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How to start communication? not only by writing, or making exercices..
use a cerimony: repeating always the same sentences in the morning, in the evening..
create an own dictionnary
using the innovative method : TPRS

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This video shows an example of how to ask a story using TPRS method. The main structures being taught are "viene, se peina, se pone and se quita" from lesson number 12 of Al agua patos! Teacher Guide https://conversabooks.myshopify.com/products/aquapatosmanual This is week number 6 of the beginner level.

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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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https://www.facebook.com/groups/697495993718779/ on facebook Materialsammlung Fluchtlingshilfe konkret

www.lernox.de

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The power of comprehensible, repetitive and interesting story telling can be seen in this 5 minute clip of a French 2 class in 2014. Blaine walked right into a class after arriving from the airport and just started using French with these students.

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http://teachingrefugees.com/
https://www.teachers.org.uk/equality/equality-matters

http://www.teachmag.com/archives/8880

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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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computer games : vision education.net : Do you speak football?
working with apps ! https://eduapp.nl/

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know.learn

TMobil

"T-Mobile ist seit fast 20 Jahren im Fußball-Sponsoring tätig. Für uns war es darum naheliegend, den beliebtesten Sport der Welt als Motivation zum spielerischen Deutschlernen durch die App hallo Fußball zu verwenden. Zusammen mit Hilfe bei der Schaffung von Wohnraum und Internetzugang für Quartiere ist Spracherwerb für die hier angekommenen Menschen das wichtigste Fundament, um sich ein neues Leben aufbauen zu können."
Andreas Bierwirth, CEO T-Mobile Österreich

gostudent

"Sprachen lernen und mit spektakulären Fußballvideos belohnt werden. Gleichzeitig über die aktuellen Spielstände am Laufenden bleiben. Endlich müssen die Eltern nicht mehr schimpfen, wenn man wieder mal nur Fußball im Kopf hat!"
Gregor Müller, Co-Founder, GoStudent GmbH

connectedkids

"Wir wissen, dass die fundamentale Aufgabe von Schule nicht darin besteht, bei den Schüler/innen bessere Prüfungsergebnisse hervorzubringen, sondern ihnen das Lernen zu ermöglichen. Mit dem Fußball - direkt aus ihrer Lebenswelt - steigt die Motivation Sprachen zu lernen, sich mit Menschen auf der Welt zu vernetzen. Connected Kids und T-Mobile sehen die Fußballapp als Ankick um Sprachen besser zu erwerben. Der Schiedsrichter in der App gibt stilles Feedback, unterstützt, ermutigt, bleibt cool und lässt auch einen Elfer zu."
Dr. Paul Kral, Projektleiter von "Connected Kids" in Partnerschaft mit T-Mobile Austria

brose

Bildungsverlag EINS

vodafone

"Die Integration junger Menschen ist für Vodafone eine Herzensangelegenheit", sagt Michael Reinartz, Innovations-Chef von Vodafone Deutschland. "Die digitalen Technologien sowie die Verbreitung von Smartphones geben uns großartige Möglichkeiten, Kinder und Jugendliche schnell und einfach zu erreichen und ihnen den Start in ihrer neuen Umgebung zu vereinfachen."

sedlak

"Mit geringen Hürden, auf einem 'Alltagswerkzeug - dem Smartphone' die Sprache des Aufenthaltslandes zu lernen ist eine wunderbare Sache, denn nur das Beherrschen der Sprache sichert nachhaltige Zukunftschancen! Für mich als Bauunternehmer ist die Zusammenarbeit mit Menschen jeglicher Herkunft selbstverständlich. Diese ist nur dann möglich, wenn wir uns gesichert verständigen können. Das Erlernen der Sprache des Gastlandes ist der Schlüssel für die nächsten Integrationsschritte."
Baurat h.c. Bmst. Dipl.Ing. Wilhelm Sedlak, Dipl. Ing. Wilhelm SEDLAK Ges.m.b.H.

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VISION EDUCATION | VE - VISION EDUCATION Football

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"T-Mobile ist seit fast 20 Jahren im Fußball-Sponsoring tätig. Für uns war es darum naheliegend, den beliebtesten Sport der Welt als Motivation zum spielerischen Deutschlernen durch die App hallo Fußball zu verwenden. Zusammen mit Hilfe bei der Schaffung von Wohnraum und Internetzugang für Quartiere ist Spracherwerb für die hier angekommenen Menschen das wichtigste Fundament, um sich ein neues Leben aufbauen zu können."

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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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For many refugee children and youth, school is a safe place where they can learn new things and make friends. It helps them to restore some normalcy in their lives, and develop future goal !

* sport games! to express themselves without words
* competition games, in little groups: peer group
* music, singing, dancing (enjoy their favorite music)
* pictionnary, pantomime
* class pet (a cat...)
*
http://improwiki.com/en

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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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*secure islands of safety: clear structure at school.
*stimulate self-confidence
*silence and relaxed when entering in the classroom - calm down
(exercises concentration, breathing ... for example by BRAIN GYM
*OUTDOOR education... create beautiful experiences - going into the nature
*reflection on the future, dreaming of the future

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Brain Gym is a registered trademark of the Educational Kinesiology Foundation /Brain Gym International. Please visit the Brain Gym® website at www.braingym.org.

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to integrate successfully any newly arrived migrant students at my school.
constructing a network of individuals and organisations that can support me in this job.

Where do I want to get to? that every child feels comfortable, supported and ready for learning...
How, by which action? Work out a community based project that brings children together; discovering and exploring the neighbourhood through storytelling and playful activities. So that they experience the language and culture participating in realistic, functional daily life-situations in the neighbourhood.

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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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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?

* give students the TIME to adjust to an academical environment
* school skills is not a cognitive issue!  By given the support to be successful in academical environments

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Learning objectives:

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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1.5 Example of a community-based project

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1.5 Example of a community-based project

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www.respAct.org
http://camp-group.org/home/

I've never did such a project, started at school.  I have experienced it through organizations of 'neighborhood work' .  We worked around drugs and the drug sprays left in the parks or at street.  We were with 10 neighbours , and a good teamspirit made the project very succesful. I don't know if it would be possible with my colleagues, to find the same motivation and enthusiasm for such a project... For colleagues it will be 'extra work'... difficult to combine with all the other work and responsabilities...

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What are your favorite activities to integrate arrived migrant children in your classroom- to find a friend?
I like to refer again to Jenaplan school, where conversations, playing and games, celebrations and work are basic activities. Then I think that playing and celebrations are always a good start to welcom newly arrived migrants.

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submersion
integration
parallel
Anyway, the school organization is a result of the school ethos... I feel most connected with schools that have a specific pedagogical project- inspired on for example Freinet, of Jenaplan, (or like somebody else posted in the facebookgroup: the Reggio Emilia schools...)
In this Jenaplan school these are the ruling principles: inclusive thinking, humanization, democracy, creativity, critical thinking, starting from the needs of every student, ... Conclusion: it is a lot more than only the economic, political or religious interests that rules the school.
I am convinced that such an atmosphere helps integration of newly arrived migrants a lot !

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program STARTS (Australia)

making contact with students with a trauma, depression, anxiety, stress...
I work as a teacher, but I try to keep on the spirit of a clown.  that helps to get a warm contact with students that have special needs! It's important to make this contact, and give students hope and happiness again.  But sincerly, I find it very difficult to maintain the spirit of the clown, in my school- because of the focus on the cognitive progress, the pressure to increase the knowledge, so it seems very often that the heart , and emotions, special needs of my students are less important...

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Do you want to see how it all works? Are you curious about how we are able to send clowns all around the world to bring laughter to the children who need it the most? Please feel free to take a look at our financials section, where you can find our annual reports, our CWB At A Glance summary and more!

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Clowns Without Borders USA Official Site

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Do you want to see how it all works? Are you curious about how we are able to send clowns all around the world to bring laughter to the children who need it the most? Please feel free to take a look at our financials section, where you can find our annual reports, our CWB At A Glance summary and more!

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summary key themes of the course: education Talks

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summary key themes of the course: education Talks

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What support do teachers need most? (issues of identity/religion/culture...)

How can schools adjust for the arrival of migrant students? (ethos of respect, ethos of human rights / a national curriculum )

HOw can teachers make migrant students feel welcome?

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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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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.
Rethink the way I teach!
Respect, and taking every student seriously! I am co-responsible for the future of every student. That's my way of teaching!
For doing so, the video says that the school management has to be retought. Is this so hard to realize?

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Hi, My name is Lien Bossuyt. I live in Belgium, in Gent! I am a teacher, primary school for children with special needs. (age 6-13 years old)  

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Hi, My name is Lien Bossuyt. I live in Belgium, in Gent! I am a teacher, primary school for children with special needs. (age 6-13 years old)  