.

10. Me, as an educator, I try to make that happen each day, so I can be a role model to my students, so I don't have to say much, show it with my example.

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A sense of belonging is very important, but for now I have not this problem as all my students are Georgians. I use coperative learning and team work...

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Belonging to a group – no matter it is in a classroom or in a community - is a fundamental sense for people to build their self-confidence, social relationships and be motivated to succeed in their life.

Personally, I promote this by asking students in the beginning of the school year to make a classroom contract in which they outline the importance of respect, acceptance and support of each other. Then all the members of the classroom sign the contract which is hung on the notice board throughout the school year. Also, I’ve realized that team competitions and games during lessons help them create a sense of togetherness in order to win. For example, weak students are helped and encouraged by their classmates to participate in order to gain a point for their team. What I try to do each time is to organize the teams in a way so the members of each team are not the same all the time. Doing this I manage to  involve all the students with each other.

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The sense of belonging is also a problem for native students. It is not obvious even for them to feel part of a community, or of such school. The identity was shattered into a thousand pieces and you have to put them back to school. But the identity is not immutable. I think it's always changing that is why you can find different ways to reassemble through group work, games or competitions through which to achieve common goals. The achievement of a target TOGETHER is the way.

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Creating a class community is essential for learning & teaching. I truly believe that if the students do not feel comfortable in class, there cannot be a positive outcome of learning.

I think the following ideas help to create a positive classroom community:
- welcome present at the first school day
- knowing their names and facts about their families and backgrounds
- taking photos together
- going on field trips
- creating a class symbol
- asking for regular feedback (written form or oral feedback in the coaching lesson)
- teaming up learning buddies
- trying to teach empathy
- team building activities, where sts can bond and find out what they have in common
- appreciation of the different characters in class
- communicating that each student can be him/herself and that nobody has to be perfect
- providing the kids with a platfor to share their fears, worries, happiness, etc.
- celebrating birthdays
- NOT comparing the students
- changing the classroom layout
- giving them the opportunity to make decisions together
- democratic votes for class decisions
- decorating the class reflecting cool experiences they shared
- going on project weeks
- organizing charity events
- working on projects

There is a long list of activites, but especially at the beginning of a school year or in times of trouble, I find it especially important to spend time on team building. If you take the time for it, you will benefit throughout the entire term.

I'm looking forward to learning more about it - as it is my second year of being a class teacher! I'm learning a lot from my students and I am very grateful to have a wonderful, diverse class!

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I think in my classroom (and in my school) class identity has been built more accidentally than intentionally. However htere are some activities which lead to a feeling of belonging even if they have other manifest targets (I meen sport challenges, cultural challenges etc...).

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First, I'd like to thank Erika for mentioning some of the problems we are facing in Vienna. During my education at the University of Teacher Education in Vienna, I had some sad experiences with professors or training schools. But I am very happy that I could get a job at a school where diversity is welcomed and appreciated. I would love to learn more about the project Erika mentioned in the video, and how they are trying to spread a more positive feeling around schools.

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Class identity? It really depend on the class! Some of them have a kind of a shared identity but other don't. What said may be referred to a single school as well, with some having a strong, traditional and even historical identity, whereas others struggle for their existence.
A good citizenship may help in creating a sense of a community, even though some colleagues are skeptical about such activities to cultural diversity issues.

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One activity I use to enhance the sense of belonging is to create the song of the class. First the students choose a well known song and next we change the lyrics all the class together.
The new lyrics are about the things we do together, about our interests, our likes etc

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I think it is quite important to make your students tell their other mates where they come from, about their likes and dislikes, their needs and interests. If we spend some minutes in all our classes to listen to all the students, they will know each other better and some feelings can appear and it can make a class identity. Teenagers need to tell someone their problems and emotios. If they discover that many children in their class share the same problems and emotions, it is easy to make a solid group. In my school we also try to foster the activities to make our students live together in a pleasant way, but there are few colleagues, but some of them, who think that their only mission at the school is to teach their subjects. Some of them accept to change their minds, but others don't. It is a pity since those teachers who don't like to work on matters of mediation or living together, usually are the teachers who have more behaviour problems in their classes.

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I always have six classes and what I can observe is that every class is different: they all love cooperation, but inside some classes there's still a sense of drift so I have to work a lot to help my students to feel part of a community. I work to give them the possibility to share their contradictory emotions (typical of teenagers) and live their learning in a more costructive way. I can see the best results when they have to complete difficult tasks and their classmates help them. So, cooperative learning is the best way to help them all to feel part of a community.

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In the last two years , I work a lot in order to create a class identity an a feeling of belonging to a small community. We've just started our year 5 and I ask my pupils to think about what is their attitude to the class, what they expect from the group and what they expect from teacher. They expect and want to give collaboration, cooperation,, generosity, loyalty, silence, respect and so on . In the school we're working as teacher on the rules and on our feelings. It's true that some teachers are afraid of new entry and considered in a bad way the immigrant families, but I think that together we can help ourselves to develop a positive atmosphere and a peaceful environment among all the classrooms

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In my classes  I work to creating a sense of belonging but it is very difficult. I used different action and  resources for fostering students sense of belonging to the classroom. I make use of jigsaw cooperative learning strategy, teamwork and circle time.

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2.4 Creating a sense of belonging to the school community

It’s very sad to say but it’s true: in some schools the presence of too many immigrants is considered as  deterrent to enroll local children, because foreign students make slow the learning process of the class. As I see it, the problem  wether or not foreign students are in a class; the real issue is how teachers want/can face this challenge: do they have the right competences and energy to take the challenge and try to teach in a creative way through their students’ fears. Patience, awareness, self-criticism, open-mindness, willingness to create a positive atmosphere in the classroom are fundamental qualities a teacher has to develop in order to help students creating and reinforcing their identities and their sense of belonging to the class

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It is so important for me to develop the sense of belonging in my class. I try very hard to make all my students feel accepted and comfortable. A very interesting article about this subject you can read below

http://www.teachmag.com/archives/4681://stat���)H��

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​Develop a sense of belonging to a class is very difficult. I use cooperative learning and group work. In these last years the work sharing through google drive. The school is projected to change, but often encountered reluctance among colleagues and even trying to bring innovation, often the lens fails. still we have to work on teachers

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In my school some colleagues are sceptical about community building, because of the huge number of foreigners.
Every classroom should be composed by an equal number of "diversity".