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The Review I received from Noelia Fernandez Rull

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The Review I received from Noelia Fernandez Rull

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I think it's a really good job. Very very completed, a lot of organisations and actions well defined.

Congratulations

Kind regards

Noelia

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The review I received from Chiara Carbonari

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The review I received from Chiara Carbonari

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I think that you have a lot of experience about newly arrived immigrant students while I haven’t so much experience, so I believe I have learnt from you.

I think that your development plan is well structured because It includes every aspects spoken in the course.  I appreciate the concrete activities you have proposed in particular the ones I have highlighted. Very good work! Keep going!

Chiara Carbonari

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2.8 Activity: Finalising your development plan

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2.8 Activity: Finalising your development plan

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PLEASE MAKE SURE YOU READ THE TEXT BELOW CLOSELY, so that you understand exactly how to complete this final activity. You can submit your development plan and the peer reviews further below. Please note, we will NOT be using the Learning Designer Tool in this task.

Again, first and foremost this document is to help you structure your own thoughts & planning. There is no correct way to complete the document. Hence, if you find parts of the document unclear or not useful, feel free to modify the document according to your own needs. The only thing you need to bear in mind is that the course participants that will review your template need to be able to comment on your ideas.
In order to complete the course you have to submit your development plan for peer review further below on this page. The purpose of the review is not to assess your work but to provide a formal opportunity for a peer to consider your plans and provide ideas, resources, feedback, questions that could help you move your own thinking forward.
In order to complete this activity please follow these steps:

1. Finalise your development plan and save it in either Word or Open Office format. Ideally add your name as part of the file name when you save it.

2. Submit your development plan file in the interface below. You can upload a file there. In the text box that is part of the submission, you can enter a link to your learning diary and/or just write a short paragraph explaining a bit about your situation. This will be helpful information for your reviewer. Make sure that you formally hand in your task after uploading your file. If you made a mistake while handing in your task in step 1, please check the Course FAQ to understand how you are supposed to proceed. The deadline to submit your file is Wednesday, 14th December.

3. Wait for a while until you have received an email confirming that there is work waiting for you to be reviewed. If you do not receive such an email more than 24 hours after submitting your own work, check back in this section to see if you already have some work to review. You will then be able to post comments on each of the 2 course development  plans of your peers in the text box that will be available below each of the tasks. Take a look at this document (ODT version) for an example of the kind of feedback that should be provided. Make sure that after having posted your comments in the text box, you click the "Review" button.

4. To see the tasks of your peers allocated to you, you need to come back to this page, scroll down and click on the + symbol next to the names you will find in step 2. Click here to see what you are advised to do, should you receive an empty box, a broken link or work written i a language other than English. In order to do the review, please write directly into the file that has been shared with you but using a different colour for the texts. This way you can respond directly to individual items raised in the development plan. There is no formal framework for providing a review as it is no formal assessment but a process to encourage some reflection and input to the own development plan. You can see the type of input we are thinking about in this example document. Please save the file you reviewed in Word or Open Office format and submit it as part of your review below. Make sure to submit your review properly after uploading the file. The deadline to submit 2 reviews is Sunday, 18th December.

5. After submitting your own reviews you can always come back to this section to check if reviews of your own development plan have already arrived.

Now this whole activity relies on your integrity and professionalism. Please take it seriously, don't plagiarise and provide valuable and friendly feedback. It is extremely frustrating having put a lot of work into a great development plan and then not being provided the professional courtesy by someone who does not take the review process seriously.

The review process is NOT anonymous so you will see the name of the person who has reviewed your lesson plan. But please note that if you are not happy with the review you have been provided, we are not in a position to check this. However, if you feel someone has really not taken the process seriously and is misusing the system in some form, please report this to us by writing an email to teacher-academy@schooleducationgateway.eu and we will investigate it.

Please also remember that the process of reviewing someone's work is a great learning exercise so participating in this exercise should be valuable in itself, even if you feel the feedback you have received has not been that helpful.

And remember, this is the final task of the whole course so use all the ideas, resources and inspiration you have gained so far. Enjoy!

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Using sports to enhance the trust between your students Part.3

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Did you try any of these or a similar activity already in your classroom? If so, how did it work? If not, what advantages/ challenges do you see with trying such activities?

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Using sports to enhance the trust between your students Part.2

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2.7 How to foster community building in the classroom

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2.7 How to foster community building in the classroom

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Sports activities can be very useful to get different students do something together without using many words.

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Using sports to enhance the trust between your students Part.1

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Multilingualism - how to support students with different first languages?

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Multilingualism - how to support students with different first languages?

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Multilingualism - how to support students with different first languages?

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After watching the videos share any further ideas, insights and also resources . For example in Germany there is a Facebook group where teachers share language learning resources that are especially suited to working with newly arrived migrant students: https://www.facebook.com/groups/697495993718779

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Integration Course | M2 Nora Brezger - Language Support

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2.6 Supporting newly arrived migrant students with language learning

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2.6 Supporting newly arrived migrant students with language learning

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One of the most immediate challenges of teaching newly arrived migrant students: the language barrier. Giving your students some support in the beginning can make all the difference, as many are very motivated to learn the language very quickly.

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Strategies, Methods, Classroom Activities for Newly Arrived Migrant Students (with image, tweets) · aliciabankhofer

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Twitterchat for participants of the MOOC on Teacher Academy, School Education Gateway

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2.5 Live Twitter Chat: 8th December, 17:30h CET

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2.5 Live Twitter Chat: 8th December, 17:30h CET

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Here is the timeline for the hour:

18:35 Q1 How have you prepared or will you prepare YOURSELF for Newly Arrived Migrants in your classroom? #DiversityMOOCs

18:40 Q2 How have you prepared or will you prepare YOUR CLASS for Newly Arrived Migrants? #DiversityMOOCs #bestpractice

18:45 Q3 Can you post a link of a teaching idea or activity that you liked from someone in the course? #DiversityMOOCs

18:50 Q4 How can YOU support the specific needs of Newly Arrived Migrants? What can CLASSMATES do? #DiversityMOOCs

19:00 Q5 What digital or analog games or quizzes can be used to support language/cultural learning? #DiversityMOOCs

19:05 Q6 Have you seen any videos or stories that you can use/have used to support learning? Links welcome! #DiversityMOOCs

19:15 Q7 How can you foster community building or discourage racism or nationalism in the classroom? #DiversityMOOCs

19:20 Q8 What songs, dances or other types of interdisciplinary activities can you recommend to other teachers? #DiversityMOOCs

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Real-life stories of young people who have sought refuge in the UK.

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Internet resources

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Integration Course | M2 Internet Resources

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Share at least one concrete ideas for classroom activities that you either already tried or would like to try in your own classroom. In addition, can you think of an activity that could help your “regular students” to be prepared to learn together with newly arrived migrants? You can also take inspiration from Erika’s webinar on the topic.

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Share at least one concrete ideas for classroom activities that you either already tried or would like to try in your own classroom. In addition, can you think of an activity that could help your “regular students” to be prepared to learn together with newly arrived migrants? You can also take inspiration from Erika’s webinar on the topic.

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'Activities that don’t require verbal or written language are helpful: sports, dance, visual arts, instrumental music'.

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By Meagan Gillmore

Adele Rezai recalls a few girls opening the windows of her classroom saying, "Let's get the air of (those) kids out." It happened quickly, as a class for students learning English was leaving and Rezai was preparing for her next-geography. In the 20 plus years she's taught in Toronto, Rezai calls this one of the worst things she's witnessed.

"My geography lesson in that session changed into talking about human geography," Rezai says. She explained how those comments had "connected the smell with a certain group of students in our school."

For her, it's personal. She and her daughter arrived in Toronto in November 1985. Originally from Iran, they had spent months in a dusty, crowded prisoner of war camp, near the Iraq-Saudi Arabia border. Rezai taught herself English by reading books supplied by the International Red Cross.

She came to Canada with a strong resolve. "I made this commitment and promise to do my best and make it home." In Iran, she'd taught high school. Here, she worked in factories and offices before attending teachers' college and beginning to teach.

She particularly enjoys working with refugees. "I lived this life," she says. "I experienced this life."

Not every teacher has done the same. As thousands of Syrian refugees settle in North America, many teachers may be working with such children for the first time. It can seem overwhelming. Teachers may not even know that a new student is joining their class, let alone familiarize themselves with the conflict their students have escaped. Refugees arrive regularly, but the large numbers coming in a short time make this situation exceptional.

If teaching refugees is an exceptional circumstance, perhaps because it magnifies essential qualities of all good teaching: rediscovering the importance of learning; responding to students' needs appropriately; listening to their stories and exhibiting resilience.

"Teachers need to be reassured that they have a lot of really great skills and knowledge about how to work with students," says Kristiina Montero, an education professor at Wilfrid Laurier University in Waterloo, Ontario, who studies how refugee children learn English.

Effective strategies for teaching refugees work for all students. Everyone benefits from calm, structured environments and regular routines. All new students need a buddy to show them the school and play with them at recess-whether moving across school boards or the globe.

"A safe space for refugee students is a safe space for everybody," explains Montero. "It's not a detriment for anyone else."

Refugee students have undeniably come from situations vastly different from their classmates. They've fled their homes often because of persecution and war. Some have endured gruelling journeys over land and sea, often without clear destinations. Safety is not guaranteed. Some have hidden in jungles or had their homes destroyed. Children have seen their parents shot. Some have been abused, tortured. Resettlement brings additional stress: moving to a new country, learning a new language, meeting new people. They're not just looking for a better life; they've fled for their lives.

Education is key to their future.

"The hope of education is the only way out of poverty or the harm they've experienced," says Jan Stewart, a University of Winnipeg professor and author of Supporting Refugee Children: Strategies for Educators.

It's a hope deferred and disrupted. Students may not have attended school for years. The impact of trauma may create learning difficulties. Nightmares may make them sleepy at school. They could be hyper-vigilant and scared to leave the classroom or withdrawn and silent. Their parents may not be able to help them because they don't understand the language, or are working multiple jobs. The children may be working, too. They may be uncomfortable asking teachers for help. In some countries, teachers are seen primarily as authority figures, not people with whom students can have relationships, says Stewart. Their parents may not be used to interacting with teachers, either.

People often assume all refugees are illiterate. "That's not true," says LeeAnn Brownell, an English as an Additional Language (EAL) teacher in Halifax. "Heaven forbid that something could happen to Halifax and we could become refugees. I'm literate. I'm a professional." Most refugees do have language skills, just not necessarily in English. (Those who have very little language skills, even in their first language, may receive additional supports. Some jurisdictions have specific classes for students in this situation, different from traditional English as an Additional Language settings.)

Support varies. Students may work with an EAL teacher within the classroom for certain periods. They may receive additional instruction outside of the classroom, or a combination of both. But there are still things classroom teachers can do. It's important that students use their first language. This could mean allowing them to write some assignments in their first language. Teachers can translate using Google Translate or ask a student who speaks the same language to help translate. Brownell encourages teachers to hang flags from different countries in the classroom or display signs in various languages. She often encourages students to create signs with months, days of the week, colours, and numbers written in their first language.

Support families outside the classroom. Provide childcare for parent-teacher meetings or allow parents to bring younger children. Ensure families can read information sent home or send English information to someone the family knows who also speaks English.

Every student learns and adjusts differently. Achievement might be a day without crying or holding a pencil properly. Teachers shouldn't worry if students take longer to learn things or assume they need individualized learning plans. "Every aspect of the children's lives are changing, so I think the teachers don't have to be so hard on themselves," says Brownell.

Activities that don't require verbal or written language are helpful: sports, dance, visual arts, instrumental music. Storytelling can bridge linguistic and cultural divides. "We have different cultural ways of telling stories, but everybody tells stories," says Koreen Geres, an EAL teacher in Saskatoon.

Hearing a traumatic story is like holding a burden, says Geres. "If I can just hold that burden for a little while, it would give that student some relief. I can't take it away because what's done is done," she says. "But if I can give them some relief for a little while, maybe they can just have a break, and relax."

Details can "come out of nowhere," says Brownell. Once, when teaching about managing stress, a boy matter-of-factly described his best friend being hit by a tanker while they played soccer. He was confused when Brownell, unexpectedly, became teary-eyed. Students talk about bombs and explosions and "then they just change the topic and settle down to work," she says.

Teachers need to listen, validate a student's experience, and comfort them if they exhibit signs of distress. But teachers aren't therapists. If a student shows considerable distress, teachers need to refer them to trained counsellors. It may be appropriate for a counsellor to ask, 'Did you see someone get shot?' but not for teachers. Don't force students to share.

"It's not always good to have to tell their story," says Stewart. It can re-traumatize students. "We have to respect the fact that some people are very closed and don't want to do that."

Situations shouldn't be sensationalized. "We have to be really careful with our perspective of people who have come from countries where they have conflict," says Stewart, "because in many cases, their stories are of resilience and strength and hope, and they're a lot happier than even a lot of us." Schools need to meaningfully help-not just feel pity.

"They're very resilient. They're strong," Stewart says of refugees. "They probably have more personal skills than you do, so let's stop looking at this as a pity party."

Resettling Syrian refugees will end. Other topics will dominate news and politics. But teachers will still welcome refugees.

"The Syrian refugee media attention is drawing a spotlight on existing practices," says Kimberley Pividor, principal at Toronto's George Webster Elementary School, where a Syrian refugee enrolled in January-and Roma refugees have attended for months.

In some ways, welcoming a refugee child resembles arriving in a new country. People are scared and bewildered. They need to ask for help. Mistakes are made, lessons are learned. It might be a hard job, but teachers love it. Joy is always possible. That resilience makes teachers like their students.

"I was kind of embarrassed about being a refugee when I was younger," says James Nguyen, who came to Canada from Vietnam in 1981. He was six, and learned English quickly. But his Vietnamese name, Lam, left him vulnerable to name-calling such as, lamb chop. Money was tight. "When you don't have much, you just don't miss it," he says. He was confused when classmates suggested Santa Claus didn't give him many gifts because he'd been bad.

Teachers need to be aware of these social pressures, says Nguyen, who quickly recalls those who involved him in sports or explained why name-calling is wrong.

They also need to remind students of hope.

"You may not be proud of it now because kids might make fun of your clothes," Nguyen, who has sponsored refugees, says, "but one day you will be proud of who you are."
Meagan Gillmore is a freelance writer and editor in Toronto, Ontario.

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Welcoming Refugees into Your Classroom - TEACH Magazine

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By Meagan Gillmore Adele Rezai recalls a few girls opening the windows of her classroom saying, "Let's get the air of (those) kids out." It happened quickly, as a class for students learning English was leaving and Rezai was preparing for her next-geography.

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2.4 Classroom activities to support newly arrived migrant students

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2.4 Classroom activities to support newly arrived migrant students

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Erika mentions in particular the book “The More-Than-Just-Surviving Handbook: ELL for Every Classroom Teacher” as a useful book to get started. Finally, Wolfgang presents examples of very interesting practical resources that will support you in your further planning of classroom activities. There are shortend links shown directly in the video or you can access all mentioned resources directly here:

Canadian Teaching Refugees Website

Students from Refugee Backgrounds – A Guide for Teachers and Schools 2015

Building Connections

Do Self Care

Ask for Help

Welcoming Refugees in your Classroom

Welcoming Refugee Children to Your School Guide

NUT Refugee Teaching Resources

Recorded Webinar “Promoting a Culture of Welcome for Refugees in Schools: Approaches and Opportunities”

PowerPoint Slides from Webinar

Flucht und Trauma im Kontext Schule

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Classroom activities  - Integrating newly arrived migrant students

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Did you experience yourself that your newly arrive migrant students had difficulties you struggled helping them with? Would you know where to find help for them or is that difficult to organize in your school/country? 

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Did you experience yourself that your newly arrive migrant students had difficulties you struggled helping them with? Would you know where to find help for them or is that difficult to organize in your school/country? 

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Although there aren't any refugee students in my school for the time being,  I hope that when this happens the state will make sure that a psychologist and a social worker will be by our (and our students') side. I know that this happens in some schools on a weekly basis in order to cover the needs of local students, as well.

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Creating a safe and welcoming classroom environment.

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2.3 Supporting specific needs of newly arrived migrant students

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2.3 Supporting specific needs of newly arrived migrant students

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Newly arrived migrant students often have some very specific needs that you as a teacher cannot always support them with. Many newly arrived migrant students have lived through very difficult or even traumatic situations back in their home country or during their journey to Europe. Sometimes they do not feel safe yet about their present and future in the new country.  t is important to know your own boundaries of ability and responsibility and it is not your job to solve these issues for your students, it is essential that you know where you can refer them to the external support they need.

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Integration Course | M2 Nora Brezger - Specific Support

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2.2 Live Webinar: 6th December, 17:30h CET LIVE WEBINAR: The integration of newly arrived migrant students in daily school life

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2.2 Live Webinar: 6th December, 17:30h CET LIVE WEBINAR: The integration of newly arrived migrant students in daily school life

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The integration of newly arrived migrant students in daily school life webinar

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During the course series, we already stressed several times that we should try not to perceive “the newly arrived migrant students” as one homogeneous group but stress that each student has his or her individual background and story. The point is again made in this section and that some preparation about understanding their background is crucial to making them feel welcome and helping them learn. So to help us imagine this diversity and as an incentive to learn more about your students' backgrounds, share here more about your newly arrived migrant students. How many are they, where are they from, what languages do they speak? How do they feel about being at your school? Did any of them share their individual story with you? Of course please share your students story BUT at the same time make sure to respect their privacy and only share what you feel he or she would be comfortable sharing with a larger audience.

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And finally, in the third video, Erika presents some ideas on how to prepare yourself and your “regular students” to welcome the newly arrived migrant students in your class. Even if you do not teach both student groups together, you might want to introduce the newly arrived migrant students to your other students in the way Erika suggests.

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Preparing yourself and your students to welcome the newly arrived migrant students

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In the second video Nora Brezger from the Berlin Refugee Council outlines some specific things you can do to prepare yourself and to manage expectations, such as visiting refugee shelters in advance, an aspect also addressed in our previous course about Raising Awareness about the Situation of Newly Arrived Migrants.

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Integration Course | M2 Nora Brezger - Preparing Teachers Who Teach Newly Arrived Migrants

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2.1 Preparing yourself and your class for arrival of newly arrived migrant students

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2.1 Preparing yourself and your class for arrival of newly arrived migrant students

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In the first video, Kristina Robertson, an English Learning Language (ELL) Program Specialist, gives some tips on how to get started and what to be aware of right from the beginning. She stresses again the point we have made already in the first module: how important it is to get to know your new students and their different backgrounds.

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The Learning Objectives for this module are:

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The Learning Objectives for this module are:

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1. Identifying preparatory steps for yourself and your class to welcome newly arrived migrant students

2. Being aware of some of the specific needs of newly arrived migrant students and how they can impact your classroom work

3. Understanding when to look for external support

4. Developing some specific classroom activities that can support newly arrived migrant students

5. Identifying strategies and activities to facilitate the language learning of newly arrived migrant students

6. Understanding the importance of building trust between newly arrived migrant students and your other students and how to foster a community spirit in your class

7. Develop a development plan with concrete steps to prepare or improve the work in your classroom and at whole school level with newly arrived migrant students

8. Review the development plans of 2 of your peers

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In this module, we really want to focus on what you as a teacher can do in your own classroom. This module aims to inspire you to develop your ideas and classroom activities that support newly arrived migrant students in their learning. While in Module 1, we discussed whole school issues which you cannot change as a teacher alone and how important it is for you to get support both from inside and outside the school, now we want to give you ideas which you can put into practice directly. As you will see, almost all suggested activities are relevant, regardless of whether you teach your newly arrived migrant students in a separate class or together with your regular students.Also make sure not to miss our live webinar on Tuesday 6th December, as it gives you tips on an extremely relevant question: how to prepare your “regular students” for the new situation of welcoming and working with the newly arrived migrant students in a positive way, either directly in the classroom or in the general school environment.

Please also bear in mind the general goal of this course to find colleagues to share resources and experiences with on a regular basis also beyond this course. Hence, if you are interested in a further exchange with other teachers on the topic, this is a good moment to still use our channels to find like minded colleagues. If you have a particular project or exchange for instance with teachers of a specific subject or country in mind, you can also indicate that.

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Do you have any ideas for your own community development project, inspired by Jana’s video? Could you easily adopt the RespAct project ideas at your school?
'Very interesting ideas! I feel that they are a bit difficult -but not impossible-. to be applied in our community. For example the sports and community awareness modules are things we can start with. Of course,  this kind of project requires collaboration and support from the authorities.'

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1.6 Activity: Preparing a development plan

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1.6 Activity: Preparing a development plan

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Ideally, by the end of this course, you will have some concrete ideas and a development plan to implement that will help you integrate successfully any newly arrived migrant students at your school. You should also hopefully have a network of individuals and organisations that you can draw upon for support. We ask you to start working on a development plan that you can put into action at your school. For this purpose we have prepared a template which you can download here in Word format (and here in Open Office format). Alternatively, you can make a copy of the embedded Google Doc version below (you need to make a copy for your own Google account as you cannot edit the version below). Please use this template as a guide to prepare your development plan. For the purposes of the course, please make sure that you complete it in English as you will be asked to share the completed document for peer review in Module 2.

1. For now we suggest you start to identify all the issues/areas of work you would like to address in the next half year and briefly complete the section outlining the current situation in regards to those issues. You will have to copy the table for each issue you want to address. Of course feel free to already proceed with the other sections but just bear in mind that there will be some more inputs shared in Module 2 which could be relevant to take into account.

2. Please also already fill-in existing and potential future partners that you and your school could cooperate with to support newly arrived migrant students. Could you tell them about the course and get them involved? Maybe this is a good opportunity to engage with them?

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1.5 Example of a community-based project

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1.5 Example of a community-based project

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Community engagement cannot only be a requirement for the successful integration of our students, it can also be a method to help both our students and us as educators build up exactly the type of community network that was mentioned in the previous sections. Build a project together with your students to start engaging with the community. This will bring huge benefits to your students, who will feel much more part of the local community, as well as builds up your own network of partners who you can draw upon in the future when requiring support in your work with newly arrived migrant students.

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Integration Course | M1 Community Project

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What support do you receive from your school for your work with the newly arrived migrants? What additional support do you need?

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What support do you receive from your school for your work with the newly arrived migrants? What additional support do you need?

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In the school I work, it is only a matter of time to have refugee children in classes. I am afraid that my school has not taken any action yet as how to deal with the situation. However, everyone is willing to do so, as soon as we receive some guidelines from the Ministry of Education. The counselor for teachers of the English language has organised a workshop about teaching English to newly arrived migrants.
Hopefully, I will get a lot from this course, though (as I did from the previous one)!

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The second video explores some concrete ideas of how schools should prepare themselves for the arrival of newly arrived migrants at their school, for example by organising one whole-school professional development day where potential requirements and actions are discussed with all staff members.

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Wie Lehrer Schule für Flüchtlinge gestalten

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1.4 Organising support within & outside of school

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1.4 Organising support within & outside of school

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Some general concepts and specific ideas how at school level things can be organised in such a way so that newly arrived migrants can be effectively supported by teachers and others in the community. Nora Brezger of the Berlin Refugee Council outlines some general principles and ideas that schools and in particular school leaders should take into account when addressing the integration of newly arrived migrant students. Nora also highlights the importance of building within and outside of school functioning networks of colleagues and external partners, allowing for regular exchanges. This is also one of the main purposes of this course, providing you with an opportunity to find colleagues who you can exchange with so make sure to get in touch with each other via the forum or on social media.

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Integration Course | M1 Support at School Level

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How is the integration of newly arrived migrant students organized in your school? What are the advantages/ challenges related to the way your school organizes integration?

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How is the integration of newly arrived migrant students organized in your school? What are the advantages/ challenges related to the way your school organizes integration?

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In my area there are some classes inside the campsites but parallel classes at schools are going to be organised soon.

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Schools in different countries but also within the same country organize the integration of newly arrived migrant students very differently. In some schools, the children are taught in separate classes for a certain period of time or certain subjects, in others they are quickly integrated into classes together with the other students. Wolfgang Oelzant, one of our course moderators, briefly outlines some of the main ways how the integration of newly arrived migrant students is organized in schools.

Submersion

Integration

Parallel

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Integration Course | M1 Models of Integration

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What do you feel are the main needs of your students? Where do they and you require support in addressing their needs? Is it dealing with trauma? Or is it about language support? Do you also have experiences where students have very basic needs such as those outlined by Amber? And how do you meet those? 

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What do you feel are the main needs of your students? Where do they and you require support in addressing their needs? Is it dealing with trauma? Or is it about language support? Do you also have experiences where students have very basic needs such as those outlined by Amber? And how do you meet those? 

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I haven't had any experience with refugee students in my class, yet, but it's only a matter of time, as the school i work in is very close to two refugee camps. I am sure that we will have to deal with students with different schooling backgrounds, lack of basic life skills, or even lack of basic necessities, and most importantly students that have experienced trauma. I believe that refugee children and the school itself will need a network of people and/or institutions willing to support them.

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1.2 Meeting the needs of newly arrived migrant students at school

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1.2 Meeting the needs of newly arrived migrant students at school

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The specific needs of newly arrived migrant students coming into schools are as diverse as the students themselves. However, their common experiences of fleeing their home country, often living through harrowing situations and losing loved-ones, sometimes coming from quite basic living conditions prior to arriving in schools, as well as the experience of being in a foreign place, does mean that this group of students often has some specific needs that we at school need to be aware of.

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In the second video, Prof.Dr. Hans Anand Pant of the Deutsche Schulakademie makes the point that the integration of refugees in our school actually provides a good opportunity to rethink schools in general and that the work required to integrate them can be a powerful driver for innovation at schools. Do you agree with this statement? Why (not)?

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In the second video, Prof.Dr. Hans Anand Pant of the Deutsche Schulakademie makes the point that the integration of refugees in our school actually provides a good opportunity to rethink schools in general and that the work required to integrate them can be a powerful driver for innovation at schools. Do you agree with this statement? Why (not)?

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Schools are living organisms that need to rethink , adapt and integrate anything new that appears. This is where their power lies.

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“Schools create that important space, where teenagers, as soon as they arrive, can have a life perspective again”.

Niels Espenhorst, Deutsche Schulakademie video

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Schlüssel zur Integration: Bildung und Respekt

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Module 1: Newly arrived migrant students in the school

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Module 1: Newly arrived migrant students in the school

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The Learning Objectives for this module are:

1. Understand the general organizational models of integrating newly arrived migrant students in schools

2. Understand how school structures and management are important factors for the successful integration of newly arrived migrant students

3. Develop some ideas on how to create a welcoming and safe environment at school for newly arrived migrant students

4. Identify who inside and outside your school you can work with to support the integration of newly arrived migrant students

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This course will explore how to integrate newly arrived migrant students in school in practical terms and look at some approaches of integrating them successfully in your own classroom work.
Test done

Your result in the test was: 100%

You have passed the test.

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This first version of the platform provides eTwinners with the main services to find partners and develop projects. Additional features, including the full content of the School Education Gateway, will be available in the coming months. In the meantime, School Education Gateway remains temporarily online.

Read the Questions and Answers Section to see how this affects you.

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This first version of the platform provides eTwinners with the main services to find partners and develop projects. Additional features, including the full content of the School Education Gateway, will be available in the coming months. In the meantime, School Education Gateway remains temporarily online.

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This is Junior High School of Moria, where I work. It's a very old and small school and it is very close to the refugees' hot spots of Moria and Kara Tepe. Students are very smart and friendly and I love them very much!