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I think that it is necessary to organize some activities such as food, uses, religio

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I am tech in a primary school.
I'm used to working and respecting the difference. There are no diversities in my classroom, though

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Hi, I teach in a primary school.
I have many students from Morocco and Africa.
At the beginning they showed some difficulties of integration for the different language and culture.
Slowly, by implementing a strategic plan of collaboration even among peers, they have increasingly integrated into the class with their peers.

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I teach in a primary school in Rome. In my school there are a lot of migrants from Romania, Polonia, Filippine, Equador, Brasile. Religion isn't a problem, but prejudice yes. I try to know their cultural backgrounds. My collegues and I work in collaboration with our pupils' families and we teach our students cooperating with the other students. We teach them to feel emphaty with their friends. They learn to help themselves. I think that in this way they can integrate in our classroom

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hı

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Hı, İ'm Türkish. I m a primary school teacher. İn our school we welcome to pupils coming from different cultures and nationalities.ıt is sometimes very hard to communicate with both of the students and their parents. Language is a great problem for us.

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I teach primary education, si it is easy for me to develop projects about multicultural diversity

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Hello! My childern aged between 5 and 6 years. They all interact very well with each other, mostly because I encourage all of them to help each other and accept that we can all be different, but also be friends.

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Bafra Samsun TURKEY

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I teach ICT to a class of Migrants 16-18 years old from PAkistan, Syria, Afganistan, Iraq...and some from China... I am trying to be near them, I let them space and time to be expressed and I usually ask for interaction

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Currently, I am teaching Economics Science to high-school students being between 14 and 19 years old in a small town in Romania, while trying to introduce technology and new methods of  teaching into my classroom.

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My students aged between 12 and 15 years. In terms of etmiei diversity is not high. Romanian and Roma are only children.
Very often it is difficult when Roma pupils repeating grade because they can not integrate. Most often they want to make the bosses and mind intentionally. It is difficult when you do not want evolution.

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Hola, I'm a Spanish teacher in secondary school in Southern Italy. I've got a lot of students from Romania, especially ethic Rom. Some of them don't stay for long time, so it's very difficult to create something together.

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Iuliana/Romania Currently, I am teaching Economics Science to high-school students being between 14 and 19 years old in a small town in Romania, while trying to introduce technology and new methods of  teaching into my classroom. There are about 22-30 students in my classroom, some of them gypsies. 

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Iuliana/Romania Currently, I am teaching Economics Science to high-school students being between 14 and 19 years old in a small town in Romania, while trying to introduce technology and new methods of  teaching into my classroom. There are about 22-30 students in my classroom, some of them gypsies. 

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Hallo, t   each eramicialy

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Hallo everybody. I'm a primary teacher and I teach foreign languages and antropological subjects. I teach here only one year. MIn my school there are some brazilian and Russian children, they have been adopted. My collegues told me that at beginning they are very shy and didn't partecipate to school activity. then very slowly they opened to their friends.All Italian children help them in every situation they share information and talk about everything.

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I am a teacher in a secondary school. Some students I teach do not come from the local community and often they do not speak the local language. I try to make all my students feel respected and accepted at school and in the classroom they are prompted to work together and cooperate, disregarding their different nationalities.

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As a VET educator, I mainly find myself in Vocational Institutes, that is among adult learners. In my classes, I have met people from different backgrounds, coming from other European countries, the Balkans and Russia!

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I teach in a Florence's primary school. The pupils come from different countries. My class is ethnically mixed: some students are from Eastern Europe, such as Romania and Poland, others come from Asia such as  Srylanka, Vietnam, Japan. In some classes at my school happen to arrive foreigners of various nationalities in any period of the school year I know it's hard for them. Usually the teachers try to communicate with them using a few words of Inglese or more often use gestures and try to involve them in activities they can manage by themselves until when they start to use a few words in Italian or demonstrate to understand the overall meaning of what they hear . If  there are particular difficulties  in use and the correct understanding of our language or there are special needs they are activated immediately  recovery programs consolidation that usually  have a positive effect with them.Soprattutto we act to ensure that they are integrated  the new host community  respecting their culture and making sure it is accepted by all.

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Helloooooooo!
I'm a Greek Philologist and a Greek Teacher.I usually teach Greek Language as a second language to adult learners and school students.There's variety of students' mother languages and backgrounds and this is the most interesting feature of my work. There are students from Albania, Bulgary, Pakistan,Turkey,Russia, Syria,Italy, Great Britain, Romania,many countries in Africa etc. I really enjoy this diversity and multilingual environment!

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I teach Mathematics and Science at a lower secondary schools. In my classes are Romanians, Albanians and Moroccans. Even if you do not have a large Italian vocabulary, they are able to communicate and interact positively with peers. The biggest problem is evident in the difficulty of using a specific mathematical language.

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Hello, I am a teacher of Italian, History and Geography in a secondary school and I teach pupils from 11 to 14 years old in Cuneo, Piemonte, north west Italy. I teach in different classes a both whole class and all feel protagonistsnd I have students who come from North Africa, Albania, Romania and China. Most of them are well integrated because they were born in Cuneo, they are already the second generation. The greatest difficulties are for newly arrived young people they do not know any other language, rarely English, and live with sounds that do not understand. In these cases we use translators who are networked so playing together in the class known each other and begin a dialogue. Then I always try to listen to the stories in their native language, for example fairy tales, fables and this involves both whole class and feel protagonists.

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My students are aged from 12 to 18/ special needs and come from only Azores. However I'm used to working and to respect the difference. In my classroom there are diversities ...

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Hello everybody!

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Carlotta, Italy                                  I teach in a primary school in Toscana. children come from different countries (Marocco, Romania,Albania). everyday i try to make my students feel good at school respecting each other.

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Carlotta, Italy                                  I teach in a primary school in Toscana. children come from different countries (Marocco, Romania,Albania). everyday i try to make my students feel good at school respecting each other.

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I teach ESOL (English for Speakers of Other Languages) to adult learners who come to the UK from all over the world and from all paths of life. For instance, last term I worked with newly arrived migrants from 23 different countries (see the infographic displaying the diverse ethnic backgrounds of my students). This term, the situation is pretty much similar. The group includes male and female learners aged between 17 - 69. They profess different religions and come from different social backgrounds. Some of them have never experienced formal education before, whilst others gained academic qualifications and degrees. Some of my learners cannot read or write in their native languages, whilst others can communicate in more than one language. My learners also differ in terms of their marital and parental status, physical and mental health conditions, work experiences, etc. Teaching in a community setting, I work with a mixed-level group of learners in respect of their competence in English, thus I am bound to differentiate almost every teaching & learning activity. The main aim of the project is to help newly-arrived migrants assimilate into their new community, therefore I am supposed to embed "life in the UK" elements into every session. At the same time, one of our goals is to enable those migrants to live comfortably in a diverse community and build positive relationships with people. Thus, I'd like to develop their (and my!) intercultural competence.

Infographic created on Infogr.am

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My students are 11-13 years old. They live in a  town where the main economic acivity  is agriculture and for long time migrants from Northern African countries have been attracted by the possibility of working in the agricultural field. In the last few years migrants ‘ background has changed: lots of them are from Eastern Europe, such as Romania, Albania and Ukreine. They arrive in any period of the school year so it’s hard for them. I usually try to communicate with them using English but most of them pretend not having studied it at school.  I use gestures  and try to involve them in activities they can manage by themselves until when they trust me a little bit.

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I teach in a secondary high school in a peripheral area of Sicily, but also very close to the mediterranean coast, where lots of immigrants land after very dangerous journey.I often encourage my students to reflect on the common people complains. Here local inhabitants complain because we have unemployment and financial probems ,so the immigrants are considered a big threat. When my students report these feelings in the class I let them discuss on the the reason which push these people to escape their homes, and how lucky my students are on the other hand. These matters are strongly felt by them and it is not easy to get them understand. I have a good relationship with my stuents but what hurts me, is that  they  are selfish because they have a reasonable standard of living, they tend to be on their own even with their school mates. It is a pity ! I do not like this behaviour, So I think that we teachers have to educate our students to be more open-minded, and understing towards other people sufferings and difficulties, Unfortunately this " skills" (social skils are not properly taught at school.I believe that we need a more tolerant society if we want to preserve peace, but we have to do a lot of work on this.

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I teach in a secondary high school in a peripheral area of Sicily, but also very close to the mediterranean coast, where lots of immigrants land after very dangerous journey.I often encourage my students to reflect on the common people complains. Here local inhabitants complain because we have unemployment and financial probems ,so the immigrants are considered a big threat. When my students report these feelings in the class I let them discuss on the the reason which push these people to escape their homes, and how lucky my students are on the other hand. These matters are strongly felt by them and it is not easy to get them understand. I have a good relationship with my stuents but what hurts me, is that  they  are selfish because they have a reasonable standard of living, they tend to be on their own even with their school mates. It is a pity ! I do not like this behaviour, So I think that we teachers

have to educate our students to be more open-minded, and understing towards other people sufferings and difficulties, Unfortunately this " skills" (social skils are not properly taught at school.I believe that we need a more tolerant society if we want to preserve peace, but we have to do a lot of work on this.

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I teach in a secondary scool in Sakarya in the north of Turkey. My students mainly from the northeast of Turkey. But I have very few students migrated from the southeast of Turkey. Their accent and basically culture may sometimes be different. The essential problem between them is the accent they use while speaking the same language "Turkish". The majority of the students make jokes about the others' accent. I insist on talking to these students making jokes not to behave them as they do, but a few days later the same situation can happen again. Although this make me sad, I feel there are some changes in some students, too.  Another problem is their vision on non-islamic people in Turkey and around the world.

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I teach language and literature in a secondary school in Tirana,Albania.All my pupils are albanian,but i have two pupils ,that they was born in Italy,and they have problems with albanian language.They speak very well English language..Many teachers around in Europe have albanian pupils in their class.we can work together..

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I teach in a secondary school in Naples. There is not a very high percentage of foreign students and the few present are children of well-integrated immigrants. However, I observe that there are critical points for these students   in identifying their diversity that feel a burden without being obvious racism events

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Hello! I am a teacher of primary school in Italy. In my school the children come, as now everywhere, from various nations, and each of them have language difficulties and different needs and educational. There are, however, particular difficulties because each of them is well integrated and accepted and, if there are special needs, a possible draft recovery or consolidation is immediately activated. I have a positive relationship with them.

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really liked the activities mentioned in the video. I have also incorporated famous people from different cultures.

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I teach in a secondary school, and my students belong to a linguistic minority group ‘ancient Albanian’. This group try to promote a positive image of minority language. But in my classroom, linguistic diversity is not seen as a resource! My students think cultural and linguistic diversity as a problem because they associated it with their socioeconomically disadvantaged.

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the language spoken in class is Italian but often family speak the native language.

In class they speak Italian but in the family speak the native language.

for this reason these children have many difficulties in writing and studying. Fortunately among children they understand very well, thanks to the sign language!

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Tuesday was my first day at my new internship. I have not made much contact with the pupils. What I have noticed is that we have pupils with a diverse background. In our group (age 6-7) we have several pupils from Asia. We also have quite some pupils who have parents with different nationalities.

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I'm an English teacher in a secondary school and I teach pupils from 11 to 14 years old. I teach different classes and I have pupils coming from Tunisia, Marocco, Kosovo and Albania. Some of them speak Italian and they understand when I teach English, but most of them don't speak Italian. Foreign students are well integrated even if they don't speak Italian , but they are good students in Maths. I often use group works and students learn new things about other culture.

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Unfortunately since I'm just a teacher trainee and the new schoolyear has only just started for us, I haven't been able to get in contact with a lot of students. I've only seen most of them once, but from what I can tell they seem very diverse, which is pretty much the norm here in the Netherlands :).

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I teach in a primary school in the North of Italy. Children come from different countries: Romania, Morocco, China. There are different cultural backgrounds. To promote inclusion we try to teach to all the students to respect other ideas and to express their opinion.
Every single student is different because he is unique. Differences are resources.

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I usually teach all my students the belonging sense, our culture and our cultural roots are very important both the italian students and foreign ones. a common route helps everybody to find out it's own future.

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I teach in a secondary school in Naples. There is not a very high percentage of foreign students and the few present are children of well-integrated immigrants. However, I observe that there are critical points for these students   in identifying their diversity that feel a burden without being obvious racism events

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For smaller children in kindergarten I find that storytelling is a great way to transmit information and direct their behavior.

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My students are Portuguese, but they belong to families of former Portuguese colonies - Angola, Mozambique, Guinea, Cape Verde, from other countries like India, Ukraine, Romania, England, France and other countries in Africa or Europe.
There are also differences among students in skin color, white, black, religious belief, Jehovah's Witnesses and other ethnic groups such as gypsies.
The biggest difficulty I have in my relationship with these students is in communication, especially when they do not speak Portuguese, French or English. Most often they speak in dialect which makes them more closed. Among them sometimes communication is easy and interact well, but this does not always happen because these ages (10 to 12 years), children are a very cruel sometimes and instead of helping to reduce the differences will be enhanced more and score further negatively these differences.

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I'm a teacher in a secondary school and I teach pupils form 11 to 14 years old. I teach three different classes and I have pupils coming from abroad: from China, Morocco, Albania, South America.... I try to make my students feel good at school respecting each other, secondly I try to fight against stereotype and I try my student feel unique. When we speak about history or we tell a story I try to underline the different point of view and even when we speak about the same fact we can have a different perspective. I think that these are good points, but I'm still working on it.

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I think that the sense of belonging is essential for a correct integration. It may be achieved by sharing culture and typical habits of the new country.

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In my kindergarten group I have 30 students this year. I have 2 children that have Hungarian nationality, 2 children who were never in kindergarten in Romania: 1 from Italy and 1 from Lebanon, but both have Romanian parents. They all interact very well with each other, mostly because I encourage all of them to help each other and accept that we can all be different, but also be friends.

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I teach English in an upper secondary school, my students are between 14 and 19/20 years old. I taught in all types of secondary schools and my students have very different social and cultural backgrounds, they are Chinese, Romanian, Ivorian, Pakistani, Albanian and myself Romanian and I teach in Italy.I can say that I have a positive relationship with them since they sometimes believe that my personal cultural background is similar to theirs. I think my job is easier since most of my students watch videos and listen to music in English.

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In multicultural classes it is important to foster peer cooperation and peer tutoring. I use group works very often: in this way strudents can learn and discover much more about other members. Sometimes students choose their peers according to personal criteria: creating groups on the basis of personal skills and according to the expected goal can help students to "find" new classmates

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My job is not on a class but on more classes with boys of age between 12 and 14 years coming from various countries, romania, macedonia, albania, cina, north africa etc., Who attends the laboratory they know and speak the Italian language. the most difficulty is integration with italian students. The foreign students often they don't want to participate because they prefer not to risk.

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I teach Portuguese for speakers of other languages. My students are aged from 14 to 19 and come from different countries in Europe, Asia, America and Africa. Because of this, their cultural backgrounds are very different. I try to give importance   to all of them and respect each one. In addition, I'm teaching them to respect each other as well. This is one of my goals and  so far I'm being sucessfull

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I'm a teacher in a secondary school  in the North of Italy. My students are aged between 14 and 19 and, due to some historical and industrial reasons, they or their families are from different regions.
Other differences are also because of immigration and intergration, too. Moreover in my schhol we also care about adopted children and special needs in general.

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Io sono un insegnante di scuola primaria. La mia scuola è frequentata da molti bambini stranieri provenienti da paesi dell'Africa e dell'est Europa. Per ogni bambino che arriva attiv  un protocollo di accoglienza

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Maria Maddalena Italy
I am a primary school teacher. In my school there is a large amount of foreign students coming dall'Afica, Eastern Europe and from Asia. Most were born here in Italy and are well integrated in our society. However there are also newly arrived children who do not speak our language. To facilitate integration, the school organizes each year of Italian courses. We are convinced that the best way to integrate foreigners is first of all the knowledge of the language. We also organize courses for parents of the pupils and try to involve them in various initiatives.

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I'm a teacher in a secondary school. This year i have two foreign students in my class but they speak italian very well and they are  well included among class mates. I have always considered that the atmosphere in those classes is very magic!!! The foreign students are different skills and this situation is very amazing. Sometime we speak about their different culture and customs.

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I’m a Food Science teacher in an Italian secondary School. My students, aged 14-18, are often from China or Eastern Europe countries. Even my Italian students come from different regions, so that the creation of a common “class identity” is a priority. Classes begin with a study and a discussion of students’ different habits regarding food. Kids that can’t understand Italian work using simplified material prepared ad hoc. This kind of approach allows to teach the same topics at different levels.

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I teach in a Primary School Subjects in Knqaz Boris I Primary School from the town of Shumen, Bulgaria. My pupils are 8 years old.  The class is ethnically mixed: have  Bulgarians, Turks and Romes. Most most numerous is group of Turks . Children are small and be respectful to one another, but there are cases where Turks and Bulgarians offend Roma children. We are participate in activities organized by ,, Amalipe "- Center for Interethnic Dialogue and Tolerance. We note the Holidays on Turks, Roma and Bulgarians.

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Ilaria Lisci, Italy

I try to get into interaction with my students using their language when this is possible: it is a key to access very important because it allows you to jump right into empathy with them.

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Hello, I teach English in Scuola Media. At the moment I don't have any foreign student in my class but I had the opportunity to teach in a school characterized by classes in which there were a lot of different countries represented. I have always considered that the atmosphere in those classes was a magic one!!!

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I teach in a Secondary School. In my school there are students from different countries (Romania, Albania, Morocco, Algeria).Every student is different, because he has different abilities, needs and difficulties. I try to teach my students to accept everyone. I have a good relationship with them.

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I teach in a high school in the center of Athens, where a lot of pupils are foreign, most of them second generation immigrants from Albania, Bulgaria, Romania etc. Our relationship is good and they don’t have problems between them. No matter whether they like school and studying or not, their characters are good.

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Irene, Spain
I teach English in a Secondary School. We have students from very different backgrounds and nationalities and cultures, students from Algeria, Morocco, South America, Pakistan,Uk, Ireland, etc. We try to integrate them through different activities in the school along the year.

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My school is a centre for adults. We have students from different countries: Peru, Colombia, Portugal, Brazil, Morocco, Romania. Most of them have lived in Sapin for several years and the language we use at school is mainly Spanish although we also have Spanish for foreign students who recently migrated into Spain.

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I've been teaching in a Junior High School in a town near Salerno. My students ( age 10-14) are mostly from a middle-lower bacground and many of them come from European countries ( Romania, Albania...) or from North Africa ( Morocco). Some were born in Italy whereas others are recent immigrants without a family. First of all, I believe that these students need to learn the language of the country they leave in. After that , in a multicultural class it is necessary to encourage them to communicate and interact with others , paying attention to their cultural , religious background . It is important to create an atmoshere of mutual respectful relationship and tolerance.

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Hello!
I teach in a secodary school.

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My school is a technical school. My foreigners students was born in Italy. We don't have problem about language or cultural and religious diversity. They are well integreted because in my school there is a particolary attention for the foreignes students' hospitality.

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... Moroccan, South American, East European students. The cultural background is generally humble. Unfortunately students tend to stay with people belonging to their cultural background. Especially girls. I've got a really positive relationship with them. A mutual respectful relationship.

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I teach in lower secondary schools, in the South of Italy. There are few immigrants ( the most part of pupils are native) but foreign students come from East Europe. Discovering diversity takes creativity and extra effort on the teacher's and students' part. Teacher in multicultural classrooms must be open to their students inside and outside of class. Differences command work, resolution, openness, and understanding. Only in this way teachers will succeed in creating a multicultural classroom that will advance the educational goals of all students.

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I teach in a secondary school. my students form a heterogeneous audience for provienza and habits. They are pupils aged 10/14 years, both of different religions, both from African countries, both adopted and color. we teachers try to encourage communication between different cultures.

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I am teacher in public school in small country Karbinci, my students are 12-14 years old and they are Macedonian and Turks. They are from different cultural, religious and social background. And I do have positive relationship with most of theme, based on mutual respect.

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Diversity calls diversity, perhaps.
I am an Italian teacher, but I was born in Argentina, so my accent, when I speak,sounds quite different. Furthermore, I teach foreign languages, and every time I have the occasion to have foreign students, we connected quickly. Perhaps, because I can identify myself with them or perhaps the subjects. They always did the best because in this kind of subject they don't feel so different among other students: everyone is learning another language. so they do.
However, I vividly believe in teaching L2 troughtout Etwinning projects, and it creates authomatically a multicultural learnning environment. It makes easier teaching-learning.
In this moment, I am working in a secondary school in Ferrara, northern Italy, with a second class, and there is no foreign students, but I am goin on with an Etwinning project. In this way my students can live a multicultural environment too.

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Currently, I am teaching English to high-school students being between 14 and 19 years old in a small town in Romania, while trying to introduce technology and new methods of  teaching into my classroom. There are about 25-30 students in my classroom, some of them Romani students, i.e gypsies. Because of the fact that  I have remarked some kind of adversity towards the gypsies in the classroom,  I frequently interact easily with my students while promoting  intercultural awareness and openness towards the others. Unfortunately, there are just two information technology laboratories into my high-school and a lot of teachers use them, making a little bit difficult the permanent access to them. However, I frequently use the Internet into my classroom, different blogs and a variety of online videos, inclusively, as specific tools for teaching English as a foreign language and promoting cultural awareness among my students.

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In my school my pupils are mostly native, but some of them are from Albania and Romania. A year ago I worked abroad, in Cairo, in a greek school, so I had to deal with pupils from different cultural and religious background. Generally, I had a good relationship with all my pupils. Their behaviour was based on mutual respect.

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99% of my students are foreigners. Most of them come from Eastern Europe (Romania, Albania, Ukraina, etc), quite a few from Northern Africa and South America. Their age ranges form 18 to 65. Their main nned is learning Italian. Some of them have never had the chance to go to school.  At the very beginning of the school year we are engaged in developing group identity and this means carrying out icebreaking activities. Sometimes this can be hard, especially when in the same class we have students belongings to ethnic groups who are in contrast with each other as well as individuals who behave as racist against their schoolmates.

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I am a primary school teacher, I  have three students  in my class,I had student there are a lot of Surıye a problem.

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I'm special needs teacher. I have only 4 students in my class. One of them is Roma. He is well integrated.

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I teach in a secondary school in Dublin. The students have come from an ethically diverse background. The students represent countries like Kenya, Nigeria, Poland, Lithuania, Sudan , Pakistan, Roumania and Italy.  I really enjoy learning about other cultures and countries from the students. There are also times when conflict arises as a result of different cultures and expected norms.

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I teach physical education in a secondary school in the north-west of Greece. In my school there are some pupils from foreigne countries. The challenge is to create an environment where all pupils can coexist efficiently and live in harmony.In particular, our basic goal in our school is to cultivate an educational model which develops tolerance, respect and positive attitudes towards people.The emphasis in a multicultural physical education lesson refers to behaviors such as cooperation and building of friendly relationw between pupils both o and off school.

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Currently I am not teaching. I will write you about my experience from last year. I taught at a school for adults. It is called "Second Chance School" In the classroom were students from foreign countries and Greece. They worked very well together. They show interest in each other's background and they formed friendly relationships. The Greeks students helped them with their language skills. My relationship with all them was mutually beneficial.I taught them but they also taught me. I've learned about different cultures-Moldavia, Polland, Albania.Their journey and their efforts were inspiring.

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I am a primary school teacher, so, I teach most of the subjects to primary school kids. In one school I worked I had students from USA and Moslem, who were not speaking Romanian very well. So, we used to do a lot of activities involving parents, too, where they presented their culture and traditions. I had to explain to class many times how we were thinking different or act different in the same situation. Now I have in my class children who were born in Italy, where their parents worked. They went to school there for a couple of years and now they have come back. I have always had a very good relationship with them because I love teaching them that we are diferent (and it is a normal thing), but we are "a team" in the class.

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I teach in a primary school in Rome. In my school there are a lot of migrants from Romania, Polonia, Filippine, Equador, Brasile. Religion isn't a problem, but prejudice yes. I try to know their cultural backgrounds. My collegues and I work in collaboration with our pupils' families and we teach our students cooperating with the other students. We teach them to feel emphaty with their friends. They learn to help themselves. I think that in this way they can integrate in our classroom

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I teach English in a Vocational School for Catering, Bar/Restaurant Service and Tourism. My students come from cultural and economical deprived backgrounds, sometimes it's hard for some of them even to follow school rules. We have some students coming from other countries or with special needs. But I always try to have a positive approach, and I have a good relationship with them. I want them to understand that the school is the only way to rescue their lives and to have chanches for thei future. I show them respect and for people and love for my job and I hope to be a model for them.

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Hi, I am an Italian teacher of English grammar and literature. In my old school, I had all kind of pupils: Disadvantaged students, students from other Countries such as Albany, Russia, , Tunisi. Sincerly....in my class there was a compete integration of these students, thanks to the strenght reletionship  and cooperation among families, schools, Teachers and principal.

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I teach in a secondary school, my students aged from 11 to 14..Most of all are italian,some of them belong to middle class other to working class. I have also  students from other countries they are:Indian,Romanian,Moroccans,Tunisians and lots parents of theirs work in the agricultural field.I often observe that parents of
pupils belonging to the middle class take care about their children's education the other pupils due their poor social cultural background suffer of this situation but as teachers ,our main aim is to
give equal opportunities to all even if their cultural and social conditions are different.

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I teach students that come from varied backgrounds , a lot of them come from foreign countries for example Morocco, Albania, Romania, Poland, Croatia, Ukraine …. . Anyway the Italian students are from different backgrounds as well from working class to middle class. Some of them have special needs and require specific educational paths.

I have a positive relationship with my students and they collaborate during our lessons.

The interaction among students is not always positive but contrasts are usually due to different personalities rather than different backgrounds.

Our students are used to dealing with mates from different nationalities, sometimes stereotypes persist but usually when students misbehave.

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Our school is a small rural school and there are not many migrants. Only a few with Russian origin or from former Jugoslawia. Religion is not really an issue in our area because most people are not religious. A problem is prejudice. Maybe it's because people are not used to other cultural backgrounds.

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We have students from Russia, Hungary, Estonia, Sayria, Bosnia, Albania, germany....While most of them are not in the same class, we have no special activites for them. So they are integrated in the classes (or professional sport activities) and the ones who don't speak german at all get some private lessons.

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My students come from a disadvantaged group, from poor families. They are different, but we work to integrate them and to cooperate. We want to prepare for social integration. We make a lot of activities abou culture, beeing polite, comunication

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My school is located  in the outskirts of the town, an area with a high rate of immigrant population. One third of the students in my school comes from immigrant backgrounds, either of first generation or of second and further.  Often these students are the ones with bigger difficulties along the educating process for many reasons:
- their social status is mostly low
- the bond with the culture of their original country is prevailing
- they have great problems in learning our language (also because they keep on speaking their own language at home)
The situation is very different for the students of foreign origins, but who were born in Italy. Most of them started their school curriculum in Italy, so integration is at a good level, although some problems may arouse, especially when they get to the adolescence age.

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I have students coming from everywhere: Senegal, Pakistan, Bangladesh, Albania, Romania , north Africa, East Europe and so on...They are together in the classroom but I don't see them hanging out together in the afternoon. Integration hasn't been reached yet. What I really find extremely difficult is making them a group. I'd like to make them feel they belong to the same place and have the same goals to achieve. I mostly have a positive relationship with them but sometimes I feel as if I could do more and I didn't because I don't know how. The most difficult ones are those belonging to the first-generation immigrants.

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I teach in a secondary school level Italian, history and geography. Already for several years the classes are multicultural, ethnic groups and then with different religions. The merger between the students, not always easy because sometimes cultural resistance, we should be encouraged by teachers.

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My students haven't different cultural backgrounds but i know they are diverse in other ways, i talk about different backgrounds. I teach in a secondary school close railway station and ballarò street market (one of the most ancient open-air markets of palermo)  so i teach to students that have problems of social integration!

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In the area of ​​the country where I live there are very significant immigrant communities. Nevertheless increasingly we have foreign students attending our school system. Does the support structure created for this purpose is effective? With this influx of foreign students, schools are facing new challenges that often fail to address. The social integration of these students has not been easy due to lack of knowledge of the Portuguese language, to which join cultural, social, economic and educational.

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Antonella ItalyI tean the Norh part of Italy in a very multicultural school.
Brescia is one of the Italian cities with the biggest percent of foreign people.
The biggest difficulty is, sometimes , the agreement between students. Due to the age (middle school) first of all, than to the cultural differences.
I 'm very curious about foreign tradition and especially during the geography classes, students have the possibility to wplain themselves and their traditions

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Module 2, my students
My students come from a disadvantaged group considered a minority in our country. Some of them, were born in another country and there comes the difficulty of the spoken language.

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I teach in a middle school. I started to teach at the same school ten years ago. Being Humanities teacher I have the opportunity to follow my students from the fisrt to the third class, step by step, discovering  year after yer their change. It is a great opportunity to see them grow. And i like very mauch this part of my work.
Cultural backgrounds, of course, are different because they live in different families; some are more interested in school and in the learning approach, others are not so envolved.
I have a very good relationship with parents and students, I really get on well with them and I love teaching 11 - 14 th grade.

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In my primary school foreign students are about 28-30%. they come mainly  from China, Bangladesh, Philipines, but also from South America (especially Perù and Ecuador), north Africa, Ethiopia, Senegal, East Europe.Most of them are second generation children, so they speak Italian  and are well integrated, but there are some first-generation immigrant students (about 15 -20 every year)who can't speak italian , sometimes nor English, with whom is very difficult to communicate, at the beginning.In the last few years the number of adopted children, especially from Russia and South America is increasing.
In my class (year 2) there are 4 foreign children, from Bangladesh, China and Ecuador. The first three have the same background and a similar story: their parents came to Italy to find a job: their children stayed in their countries of origin, with relatives, then they came to Italy too, at the age of 5. At that moment, the Bengali ones can speak Italian and English, but have some difficulties in understanding reading and writing; the chinese child speak only Italian and he's studyng chinese langiage at the same time. The Ecuadorian child is a second generation: he was born in Italy and attended the italian nursery, so he speaks italian very well and understand Spanish. They are really sociable and lovely, a little bit shy, but only at the beginning. The other children of the class are friendly and I'm trying to develop a sense of respect, tolerance, open mindeness, curiosity toward the other cultures. I have a very good relationship with these four children, also with their parents: they respect me and I try to find the right way to communicate with them, to involve them in the school life,to help them when they need it.