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Sometimes we talk about terrorism especially now that we have so many terroristic attack. At the same time we talk about war and migrants

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I did not do it.

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I  usually  intoduce the topic for a thread in the hours of history or geography that offer many ideas for debates and comparisons etween past and present

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Pupils at primary school are very confused about the general situation of migrants and about what the tv tell us. Parents are always afraid of those migrants just because they've never looked at them as "people" like us. Talking about this issue is of course not easy but I'd like to try with small talks or books with pictures.

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When a cathastrophic situation hapenned, I talk about my students of Primary school to understand the rality and to aware about our emotions.

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Discussing such sensitive issues to my experience is more powerful when using videos and life stories!

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I'm a kindergarten teacher, my students are 4-6 years old. I usually use books with images to talk about migration with them.

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Even if in my region there are not migrants, I talked at the school with my students about this problem. I think is just a problem of time till they will be spred all over the Europe so everybody has to be prepare for this situation to know how to face it.

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I did not do this activity

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I have never discussed the topic with my students. I think I can't do this; because I know some of them don't want refugees to come here and don't want to live with them. The students don't think about the situations of the refugees. However, some refugees who gets lots of help from the government live in streets, beg for money. I don't know what to do but I hope every human being may live in her/his country happily and peacefully.

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I introduced this topic with my students.

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I often conduct ewinning projects wiht my classs. Last year we did one on migration and I think it helped my students a lot to understand what drives some people to behave the way they do. I believe it is important have all opinions respected but make it clear that violence is never the answer.
I was really impressed by the videos posted. Thank you for the good advice!

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I work as a teacher(Elementary school) and i addressed this topic saying some stories from Egypt and particulary talking about terrorist attacks, when i used to work there four years ago.

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After the terrorist action in Paris, last year, I discussed with my students of the last year. They are young adults and it was simple. In my classroom there are strangers and they were embarassed. Speaking about the event, we were able to discuss and to ratiocinate.

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I 've adressed this topic with my students  with the help of the internet.

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I haven’t addressed these topics with my students yet. We’ve just talked in general about the problem of refugees but we haven’t read newspapers or started a discussion. I think I should start from facts as suggested and also investigate about my pupils’ prejudices to focus on them and help students acquire a better understanding of migrants’ and refugees’ situation, background and problems. &e`b�=

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We have not refugees in our school but some migrants. The students don't know much but they are aware of the situation . The Erasmus+ Project about Refugees is away to call their attention to this World Human Crisis. It's also impossible not to talk to them about terrorist action, because of the media talk, talk and talk about it.

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At school my students discussed on terrorism after Bataclan attack in Paris. They read in French the touching letter written by the husband of a victim: "Vous n'aurez pas ma haine" and they made some drawings on this terrible event. These experiences helped them to face the shock.

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I often speak of the refugees with my students. In Italy the situation is very critical as the migrants who arrive there are many, many would like togo to northern Europe which does not receive them. Students are aware of the situations from which refugees flee but do not see effective solutions.

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When they are watching something at TV, pupils begin to discuss spontaneously about it. So it happened with migrants and refugees ,too. They were saying their point of views or that of the parents. The teachers are trying to highlight the real facts against stereotypes and prejudice.

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Well, I try to stick to the facts, in order to see what the students really think about the events. I never try to convince them: they have to reflect and understand in a critical way.

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I have never had the opportunity to discuss about migrants in my classrooms. We talked sometimes about terroristic attacks and the reactions were very different: the greatest part of italian students were against muslims in general, the islamic students explained that these terrorists are not properly muslim and that they don’t follow properly the rules of Qran. If I have to talk about migrants to my students I will follow the approach of the first video. It is very interesting how Nora explains the situation of refugees to her students. First of all it is true that not all the refugees are living in Europe, second it is also true that not all the refugees are criminals and third it is true that Europeans can leave their countries easily to study abroad or to work abroad while Asiatic people cannot do it.

Students are often not aware of these three things and it very important to make them understand the reasons why migrants and refugees have to leave their countries ���G���U��#��5��v��L�Z|�Iֈ�?o

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This link leads to a game that was developed by UNHCR and designed to teach players about the plight of refugees.  It has been translated into 9 languages, including English.

https://www.unric.org/en/games/27351-against-all-odds-unhcr

Players take on the role of a refugee, and play through twelve stages - depicting his persecution and flight from his native country, through to eventual integration into a foreign country as an asylum seeker.
The game is aimed at 12 - 15 year olds, an age where people begin to develop ideas regarding refugees and similar issues.

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we have discussed this topic a lot of times

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The past two years thousands of refuges came to Greece ,so we talk very often about this topic with my pupils.We have never connected terrorist attacs with refuges.

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I've always talked in my classes about migration and all the problems related to it.

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In personally talk with my students about migration, refugees, wars and terrorism, as it is included into syllabus of my subject. Usually we started with theoretical stuff, than continued with the analysis of the really invents and stories and discussions.

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We have discussed the topic. Students think that refugees are not to be blamed for the terrorist attacks.

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We didn't talk about the terrorist attacks. Normally if students will discuss a topic we do it.

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The first time i face the refugees question directly, it was in Sicily (Trapani), in April 2015. I was there under Erasmus+ KA2 partnership mobility and my hotel was near the harbour. One night, we we saw lot's of police, and people armed dressed in white taking refugees from a militar boat. Everyone gets very surprised about watching this situation live.  I also addressed this topic with my students after the November 2015 Paris attacks. My students were shocked and I had to clear up the confusion between terrorists and refugees.

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My students are chilren with special needs. Therefore my approach to terrorist matters is rather limited.

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Often in class we discussed about the attacks in France, and I realized that the boys did not know many things, and were very surprised when I gave them new news

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We have discussed the topic a few times in class. Students express their disgrace about terrorism. However, they feel that we should not put the blame on the refugees. Terrorism can be exercised by anyone.

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After the terrorist attack in Paris I open ed a debate in the classroom about this event and we discussed and made comment on the Antoine Leiris' letter "Vous n'aurez pas ma haine"

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The last year ( March, 22) I was at school when the terroristick attack in Bruxelles happened. I teach in junior high school: it was not easy handle the situation in the classroom. At first some pupils thought that the images were a movie; then there was fear (a lot); the discution ended appreciating the values of democracy, tolerance and peace.

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I am a kindergarten teacher and in our kindergarten we don't have refugees so we don't have such topics in our classes. Even though I think it is an important subject to address, I find it a little difficult to adapt the discution to such young learners. They are usually very acceptant to others at this age and don't discriminate like older children or adults do.

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When it happens something very serious, pupils begin to discuss spontaneously about it. So it happened with terroristic attacks, migrants and refugees issues. These are chances when it's possible to listen to pupils ' point of views and try to point or the real facts. Students could also see a show which was performed in our schools which dealt about the topics of migrants and refugees trying to highlight the real facts against stereotypes and prejudice

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I take part in an educational project "Let's talk about the refugees". I have ready-to-use concpsects of the lesson - one devoted to the rules of a good chat, the other one mainly about facts.

The reaction of the students differs. Some of them know nothing about the problem as they don't read or watch the news, and there are not any refugees in my district - it is a theory for them. Some students sympathize with radical movements and they are xenophobic - they talk a lot, using steretypes mainly. And so called "silent majority" seems to be interested in the topic.

The students took part in an online survey before the lessons, it was very attractive for them - the topic and the form.

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Studens get informed from tv or social.they are aware of terrorristic attaks and need some discussion in class.
they feel sad about victims and afraid about terroristic acts.
they are worry about future, their and the world.
about refugees  they are sad , worry about wars.

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My pupils are sad when we talk about terrorism and its victims

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Students are aware of terrorist attacks from the media and we also discuss in class sometimes. They feel really sad about the victims and usually describe the perpetrator as lunatic.They also worry about safety in the world and feel afraid somehow to travel abroad

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Lucia.C, Italy
I sometimes talk about terrorism and refugees during my lessons, usually starting from a newspaper article and ask for opinions, trying to give sensible remarks and make them reason about what they said, especially if prejudices come out from their discussions.

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Students get informed from TV or the Internet when terrorist attacks happen and as we live in a very quiet place these images make them feel frightened. We discuss sometimes and try to make them be brave or feel secure. They care for the refugees and they bring a lot food, toys, clothes when I ask them. they ask why all these happen and try to understand the reasons .

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When I talk about Spanish Civil war and its consequences I address the issue of exile. Millions of people was persecuted because of their political ideas and they had to go abroad. Most of them did'nt know the language, the culture, etc. We try to understand the reasons why people leave everything: home, families, culture...

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I think the persoanl reflection should be stimulated. Furthermore, students need to be guided to go further their own individualism to understand different realties.

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My students and I spoke and speak a lot of the attacks. They are afraid that it could happen anytime, anywhere. The problem is the way they treat those that come from those countries like Syria. These students are considered as possible terrorists and are often isolated and mistreated.

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Attacks in Europe was a chance to discuss in the class about terrorismus . The majority of students believe that violence comes from religion of refuges or migrants.

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With children from 6 to 11 years old we talk about terrorist attacks in a very simple way. When it happened in Paris, for example, children knew that from tv and families, so they wanted us to tell them what's going on. And we did. Then children felt better, anyway.

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After the terrorist attacks in Brussels Airport and a city metro station, in March 2016...

6 year old Anastas: - I saw there a man running with a bomb in his hand!! - pointing outside our school fence.
Me: - No, it was a sports person jogging. Look there's also a group of bikers passing by. People like to run and ride their bike in that path. It's good for their health! There are no bombs here.
Boy; Ah, ok! I was sooo scared!!

And short conversation went on... Finally he replied: - Yes, the teachers and the parents have to protect the children...​

Often children watch about refugees in TV, see pictures in the press or hear conversations among adults or even their colleagues. The way they manage all this "information" may create anxiety, stress and sadness. I believe that, as teachers, we should allow students to share their feelings by asking them open questions and listen, explain the truth in a child friendly way, emphasizing that we live in a safe place, finding out that there are institutions that try to assist refugees and help the group to take a positive action.

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When there was a terroristic attack in Paris I showed my students the video of people singing "imagine" in a famous square. The people did this to protest against the attack. Then I explained the meaning of the song.

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In front of so much violence the are like to be mere spectators of the mass media. Talk about it is important but it is difficult to escape from the stereotypes. I propose as a music teacher to listen and sing along with songs of peace to help us to reflect and to feel an active part of a common world.

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I see, read, talk about numbers. But behind each number are thousands of lives. Every human destiny is unique in itself. Especially those migrants who have gathered horror, fear, sorrow, death. And this is somehow far ... We need to talk about it!!!

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Honestly this topic is very risky above all if you're not well informed about it. As the first suggests you need facts, numbers, personal stories to fight against prejudices

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We have not refugees in our school but some immigrants.
The students don't know much but they are aware of the situation .
The Erasmus+ Project about Refugees is away to call their attention to this world human crisis. It's also impossible not to talk to them about terrorist action, because the media talk, talk and talk about it.

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Students participate in discussions about immigrants. They don't know many things about the whole immigration issue. But when our school gathered food and clothes for immigrants in Greece and mostly in our area they did their best. But that was once. We need to be more active and sensitive for people without home.

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I have immigrants in my classes and we discuss abour racial isses from time to time. Of course, not all students are ready to accept non racisist views. On the other hand, we did not talk explicitly about terrorist attacks. Yet, we cancelled our trip to Italy that year in fear of new attaks in Europe.

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After the terrorist attack in Paris a organized a video conference with a partner school (within an etwinning project) in France and my students had the opportunity to ask questions to the French students about the real facts and to express their feelings.

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with my students I sometimes talked about the issue, and they are conditioned by the news given by television, but each of them has met a migrant in the class there is a graco two Indian ucranei.
the globlalizzazione has meant that everyone can move in the world and then to learn to live with everyone.

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I teach Music in a Middle Secondary School. Last year, after the terrorist attacks in Paris, I decided to sing and dance "Heal the world" in my classes. I think that it's important to give hope for a better world.

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I teach in a primary school and every now and then, especially after the terrorist attacks bloody explain to children why these things happen; I also explained to them why so many people flee their country but I also told them that not all migrants are terrorists.

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I have some students come from north Africa in class. We talk about the general theme of "living together". They find some interesting key words such as "alliance".

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In my class there are Muslim students, so that it isn’t always easy to deal with these problems. I'm afraid of offending their sensibilities, their feelings. So, sometimes, after giving information about what has happened, I ask them to explain if they find themselves in what is said (for example in newspapers). When there was the attack on Charlie Hebdo, one of the Italian newspapers had terrible front page picture of the killer and the title "This is Islam." So, I asked Mahmoud to explain one thing: this really is Islam? And he tried to explain what was really Islam. And then I asked all the muslim kids how they felt in front of this first page, and they explained that the prevailing feeling was feeling offended and humiliated, because they were not so.

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I have only economic migrants classroom so we talk about it when we talk about human rights or children rights. But terrorist attacks are not a topic which we address.
In kindergarten when we talking about national days we highlight that no one wanted war, but the governor ordered. And of course they all suffered from the war.

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I have talked with my students about migrants ant terrorist attacks but it's true that they don't know much about this topic.

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I do not have a class at the moment, but I can tell you what a friend of mine did after the terror attacks in France. Some of the students were calling the Muslim children terrorists and bullying them. During her class she discussed the issue with them. It turned out that some of the students did not really understand what had happened and were simply parroting what they heard at home. This teacher over the course of some lessons helped them to understand the situation better. Together with some Muslim parents and children she decide to prepare some Middle eastern food which was then bought by the students and the money sent to an agency that supports migrants.

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I have a muslim student in one on my classrooms and, altough he's only 12 years old, he is very involved in the discussions about terrorism and ISIS. He helped me to inform other stuntsmaboutnthe differnt between muslims and SIS. It was important because in a lot of places the two things seem to be the same. We talked about the events, try to explore the motivation behind them, expecially try to comprhend thatma migrant isn't a terrorist.

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I have not imigrants in my class and i am primary school teacher.My students are young so i didnt deal with such a young children.But my son(18 years old),was shocked and asked me a lot about it.Also he told me that is happy to live in our country..because is more safe then others.

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I have migrants in my class but ı am primary school teacher and I didnt deal with such a young children .

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I teach in a first class of primary school, I have not seen fit to deal with such young children the topic.

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I haven't refugees in my
class, but I explain my students refugees has its life and must incorporated. Most often the refugees are associated with terrorists, with bad people, but  have to explain to children and parents, too because they are people and must treated as humans. Yes, I'm ready to receive anyway migrants and to incorporated in the form.

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Laura Italy            The activities with quiz is a very good
idea to start from what we know and we don't know, also using
numbers, data and statistics.
I think it's important to talk about
how you should never use a category to define a person but you should
always identify it as an individual. So it's important to avoid using
words such as immigrants, refugees as criminals, people with
disabilities, Italians, Moroccans, Africans .... this could be an
opportunity to talk about the clichés and prejudices as well.
Moreover to know the reasons why people
leave their country could be a starting point to talk about the
privileges that some people on the planet have compared to others in
terms of food, water, work, education.

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Laura Italy            The activities with quiz is a very good
idea to start from what we know and we don't know, also using
numbers, data and statistics.
I think it's important to talk about
how you should never use a category to define a person but you should
always identify it as an individual. So it's important to avoid using
words such as immigrants, refugees as criminals, people with
disabilities, Italians, Moroccans, Africans .... this could be an
opportunity to talk about the clichés and prejudices as well.
Moreover to know the reasons why people
leave their country could be a starting point to talk about the
privileges that some people on the planet have compared to others in
terms of food, water, work, education.

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Romania
I can talk to my students about terrorist attacks, but they can give indications if they have any curiosity.

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After the Paris terrorist attacks, I discussed in class with my pupils (aged 11-12). They were shocked and asked a lot of questions, wanted to know more about what happened. Even Islamic students participated. Working in pairs, they had a look at videos, fotos and articles.

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The above mentioned topics need a very serious approach to the children. I work in a Minority school in Greece where all the students are muslims. During the previous year's bomb explosions in Turkey we discuss for a while about these issues. They, as everybody in the world I believe, are afraid of the terrorist groups. However, I think that they feel rather safe in Greece.

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When islamic terrorist attacked Paris I also thought "What sould I do or what shoul I say?" I have a lot islamic students and they are quite good girls. I asked myself how could the feel in those moments. There were a lot of different feelings among my students: fear, angry, shock. They asked me "Prof (they call me in this way) have you heard what happened in Paris? what do you think about it?" They wanted that islamic girls disaprove the event , but the girls felt the same as them and i feel in that way too. I let them to talk and I invited them to look together for facts. An Islamic student of mine did a little research about islamphobia. It was quite a good work, but unfortunatly not all the teachers appreciate it.

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i have talked about immigrants in Greece

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How to discuss a major terrorist action?

As we don’t have many migrants in Poland, a problem seems to be not so important. However, last year I visited Istanbul. It was Erasmus Plus project and I was obliged to take a student with me.  The girl who was chosen by me was happy because she met her host – partner in Norway. Both girls from different cultures and religions became friends. A few days before our departure from Poland there was a terrorist attack in Ankara. My student’s parents withdrew their permission to take her abroad.  I was in a trouble. I bought an expensive plane ticket for my student much earlier. On the other hand, I couldn’t guarantee her parents that nothing wrong would happen.  When I contacted  my Turkish colleague to tell her that I wouldn’t bring the student she advised me to contact both girls. They chatted on Facebook and next day parents gave me a new permission for their daughter’s travel. We spent a few days in Istanbul working on the project tasks and sightseeing the city. We have wonderful memories. Both girls strengthen their friendship which overcame all prejudices and fears. It sounds like a fairy tale. A month after our visit to Hagia Sophia and lunch at the nearby square there was a terrorist attack and  German tourists were killed. I can’t stop thinking what would have happened if … That’s one of the reasons why I take part in this course even if we don’t have migrants in our country.

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The media have a negative effect on public opinion and the pupils have strong prejudices against migrants, seeing them all as terrorists. As a teacher of religion I am to make my students think that it is not all white or all black and that the basis of all there is the knowledge of a culture different from mine. I try to make him understand that the fact of having to flee their home for several reasons is an act of great courage and that before issuing judgments must learn to put themselves in the shoes of those who are criticizing. Could happen to them they are lucky and do not grasp the finer things that they use and take for granted.

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I have occasionally talked about newly arrived migrants in my classroom, but I have never addressed this topic step by step in a linear project. I want to try to do this learning project with students in my classroom during this year.

After the terroristic attaks, I talk about them with my students, specially after Paris attacks. In my classroom, islamic students were the most informed and they were the saddest and most anxious because of the facts. They told me that after Charlie Hebdo attack they were discriminated from other children in their classroom at their primary school for a while. Many students were worried and they had a lot of questions.

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Palermo, my town,  and all of Sicily often see the arrival of migrants and often this sad reality is the subject of discussion in the classroom. The students are very involved  also because these men and women become students of my school.

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I had a class the day after the terroristic attacks in Paris. I thought I had to talk with my students, in spite of their young age, because many of them are Muslims. I tried to summarize the history of Daesh, underlining the deep difference between religion and terrorism. So that the most victims are first of all Islamic people. Despite all the information, students went on talking about "we" (European people) and "they"  (migrants and terrorists).
It's interesting to notice that rich people, like football players, are thought like "us" also when they come from abroad.

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Unfortunately the children of migrant agricultural workers are among the most educationally disadvantaged children The conditions associated with their migratory lifestyle, such as discontinuity in education, social and cultural isolation, strenuous work outside of school, extreme poverty, and poor health, impose multiple obstacles to educational success

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After the terrorist attacks in France, I tried to open a debate in the classroom. I teach in a secondary school and the class in question was made up of 20 pupils, aged between 17 and 18 years, 2 of which are of Arab origin. It was not easy to mediate the various interventions, it was also really hard to deal with sensitive historical topics, political and religious. One pupil has covertly told me I could be denounced, because at school you should not make policy.

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We've discussed about this very serious problem at etwinning project "Knitting our common european future with the threads of our national cultures" in this page, saying about serious problems of our towns

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I have discussed with my students about this topic. I explain them that migrants are not terrorists.

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I have never tackled this issue with my pupils, but I have spoken to them about migration in Spain, to make them realize this is a worldwide problem. I loved the quizzes Nora used to open up minds and remove wrong and limiting beliefs; I also think meeting and asking questions to a refugee would be an incredible opportunity to better understand why so many people leave their motherland and all personal attachments behind.

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Traning teacher in Centrumvux.se Stockholm, Sweden. Writer and jorunalist, international Dog Show judge, like to play gofl

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Raffaella, Italy
I have discussed with my students about terrorism and migrants. I tried to explain them that there are differencies between migrants and terrorists.

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First video is very  open minded. In my opinion, she should invite to classroom  real refugee or migrants.  We have to teach students to not fear from refugees. Tey are weak  people. Tehy are like us, They are human like us. She addressess facts. Thats tru idea.

Second video is about a learning and understanding of events. ���������|;u7u�

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I have not yet got to face the problem of immigrants in my classes, but Nora's tips seem to me very useful and practical: I'll definitely try to realize them.
Also I have discussed with my students the bombings in Charlie Hebdo. The discussion was placed in an learning activity on the management of emotions. These discussions have definitely been a very significant moment to help students revise the emotions triggered by those dramatic events.

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I have never tried the topic of terrorism with my student. As they are very young.

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In my classroom, we have discussed about the terrorist attacks and migration issues with students in the composition class. Certainly, the haven’t a clear picture of what is happening, but they feel fear for the future. They are interested about the refugees, they are ready to collect clothes or help them the way they can, but they don’t know about all aspects of the migration issue. Maybe, it’s because of the misinformation, which is a huge problem for both, teachers and students.

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I have discussed about this topic with my 16th students and some of them have shown pro-racist attitudes: they replied me that immigrants are more fortunate than themselves, because they have shelter, food and assistance from the Italian Government.

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L 'argument terrorism is a bit' complicated to deal with my students because they are too small (8 years), but I think it is essential to promote an active and constructive dialogue in the comparison between our Italian culture and that of the country of origin of foreign students .

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I teach ss aged 14-17. There are too many stereotypes among Italian ss. And migrants are too often reluctant talking about their past and problems in their countries.

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I found extremely interesting what Angelo Boezi from Italy has written...and represents the situation in Greece too!!
How to fight against xenophobia..racism...ignorance?? How to deal with economic crisis... individual interests,...bureaucracy..human rights, ....dignity...and so many  different things put together in this complete paranoia we are living?

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Many of my students come from low-to-middle class families, who in many cases have been struck badly by the recent economic recession. We often come up with discussions about this topic, as it can be easily related to the subjects I teach (Literature and History). Unfortunately, I have realized that many students tend to have stereotyped opinions about this, showing a poorly critical view on the topic. They often accept passively what popular TV shows or the social media tell about it, but aren't aware of the concrete facts and figure. I always try to come up with realistic data on the topic, but it's difficult to persuade them that opinions are different from facts...

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Among my students - expecially those who are experiencing economic hardships - there is resentment against the rapid increase of the economic expenses caused by migrants and refugees. One of them told me:”My father lost his job; we, my family, have no social care; we are living with the financial support of relatives; they, the migrants, live in a hotel, have free medical care, do not pay for public trasportation”.

This is a widespread feeling. I simply asked to verify facts and figures and follow the money. We searched the Net; we used the data made available by the Ministry of Interior; we interviewed informally an official of the same Ministry; we inteviewed two operators of humanitarian organizations; we interviewed the owner of a hotel that houses migrants; we interviewed two refugees.

Our findings are:

1. Italian governement spends 37€/a day/each migrant or refugee;

2. The migrant or refugee receives 2€ or 2,50 €/a day; the rest of the money is paid to the Italian operators involved;

3. According to the hotel owner, he was about to close but, thanks to God, he was assigned the 30 refugees he had requested and now he can work again;

4.According to humanitarian operators, they are receiving a monthly salary.

Our conclusion is: the presence of migrants and refugees has a high cost for the national governement but supports local economies. Much of the money ends up in Italian pockets but public spending on migrants and refugees health care, trasportation, rescue operations is very high.

Some students are reassured, some others are still concerned.