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The power of chain messages:
- Heavy use of apps like WhatsApp means information spreads instantly and un checked.
- Students get messages from family and friends; they are not selective about who sends them what.
- Chain messages threaten,  warn, spread lies, rumours and manipulated pictures.
- Recipients feel pressured to be accepted by their peers and truly believe bas things will happen.
- Especially young children do not realize impact of forwarded messages or pictures.
Responding to harmful messages/content:
- Be aware of pressure child is under, he believes threats are real so take it seriously.
- Reassure kids that threats have no consequences.
- Teach kids how to react to chain messages sender saying stop.
- Teach kids how to recognise what is fake and what is real; pictures can be manipulated; rumours often come from unreliable sites.
Do's for teachers on social media:
- Teachers, as a professional group, should respect everyone, regardless of origin, race or religion.
- Toy may have a personal social media profile but people will still associate you with your school.
- The internet does not forget; be aware of your own behaviour, photos and postings on the internet.
- Your students are watching you and will imitate you; be a good role model.

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21st century teachers, times are a-changing:
- Rapid technological developments.
- Affected by events outside of the classroom.
- Ever pressing need to promote intercultural understanding and universal principles on human rights in the classroom.
Newly arrived migrants, their situation:
- Fleeing war zones and hot spots.
- Loss of home, country and family.
- New culture, way of life and language.
- Work prospects slim, future uncertain.
- Temporary living conditions vary.
What can a teacher do:
- Be proactive, don't wait for the topic to come up, create activities.
- Make it topic in the classroom, wheter there are newly arrived migrants or not.
- Encourage and continue the conversation online, on social media and promote responsible behaviour.

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2.5 Activities - Arriving in a new country

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2.5 Activities - Arriving in a new country

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Xenophobia, intolerance, race discrimination, social exclusion and so on, these are the major dangers that can be occurred in migrants' life in a new Country. All this is caused by Ethnocentrism. It is a tendency to interpret or evaluate other cultures in term of one's own, putting oneself at the centre first and then reinforce this feeling with prejudices. I will try to let my students know the right meaning of all these words and then let them find possible solutions with a brainstorming activity

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Activity:
- Expose students to personal stories.
- Students ask relatives about experiences of being on the run or leaving their country.
- What would they take on their journey.

I really found very interesting what Erika advices to do with students when it comes to tell  the stories of migrants, great emphasy should be put when  stressing the difficulties of leaving their homes and embark on an adventure which eventually will take them in differents host countries. The best way to raise awareness and to draw students' attention to the topic is always the one which privileges the storytelling from the people directly concerned.

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2.3 Activities - Countries of origin & reasons for leaving

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2.3 Activities - Countries of origin & reasons for leaving

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Activity:
- Let students research photos from the regions where migrants are coming from (both past and present).
- Compare photos now & then.
- What would you like to see as a tourist?
- Interview people who have travelled there.

I teach in a secondary school and I'm agree with Erika when she says that it is important to show students the migrants' own life in the past and at a current time is the ideal way to make students feel empathy for these people. Showing some pictures of  their countries of origin or just let them talk about their personal stories can arouse interest in such important issues and arise awareness in the students.

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How can teachers find refugees or migrants who can come into their class to tell about their experiences?
How can teachers find colleagues or schools who have experience working on these topics?

I did not know the website Welcome to Europe. I have had a brief look at it and I got the impression it contains a lot of useful information for students to deeply understand immigration policies, journeys, etc. I have never brought a newly arrived immigrants in my class, or at least not a refugee, but I think that allowing students to better comprehend the history of single refugees is a good way to start. That is, students need to understand the reasons behind immigration, especially those leading people leave their country in search of asylum. To address this topic in schools is important also to avoid xenophobic feeling and reactions, which unfortunately are very frequent in Italy.

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2.1 General strategies & activites - part 2

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2.1 General strategies & activites - part 2

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I usually introduce the topic starting from a photo or a sentence. I ask my students to describe what they see, trying to be  as more objectives as they can. Then I start asking simple questions and if they follow the news, what do they know about a particular episode. I often try to use some videos, so as to make them really aware of the situation going on. The impact of videos on them is stronger than an article on the newspaper or a short, simple text.

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When you go into schools for workshops, what type of activities do you do with students to raise awareness of the situation of newly arrived migrants?
- The the students' knowledge about the situation & highlights common misconceptions.
- Refugee chair activity.
- Invite refugees or migrants into tjhe classroom.
- Ask students what would make them leave their country.
How do you deal with xenophobic or other type of negative remarks about refugees or migrants in your workshops?
- Understand where they are coming from.
- Get students to see refugees as individuals.
- Get students to call authorities to get facts.
- Highlight personal stories.

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It's true what Nora says in the videos and although the problems of the refugees are almost similar in each countries , the ways of solution are sometimes dramatically differents and they depend on the number of refugees crossing the border of a country and the possibilities of the state. It is also true what people say that the most important is communication and  knowledge are necessary for the asylum seekers to go through complicated procedures. As Italian, it difficult for me to make any comments on Nora's description of the living conditions of newly arrived migrants in the whole of Italy and in particulary in South Italy.

The Dublin reulation establishes the Member State responsible for the examination of the asylum application. The criteria for establishing responsibility run, in hierarchical order, from family considerations, to recent possession of visa or residence permit in a Member State, to wheter the applicant has entered EU irregularly, ore regularly.

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What strikes me about the testimonies heard is the value they give to 'feel in a safe place': to express their ideas without fear of retaliation, feel safe because there is a police service that protects free citizens. On the other hand the homesickness of little Malak remembering her school, her friends, the teacher that with her was always good and kind, makes us realize how strong the roots and attachment to the country own are. It is touching.

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These video are very touching! Being forced to leave your own country  must be terrible. Against they will leave it for wars, poverty, natural disasters, unemplyment, political reasons.. and look for safety, new opportunities, stability and freedom! If all the world were a safe and stable place, people would move just for pleasure!

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I must say that the videos are really interesting and very informative. Many people to try to improve their living conditions decide to emigrate, to leave their country, their family, their lives. These people hope to find a job and a better life in rich countries. The  newly arrived migrants fleeing wars, persecutions, leave their homeland because they are suffering from hunger or serious illness or because in their country there isn't freedom.

Video 1: what are typical migration journeys to Europe, and how do these journeys impact on migrants' lives?
Video 2: why do people migrate?
Video 3: the european refugee crisis and Syria explained

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Migrants choose to move not because of a direct threat of persecution or death, bur mainly to improve their lives by finding work, or in some cases for education, family reunion, or other reasons.
Refugees are persons fleeing armed conflict or persecution; they are recognized (as refugees) because it is too dangerous for them to return home, and they need sanctuary elsewhere.
More than half of all refugees worldwide came from three countries: Syrian Arab Republic (4.9 milion), Afghanistan (2.7 milion), Somalia (1.1 milion).
The countries hosting the most refugees: Turkey (2.5 milion), Germany (900.000).
The Universal Declaration of Human Rights, article 14: Everyone has the right to seek and to enjoy in other countries asylum from persecution.
Convention relating to the status of refugees defines the term refugee and outlines the rights of the displaced and the legal obligations, of states to protect them; one principle is the non-refoulement, which asserts that a refugee should not be returned to a country where they face serious threats to their life of freedom.
a refugee is: a person who owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality.
The Dublin regulation is a European Union law that determines the EU member state responsible to examine an application for asylum seekers seeking international protection.

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What advice would you give to teachers who are considering to address this topic with their students?
- Avoid talking about "the refugees";
- Describe the diversity of reasons why people are leaving their countries;
- Talk about the situation in their countries of origin;
- Examine the journeys that refugees take to Europe.

Hi, I teach in a secondary school as a Physical Education. in my class aren't present refugees, but
I've decided to follow this course to be prepared, in the present and in future, to help the integration of newly arrived migrants.